20 found
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  1.  13
    Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach.Charlene Tan - 2019 - Journal of Philosophy of Education 53 (2):359-373.
    Journal of Philosophy of Education, EarlyView.
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  2.  43
    Beyond Rote-Memorisation: Confucius’ Concept of Thinking.Charlene Tan - 2015 - Educational Philosophy and Theory 47 (5):428-439.
    Confucian education is often associated with rote-memorisation that is characterised by sheer repetition of facts with no or little understanding of the content learnt. But does Confucian education necessarily promote rote-memorisation? What does Confucius himself have to say about education? This article aims to answer the above questions by examining Confucius’ concept of si based on a textual study of the Analects. It is argued that Confucius’ concept of si primarily involves an active inquiry into issues that concern one’s everyday (...)
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  3.  28
    “Our shared values” in singapore: A confucian perspective.Charlene Tan - 2012 - Educational Theory 62 (4):449-463.
    In this essay Charlene Tan offers a philosophical analysis of the Singapore state's vision of shared citizenship by examining it from a Confucian perspective. The state's vision, known formally as “Our Shared Values,” consists of communitarian values that reflect the official ideology of multiculturalism. This initiative included a White Paper, entitled Shared Values, which presented pejorative assessments of the ideals of “individual rights” and “individual interests” as antithetical to national interests. Rejecting this characterization, Tan argues that a dominant Confucian perspective (...)
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  4.  23
    Beyond high-stakes exam: A neo-Confucian educational programme and its contemporary implications.Charlene Tan - 2019 - Educational Philosophy and Theory 52 (2):137-148.
    This article seeks to clarify the purpose of high-stakes exam and its relationship with teaching and learning by elucidating the educational thought of the eminent neo-Confucian thinker Zhu...
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  5.  10
    Integrating Moral Personhood and Moral Management: A Confucian Approach to Ethical Leadership.Charlene Tan - forthcoming - Journal of Business Ethics:1-11.
    This article clarifies the relationship between moral personhood and moral management in ethical leadership from a Confucian perspective. Drawing from four Confucian classics, this study integrates the leader’s ethical values and activities undertaken to promote virtues in followers. The harmonisation of moral personhood and moral management is facilitated by two cardinal Confucian beliefs: innate human nature and moral self-cultivation. From a Confucian viewpoint, all human beings are endowed with a good nature that enables them to become virtuous persons and leaders. (...)
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  6.  55
    A Confucian Conception of Critical Thinking.Charlene Tan - 2016 - Journal of Philosophy of Education 50 (4):331-343.
    This article proposes a Confucian conception of critical thinking by focussing on the notion of judgement. It is argued that the attainment of the Confucian ideal of li necessitates and promotes critical thinking in at least two ways. First, the observance of li requires the individual to exercise judgement by applying the generalised knowledge, norms and procedures in dao to particular action-situations insightfully and flexibly. Secondly, the individual's judgement, to qualify as an instance of li, should be underpinned and motivated (...)
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  7.  19
    Teacher-directed and learner-engaged: exploring a Confucian conception of education.Charlene Tan - 2015 - Ethics and Education 10 (3):302-312.
    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 (...)
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  8.  21
    Mencius’ extension of moral feelings: implications for cosmopolitan education.Charlene Tan - 2019 - Ethics and Education 14 (1):70-83.
    This article explores Mencius’ extension of moral feelings and its potential to address a key challenge in cosmopolitan education: how to motivate students to expand their existing affection and obligations towards their family and community to the rest of the world. Rather than strong universalism, a Mencian orientation is aligned with rooted cosmopolitanism that takes into account localised and cultural contexts that underpin, determine and give value to social practices. Mencius’ approach, as argued in this essay, highlights the spontaneous human (...)
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  9.  6
    Confucian philosophy for contemporary education.Charlene Tan - 2020 - New York: Routledge, Taylor & Francis Group.
    Most people would not associate Confucian philosophy with contemporary education. After all, the former is an ancient Chinese tradition and the latter is a modern phenomenon. But this book shows otherwise, by explaining how millennia-old Confucian ideas and practices can inform, inspire and improve teaching and learning today. Drawing upon major Confucian texts such as the Analects and Mencius, as well as influential thinkers such as Confucius, Zhu Xi and Empress Xu, the various chapters address current educational issues and challenges (...)
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  10.  13
    Confucius and Langerian mindfulness.Charlene Tan - 2021 - Educational Philosophy and Theory 53 (9):931-940.
    In this essay, I draw upon Ellen J. Langer’s notions of mindlessness and mindfulness to identify and delineate Confucius’ views on mindfulness. Langer’s theory exemplifies a social-cognitive approach to mindfulness which is a prominent orientation in the extant research. I argue that Confucius, like Langer, rejects mindlessness that is characterised by an over-reliance on automatic responses based on past knowledge and experiences. Furthermore, Confucius supports Langerian mindfulness by underlining the importance of a flexible mindset that is demonstrated through making novel (...)
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  11.  12
    Conceptions and Practices of Critical Thinking in Chinese Schools: An Example from Shanghai.Charlene Tan - 2020 - Educational Studies 56 (4):331-346.
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  12.  46
    Michael hand, indoctrination and the inculcation of belief.Charlene Tan - 2004 - Journal of Philosophy of Education 38 (2):257–267.
    In ‘Religious Upbringing Reconsidered’ Michael Hand revisits the debate on the right of parents to give their children a religious upbringing in a liberal context. According to him, the logical difficulty lies in the fact that parents cannot both impart religious beliefs and avoid indoctrination. While Peter Gardner and Jim Mackenzie have responded to Hand's paper and raised a number of pertinent issues, what is missing is a fuller treatment of indoctrination and belief inculcation for children. In this paper, I (...)
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  13.  11
    Confucian trustworthiness and communitarian education.Charlene Tan - 2023 - Ethics and Education 18 (2):167-180.
    In schools, trustworthiness is a foundational value taught to students through values education as well as the school activities, ethos and climate. A key determining factor for the establishment o...
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  14.  44
    Religious Upbringing: a Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639-662.
    In this symposium Michael Hand presents a rejoinder to criticisms of his ‘Religious Upbringing Reconsidered’ (Journal of Philosophy of Education, 36.4) by Jim Mackenzie, Peter Gardner and Charlene Tan. Defending the idea of the logical possibility of non-indoctrinatory religious upbringing, he attempts to show that none of their various objections is successful. Mackenzie, Gardner and Tan each offer a response.
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  15.  2
    An ancient Chinese interpretation of distributed leadership.Charlene Tan - forthcoming - Asian Philosophy:1-15.
    Drawing on the Huainanzi (The Master of Huainan), this article delineates an ancient Chinese understanding of distributed leadership. Accordingly, distributed leadership advocates the distribution of task that combines responsibility and authority; and the harmonious co-existence of the empowerment of others and positional authority. The distribution of responsibility and authority is undertaken by an exemplary leader who inspires others through one’s moral character and influence. Furthermore, distributed leadership infuses responsibility with positional, social and moral authority; harmonises the personal and interpersonal qualities (...)
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  16.  2
    Confucius.Charlene Tan - 2013 - New York, NY: Bloomsbury Academic, An imprint of Bloomsbury Pub. Plc.
    Intellectual biography -- Confucius' life, personality and influence -- Critical exposition of Confucius' educational thought -- The concept of li -- The concepts of dao and he -- The concept of ren -- The concept of junzi -- The concepts of xue, wen and si -- The relevance of Confucius' work today -- Confucius and 21st century education -- Conclusion.
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  17.  10
    Challenging Gendered Social Norms: Educational Insights from Confucian Classics.Charlene Tan - 2019 - Asian Philosophy 29 (3):264-276.
    ABSTRACTThis article highlights the salient educational insights concerning the roles and identities of women from four Confucian classics known as the Four Books for Women. Written by w...
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  18.  16
    Competence or Performance? A Bernsteinian Analysis of Basic Competency Assessment in Hong Kong.Charlene Tan - 2019 - British Journal of Educational Studies 67 (2):235-250.
  19.  30
    My two 'difficulties'.Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639–662.
    I shall respond to Michael Hand’s rejoinder in respect of the two ‘difficulties’ he has identified with my arguments.
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  20.  10
    Reading Education and the Limits of Reason from a Cross-Cultural Perspective. [REVIEW]Charlene Tan - 2021 - Studies in Philosophy and Education 40 (3):337-341.