Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights

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This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West.

By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work.

Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.

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Product Details

  • ISBN-13: 9780805856736
  • Publisher: Taylor & Francis
  • Publication date: 8/24/2007
  • Series: Studies in Curriculum Theory Series
  • Pages: 408
  • Product dimensions: 5.80 (w) x 9.00 (h) x 1.10 (d)

Table of Contents

Contents: D. Jardine, Foreword: "The Sickness of the West". Preface: Openings Into a Curriculum of the Way. D.G. Smith, "…the Farthest West Is But the Farthest East": The Long Way of Oriental / Occidental Engagement. H. Bai, A. Cohen, Breathing Qi (Ch’i), Following Tao: Transforming This Violence-Ridden World. C. Eppert, Fear, (Educational) Fictions of Character, & Buddhist Insights for an Arts-Based Witnessing Curriculum. R. Hattam, Socially-Engaged Buddhism as a Provocation for Critical Pedagogy in “Unsettling Times". j. jagodzinski, The Gaze of the Teacher: Eye-to-Eye With Lacan, Derrida and the Zen of Dõgen and Nishitani. T. Kaneda, Shanti, Peacefulness of Mind. X. Li, My Lived Stories of Poetic Thinking and Taoist Knowing. P.M. Hendry, Engendering Wisdom: Listening to Kuan Yin and Julian of Norwich. Y. Nakagawa, Eastern Wisdom and Holistic Education: Multidimensional Reality and the Way of Awareness. J. Piirto, Krishnamurti and Me: Meditations on His Philosophy of Curriculum and on India. K. Roy, Radical Times: Perspectives on the Qualitative Character of Duration. D. Vokey, Hearing, Contemplating, Meditating: In Search of the Transformative Integration of Heart and Mind. H. Wang, The Strength of the Feminine, the Lyrics of the Chinese Woman’s Self and the Power of Education. H. Zhang, Toward a Confucian Vision of Curriculum. M.A. Doll, Afterword: Teaching Along the Way.

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