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Table of Contents
Intro
Series Editor Foreword
References
Preface
References
Recommended Reading on Confucianism and Christianity in Chinese
Acknowledgements
Contents
About the Author
List of Photos
List of Figures
List of Tables
1 Educational Challenges in a Post-pandemic World
1.1 Introduction
1.2 Educational Challenges
1.2.1 Disrupted Learning Especially for Students from Low Socioeconomic Home Backgrounds
1.2.2 Widening Digital Divide
1.2.3 Limited Effectiveness of Emergency Remote Learning
1.2.4 A Neglect of Holistic Education
1.3 Educational Responses
1.4 An Opportunity for Educational Transformation
1.5 Conclusion
References
2 Confucianism and Christianity as Traditions
2.1 Introduction
2.2 The Notion of Tradition
2.2.1 Tradition
2.3 Confucian and Christian Traditions
2.3.1 Plurality of Traditions
2.3.2 Canonical Texts
2.3.3 Religion and Spirituality
2.3.4 Truth Claims
2.4 Conclusion
References
3 Bridge-Building Between Confucian and Christian Traditions
3.1 Introduction
3.2 Comparative Philosophy and Bridge-Building
3.2.1 Comparative Philosophy
3.2.2 Bridge-Building
3.3 Bridge-Building Between Confucian and Christian Traditions in Imperial China
3.3.1 Identifying Common Ground Between Confucian and Christian Traditions
3.3.2 Adapting Christian Teachings to Prevailing Confucian Ideas and/or Practices
3.3.3 Synthesising Selected Confucian and Christian Teachings Through New or Modified Ideas and/Practices
3.4 Conclusions
References
4 Introduction to Mindfulness
4.1 Introduction
4.2 The Concept of Mindfulness
4.2.1 The Three "A"s of Mindfulness
4.2.2 First-Generation and Second-Generation Mindfulness Programmes
4.2.3 Benefits of Mindfulness
4.3 Mindfulness in Confucian and Christian Traditions
4.4 Conclusion
References
5 Student Well-Being as Wholeness: He (Harmony) and Shalom (Peace)
5.1 Introduction
5.2 Student Well-Being
5.3 Insights from Confucian and Christian Traditions
5.3.1 Confucian Traditions: He (Harmony)
5.3.2 Christian Traditions: Shalom (Peace)
5.3.3 Mindfulness, He (Harmony), and Shalom (Peace)
5.4 Comparing Confucian and Christian Traditions
5.5 Conclusion
References
6 A Mindful School Community: Ren (Humanity) and Agape (Love)
6.1 Introduction
6.1.1 Ren (Humanity)
6.1.2 Agape (Love)
6.2 Comparing Confucian and Christian Traditions
6.2.1 Similarities
6.2.2 A Major Difference
6.3 Conclusion and Implications for a Mindful School Community
References
7 A Mindful Curriculum: Dao (Way) and Imago Dei (God's Image)
7.1 Introduction
7.2 Dao (Way) and Imago Dei (God's Image)
7.2.1 Dao (Way)
7.2.2 Imago Dei (God's Image)
7.3 Comparing Confucian and Christian Curricula
7.4 Conclusion
References
Series Editor Foreword
References
Preface
References
Recommended Reading on Confucianism and Christianity in Chinese
Acknowledgements
Contents
About the Author
List of Photos
List of Figures
List of Tables
1 Educational Challenges in a Post-pandemic World
1.1 Introduction
1.2 Educational Challenges
1.2.1 Disrupted Learning Especially for Students from Low Socioeconomic Home Backgrounds
1.2.2 Widening Digital Divide
1.2.3 Limited Effectiveness of Emergency Remote Learning
1.2.4 A Neglect of Holistic Education
1.3 Educational Responses
1.4 An Opportunity for Educational Transformation
1.5 Conclusion
References
2 Confucianism and Christianity as Traditions
2.1 Introduction
2.2 The Notion of Tradition
2.2.1 Tradition
2.3 Confucian and Christian Traditions
2.3.1 Plurality of Traditions
2.3.2 Canonical Texts
2.3.3 Religion and Spirituality
2.3.4 Truth Claims
2.4 Conclusion
References
3 Bridge-Building Between Confucian and Christian Traditions
3.1 Introduction
3.2 Comparative Philosophy and Bridge-Building
3.2.1 Comparative Philosophy
3.2.2 Bridge-Building
3.3 Bridge-Building Between Confucian and Christian Traditions in Imperial China
3.3.1 Identifying Common Ground Between Confucian and Christian Traditions
3.3.2 Adapting Christian Teachings to Prevailing Confucian Ideas and/or Practices
3.3.3 Synthesising Selected Confucian and Christian Teachings Through New or Modified Ideas and/Practices
3.4 Conclusions
References
4 Introduction to Mindfulness
4.1 Introduction
4.2 The Concept of Mindfulness
4.2.1 The Three "A"s of Mindfulness
4.2.2 First-Generation and Second-Generation Mindfulness Programmes
4.2.3 Benefits of Mindfulness
4.3 Mindfulness in Confucian and Christian Traditions
4.4 Conclusion
References
5 Student Well-Being as Wholeness: He (Harmony) and Shalom (Peace)
5.1 Introduction
5.2 Student Well-Being
5.3 Insights from Confucian and Christian Traditions
5.3.1 Confucian Traditions: He (Harmony)
5.3.2 Christian Traditions: Shalom (Peace)
5.3.3 Mindfulness, He (Harmony), and Shalom (Peace)
5.4 Comparing Confucian and Christian Traditions
5.5 Conclusion
References
6 A Mindful School Community: Ren (Humanity) and Agape (Love)
6.1 Introduction
6.1.1 Ren (Humanity)
6.1.2 Agape (Love)
6.2 Comparing Confucian and Christian Traditions
6.2.1 Similarities
6.2.2 A Major Difference
6.3 Conclusion and Implications for a Mindful School Community
References
7 A Mindful Curriculum: Dao (Way) and Imago Dei (God's Image)
7.1 Introduction
7.2 Dao (Way) and Imago Dei (God's Image)
7.2.1 Dao (Way)
7.2.2 Imago Dei (God's Image)
7.3 Comparing Confucian and Christian Curricula
7.4 Conclusion
References