Mindful education: insights from Confucian and Christian traditions
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Singapore
Springer
[2021]
|
| Schriftenreihe: | Encounters between East and West
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xxix, 197 Seiten Illustrationen |
| ISBN: | 9789811614040 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text |
Contents 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 HomeBackgrounds . 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 . 1 1 2 4 5 6 18 19 19 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 . 23 23 24 24 27 27 28 29 31 32 33 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 andChristian Traditions in Imperial China . 35 35 36 36 38 3 3 40 XIX
Contents XX 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 5 6 41 43 43 45 47 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 . 55 58 60 63 64 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 . 69 69 71 75 75 77 80 81 84 85 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 . 51 51 53 53 89 89 90 94 97 97 100 102 104
Contents 7 8 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 . Mindful Teaching: Shu (Putting Oneself in the Other’s Place) and the Golden Rule (Do to Others as You Would Have Them Do to You) . 8.1 Introduction . 8.2 The Concept of Empathy . 8.3 Teacher Empathy and EmpathiePedagogy . 8.4 Empathy as Shu and the GoldenRule . 8.4.1 Shu (Putting Oneself in the Other’s Place) . 8.4.2 The Golden Rule (Do to Others as You Would have them Do to You)
. 8.5 Comparing Shu and the Golden Rule . 8.6 Conclusions . References . 9 The Mindful Teacher: Confucius and Jesus . 9.1 Introduction . 9.2 Dialogic Teaching . 9.3 The Example of Confucius . 9.4 The Example of Jesus. 9.5 Comparisons and Implications . 9.6 Conclusion . References . 10 Mindful Learning: Xiuji (Self-cultivation) and Spiritual Formation . 10.1 Introduction . 10.2 Xiuji (Self-cultivation) . 10.3 Spiritual
Formation. 10.4 Comparing Xiuji (Self-cultivation) and Spiritual Formation: Towards Self-directed Learning . 10.4.1 Similarities . 10.4.2 Differences . 10.5 Promoting Mindful Learning Through Design Thinking. 10.6 Conclusion . References . xxi 107 107 109 109 112 115 119 120 123 123 125 126 128 128 131 133 135 136 141 141 142 143 148 155 156 157 161 161 162 165 168 168 170 172 173 175
xxii 11 Contents Mindful Education for a Post-pandemic World. 11.1 Revisiting the Two Questions . 11.2 Mindful Teaching and Learning Strategies . 11.2.1 Mindful Teaching. 11.2.2 Mindful Learning . 11.3 Conclusion: East and West. References . 179 180 185 185 189 192 194 |
| adam_txt |
Contents 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 HomeBackgrounds . 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 . 1 1 2 4 5 6 18 19 19 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 . 23 23 24 24 27 27 28 29 31 32 33 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 andChristian Traditions in Imperial China . 35 35 36 36 38 3 3 40 XIX
Contents XX 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 5 6 41 43 43 45 47 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 . 55 58 60 63 64 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 . 69 69 71 75 75 77 80 81 84 85 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 . 51 51 53 53 89 89 90 94 97 97 100 102 104
Contents 7 8 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 . Mindful Teaching: Shu (Putting Oneself in the Other’s Place) and the Golden Rule (Do to Others as You Would Have Them Do to You) . 8.1 Introduction . 8.2 The Concept of Empathy . 8.3 Teacher Empathy and EmpathiePedagogy . 8.4 Empathy as Shu and the GoldenRule . 8.4.1 Shu (Putting Oneself in the Other’s Place) . 8.4.2 The Golden Rule (Do to Others as You Would have them Do to You)
. 8.5 Comparing Shu and the Golden Rule . 8.6 Conclusions . References . 9 The Mindful Teacher: Confucius and Jesus . 9.1 Introduction . 9.2 Dialogic Teaching . 9.3 The Example of Confucius . 9.4 The Example of Jesus. 9.5 Comparisons and Implications . 9.6 Conclusion . References . 10 Mindful Learning: Xiuji (Self-cultivation) and Spiritual Formation . 10.1 Introduction . 10.2 Xiuji (Self-cultivation) . 10.3 Spiritual
Formation. 10.4 Comparing Xiuji (Self-cultivation) and Spiritual Formation: Towards Self-directed Learning . 10.4.1 Similarities . 10.4.2 Differences . 10.5 Promoting Mindful Learning Through Design Thinking. 10.6 Conclusion . References . xxi 107 107 109 109 112 115 119 120 123 123 125 126 128 128 131 133 135 136 141 141 142 143 148 155 156 157 161 161 162 165 168 168 170 172 173 175
xxii 11 Contents Mindful Education for a Post-pandemic World. 11.1 Revisiting the Two Questions . 11.2 Mindful Teaching and Learning Strategies . 11.2.1 Mindful Teaching. 11.2.2 Mindful Learning . 11.3 Conclusion: East and West. References . 179 180 185 185 189 192 194 |
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| spelling | Tan, Charlene Verfasser (DE-588)1240335199 aut Mindful education insights from Confucian and Christian traditions Charlene Tan Singapore Springer [2021] © 2021 xxix, 197 Seiten Illustrationen txt rdacontent n rdamedia nc rdacarrier Encounters between East and West Kong, Qiu v551-v479 (DE-588)118565036 gnd rswk-swf Educational Philosophy Education, general International and Comparative Education Religious Studies, general Education—Philosophy Education International education Comparative education Religion Erziehungsphilosophie (DE-588)4070955-3 gnd rswk-swf Vergleich (DE-588)4187713-5 gnd rswk-swf Westliche Welt (DE-588)4079237-7 gnd rswk-swf Kong, Qiu v551-v479 (DE-588)118565036 p Erziehungsphilosophie (DE-588)4070955-3 s Vergleich (DE-588)4187713-5 s Westliche Welt (DE-588)4079237-7 g DE-604 Erscheint auch als Online-Ausgabe, ebk 978-981-16-1405-7 Digitalisierung BSB München - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032808361&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Tan, Charlene Mindful education insights from Confucian and Christian traditions Kong, Qiu v551-v479 (DE-588)118565036 gnd Educational Philosophy Education, general International and Comparative Education Religious Studies, general Education—Philosophy Education International education Comparative education Religion Erziehungsphilosophie (DE-588)4070955-3 gnd Vergleich (DE-588)4187713-5 gnd |
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| title | Mindful education insights from Confucian and Christian traditions |
| title_auth | Mindful education insights from Confucian and Christian traditions |
| title_exact_search | Mindful education insights from Confucian and Christian traditions |
| title_exact_search_txtP | Mindful education insights from Confucian and Christian traditions |
| title_full | Mindful education insights from Confucian and Christian traditions Charlene Tan |
| title_fullStr | Mindful education insights from Confucian and Christian traditions Charlene Tan |
| title_full_unstemmed | Mindful education insights from Confucian and Christian traditions Charlene Tan |
| title_short | Mindful education |
| title_sort | mindful education insights from confucian and christian traditions |
| title_sub | insights from Confucian and Christian traditions |
| topic | Kong, Qiu v551-v479 (DE-588)118565036 gnd Educational Philosophy Education, general International and Comparative Education Religious Studies, general Education—Philosophy Education International education Comparative education Religion Erziehungsphilosophie (DE-588)4070955-3 gnd Vergleich (DE-588)4187713-5 gnd |
| topic_facet | Kong, Qiu v551-v479 Educational Philosophy Education, general International and Comparative Education Religious Studies, general Education—Philosophy Education International education Comparative education Religion Erziehungsphilosophie Vergleich Westliche Welt |
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