In traditional Chinese philosophy, silence occupies a pivotal position by not being merely treated as the absence of speech, but also as the transcendence of it. Silence in early Confuciani...

In an era when individuality has been increasingly emphasized, the development of science and technology has provided technical support for the realization of individuation. However, in an examination-oriented education system, the education model has not attached sufficient importance to individuality. The modern education industry focuses much on the massive production of college degree holders. Student’s unique talents are mostly neglected, and their personality and creativity are not given due consideration in the teaching process. It is time to emphasize individualized teaching (...) and learning in the contemporary paradigm of education. Taoist wisdom of individuality, pluralism, and diversity has great philosophical value and practical revelation to the modern education. Thus, an eastern perspective on the understanding of individualized teaching and learning is presented. The author argues that a university should not be an industrial factory, but a nurturing garden where students’ nature as humans are understood and their individual differences are respected. Some Taoist transformative paradigms for the future pedagogies are proposed in the hope of provoking arguments and exploring the future of higher education in an age of disruption. Finally, some Taoist practices for a better understanding of individualized teaching and learning are introduced. (shrink)

This article considers key differences and similarities between Freirean and Taoist ideals. I limit my focus to the Tao Te Ching (attributed to Lao Tzu), paying brief attention to the origins of this classic work of Chinese philosophy before concentrating on several themes of relevance to Freire's work. An essay by James Fraser (1997), who makes three references to the Tao Te Ching in his discussion of love and history in Freire's pedagogy, provides a helpful starting point for investigation. A (...) summary of Fraser's account is followed by a more detailed discussion of the meaning of ‘action’ and ‘non‐action’, the nature and role of knowing and knowledge, and the relations between ignorance, happiness and education for Freire and Lao Tzu. I conclude that while the differences between these two systems of thought are significant and must be acknowledged, reflection upon these differences has the potential to be educationally productive. (shrink)