Philosophical Inquiry in Education最新文献_第4页

COVID-19 and Remote Learning: The Home and the School 2019冠状病毒病与远程学习:家庭和学校

Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1088380ar

N. Friesen

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引用次数: 0

Daoist Creativity through Interconnectedness and Relational Dynamics in Pedagogy 从教育学的相互联系和关系动态看道家创造力

Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1094135ar

Hongyu Wang

{"title":"Daoist Creativity through Interconnectedness and Relational Dynamics in Pedagogy","authors":"Hongyu Wang","doi":"10.7202/1094135ar","DOIUrl":"https://doi.org/10.7202/1094135ar","url":null,"abstract":"Reconceptualizing the notion of creativity is imperative for addressing today’s multilayered social, ecological, and educational crises. This paper draws upon the Daoist philosophy of creativity, which connects rather than separates, to elaborate on the creative relational dynamics of a Daoist pedagogy. First, Western conceptions of creativity are briefly discussed to situate Daoist creativity relative to other scholarship. This discussion is followed by exploring three important aspects of Daoist creativity through interconnectedness: the self-creative process of the cosmos, the co-creativity of human creativity in spontaneity, and the virtuous pursuit of creative harmony. Conceptualizing Daoist creativity in these three aspects lays the foundation for the formulations of contemporary Daoist pedagogical dynamics. First, relational ontology underlies non-dualistic knowing and creative learning, which is infused with meditative sensitivity and incorporates aesthetic modes of thinking and associative thinking across boundaries. Second, creative personhood through integrating opposites and becoming attuned to the creative energy of life requires the personal cultivation of both the instructor and students while transforming teacher–student relationships. Third, a Daoist pedagogy of harmonizing creative tensions is envisioned through making connections across difference, diversifying texts, enacting pedagogical attunement, and harmonizing different modes of knowing and being.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71254598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coming into Life with Education: Definitions, Difficulty and Meaningfulness in Conceptual Aesthetics 伴随教育走进生活：概念美学的定义、难点与意义

Philosophical Inquiry in Education Pub Date : 2021-06-10 DOI: 10.7202/1079431ar

Alexis Gibbs

引用次数: 0

The Lucid Vigil: Deconstruction, Desire and the Politics of Critique by Stella Gaon, New York: Routledge, 2019 《清醒的守夜:解构、欲望和批判的政治》，斯特拉·加恩著，纽约:劳特利奇出版社，2019年

Philosophical Inquiry in Education Pub Date : 2021-06-10 DOI: 10.7202/1079434ar

Claudia Ruitenberg

引用次数: 1

The Importance of Philosophy in Teacher Education: Mapping the Decline and Its Consequences by Andrew D. Colgan & Bruce Maxwell (Eds.), New York: Routledge, 2020 《哲学在教师教育中的重要性:绘制衰落及其后果》，作者:安德鲁·d·科尔根和布鲁斯·麦克斯韦(编辑)，纽约:劳特利奇，2020年

Philosophical Inquiry in Education Pub Date : 2021-06-10 DOI: 10.7202/1079435ar

Nicolas J. Tanchuk

引用次数: 5

Independence, Dependence, and Intellectual Disability: From Cultural Origins to Useful Application 独立、依赖和智障:从文化起源到有用的应用

Philosophical Inquiry in Education Pub Date : 2021-01-01 DOI: 10.7202/1082918ar

S. Danforth

引用次数: 0

Disabling Intervention: Intellectual Disability and the Justification of Paternalism in Education 残疾干预:智障与教育中家长主义的正当性

Philosophical Inquiry in Education Pub Date : 2021-01-01 DOI: 10.7202/1082925ar

Kevin McDonough, Ashley Taylor

引用次数: 1

Educational Justice and Disability: The Limits of Integration 教育公平与残疾:融合的极限

Philosophical Inquiry in Education Pub Date : 2021-01-01 DOI: 10.7202/1082923ar

Brigid Evans

引用次数: 0

Questioning Autism’s Racializing Assemblages 质疑自闭症的种族化组合

Philosophical Inquiry in Education Pub Date : 2021-01-01 DOI: 10.7202/1082922ar

B. Kearl

引用次数: 2

Seeing the Rock: Expanding One’s Vision in Community with Preschool Knowers 看到岩石:与学龄前知识者一起扩大社区视野

Philosophical Inquiry in Education Pub Date : 2021-01-01 DOI: 10.7202/1082920ar

Cara E. Furman

引用次数: 0