Where does Neo-Confucianismâe"a movement that from the twelfth to the seventeenth centuries profoundly influenced the way people understood the world and responded to itâe"fit into our story of Chinaâe(tm)s history? This interpretive, at times polemical, inquiry into the Neo-Confucian engagement with the literati as the social and political elite, local society, and the imperial state during the Song, Yuan, and Ming dynasties is also a reflection on the role of the middle period in Chinaâe(tm)s history. The book argues that as (...) Neo-Confucians put their philosophy of learning into practice in local society, they justified a new social ideal in which society at the local level was led by the literati with state recognition and support. The later imperial order, in which the state accepted local elite leadership as necessary to its own existence, survived even after Neo-Confucianism lost its hold on the center of intellectual culture in the seventeenth century but continued as the foundation of local education. It is the contention of this book that Neo-Confucianism made that order possible. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Confucius is considered to be a great philosopher and educator in Chinese society and one of the greatest scholars ever in world history. He was the founder of Confucianism, which constitutes a major part of traditional Chinese culture and made tremendous contribution to the unfolding of Chinese civilization over the centuries. In this study, the authors have presented a comprehensive outline of Confucianism and have attempted to gauge the attitude of contemporary Chinese people towards Confucian concepts, values and (...) attributes as well as their influences on the social lives of present-day Chinese population. The Likert Scale was applied in the study to assess the attitude of the Chinese educated class belonging to the educational institutions like the universities in Beijing towards Confucianism. It was found from the survey that the Confucian concepts still wield substantial influence on the social outlook of the modern-day Chinese people and these attributes are still relevant in the day to day lives of the Chinese society. Philosophy and Progress, Vol#61-62; No#1-2; Jan-Dec 2017 P 109-132. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

The purpose of this study is to explain the historicity of moral education in school and particularly to cast light upon implications that the subject of self-cultivation in the modern enlightenment period gives to contemporary moral education. By representing characters of traditional education concerning goals and contents that the subject of self-cultivation in the modern formal school has, I raise a question about the moral education in the formal school was created for political purposes, therefore, insist (...) that it can be assume that the subject of self-cultivation in regular schooling was made for taking the place of the traditional education. Against it, you may think so that the subject of self-cultivation was the works of imitating the Japanese school system. At that time there was an inquiry into the educational systems of Japan and the United States for setting formal schooling, obviously, it was under the influence of Japan. But with a plethora of circumstantial and historical evidence, it presents that the subject of self-cultivation was a try to mediate traditional education and modern moral education, not as a mere imitation. Thus, it should reconsider the history of moral education in school, especially our own creativity of the subject of the self-cultivation in Korea. Claiming that the subject of the self-cultivation has the internal characteristics unrelated to copying the self-cultivation education of Japan, this study suggests that concrete and historical facts that prove the moral education in continuity and takes a look at contents of the subject in some detail to give a flavor of the theoretically based identity of moral education in school. The idea that the spirit of Confucianism must maintain but selectively it could be taken goods of western civilization was prevailing at that time. Although pragmatism is emphasized, the traditional moral codes and values are still significant educational contents. We can confirm coexistence of modern and traditional education in many places. The criteria for the admission of the school of education was to select a person skilled in Chinese, and teaching methods were also old-fashioned. Even though new knowledge and skills are introduced to school education, they had to be based on traditional education. Traditional education was accepted not only in general public education but also in foreign language schools for a particular purpose. Even new schools established to introduce foreign cultures were centered on Confucian education. In a transitional stage, it was considered that traditional methods were still valid. It was possible that because it was relatively autonomous to make a modern school system despite the influences of foreign. In 1909, according to the standards for textbooks, Japan confiscated several textbooks of the subject of self-cultivation and banned the sale of ones. That is what demonstrate real goals and functions of the self-cultivation subject. The subject of self-cultivation had a variety of functions and characteristics. First is to raise and practice virtues as the aims of official educational. Second is colonial ideology injection of Japan as cultivating humanity to meet the purpose of Japanese rule. The third is to recover of having lost country through education and then to promote the prosperity of the nation. We should not devalue the subject of self-cultivation due to partial functions intended by Japan. In the same vein, to teach the subject of the self-cultivation, there were traditional ways of using Sohak and Dongmongseonseup, types of ethnic education by educated persons of private schools, western courses replaced by the Bible and the ethics and so on. The goals of education of the Joseon Dynasty and its contents were about the self-cultivations and moral trainings. Traditional education at that time was, from the viewpoint of goals and contents of education, moral education in a broad sense, even though not a form of school moral education. After that, a modern curriculum of regular schooling was created and the subject of self-cultivation was born as an independent study. The subject of self-cultivation in modern times is the predecessor of Korean school moral education. The foundation of the curriculum was to preserve the value of traditional education, but its purpose had been altered in the course of its implementation. However, it is very important that moral education in school was created the first as an essential course in the modern education curriculum and it has become the basis of moral education in Korea. (shrink)

This book is a study of twelve major Confucian philosophical concepts and related issues. These are dynamic harmony (he和), care-centered virtue(ren仁), ritual propriety(li禮), filial care (xiao孝), differentiated gender equilibrium (bie别), friendship (you友), longevity (shou壽), sagehood (sheng聖), equality (qi齊), freedom (ziyou自由), politics (zheng政), and education (jiao教). Each chapter presents something new: a novel interpretation from a fresh angle, an insight that has been neglected in scholarship, or a reformed idea that connects tradition with modern sensibilities. Collectively they serve as a (...) general introduction to progressive Confucian philosophy in the twenty-first century. To facilitate classroom use, each chapter concludes with a set of study questions to assist students to comprehend key points and to develop their own views. (shrink)

This article explores the religious dimensions of Confucianism during the Ly-Tran dynasties (1009-1400 AD) in Vietnam, a period marked by significant sociopolitical and cultural transitions. Initially introduced as a moral and ethical philosophy from China, Confucianism underwent a complex process of localization, blending with indigenous Vietnamese beliefs and practices as well as Buddhism and Taoism. Through historical records, literary works, and ritual practices documented in “The Complete Annals of Đại Việt” and other classical texts, this study delves into (...) how Confucianism not only served as a guiding principle for governance, education, and social norms but also manifested religious aspects that influenced spiritual and religious life in Vietnam. The religious aspects of Confucianism during this era are evident in several key areas. Firstly, the concept of Heaven (Tian) and the Mandate of Heaven played a crucial role in legitimizing royal authority, with rulers and Confucian scholars frequently invoking divine will to justify political actions and social order. This sacralization of monarchy underpinned by Confucian ideals facilitated the integration of Confucianism into Vietnamese spiritual life. Secondly, the incorporation of Confucian rituals and practices, such as the Heaven Worship Ceremony (Tế Giao) and the veneration of Confucius and other sages at the Temple of Literature, highlights the religious dimensions of Confucian practice, emphasizing reverence, filial piety, and the moral obligations of rulers and subjects alike. Moreover, the article discusses how Confucianism interacted with and was influenced by Buddhism and Taoism, leading to a syncretic religious landscape in Vietnam. This interaction is illustrated through the blending of Confucian principles with Buddhist and Taoist ideals, affecting notions of kingship, governance, and the cosmological order. In conclusion, the religious aspect of Confucianism during the Ly-Tran dynasties significantly contributed to the shaping of Vietnamese identity, governance, and cultural heritage. By examining the religious dimensions of Confucianism, this article provides a more nuanced understanding of its role in Vietnamese society, highlighting the complex interplay between philosophy, religion, and politics in historical Vietnam. (shrink)

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

1. Sŏngnihak ŭi hwakchang kwa simhwa -- 2. Sŏngnihak ŭi pip'anjŏk sŏngch'al.

With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles and practices to (...) those of others past and present. Traditionally, historical reflections and philosophical critiques can be dense and difficult for readers to access and so many students and practitioners remain unaware of the roots of their current practice. This book takes an innovative and accessible approach to the history and philosophy of early childhood education. It gives sufficient, meaningful detail about individual educators and contributors to the field in order to help readers understand how contributions and developments in the past have created routes to present thinking and practice. So, the book offers five things: " An historical overview of the development of key ideas and practices in ECE from JJ Rousseau to the present time; " A series of biographical accounts of some 20 key contributors to the field, with summaries of their major achievements and key texts; " An exploration of ways in which their ideas compare through lively, imagined conversations based on their writings; " An analysis of ways in which certain common themes can be seen in both early writings and current practices; and " An illustration of how teachers can use these ideas in professional development activities in LEA and HE contexts. (shrink)

The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical (...) knowledge. Soon, public and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy's antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index. (shrink)

Critical thinking is currently much celebrated in the contemporary West and beyond, not least in higher education. Tertiary education students are generally expected to adopt a critical attitude in order to become responsible and constructive participants in the development of modern democratic society. Currently, the perceived desirability of critical thinking has even made it into a seemingly successful marketable commodity. A brief online search yields a vast number of books that are mostly presented as self-help manuals to enable (...) readers to enhance their critical abilities. But how should critical thinking be taught? Is it at all possible? Instead of attempting to provide a direct answer to this pressing question, this paper seeks inspiration in a culturally rather remote philosophy of education that hitherto has not been regarded as a stimulant for critical thinking, namely the ancient philosophy of Confucianism. The paper argues that not only are most if not all types of thinking regarded in the West as ‘critical’ also present in Confucianism, but also that the Confucian philosophy presides over a particular type which increasingly tends to be neglected in the contemporary West; a type that I call ‘transformative self-critical attitude’. Through a comparison with the well-known Teaching Perspectives Inventory in higher education, the transformative self-critical attitude is used to elucidate some further aspects of the Confucian philosophy of education that may offer valuable insights to contemporary educators. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:A History of American Music EducationSondra Wieland HoweA History of American Music Education, 3rd edition, by Michael L. Mark and Charles L. Gary. Lanham, MD: Rowman and Littlefield Education, 2007, 500 pp., $95.00 cloth, $44.95 paper.Mark and Gary's editions of A History of American Music Education are indispensable reading for every music education student, practicing professional music educator, and the general reader who is (...) interested in the development of music teaching in American public schools. Based on excellent secondary sources, this history presents an overview of music education from Colonial America, through the development of textbooks in the nineteenth century and the growth of professional organizations in the early twentieth century, to the expansion of the curriculum and the role of government in education since 1950.This third edition is written by Michael L. Mark, professor emeritus at Towson University in Maryland, and dedicated to the memory of his friend and coauthor, Charles L. Gary.1 Mark has written two other books that complement the history editions. Contemporary Music Education surveys various reform projects since the 1950s, trends in the philosophy of music education, government policies, and the development of new methods.2Music Education: Source Readings includes writings about music education from both the European and American perspectives.3 There are many recent articles and dissertations on the history of music education, but the only recent book is Terese Volk's Music, Education, and Multiculturalism, which describes school programs and materials emphasizing multiculturalism in the twentieth century from a historical perspective.4 Publications in musicology add to our knowledge of the history of music in American society, but musicologists rarely write about music in public schools. Publications on the history of education are helpful in understanding trends in music education, but these publications do not discuss music.The third edition of A History of American Music Education is expanded to 500 pages from the approximately 400 pages of the earlier editions, largely because of new formatting and [End Page 115] spacing that make the third edition easier to read. Each chapter has a reference list in APA style in contrast to the Chicago Manual style of the earlier editions, with endnotes plus a bibliography at the end of each chapter. The material in Mark's third edition is basically the same as the earlier editions, with some expansion of the history of music education after 1950.This book, based on secondary sources, is an overview of the history of music in American public schools, showing the response of education to societal needs during various historical periods. There is an emphasis on the role of national music organizations, especially MENC: The National Association for Music Education (MENC), in advocating for the importance of music for every child. The historical account includes the various justifications for teaching music and discussions of the meaning of music. There were times when music educators were interested in aesthetics, but there were also many times when they were mainly interested in a practical understanding of music and extrinsic motives for including music in the school curriculum.5The first section on "The Western Heritage" (chapters 1-3) briefly covers music in Jewish traditions through the Greek and Roman cultures because the insights of these ancient thinkers influenced all Western societies. The chapter on the Middle Ages through the Reformation shows the role of music as a practical subject, part of the quadrivium with arithmetic, geometry, and astronomy. As music became an integral part of the church, musicians developed methods of teaching note reading. Martin Luther promoted the singing of "good music" in schools and education in the vernacular for the middle classes. With the development of Italian conservatories and the patronage of music by the elite classes of the Renaissance, music training became specialized for musicians working in the church and courts. These various conflicting European opinions of the role of music in society influenced American education.The second section on "The New World" (chapters 4-5) emphasizes the use of music as a means of praising God. Spanish musicians established successful music education programs in Peru and Mexico to promote Christianity. The French brought Christianity to... (shrink)

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, (...) its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy. (shrink)

Originally published 1983.This book explores the nature of the social history of education. It examines what aspects of the history of education have been neglected and why. The themes explored include the relationship between education and the emergence of social science, the reputations of educationists, expectations of higher education in the twentieth century, the use of education against poverty and education as policy and case study.

Educators studied are: Francis Parker, John Dewey, Rudolf Steiner, Hugh Mearns, and Laura Zirbes.

The cause of contemporary education is a subject-object relation of the society to man. There are two possible types of education constructed on the basis of this relation: cultural-oriented and social-oriented. None of this two types can solve the problem of a man as a subject of own history. Creative type of education based оn a subject-subject relation can solve this problem.

This new Major Work is a five-volume collection in Routledge’s Major Themes in Education series. It charts the history and development of higher education. Encompassing the period since 1760, the principal focus is on the late-eighteenth and nineteenth centuries, although more recent developments are also addressed. The rise and development of universities and of higher education in Britain provides the central theme of the collection and is used as a model for developments elsewhere in the English-speaking world. (...) Particular attention is paid to the United States and the British Empire, but some material on other European countries and on the rise of higher education in countries such as Japan and China has also been included. Thus, at the core of this collection is the dissemination of a university ideal around the globe and its particular implications and interpretation in specific societies and locations. (shrink)

By 1989, fascism had long been defeated in Europe, and reforms in the Soviet Union appeared to signify the collapse of communist ideology, prompting Francis Fukuyama to famously declare the ‘end of history’. Since then, neoliberalism has been rolled out globally. This paper argues that, with regard to higher education, Fukuyama’s claim that the pursuit of knowledge will be replaced by the ‘satisfaction of sophisticated consumer demands’ is prescient. What, then, prompted Fukuyama to qualify his predictions in 2018? Citing (...) both the turmoil of Brexit and the election of Donald Trump, Fukuyama blames identity politics for the breakdown of consensus over what the nation is, or should be, and suggests that the promotion of creedal identity might rescue Western democracy from populism. This paper disagrees: using the examples of Brexit and the promotion of Fundamental British Values in schools, it argues that creedal identity has become another expression of populism. Rejecting the claim that identity politics are the ultimate source of populism, it argues that populism is the predictable outcome of recession in the market economy. (shrink)

Discernible in the very opening pages of Chinese Philosophy of History: From Ancient Confucianism to the End of the Eighteenth Century is the fact that, within a single work, Dawid Rogacz will be providing us with two services normally regarded as oppositional. On the one hand, clear from the very title is the discreteness of his undertaking. In other words, he will be straightforwardly addressing a subject that philosophers as well as historians of China frequently refer to but, nonetheless, (...) so very seldom subject to critical examination--namely, the uniquely Chinese, as distinguished from that which subsequently developed in the West, philosophy of history. Yet, on the other hand, even as he is intent on... (shrink)

A new interpretation of educational philosophy that traces its origins to both social science and philosophy.

This paper surveys central justifications and approaches adopted by educators interested in incorporating history of mathematics into mathematics teaching and learning. This interest itself has historical roots and different historical manifestations; these roots are examined as well in the paper. The paper also asks what it means for history of mathematics to be treated as genuine historical knowledge rather than a tool for teaching other kinds of mathematical knowledge. If, however, history of mathematics is not subordinated to the ideas and (...) methods at the heart of the usual mathematical curriculum – algebraic equations, functions, derivatives, analytic geometry – if it becomes an essential subject for mathematics, then the attempt to find a place for history of mathematics requires refining our understanding of the nature of mathematics education itself. Thus, the paper asks not only how can history of mathematics be incorporated into mathematics education but also how the idea of mathematics education may need to be adjusted to accommodate history. (shrink)

There is a move to centralise scattered documents; to archive all hardcopies of published journals in one place. PESA is moving to the institutionalisation of its history. We may ask, if philosophy of education in Australasia began at Bassar College, University of New South Wales on 20 May 1970, or if it emerged from the post-war focus on teacher education, teaching on the philosophy of education. Further to the injunction that we query who may be foregrounded; who (...) assigned to possible appendices of any PESA stories? By definition the non-members, the rejected scripts, the programme notations of those who failed to present at conferences will be the omissions. And the very fact that some have been rejected, for perhaps inadequate philosophising, for moving beyond the discourse of the liberal understanding of education means that there will always be gaps, omissions, a select record. In what ways may the archive order us? How do we ensure that archival history of PESA is not the work only of Great Wo/men. We will find that after ordering and collating disorderly archives, that what is collated will be incomplete. Our question may be as was Lorimer and Philo’s, ‘should we be “allowing more disorder into the archive”’? (shrink)

First published in 1919, this book addresses the history of education in England from the 4th century AD to the early years of the 20th century. Adamson examines the impact of significant events, such as the Black Death, on contemporary systems of education, and stresses the role of the Church and the Roman Empire in shaping English education through the centuries. The book was influential enough that it remained a classic long after publication and even after Adamson's (...) death in 1945. This book will be of value to those studying the history and development of the education of both men and women in England. (shrink)

_History of Education: Major Themes_ brings together some of the most significant and influential writing on the history of education during the past thirty years. It illustrates the key themes on which historians of education have worked during this period and shows their relevance for our understanding of the development of schooling and education systems worldwide. The four volumes are structured so that readers will see clearly what is distinctive about the study of the history of (...) education in different parts of the English-speaking world. They will also gain an insight into the ways in which historians have increasingly identified common themes and problems which are of significance well beyond the boundaries of individual nations. This collection will be of interest to all who wish to enhance their understanding of the development and impact of education systems and schooling in the modern world. (shrink)

Little is known about the Korean Peninsula before 12 th century, due to which potentially biased assessments of its social, cultural, and political history exist. This study attempted to unearth the history of the Korean Peninsula since the late 10th century through the Buddhist inscriptions. These inscriptions unveil the authentic social environment, religious beliefs, and political ecology of late Silla and delve into the political motives and life philosophies of Silla scholars who studied the Tang Dynasty, especially their approach of (...) 'interpreting Buddhism through Confucianism'. Based on empirical research grounded in documentary evidence, combined with literary-historical methods, this study examined the inscriptions of two great Silla scholars Choi Chi-Won and Choi Eun-Wee. Their works predominantly feature Confucian thought within Buddhist narratives. Politically, they used Confucian principles as the foundation for governance, interpreting them through Buddhist concepts to enlighten the masses and strengthen dynastic rule. Ideologically, while Choi Chi-Won fully implemented Confucian logic, Choi Eun-Wee demonstrated a stronger Buddhist inclination. This research enriches the understanding of the history, culture, and society of the Korean Peninsula, highlighting the significant role of blending Confucian and Buddhist elements in shaping its social and political structures. (shrink)

"Confucianism" presents the history and salient tenets of Confucian thought, and discusses its viability, from both a social and a philosophical point of view, in the modern world. Despite most of the major Confucian texts having been translated into English, there remains a surprising lack of straightforward textbooks on Confucian philosophy in any Western language. Those that do exist are often oriented from the point of view of Western philosophy - or, worse, a peculiar school of thought within Western (...) philosophy - and advance correspondingly skewed interpretations of Confucianism. This book seeks to rectify this situation. It guides readers through the philosophies of the three major classical Confucians: Confucius , Mencius and Xunzi , and concludes with an overview of later Confucian revivals and the standing of Confucianism today. (shrink)

Practices of exclusion towards deviance based on prejudices or ideologies have been present in every age and in every cultural context, often taking the stigmatization process. Recently UNESCO in 2015 released its latest report indicating that despite the efforts of governments, civil society and the international communities, the Education for All was not yet a reality in the world. The poor, people with mental or physical disabilities, children with learning disabilities “are not in a position” to grow and develop (...) as the others. In particular as regards students with Special Educational Needs, to still a challenge to find a teaching that is “common denominator” for all students without leaving anyone out is still a “inclusive” rather than a “special” that favours the relationship within whole class and relationships outside it. (shrink)

How should history of education be written? To put the question is far more easier than to provide a concrete answer. In contemporary research, there continue to be pedagogistic complaints about finding answers to present-day educational problems via history. In our view, such an ahistorical utilitarianism as well as the legitimizing and/or mythologizing belief in a particular pedagogical system, in which the history of this field is so rich since the institutionalization of the discipline at the end of the (...) nineteenth century, should be avoided at all costs. But the danger of presentism lurks around the corner as a sine qua non condition in any form of historical research. As can be found out via the comments on our own work, much of the criticism goes back to old conceptions of the discipline, conceived as “historical pedagogy” rather than as history of education. Apparently, in the field of pedagogy people are still convinced that the history of education, even if it does not provide edifying examples and useful lessons, must in any case have a training value for professionals – which in the light of modern, advanced research is rather a difficult idea to defend. (shrink)

This work traces the development of Western educational ideas from the Greek society of Socrates, Plato and Aristotle, to the ideas and ideologies behind some of the controversial issues in education today. The authors avoid the traditional "great thinkers" approach, and instead try to relate educational ideas to the political, social and economic development of the times, covering Greece and Rome, early Christianity, the Renaissance, the religious conflicts of the 15th and 16th centuries, the Enlightenment in the 18th century, (...) and Romanticism, as well as more familiar political issues in the 19th and 20th centuries. The book concludes with a brief discussion of the problem of values and education in the 21st century. The authors reject extreme versions of postmodernist thinking, and reassert the view that values and an expression of priorities within value systems are an essential aspect of educational planning at any time. (shrink)

ABSTRACT This essay argues that science education can gain from close engagement with the history of science both in the training of prospective vocational scientists and in educating the broader public about the nature of science. First it shows how historicizing science in the classroom can improve the pedagogical experience of science students and might even help them turn into more effective professional practitioners of science. Then it examines how historians of science can support the scientific education of (...) the general public at a time when debates over “intelligent design” are raising major questions over the kind of science that ought to be available to children in their school curricula. It concludes by considering further work that might be undertaken to show how history of science could be of more general educational interest and utility, well beyond the closed academic domains in which historians of science typically operate. (shrink)

This is the first book-length study of wartime Confucianism in any language, providing new insights into key developments in Confucian thought and ideology in East Asia in the 1930s and 1940s. In standard scholarship on the ideologies driving nation-building and imperialism during the era of Japanese expansionism that began in 1931, Confucianism is rarely referenced and relegated to the background. This volume brings together the work of scholars who argue for a revision of this standard view. It includes (...) studies of Japanese, Chinese, colonial Manchurian and Korean intellectuals and reformers who contributed to expansionist, collaborationist or nationalist ideology-building during the war. Contrary to the assumption that Confucianism was an anachronism rendered irrelevant by the Westernising political reforms and revolutions of the early twentieth century, the chapters in this book show that Confucianism remained a potent, and also contested cultural resource for promoting national cohesion, war mobilisation and expansionism in East Asia between the Japanese invasion of Manchuria in 1931 and the end of World War II in 1945. This book will appeal to scholars and students of Asian studies, nationalism studies, postcolonial studies, religious studies and philosophy. In particular, it is essential reading for those interested in nationalism and modern Confucian thought in East Asia. (shrink)

This article attempts to explain through the lens of the Five Relationships the meaning of Joseon neo-Confucian view which emphasized relationship development as the aim and contents of education. In neo-Confucianism, education is the task of guiding learners in cultivating and unfolding capabilities in the relationships of everyday life. Within the context of neo-Confucianism, the development of competency in relationships was another expression of the educational goal of actualizing the ‘original nature’ including of the four virtues. (...) Understanding the nature of education to be the embodiment of the original nature, neo-Confucian scholars sought its actual manifestation in everyday life, taking the practice of five particular relationships to be the core method. Encompassing both ‘knowing’ and ‘doing’ while progressing from the Elementary Learning into the Great Learning, neo-Confucian education characteristically takes the Five Relationships as both its foundation and its outcome. Despite the p... (shrink)

Aim of the article is to present our research dealing with virtual reality modeling and education activities. It involves a chain of development steps: taking pictures of objects, collecting information, creation of 3D models and panoramas, setting up the interactive virtual reality environment along with educational support and testing the user experience with students. Methodology/methods of work: the creation of 3D models and panoramas is done by taking pictures of real objects and using them as textures. The education (...) materials are created as interactive presentations and the usability testing of these presentations should be planned. Scientific goal is to measure the quality of interaction by this education support in order to derive rules testing effectiveness of support, interactive applications and presentations. Findings: 3D models and other educational support materials may be created voluntarily by teachers. The open source library for many different models should be created by whole community provided suitable interfaces of modeling tools will be arranged. Conclusions: Complex educational and interactive materials including virtual reality and panoramas are satisfactory when combined with easy 3D models that are made from taken pictures, which could be made by teachers themselves and/or open communities by existing cameras. (shrink)

현대 청소년들이 지닌 인성 문제에 대한 분석을 통해 표출된 여러 문제점을 개선하고자 유교의 수신 이론 중의 배려 이론을 고찰하는 것이 이 글의 주된 목적이다. 오늘날 청소년들이 지닌 가장 큰 문제는 타인을 배려하는 의식이 결여된 것이라고 본다. 배려는 타인을 의식하고 타인의 기쁨이나 아픔에 대해서 공감하는 도덕적 마음을 토대로 형성된다. 그런데 청소년들에게는 이러한 도덕적 의식이 부족하기 때문에 타인의 권리를 침해하는 행위, 즉 폭력 등으로 이어지며 이러한 폭력은 자살과 같은 극단적인 선택으로 이어지기도 한다. 유교는 우리 전통 사상 중에서도 가장 심대한 영향을 끼친 학파이다. (...) 특히 사서(四書)라고 일컫는 “논어”, “맹자”, “중용”, “대학” 등에는 많은 수신 이론들이 전해져 오는데 이들 수신 이론에 공통적으로 흐르고 있는 사상은 타인에 대한 존중과 배려 의식이라고 생각된다. 개인의 수양에서 머무르는 것이 아니라 타인의 처지를 먼저 배려하는 마음을 사회 속에서 실천하는 것이 유교 수신 이론의 골자라고 생각되며 이를 덕목으로 개발하여 청소년 인성교육에 활용하려는 노력이 필요하다고 본다. 청소년의 인성교육은 아무리 강조해도 지나치지 않는다고 할 정도로 매우 심원한 중대성을 지닌 것이다. 대부분의 청소년 문제는 청소년의 그릇된 인성에서 비롯되는 것이기 때문이다. 배려 의식이 부족한 현대 청소년의 인성을 바로잡기 위해 이 글은 유교의 수신 이론 속의 배려 의식을 유추하여 이를 도덕교과 수업에 적용시킬 수 있는 방안을 모색하고자 한다. 이러한 작업은 전통 사상의 가치와 의의를 이해하고 이를 계승한다는 측면에서도 의의가 있다. (shrink)

In 1961 the Centre for the Study of the History of Education at Ghent University, Belgium published the first issue of the multilingual journal _Paedagogica Historica: International Journal of the History of Education_. This book celebrates its fiftieth volume. In fourteen contributions written by different generations of historians of education, it demonstrates that in an era where the history of education at university level is at risk, both the journal and the discipline are pulsing, and alive and (...) kicking. Was the journal a trendsetter or a follower, and which position did it take with respect to the International Standing Conference for the History of Education? These are questions addressed in the first section of this book. In the second section, a number of articles show national and transnational developments of the history of education. In their diversity, they make clear how the national and the transnational together characterize the discipline. They show why journals in this domain should stimulate the development of broader concepts and theories in order to put national and regional cases in a broader scientific context and to make them attractive for international readership. In the last section authors turn their minds to the future of the history of education. They write about the shaping of new trends and about moving beyond borders, focusing on, among other things, the challenge of neurosciences and of digital humanities. This book was originally published as a special issue of _Paedagogica Historica_. (shrink)