Educational modes of thinking in Neo-Confucianism: a traditional lens for rethinking modern education

Hwang, Keum-Joong

doi:10.1007/s12564-013-9243-3

Cited by 21 publications

(14 citation statements)

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“…Zhu Xi's concept of mindfulness is best understood through the notion of jing . Jing has been translated, variously, as mindfulness (de Bary, ; Hwang, ), attentiveness (Graham, ), seriousness (Chan, ), inner mental composure (Gardner, ), and reverence (Angle, ). In my view, ‘mindfulness’ best captures the essence of jing ; this concept is more than just being attentive, serious, composed and reverential, as I shall elaborate later.…”

Section: Zhu XI On Mindfulness (Jing)mentioning

confidence: 99%

“…For the same reason, a person who aims to put into practice what one has learnt without mindfulness will become indolent and weak due to an absence of continuous and determined attention and sincerity engendered by mindfulness. Describing mindfulness and the investigation of things as ‘the two axes of learning in the Zhu Xi school’, Hwang () argues that these two are not separated from each other and instead offer ‘a complementary relationship for perfecting the heart‐mind’ (p. 248). Chan () concurs that to ‘concentrate correctly and thereby understand principle, and then to carry out the two in actual practice, is a major tenet in Confucianism’ (p. 267).…”

Section: Zhu XI On Mindfulness (Jing)mentioning

confidence: 99%

“…Hyland () singles out ‘the rise to prominence of a perversely utilitarian and one‐sidedly economistic conception of the educational enterprise in general’ (p. 279). The fixation with inundating students with so‐called 21 st century knowledge, information and competence has imperilled the learner's all‐rounded development (Hwang, ; Tan, ). Highlighting the dominant educational trend of assessing performativity, Ergas () asserts that schools have failed to ‘provide students with meaningful reasons for why they should perform at all—i.e.…”

Section: Contemporary Relevance For Educational Institutionsmentioning

confidence: 99%

“…Zhu Xi stresses that ‘correct learning’ is about ‘investigating things, extending knowledge, making the will sincere, rectifying the mind, and further extending these to regulating the family, ordering the state and pacifying the world’ (translated by de Bary, , p. 23). Throughout the learning process, students should internalise and display mindfulness as it is ‘the most fundamental and ideal attitude of mind or body for one's good learning’ (Hwang, , p. 248). Mindfulness motivates and guides students to set their thoughts in order, conduct themselves in a dignified and grave manner, and inquire into all things attentively and reverentially.…”

Section: Contemporary Relevance For Educational Institutionsmentioning

confidence: 99%

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Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach

Tan¹

2019

Journal of Philosophy of Education

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This article expounds on a neo-Confucian approach to mindfulness by drawing upon the writings of Zhu Xi. I argue that Zhu Xi's notion of mindfulness is encapsulated in the concept of 'jing' that refers to the single-minded and reverential attention to self-cultivation through 'gewu' (investigation of things). The desired outcome of mindfulness is the attainment of perfect goodness where one responds with sagely ease to affairs in everyday life. In contrast to the dominant focus on the self, present-state awareness and non-evaluation in Chan Buddhism, Zhu Xi's construal of mindfulness stresses interdependent relationships, social contribution and ethical purpose. Such a conception motivates learners to seek continuous self-improvement and focused engagement with others. A major critique of Zhu Xi's formulation of mindfulness is that it entails a whole-school approach and lifelong pursuit which are difficult to achieve in contemporary schooling conditions.

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Section: Zhu XI On Mindfulness (Jing)mentioning

confidence: 99%

Section: Zhu XI On Mindfulness (Jing)mentioning

confidence: 99%

Section: Contemporary Relevance For Educational Institutionsmentioning

confidence: 99%

Section: Contemporary Relevance For Educational Institutionsmentioning

confidence: 99%

See 2 more Smart Citations

Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach

Tan¹

2019

Journal of Philosophy of Education

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“…Another dualism typical of Western thoughts is the one between human cultures on one hand and nature on the other hand (Haraway 1989). In contrast to Western dualisms and modernism, most Eastern philosophies are more holistic and system-oriented (Hwang 2013). According to Tamara Savelyeva (2016, p. 15 a.o.p.…”

Section: Different Cultural Values: Comparing Confucianism Modernismmentioning

confidence: 99%

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

Sjöström

2017

Cult Stud of Sci Educ

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This forum article contributes to the understanding of how science teachers' identity is related to their worldviews, cultural values and educational philosophies, and to eco-transformation of science education. Special focus is put on 'reform-minded' science teachers. The starting point is the paper Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan by Ying-Syuan Huang and Anila Asghar. It highlights several factors that can explain the difficulties of implementing "new pedagogy" in science education. One important factor is Confucian values and traditions, which seem to both hinder and support the science teachers' implementation of inquiry-based and learner-centered approaches. In this article Confucianism is compared with other learning cultures and also discussed in relation to different worldviews and educational philosophies in science education. Just like for the central/north European educational tradition called Bildung, there are various interpretations of Confucianism. However, both have subcultures (e.g. reflexive Bildung and Neo-Confucianism) with similarities that are highlighted in this article. If an "old pedagogy" in science education is related to essentialism, rationalist-objectivist focus, and a hierarchical configuration, the so called "new pedagogy" is often related to progressivism, modernism, utilitarianism, and a professional configuration. Reflexive Bildung problematizes the values associated with such a "new pedagogy" and can be described with labels such as post-positivism, reconstructionism and problematizing/critical configurations. Different educational approaches in science education, and corresponding eco-identities, are commented on in relation to transformation of educational practice.

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How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross‐borderers

Kiu

Xie

2022

Brain and Behavior

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Background Internal migration or cross‐border migration differs from traditional migration. The influence of academic performance on social integration among migration or cross‐border student groups has drawn attention. Method A survey collected data from cross‐border students in Mainland China. The sample included 616 university students (bachelor's, master's, and doctoral students) coming from Hong Kong studying in Guangzhou, Guangdong Province. Results The moderating effect of cultural distance in the relationship between academic performance and social integration was significantly negative ( β = –0.081, p < 0.05 ). The effect of academic performance on social integration was significantly positive ( β = .104, p < .05). Length of time studying in the Mainland, social status, entrance exam score (which might affect the current academic performance), and acquiescence are as the control variable in examining the role of cultural distance in the effect of academic performance on social integration. This result embodies the functionalist theory. Conclusion The host society is the structural whole requiring the function of social integration, whereas education is the structural component fulfilling the function. When cultural distance is large, the function of education for social integration decreases. The practical implication for enhancing social integration is relieving or bridging the distance.

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Educational modes of thinking in Neo-Confucianism: a traditional lens for rethinking modern education

Cited by 21 publications

References 14 publications

Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach

Rethinking the Concept of Mindfulness: A Neo‐Confucian Approach

Science teacher identity and eco-transformation of science education: comparing Western modernism with Confucianism and reflexive Bildung

How academic performance influences social integration: The moderation effect of cultural distance among Chinese cross‐borderers

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