NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087846
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-0013-1857
Dewey's Link with Daoism: Ideals of Nature, Cultivation Practices, and Applications in Lessons
Maki, Wilma J.
Educational Philosophy and Theory, v48 n2 p150-164 2016
This article explores the pedagogical implications of John Dewey's claim that his definition of experience is shared by Daoists. It compares characteristics of experience with those in Daoism, and then considers the similarities and differences between key cultivation practices each proposes, focusing on the roles of the teacher and sage. My main reference to Daoism is the translation of the "Daodejing" by Roger Ames and David Hall, who use Dewey's conception of experience to explain the character of Daoism. There are two facts that Dewey chooses to define experience and link with Daoism--what it is not, and what it is. Comparisons of these facts with Daoism support Dewey's claim: both define the "what is" as the principle of unity of opposites. While sharing this view, their proposals for its cultivation reveal similarities, but also some significant differences. The "Daodejing" gives the Daoist sage a major role to play in the cultivation process of other persons, as does Dewey for the teacher. However, unlike Dewey's teacher who guides the process, the sage is to create a cultivating environment, thus allowing the sage to "let go." The Daoist practices offer new ideas to consider in the quest for experience in lessons.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A