17 found
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  1.  16
    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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  2.  10
    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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  3.  33
    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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  4.  12
    Mindfulness and Morality: Educational Insights From Confucius.Charlene Tan - 2021 - Journal of Moral Education 50 (3):356-367.
    ABSTRACT Addressing a research gap on the relationship between mindfulness and morality, this paper draws insights from Confucius’ notion of jing. I explain how jing essentially refers to maintaining a full, respectful and humanity-centred attention towards others. To illustrate the application of Confucius’ conception of mindfulness, I use the current coronavirus pandemic as an example. On the one hand, mindfulness is useful as a coping mechanism to reduce stress for individuals during the crisis. But an amoral and atomistic approach to (...)
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  5.  22
    “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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  6.  15
    Mencius’ Extension of Moral Feelings: Implications for Cosmopolitan Education.Charlene Tan - 2019 - Ethics and Education 14 (1):70-83.
    ABSTRACTThis 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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  7.  17
    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.  10
    A Confucian Conception of Critical Thinking.Charlene Tan - 2017 - Journal of Philosophy of Education 51 (1):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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  9.  17
    A Confucian Conception of Critical Thinking.Charlene Tan - 2016 - Journal of Philosophy of Education 50 (4).
    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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  10.  37
    Michael Hand, Indoctrination and the Inculcation of Belief.Charlene Tan - 2004 - Journal of Philosophy of Education 38 (2):257–267.
  11.  40
    Religious Upbringing: A Rejoinder and Responses.Michael Hand, Jim Mackenzie, Peter Gardner & Charlene Tan - 2004 - Philosophy of Education 38 (4):639-662.
  12.  11
    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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  13.  7
    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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  14.  5
    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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  15.  12
    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.
  16.  25
    My Two 'Difficulties'.Charlene Tan - 2004 - Journal of Philosophy of Education 38 (4):639–662.
  17.  5
    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.