This article juxtaposes the notion of wuwei in Daoism and philosophical principles of self-organization in systems theory to re-imagine classroom dynamics in which pedagogical relationships...

This article compares the two worldviews of Daoism and selected lost gospels, and considers the pedagogical implications. It explores their core concepts and how each applies these concepts...

Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...) range of theorists have been called upon to articulate studying, the philosophical resources out of which studying has been shaped have remained trapped within the western canon. We seek to address these limitations in this article by turning to some literature on affect theory, Daoist wind-stories, as well as the Yijing–Daoist Yin–Yang movement. In doing so, not only do we make contributions to research on studying, but we also contribute an educational understanding to affect theory and draw out important affinities between affective study and Daoist windstories. In other words, this paper moves to both articulate the affective dimensions of studying and illuminate a particular pedagogy of affect. More important, we move one step further to re-conceptualize learning and study, figuring them not merely as alternative or oppositional orderings, but as a Daoist Yin–Yang movement wherewith learning and studying, analogous to the Yin–Yang elements, always happen together, mutually informing, confronting, and transforming each other. (shrink)

This article problematizes the way of thinking schooling in discourse of sign system, which involves opposition, and double gesture of inclusion/exclusion. Drawing on two fundamental texts of Taoism, the Tao Te Ching and Chuang Tzu, this article puts forward the seemingly passive Non-Word and Non-Self to resist the hierarchy ordering of conceptions and man, and to undo duality of binary opposition. It links the history of assessment and PISA to the rethinking of evidence and sign in contemporary movements. The second (...) section proposes teaching as wandering (you, 游), the transcendence into Non-Self with response to men’s natural inquiry, but not artificially manipulating and shaping man by privileging certain knowledge, value, and thoughts over other. Instead of making categories of race, gender, and normal/abnormal, Taoist provides a way of reconsider the self operating on assessing, standardizing, normalizing, correcting and predicting others in school accountability. It is built on the ontology of considering individual as belonging to an ultimate sameness, the oneness. The article concludes with underlying assumption that students are subjected to change, and their difference must be eliminated through standard test. It further questions tactics of reason that educational reform face in the current regime of school accountability. (shrink)

Journal of Philosophy of Education, EarlyView.