Learning to Be A Sage
Learning to Be A Sage

Author: Hsi Chu

Publisher: Univ of California Press

Published: 1990-03-13

Total Pages: 232

ISBN-13: 0520909046

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Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi (1130-1200)—a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of Learning to Be a Sage examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the Conversations of Master Chu.

The SAGE Guide to Curriculum in Education
The SAGE Guide to Curriculum in Education

Author: Ming Fang He

Publisher: SAGE Publications

Published: 2015-06-05

Total Pages: 971

ISBN-13: 1506300669

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The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.

The SAGE Encyclopedia of Out-of-School Learning
The SAGE Encyclopedia of Out-of-School Learning

Author: Kylie Peppler

Publisher: SAGE Publications

Published: 2017-01-15

Total Pages: 2280

ISBN-13: 148338523X

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The SAGE Encyclopedia of Out-of-School Learning documents what the best research has revealed about out-of-school learning: what facilitates or hampers it; where it takes place most effectively; how we can encourage it to develop talents and strengthen communities; and why it matters. Key features include: Approximately 260 articles organized A-to-Z in 2 volumes available in a choice of electronic or print formats. Signed articles, specially commissioned for this work and authored by key figures in the field, conclude with Cross References and Further Readings to guide students to the next step in a research journey. Reader’s Guide groups related articles within broad, thematic areas to make it easy for readers to spot additional relevant articles at a glance. Detailed Index, the Reader’s Guide, and Cross References combine for search-and-browse in the electronic version. Resource Guide points to classic books, journals, and web sites, including those of key associations.

To Become a Sage
To Become a Sage

Author: Hwang Yi

Publisher: Columbia University Press

Published: 1988

Total Pages: 304

ISBN-13: 9780231064101

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Yi Hwang (1501-1570), better known by his pen name T'oegye, is generally considered Korea's preeminent Neo-Confucian scholar. The Ten Diagrams on Sage Learning is his final masterpiece, a distillation of the learning and practice of a lifetime, and one of the most important works of Korean Neo-Confucianism. In it he crystallized the essence of Neo-Confucian philosophy and spiritual practice in ten brief chapters that begin with the grand vision of the universe and conclude with a description of a well-lived day. In To Become a Sage, Michael Kalton supplements a superb translation of this pivotal text with useful commentary that will greatly enhance its value and interest to the lay reader. The Ten Diagrams is the first complete primary text of Korean Neo-Confucianism to be translated into English. Korea's Yi Dynasty (1392-1910), the only East Asian regime founded exclusively under Neo-Confucian auspices, was unique in its allegiance to the orthodox Ch'eng Chu school, predominant in China, Korea, and Japan. Although the Ten Diagrams is a relatively short work, it fully presents the entire vision of Neo-Confucianism as framed in that school. Kalton provides a brief history of Neo-Confucianism in China and Korea as well as commentary that includes extensive passages from T'oegye's voluminous personal correspondence. These annotations expand the meaning distilled in each chapter. They help the uninitiated reader understand the basic elements of the complex Ch'eng Chu school of Neo-Confucianism, while enabling the scholar to distinguish characteristic aspects of Korean Neo-Confucianism as presented in the thought of the nation's leading philosopher of the time.

E-Learning
E-Learning

Author: Bryn Holmes

Publisher: SAGE

Published: 2006-06

Total Pages: 208

ISBN-13: 9781412911115

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e-Learning is now an essential component of education. Globalization, the proliferation of information available on the Internet and the importance of knowledge-based economies have added a whole new dimension to teaching and learning. As more tutors, students and trainees, and institutions adopt online learning there is a need for resources that will examine and inform this field. Using examples from around the world, the authors of e-Learning: Concepts and Practices provide an in-depth examination of past, present and future e-learning approaches, and explore the implications of applying e-learning in practice. Topics include: educational evolution enriching the learning experience learner empowerment design concepts and considerations creation of e-communities communal constructivism. This book is essential reading for anyone involved in technology enhanced learning systems, whether an expert or coming new to the area. It will be of particular relevance to those involved in teaching or studying for information technology in education degrees, in training through e-learning courses and with developing e-learning resources.

The SAGE Handbook of Learning
The SAGE Handbook of Learning

Author: David Scott

Publisher: SAGE

Published: 2015-08-17

Total Pages: 683

ISBN-13: 1473933609

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"Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique." - Carol A. Mullen, Professor of Educational Leadership, Virginia Tech Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this Handbook brings together original contributions from respected researchers who are leading figures in the field. The editors provide a insightful introduction to the topic, and the theories, frameworks, themes and issues discussed in the individual chapters are central to each and every learning episode. The Handbook is organized into four sections, each beginning with a short introduction: Philosophical, Sociological and Psychological Theories of Learning Models of Learning Learning, Curriculum, Pedagogy and Assessment Learning Dispositions, Life-Long Learning and Learning Environments

Learning, Teaching and Development
Learning, Teaching and Development

Author: Lyn Ashmore

Publisher: SAGE

Published: 2014-11-03

Total Pages: 289

ISBN-13: 1473910579

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This best practice guide to teaching in the Further Education and Skills sector, and professional organisational learning contexts, examines the key concepts underpinning effective teaching and learning and combines this with case studies which demonstrate meaningful connections between theory and practice. Each chapter also contains discussion questions, learning activities and reflective points, allowing you to further engage with key research and relate it to your own teaching. Offering pragmatic advice on learning design, support and delivery, coverage includes: Identifying learning needs and objectives Selecting and developing appropriate content Using technology to enhance learning Assessment, evaluation and reflection This is an indispensable resource for anyone preparing to teach in Further Education, current Higher Education lecturers and work-based learning trainers in private and public-sector organisations. Lyn Ashmore is a Senior Lecturer in the School of Education and Professional Development and Denise Robinson is Director of the Post Compulsory Education & Training Consortium, both are based at the University of Huddersfield.