Chinese schooling and free-spirit education / Wei Yu.
Yu, Wei, author.
2023
LB14.7
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Title Chinese schooling and free-spirit education / Wei Yu.
Author Yu, Wei, author.
ISBN 9789819943500
9819943507
DOI https://doi.org/10.1007/978-981-99-4350-0
Publication Details Singapore : Springer, [2023]
Language English
Description 1 online resource (158 p.)
Item Number 10.1007/978-981-99-4350-0 doi
Call Number LB14.7
Dewey Decimal Classification 371.102
Summary Reaching deep into the wealth of Chinese philosophical wisdom, this book offers rich insights into a way of educating that has found staunch advocates among educators through the ages. The free-spirit education, which calls on educators to respect and nurture the natural goodness of each child, affords an educational principle that is embedded in one of the most important Confucian classics: The Doctrine of the Mean. This book analyzes the meaning, history, principles, and educational application of free-spirit education and also explores its contemporary development in the context of a school improvement initiative. It introduces the intellectual origins of free-spirit education, the application in process-based inductive teaching and cases from the field. It presents the collection of pedagogical cases that are rooted in the traditions of Chinese philosophic inquiry and viewed through the lens of contemporary pedagogy for human development. This book is a useful reference for university faculty, educational researchers, school teachers and leaders, graduate and undergraduate students in curriculum studies and in philosophy, social science, and education, curriculum developers, and all those educators who are interested in understanding free-spirit educationa key component of the humanistic traditions of Chinese education.
Note Description based upon print version of record.
5.4.2 Creating an Appropriate Learning Context
Bibliography, etc. Note Includes bibliographical references.
References -- 5 Free-Spirit Education in Classroom: Process-Based Inductive Teaching -- 5.1 The Connotation of Process-Based Inductive Teaching -- 5.2 The Rationale Behind -- 5.2.1 Children's Cognition is a Process from Individual to General, from Concrete to Abstract -- 5.2.2 The Learning Content in Primary School is Abstract and Transcendental -- 5.2.3 Based on the Reflection on the Outstanding Issues in Current Teaching -- 5.3 The Three Focuses of "Process-Based Inductive Teaching" -- 5.4 Strategies of Process-Based Inductive Teaching -- 5.4.1 Defining the Starting Point of Children's Learning
Access Note Access limited to authorized users.
Available in Other Form Chinese Schooling and Free-Spirit Education
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Intro
Contents
About the Author
1 Modernity, Localization and Free-Spirit Education: Our Path
2 Free-Spirit Education: Background and History
2.1 The Culture and Education Traditions of Free-Spirit Education
2.1.1 The Heritage of Traditional Chinese Education
2.1.2 Inspirations from Contemporary Educators
2.1.3 Inspirations from the Doctrine of the Mean
2.2 Reflections on the Meaning of Children
2.2.1 The Nature of Children
2.2.2 Differences in Children
2.2.3 Growth of Children
2.3 Outstanding Issues of Current School Education

2.3.1 Perfectionism and the "School Factory"
2.3.2 Utilitarianism and Accelerated Education
2.3.3 "One-Size-Fits-All" and "Uniformity"
References
3 Free-Spirit Education: What It Means
3.1 The Meaning of Free-Spirit Education
3.1.1 Protect Human Nature
3.1.2 Respect Individuality
3.1.3 Cultivate Sociality
3.2 The School Vision of Free-Spirit Education
3.2.1 School Vision
3.2.2 Path of Action
3.2.3 Support for School Change Action
3.3 Localization of Primary and Secondary Education Research: Necessity and Feasibility

3.3.1 "Local Problem Awareness" Is the Core Idea of Localizing Educational Research
3.3.2 Reflective and Critical Thinking Ability-Core Literacy of Localizing Educational Research
3.3.3 Multi-level Dialogue-The Basic Path of Localization of Educational Research
3.3.4 Action Research-Basic Method of Localizing Educational Research
References
4 Free-Spirit Education as the Third Road of Philosophy for Children
4.1 The Origin of Philosophy for Children (P4C)
4.1.1 The "Bond" Between P4C and PSNNU
4.1.2 The Encountering of P4C and Teachers

4.1.3 The Interdependence of P4C and Theory
4.2 Preliminary Attempt of "Lipman-Style" + "Matthews-Style" P4C Curriculum
4.2.1 Ziyou Campus: The Problem of Identity Caused by the Ship of Theseus Paradox
4.2.2 Fanrong Campus: The Ethical Problem Caused by "the Happiness of Three People and the Happiness of One Person"
4.2.3 Zhongxin Campus: The Fundamental Problem of "Freedom"
4.2.4 The Birth of PSNNU Featured P4C
4.3 "The Third Way": The Practice of Infiltrating the Spirit of P4C into All Subjects
4.4 Philosophical Value for Children and Practice of Group Cooperative Learning

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