This article analyses the parallels between the pre-Qin Daoist notion of heng 恒 as a constancy that is nevertheless ceaselessly in motion, and Karl Barth’s concept of Beständigkeit as God’s constancy throughout infinite transformation. Underlying both concepts is an understanding of the ultimate origin (whether dao 道 or the Christian God) as irreducibly temporal in nature. Stemming from this conviction, both systems of thought ultimately identify the continuous change of the ultimate origin with the flow of time in the universe. (...) The commonalities found between these two traditions provide fresh resources to advance the study of both. On the one hand, Barth’s deliberate juxtaposition of contrary statements to illustrate the union of permanence and transience in Beständigkeit challenges the frequent assumption that similar juxtapositions in the pre-Qin texts comprise careless inconsistency or outright incoherence. By extension, Barth’s metaphysical underpinning of this juxtaposition offers a compelling framework to explicate the Daoist notion of heng. On the other hand, the pre-Qin texts’ confluence of permanence and freedom in the principle of ziran 自然 offers a new lens through which to read and hence redeem Barth’s oft-critiqued attempt to combine the irrevocability and ongoing freedom of God’s decision of election. (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)

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 Taois...