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ERIC Number: EJ1220135
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0159-6306
EISSN: N/A
Re-Invigorating the Being of Language in Educational Studies: Unpacking Confucius' 'Wind-Pedagogy' in "Yijing" as an Exemplar
Zhao, Weili
Discourse: Studies in the Cultural Politics of Education, v40 n4 p474-486 2019
In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical-cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian-Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to "encounter" a 'wind-education' discourse in China's current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius' 'wind-pedagogy' as expressed in "Yijing". This unique historical-cultural 'wind-education' discourse is salient, yet goes unnoticed, in China's current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A