An Introduction to Chinese Philosophy

Lai, Karyn L.

doi:10.1017/9781316218990

Cited by 35 publications

(27 citation statements)

References 178 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the Western Han dynasty (202 BCE to 8 AD), Yijing was officially legitimised as one of the five Confucian classics, and later became a textbook for ancient China's imperial examination system in the Tang dynasty (618-907 AD). Since then, the Yin-Yang harmony philosophy as the central theme of Yijing has had significant political influence, constituting the basis of social governance and order in people's daily lives, as well as underpinning the highest form of virtue in terms of being a gentleman (Lai, 2008;Ji et al, 2010;Zhang et al, 2016;Liu, 2017).…”

Section: Historical Basis Of Yin-yang Harmony (Taiji)mentioning

confidence: 99%

Chinese strategic thinking on competitive conflict: insights from Yin-Yang harmony cognition

Chin

Rowley

Redding³

et al. 2018

IJCMA

View full text Add to dashboard Cite

Purpose Grounded in Yijing, the wellspring of Chinese philosophies, this research aims to propose a novel interpretation of the indigenous Yin-Yang harmony cognitive framework, and to elaborate on how to use it as a meta-theorising tool to characterise the conflicting yet complementary dynamics of strategy, commonly seen as the prominent feature of Chinese strategic thinking. Design/methodology/approach Using the Yin-Yang harmony approach (i.e. Yin as the endogenous factors and Yang the exogenous factors), the authors first put forward eight paradoxical situations facing Chinese organisations as per the changing paradigm of Yijing. Then the authors use the thick description model as a roadmap to identify three evolving trajectories in Chinese higher education (HE) system. Finally, they raise four strategic propositions regarding how competing HE institutes handle the conflicting yet complementary dynamics in China. Findings Results show that the main strategic choices used by two different types of higher education institutes to cope with the current high-level uncertainty and competition could be described in terms of the two “Qian” and “Li” strategic situations, respectively. More details are discussed in the four propositions. Research limitations/implications This research brings potentially valuable implications for global regulators, policymakers, providers and other stakeholders through better understanding of HE-related issues, as well as certain distinct conceptual complexities in terms of developing strategies in China. It implies potentially significant differences in cognition between East and West, and illustrates what may be their workings. Originality/value This indigenous eight-dimensional paradigm demonstrates the conflicting yet complementary dynamic gestalt of organisational strategic choices that may only be realised in Chinese terms, and that cannot be elucidated by theories purely derived from Western experience. It thus can foster the transfer of understanding between the East and West and open a new chapter for future research.

show abstract

Section: Historical Basis Of Yin-yang Harmony (Taiji)mentioning

confidence: 99%

Chinese strategic thinking on competitive conflict: insights from Yin-Yang harmony cognition

Chin

Rowley

Redding³

et al. 2018

IJCMA

View full text Add to dashboard Cite

show abstract

“…In addition, Confucius encouraged people to learn from the past and study classic literature, because he believed that learning helps to cultivate one's virtues. He suggested that everyone should be devoted to self-cultivation, learning and practicing ren to promote harmony in the society (Lai 2008).…”

Section: The Confucian Legacy In Taiwanese Societymentioning

confidence: 99%

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Huang

Asghar

2016

Cult Stud of Sci Educ

View full text Add to dashboard Cite

This empirical study investigates secondary science teachers' perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students' learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers' reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers' epistemological beliefs and their actual classroom practice. Indeed, science teachers' perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers' professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers' struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher's professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers' professional development programs in East Asian cultures.

show abstract

“…In ancient China, people adopted their society's exemplary norms to have an orderly and peaceful society. The work of traditional, renowned Chinese philosophers and educators such as Lao Zi, Confucius, Mencius, Mo Zi, Zhuang Zi, Xun Zi, and Zhu Xi became schools of thought that continue to typify Chinese traditional values, guide the Chinese on their journeys through life, and serve to preserve social harmony (Bakken, 2000;Di, 2016: 41;Lai, 2017). Their collective thought forms the foundation of Chinese exemplary norms, which are passed down through the generations and find embodiment in the people influenced by these idas (Di, 2016: 41;Wang, 2006;Wu, 2016).…”

Section: The Exemplary Values In Traditional Chinese Societymentioning

confidence: 99%

Values Reconciliation: Constructing the Exemplary Ideal Personhood through Overseas Education

Chen¹

2019

Journal of Current Chinese Affairs

View full text Add to dashboard Cite

This article examines the values that Chinese middle-class families desire for their offspring to acquire, through an analysis of the families’ motivations for pursuing overseas higher education. Based on fieldwork with Chinese tertiary students in the United Kingdom, this article analyses the values – described in interviews by students and their parents and grandparents – that drive these families’ overseas higher education strategies. The results show that in contrast to the current (dominant instrumentalist) understandings of international student motivations, some Chinese middle-class families’ belief in higher education is about the development of a socialist ideal personhood and the wish to make significant social contributions. Ultimately, the author argues that some Chinese middle-class families are experiencing a transition, from egoism to altruism, and in future, fulfilling Confucian values and making social contributions is highly likely to become part of middle-class subjectivities.

show abstract

An Introduction to Chinese Philosophy

Cited by 35 publications

References 178 publications

Chinese strategic thinking on competitive conflict: insights from Yin-Yang harmony cognition

Chinese strategic thinking on competitive conflict: insights from Yin-Yang harmony cognition

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Values Reconciliation: Constructing the Exemplary Ideal Personhood through Overseas Education

Contact Info

Product

Resources

About