Huajun Zhang – författare

This book explores the central question of how to cultivate a continued sense of self in the radically changing Chinese society, a question that is highly related to the current ongoing educational reform. If education cannot respond to the problem of students’ disconnection from the changing society, learning cannot truly happen in school and the reform will fail. Zhang suggests a philosophy of education that highlights the cultivation of students’ unique but inclusive individuality so that students learn how to nurture their own mind in this profoundly changing society rather than becoming empty and lost. The discussion of this proposed question is inspired by the thoughts of the American pragmatist John Dewey and Chinese Confucian scholar Liang Shuming. It is not the author’s intention to have a pure philosophical discussion, but rather to refer to their philosophies to help answer the practical question of cultivating individuality in an educational setting during this period of China’s modern transition.

This edited book is on the theory and practice of teacher education from the most distinguished and experienced scholars in the field around the world. In this book, they explored the most urgent and significant issues in teacher education in this globalized time. The dealing of these issues can directly impact the quality of teacher education and education in general. How to improve the quality of teacher education is a global issue that many countries, no matter developed or developing, face. This book provides multiple perspectives to address the challenges and possibilities for improving teacher quality. A point needs to further highlight in this book is that the researchers pay more attention to the inner landscape of teachers, such as the issue of identity, sense of person, etc. In this book, the readers can learn the insights and multiple perspectives of the best scholars in teacher education.

This edited book is on the theory and practice of teacher education from the most distinguished and experienced scholars in the field around the world. In this book, they explored the most urgent and significant issues in teacher education in this globalized time. The dealing of these issues can directly impact the quality of teacher education and education in general. How to improve the quality of teacher education is a global issue that many countries, no matter developed or developing, face. This book provides multiple perspectives to address the challenges and possibilities for improving teacher quality. A point needs to further highlight in this book is that the researchers pay more attention to the inner landscape of teachers, such as the issue of identity, sense of person, etc. In this book, the readers can learn the insights and multiple perspectives of the best scholars in teacher education.

This edited book is on the theory and practice of teacher education from the most distinguished and experienced scholars in the field around the world. In this book, they explored the most urgent and significant issues in teacher education in this globalized time. The dealing of these issues can directly impact the quality of teacher education and education in general. How to improve the quality of teacher education is a global issue that many countries, no matter developed or developing, face. This book provides multiple perspectives to address the challenges and possibilities for improving teacher quality. A point needs to further highlight in this book is that the researchers pay more attention to the inner landscape of teachers, such as the issue of identity, sense of person, etc. In this book, the readers can learn the insights and multiple perspectives of the best scholars in teacher education.

Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical ‘cradle’ civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault’s work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation.

Educational philosophies of self-cultivation as the cultural foundation and philosophical ethos for education have strong and historically effective traditions stretching back to antiquity in the classical ‘cradle’ civilizations of China and East Asia, India and Pakistan, Greece and Anatolia, focused on the cultural traditions in Confucianism, Taoism, and Buddhism in the East and Hellenistic philosophy in the West. This volume in East-West dialogues in philosophy of education examines both Confucian and Western classical traditions revealing that although each provides its own distinct figure of the virtuous person, they are remarkably similar in their conception and emphasis on moral self-cultivation as a practical answer to how humans become virtuous. The collection also examines self-cultivation in Japanese traditions and also the nature of Michel Foucault’s work in relation to ethical and aesthetic ideals of Hellenistic self-cultivation.