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  1. ‘Keep Off the Lawn; Grass has a Life Too!’: Re-Invoking a Daoist Ecological Sensibility for Moral Education in China’s Primary Schools.Weili Zhao & Caiping Sun - 2017 - Educational Philosophy and Theory 49 (12):1195-1206.
    In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecological notion and scrutinizes its relevance to the discursive construction of China’s moral child (...)
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  • Educating Human Nature: 'Nature' and 'Nurture' in Early Confucian Moral Education.Judson B. Murray - 2012 - Journal of Moral Education 41 (4):509-527.
    This study examines early Chinese moral education?its curriculum, objectives and the philosophical assumptions underlying them?in its classical Confucian expression. It analyzes early Confucian debates on moral psychology, the Confucian moral curriculum consisting of model emulation, cultural practices and canonical instruction, and the methods and aims of Confucian statecraft. The study reveals how ancient Confucians integrated these components into a coherent discourse on moral education and its implementation for the related purposes of cultivating virtuous people and benevolent rulers. It explains why (...)
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  • Chinese Teachers’ Perceptions of the ‘Good Citizen’: A Personally-Responsible Citizen.Hui Li & Chuanbao Tan - 2017 - Journal of Moral Education 46 (1):34-45.
    Conceptions of the ‘good citizen’ have implications for defining the goals of civic education and formulating civic education programs. In Mainland China, the concept of ‘good citizen’ is clearly defined by the authorities in the official curriculum guidelines. Teachers’ perceptions of a ‘good citizen’, however, may differ from any official definition and will influence their approaches to the implementation of civic education in schools. The research reported here used qualitative methods to explore some Chinese junior high school teachers’ perceptions of (...)
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