15 found
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  1.  29
    Freedom Reconsidered: Heteronomy, Open Subjectivity, and the 'Gift of Teaching'.Guoping Zhao - 2014 - Studies in Philosophy and Education 33 (5):513-525.
    This paper analyzes the entanglement of the modern concepts of freedom, autonomy, and the modern notion of the subject and how a passion for and insistence on freedom has undermined the reconstruction of human subjectivity in Heidegger and Foucault, and how such passion has also limited the educational effort at addressing the problems brought to education by the modern notion of the subject. Drawing on Levinas, it suggests that a new understanding of freedom as heteronomy will allow us to envision (...)
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  2.  89
    Art as Alterity in Education.Guoping Zhao - 2014 - Educational Theory 64 (3):245-259.
    In education, art has often been perceived as entertainment and decoration and is the first subject to go when there are budget cuts or test-score pressures. Drawing on Emmanuel Lévinas's idea of the primacy of radical alterity that breaks the totality of our being, enables self-transformation and ethics, and ensures community as a totality of singularities, and on Maurice Blanchot's expansion of radical alterity to art, Guoping Zhao argues that the role of art in education must be reconsidered and greatly (...)
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  3.  10
    From the Philosophy of Consciousness to the Philosophy of Difference: The Subject for Education After Humanism.Guoping Zhao - 2015 - Educational Philosophy and Theory 47 (9):958-969.
  4.  9
    Levinas and the Philosophy of Education.Guoping Zhao - 2016 - Educational Philosophy and Theory 48 (4).
  5.  16
    Levinas and the Mission of Education.Guoping Zhao - 2012 - Educational Theory 62 (6):659-675.
    The current educational discourse on Emmanuel Levinas's concept of subjectivity has focused on the pure openness and subjection of the self to the other. Based on such an understanding, some educational theorists hold that Levinas's work has given us new hope for the mission of education, while others deny its relevance. I suggest that this interpretation of Levinas has missed the complete structure of his account of subjectivity, and, as a result, a full appreciation of its potential for education is (...)
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  6.  12
    Transcendence, Freedom, and Ethics in Lévinas’ Subjectivity and Zhuangzi’s Non-Being Self.Guoping Zhao - 2015 - Philosophy East and West 65 (1):65-80.
  7.  37
    The Modern Construction of Childhood: What Does It Do to the Paradox of Modernity?Guoping Zhao - 2011 - Studies in Philosophy and Education 30 (3):241-256.
  8.  3
    The Making of the Modern Subject: A Cross‐Cultural Analysis.Guoping Zhao - 2007 - Educational Theory 57 (1):75-88.
    The postmodern critique of modernity has focused on the construction of the modern subject and the self‐disciplining and self‐cancellation tendencies within it. This critique, however, fails to consider what happens during the early years of children’s development — the period during which the modern subject is made, and the one in which the paradoxes and ambiguities inherent in modern subjectivity are established. In this essay Guoping Zhao analyzes how children’s developmental process affects the definition and formation of the self in (...)
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  9.  31
    Two Notions of Transcendence: Confucian Man and Modern Subject.Guoping Zhao - 2009 - Journal of Chinese Philosophy 36 (3):391-407.
  10.  14
    The Making of the Modern Subject: A Cross-Cultural Analysis.Guoping Zhao - 2007 - Educational Theory 57 (1):75-88.
    The postmodern critique of modernity has focused on the construction of the modern subject and the self‐disciplining and self‐cancellation tendencies within it. This critique, however, fails to consider what happens during the early years of children’s development — the period during which the modern subject is made, and the one in which the paradoxes and ambiguities inherent in modern subjectivity are established. In this essay Guoping Zhao analyzes how children’s developmental process affects the definition and formation of the self in (...)
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  11.  35
    The Self and Human Freedom in Foucault and Zhuangzi.Guoping Zhao - 2012 - Journal of Chinese Philosophy 39 (1):139-156.
    Foucault and Zhuangzi share important insights on the role of knowledge practices play in the pursuit of human freedom. This article investigates Foucault's discussion of the subjectivation truth games of the ancient Greeks and Romans, and in light of the discussion, reconsiders Zhuangzi's approach to knowledge practices. It also examines the notion of self and freedom embedded in the knowledge practices of Foucault and Zhuangzi and suggests that, when trying to get away from the metaphysical subject, there is an inherent (...)
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  12.  9
    The Cosmopolitan Turn and the Primacy of Difference.Guoping Zhao - 2015 - Journal of Philosophy of Education 49 (4):510-524.
    Cosmopolitanism is commonly understood as a universal norm—moral and political—in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the most common strategies is to give primacy to universal humanity and override difference; another recent strategy is (...)
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  13.  8
    Singularity and Community: Levinas and Democracy.Guoping Zhao - 2016 - Educational Philosophy and Theory 48 (4).
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  14.  5
    Human Science for Human Freedom? Piaget's Developmental Research and Foucault's Ethical Truth Games.Guoping Zhao - 2012 - Educational Studies: Journal of the American Educational Studies Association 48 (5):450-464.
    The construction of the modern subject and the pursuit of human freedom and autonomy, as well as the practice of human science has been pivotal in the development of modern education. But for Foucault, the subject is only the effect of discourses and power?knowledge arrangements, and modern human science is part of the very arrangement that has given birth to the subject who is thoroughly subjected. In his final years, however, a strong passion for human liberty reemerged, and he proposed (...)
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  15. Re-Envisioning Chinese Education: The Meaning of Person-Making in a New Age.Guoping Zhao & Zongyi Deng (eds.) - 2015 - Routledge.
    Maintaining education as a pedagogical space for human formation, this book is distinctive in looking at the crisis rather than the success of Chinese education. The editors and contributors, mostly overseas and mainland Chinese scholars, argue that modern Chinese education has been built upon a superficial and instrumental embrace of Western modernity and a fragmented appropriation of Chinese cultural heritage. They call for a rethinking and re-envisioning of Chinese education, grounded in and enriched by various cultural traditions and cross-cultural dialogues. (...)
     
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