Childhood, philosophy and open society: implications for education in confucian heritage cultures
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Singapore [u.a.]
Springer
2013
|
| Schriftenreihe: | Education in the Asia-Pacific Region: Issues, Concerns and Prospects
22 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XIII, 185 S. |
| ISBN: | 9789814451055 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804149787306491904 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
1 INTRODUCTION . 1
1.1 PHILOSOPHY AND INFLUENCE OF KAR! POPPER 1
1.2 AIMS AND SIGNIFICANCE OF THE
STUDY..................................................... 3
1.3 ARGUMENT AND OUTLINE OF THE
BOOK...................................................... 4
REFERENCES 5
2 THEORETICAL AND PRACTICAL JUSTIFICATIONS FOR POPPER S
NON-JUSTIFICATIONISM. 7
2.1 INTRODUCTION....... .. 7
2.2 THE PROBLEM OF THE BOUNDS OF REASON 8
2.3 SOLUTION ONE: COMPREHENSIVE
RATIONALISM......................................... 9
2.3.1 TWO DOGMATIC APPROACHES 9
2.3.2 POPPER S CRITIQUE 11
2.4 SOLUTION TWO: CRITICAL RATIONALISM 13
2.4.1 POPPER S ORIGINAL VERSION 13
2.4.2 A WHIFF OF
JUSTIFICATIONISM.......................................................
15
2.5 SOLUTION THREE: COMPREHENSIVELY CRITICAL RATIONALISM 16
2.5.1 BARTLEY S BOUNDLESS VERSION 16
2.5.2 ACHALLENGE TO ITS
BOUNDLESSNESS............................................. 18
2.6 FROM THEORY TO PRACTICE 21
2.6.1 STRATAGEMS OPPOSED TO
CRITICISM.............................................. 21
2.6.2 A BIAS TOWARDS
CONFIRMATION................................................... 23
2.7 THE PROBLEM OF PRACTICALITY 26
2.7.1 IS POPPER A PHILOSOPHER OF INFLUENCE? 26
2.7.2 DOES THE POPPERIAN METHOD WORK? 28
2.8 CONCLUSION 35
REFERENCES 36
3 EDUCATION FOR OPEN SOCIETY AS AN EDUCATIONAL
IDEAL........................... 41
3.1
INTRODUCTION..........................................................................................
41
3.2 THE IDEAL OF OPEN SOCIETY 42
XI
IMAGE 2
XII
CONTENTS
3.2.1 CORE VALUES OF OPEN SOCIETY 43
3.2.2 CRUCIAL PRACTICES FOR OPEN
SOCIETY........................................... 46
3.3 THE ROLE OFEDUCATION IN OPEN SOCIETY 48
3.3.1
AIMS..........................................................................................
49
3.3.2 CURRICULA 50
3.3.3 PEDAGOGY 52
3.4 CONFUCIANISM AND CRITICAL
RATIONALISM............................................... 54
3.4.1 THE INFLUENCE OF
CONFUCIANISM................................................. 55
3.4.2 THE POSSIBILITY OF
RECONCILIATION.............................................. 55
3.5 HOW LIPMAN S PHILOSOPHY FUER CHILDREN PROGRAMME FITS THE POPPERIAN
IDEAL.......................................................................
57
3.5.1 OUTLINE OF THE
PROGRAMME......................................................... 57
3.5.2 CULTIVATION OF DISTRIBUTED AND HIGHER-ORDER THINKING 57 3.6
CONCLUSION 62
REFERENCES....................................................................................................
63
4 AN EMPIRICAL STUDY OF THE EFFECTIVENESS OF LIPMAN S PHILOSOPHY FOR
CHILDREN PROGRAMME ON PROMOTING CHILDREN S CRITICAL THINKING IN HONG
KONG, CHINA 67
4.1 INTRODUCTION................................................. 67
4.1.1 STATEMENT OF THE
PROBLEM.......................................................... 67
4.1.2 REVIEW OF RELATED LITERATURE 68
4.1.3 QUESTIONS OF THE
STUDY.............................................................. 78
4.1.4 SIGNIFICANCE OF THE STUDY 78
4.2 METHOD.......... 80
4.2.1 PARTICIPANTS..................... 80
4.2.2 INSTRUMENTS..................... 80
4.2.3 DESIGN 82
4.2.4 PROCEDURE 83
4.2.5 PILOT
STUDY.................................................................................
86
4.3
RESULTS...............................................................
97
4.3.1 QUANTITATIVE DATA 97
4.3.2 QUALITATIVE DATA 105
4.3.3 ANSWERS TO RESEARCH
QUESTIONS................................................ 114
4.4
DISCUSSION............................................................................................
115
4.4.1
CONCLUSIONS...............................................................................
115
4.4.2
RECOMMENDATIONS.....................................................................
116
REFERENCES....................................................................................................
117
5 RECONCEPTUALISATION OF CHILDHOOD FOR PROMOTING JUSTICE IN AN OPEN
SOCIETY 121
5.1
INTRODUCTION..........................................................................................
121
5.2 CONSTRUCTION OF CHILDHOOD IN PHILOSOPHY, PSYCHOLOGY, AND SOCIOLOGY
122
5.2.1 PHILOSOPHICAL CONSTRUCTION
OFCHILDHOOD................................. 122
5.2.2 PSYCHOLOGICAL CONSTRUCTION OF CHILDHOOD 123
5.2.3 SOCIOLOGICAL CONSTRUCTION OF
CHILDHOOD................................... 125
IMAGE 3
CONTENTS XLII
5.3 DECONSTRUCTION OF CHI1DHOOD FUER EXPOSING INJUSTICES
TOWARDS CHI1DREN..... 127
5.3.1 DECONSTRUCTION AS PROBLEMATISATION FOR JUSTICE 127
5.3.2 PROB1EMATISING THE CONCEPTION OF CHI1DHOOD AS AN INCOMP1ETE STATE
128
5.3.3 PROB1EMATISING THE CONSTRUCTION OF CHILDHOOD AS EPISTEMO1OGICALLY
INFERIOR 130
5.3.4 PROB1EMATISING THE NATURA1IZATION OF CHI1DHOOD AS AN IRRATIONAL
STAGE.................................................................
132
5.3.5 PROB1EMATISING THE INSTITUTIONA1IZATION OF CHI1DHOOD AS
ESSENTIALLY DISTINCT......................................... 134
5.4 RECONSTRUCTION OF CHI1DHOOD AS A WAY TO
JUSTICE................................ 141
5.4.1 THREE PROMISING AVENUES TO CHI1DREN S AGENCY 141
5.4.2 THREE PRIMARY ARENAS FOR CHILDREN S EMPOWERMENT 145
5.5 CONCLUSION 162
REFERENCES.... 164
6
CONCLUSIONS.................................................................................................
171
6.1 OUTCOMES OF THE
STUDY.........................................................................
171
6.2 IMPLICATIONS FOR THEORY AND
PRACTICE................................................... 174
6.3 SUGGESTIONS FUER FURTHER
RESEARCH........................................................ 176
REFERENCES........................... 177
APPENDICES 179
APPENDIX A: STUDENT QUESTIONNAIRE 179
SECTION
A..............................................................................................
179
SECTION B 180
APPENDIX B: MY THINKING LOG 181
INDEX.................................................................................................................
183
|
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| indexdate | 2024-07-10T00:28:35Z |
| institution | BVB |
| isbn | 9789814451055 |
| language | English |
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| physical | XIII, 185 S. |
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| series | Education in the Asia-Pacific Region: Issues, Concerns and Prospects |
| series2 | Education in the Asia-Pacific Region: Issues, Concerns and Prospects |
| spelling | Lam, Chi-Ming Verfasser aut Childhood, philosophy and open society implications for education in confucian heritage cultures Singapore [u.a.] Springer 2013 XIII, 185 S. txt rdacontent n rdamedia nc rdacarrier Education in the Asia-Pacific Region: Issues, Concerns and Prospects 22 Offene Gesellschaft (DE-588)4123879-5 gnd rswk-swf Bildung (DE-588)4006650-2 gnd rswk-swf Konfuzianismus (DE-588)4032089-3 gnd rswk-swf Asien (DE-588)4003217-6 gnd rswk-swf Asien (DE-588)4003217-6 g Konfuzianismus (DE-588)4032089-3 s Bildung (DE-588)4006650-2 s Offene Gesellschaft (DE-588)4123879-5 s DE-604 Education in the Asia-Pacific Region: Issues, Concerns and Prospects 22 (DE-604)BV021605040 22 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025489841&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lam, Chi-Ming Childhood, philosophy and open society implications for education in confucian heritage cultures Education in the Asia-Pacific Region: Issues, Concerns and Prospects Offene Gesellschaft (DE-588)4123879-5 gnd Bildung (DE-588)4006650-2 gnd Konfuzianismus (DE-588)4032089-3 gnd |
| subject_GND | (DE-588)4123879-5 (DE-588)4006650-2 (DE-588)4032089-3 (DE-588)4003217-6 |
| title | Childhood, philosophy and open society implications for education in confucian heritage cultures |
| title_auth | Childhood, philosophy and open society implications for education in confucian heritage cultures |
| title_exact_search | Childhood, philosophy and open society implications for education in confucian heritage cultures |
| title_full | Childhood, philosophy and open society implications for education in confucian heritage cultures |
| title_fullStr | Childhood, philosophy and open society implications for education in confucian heritage cultures |
| title_full_unstemmed | Childhood, philosophy and open society implications for education in confucian heritage cultures |
| title_short | Childhood, philosophy and open society |
| title_sort | childhood philosophy and open society implications for education in confucian heritage cultures |
| title_sub | implications for education in confucian heritage cultures |
| topic | Offene Gesellschaft (DE-588)4123879-5 gnd Bildung (DE-588)4006650-2 gnd Konfuzianismus (DE-588)4032089-3 gnd |
| topic_facet | Offene Gesellschaft Bildung Konfuzianismus Asien |
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| volume_link | (DE-604)BV021605040 |
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