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Learning Considered Within a Cultural Context: Confucian and Socratic Approaches

Dissertation, The University of British Columbia (Canada) (2000)

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  1. Using vote cards to encourage active participation and to improve critical appraisal skills in evidence‐based medicine journal clubs.Ka-Wai Tam, Lung-Wen Tsai, Chien-Chih Wu, Po-Li Wei, Chou-Fu Wei & Soul-Chin Chen - 2011 - Journal of Evaluation in Clinical Practice 17 (4):827-831.
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  • Confucius’ Junzi(君子): The conceptions of self in Confucian.Jinhua Song & Xiaomin Jiao - 2018 - Educational Philosophy and Theory 50 (13):1171-1179.
    Confucius reinvented the concept of Junzi (君子), an idea of personhood which invites continual assessment whether the concerns people were once devoted to are worthy of ongoing devotion, and how they make a place in the world—a place where they hope they can exercise some governance in their lives. Junzi (君子)is a agent, and has the properties and powers to monitor their lives, and to contribute to societal transformation. Cultivating a person is centrally involved in the politics of subjectivity, in (...)
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  • The Source of Learning is Thought” Reading the Chin-ssu lu (近思錄) with a “Western Eye.Roland Reichenbach - 2016 - Educational Philosophy and Theory 48 (1):36-51.
    The contribution focuses on Neo-Confucian texts as collected by Zhu Xi and Lü Zuqian and is a look from the ‘outside’, from the perspective of German theories of Bildung. It aims at demonstrating that among other insights that today’s readers may gather from Neo-Confucian literature, one aspect protrudes from others: that learning can be considered as a virtue—even a meta-virtue—a form of life and mode of self-formation of the person. It does not seem exaggerated, from this perspective, to state that (...)
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  • Pedagogical psychology: beyond the 21st century.Gretchen M. Reevy & Stanley N. Bursten - 2015 - Frontiers in Psychology 6.
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  • Cultural preferences for formal versus intuitive reasoning.Ara Norenzayan, Edward E. Smith, Beom Jun Kim & Richard E. Nisbett - 2002 - Cognitive Science 26 (5):653-684.
    The authors examined cultural preferences for formal versus intuitive reasoning among East Asian (Chinese and Korean), Asian American, and European American university students. We investigated categorization (Studies 1 and 2), conceptual structure (Study 3), and deductive reasoning (Studies 3 and 4). In each study a cognitive conflict was activated between formal and intuitive strategies of reasoning. European Americans, more than Chinese and Koreans, set aside intuition in favor of formal reasoning. Conversely, Chinese and Koreans relied on intuitive strategies more than (...)
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  • Chinese University Students’ Perceptions of Plagiarism.Guangwei Hu & Jun Lei - 2015 - Ethics and Behavior 25 (3):233-255.
    This study examines Chinese undergraduates’ perceptions of plagiarism in English academic writing in relation to their disciplinary background (i.e., hard vs. soft disciplines), academic enculturation (i.e., length of study in university), and gender. Drawing on data collected from 270 students at two universities in China, it finds clear discipline-based differences in participants’ knowledge of plagiarism and perceptions about its causes; an enculturational effect on perceived acceptability of and condemnatory attitudes toward plagiarism, with senior students being less harsh than their junior (...)
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  • Affective Teaching for Effective Learning: A Deleuzian pedagogy for the (corporate era and) Chinese context.David H. Fleming - 2014 - Educational Philosophy and Theory 46 (10):1160-1173.
    In this article I explore the pedagogical value of Gilles Deleuze and Félix Guattari’s philosophical concepts for helping make an ‘event’ of thought, with a view towards fostering deep learning in Chinese students' learning theory and criticism in a second language. Paying attention to the qualitative role of bodies, humour and creativity alongside an expanded trans-personal concept of ‘educational life forms’ that stretches out to include an affective assemblage of inhuman elements (such as art and technology), I explore how Deleuze (...)
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  • Değer Yönelimleri Ölçeğinin Türkçe'ye Uyarlanması.Hüseyin Çalişkan & Çağla Karademir - 2014 - Değerler Eğitimi Dergisi 12 (28):47-68.
    Bu çalışmada, Fries ve arkadaşları tarafından geliştirilen Değer Yönelimleri Ölçeği 'nin Türkçe'ye uyarlama çalışması yapılmıştır. Ölçeğin dilsel eşdeğerli için İngilizce Öğretmenliği bölümünde okuyan 46 kişilik öğrenci grubuna Türkçe ve İngilizce formlar uygulanmıştır. Formlardan elde edilen puanlar arasında anlamlı korelasyonlar saptanmıştır. DYÖ'nin faktör yapısını ortaya çıkarmak için açımlayıcı ve doğrulayıcı faktör analizi yapılmıştır. Analizler sonucunda toplam varyansın % 74.26'sını açıklayan 4 madde ve iki farklı değer yönelimini ölçen bir yapı elde edilmiştir. DYÖ'nin madde toplam korelasyonları.41 ile.54 arasındadır. İyi oluş değer yönelimi (...)
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  • Text memorisation in China: hearing the learner and teacher voice.Xia Yu - unknown
    This thesis investigates text memorization, a widely used yet under-explored language practice in foreign language teaching and learning in mainland China. The inquiry was conducted along two lines: to conceptually examine a number of issues central to the understanding of the practice of text memorization in the Chinese context, and empirically inquire into Chinese learners/teachers’ practices and perceptions of the inclusion of text memorization in foreign language learning and teaching. The review of literature shows that memorisation had been widely practiced (...)
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