Teacher-directed and learner-engaged: exploring a Confucian conception of education

Ethics and Education 10 (3):302-312 (2015)

Abstract
Against a backdrop of an international trend to shift from a teacher-centred to a learner-centred education, this article explores a Confucian conception of education. Focusing on an ancient Chinese text Xueji, the essay examines its educational ideals and practices based on the principles of ‘choice’, ‘doing’ and ‘power relationship’. It is argued that the educational model in the Xueji does not fit the description of a learner-centred education as commonly understood in the Western literature. Rather, the Xueji advocates a ‘teacher-directed and learner-engaged’ approach by giving the teacher control over the curriculum and authority over the learners while encouraging the learners to participate actively in the learning process. In proposing a conception that is not exactly learner-centred, the Xueji challenges the assumption that ‘good’ education must necessarily be learner-centred
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DOI 10.1080/17449642.2015.1101229
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References found in this work BETA

Thinking Through Confucius.David L. Hall & Roger T. Ames - 1991 - Philosophy East and West 41 (2):241-254.
Confucian Ethics and the Critique of Ideology.Alan K. L. Chan - 2000 - Asian Philosophy 10 (3):245 – 261.

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Citations of this work BETA

A Confucian Conception of Critical Thinking.Charlene Tan - 2017 - Journal of Philosophy of Education 51 (1):331-343.
A Confucian Conception of Critical Thinking.Charlene Tan - 2016 - Journal of Philosophy of Education 50 (4).

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