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  1. Self-cultivation through art: Chinese calligraphy and the body.Ruyu Hung - 2024 - Educational Philosophy and Theory 56 (7):621-625.
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  • Philosophy of education in Taiwan: Retrospect and prospect.Ruyu Hung, Katia Lenehan, Yen-Yi Lee, Chia-Ling Wang, Yi-Huang Shih, Yan-Hong Ye, Cheng-Hsi Chien, Jui-Hsuan Hung, Chen-Peng Yu, Chun-Ping Wang, Morimichi Kato & Yasushi Maruyama - 2023 - Educational Philosophy and Theory 55 (10):1073-1086.
    Ruyu HungNational Chiayi UniversityThis collective writing is intended to portray the contour of philosophy of education in contemporary Taiwan, resounding many beautiful counterparts in EPAT (Bies...
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  • Forgive, forget or regret? The Dao of education in times of catastrophe.Ruyu Hung - 2020 - Educational Philosophy and Theory 52 (13):1358-1363.
    Volume 52, Issue 13, December 2020, Page 1358-1363.
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  • Armageddon versus conservation—An East Asian response.Ruyu Hung - 2019 - Educational Philosophy and Theory 52 (8):821-823.
    Volume 52, Issue 8, July 2020, Page 821-823.
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  • Discontinuous learning through destructive experiences: A ‘change’ approach to catastrophe education in eco-pedagogy.Hongyan Chen & Zhengmei Peng - 2020 - Educational Philosophy and Theory 52 (13):1409-1420.
    Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transf...
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  • Learning in nature: An amplified human rights-based framework.Elena Tuparevska - 2023 - Educational Philosophy and Theory 55 (10):1159-1169.
    Human beings are spending less time in nature than previous generations. Without opportunities to interact with nature, we are unable to forge deeper connections with the natural world, leading to indifference and unwillingness to protect it. At the same time, climate change has led to biodiversity loss and new threats such as pandemics, making the issue of the disconnection between humans and nature even more pertinent. This article proposes a modified human rights-based framework to education that incorporates nature as an (...)
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