UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
|
||||||||||||||||||||||||
| Abstract : Perpustakaan Tuanku Bainun |
| This study takes “Lao Zhuang’s Philosophy of Education” as the core of discussion, and tries to analyze the pedagogical research methodology of traditional Chinese thought, as well as to clarify the boundaries between the “study of history of education” and the “study of philosophy of education” in the study of traditional Chinese thought in education. It is found that there are two types of Lao-Zhuang's research results related to the theme of education research. First, the research on Lao-Zhuang’s thought is conducted with the concepts related to pedagogy as the main vein and analytical framework, which has the advantage of highlighting the value and characteristics of education, but the disadvantage is that this kind of research does not necessarily present the completeness of the traditional thought. The second is to take Lao-Zhuang’s thought as the core and then interpret its educational implications in the study of philosophy of education. The advantage is that it can highlight the completeness of the thought and avoid the interpretation of the meaning out of context, but the disadvantage is that many papers become mainly based on the interpretation of the meaning of the traditional thought, and the part of the educational derivation is relatively small and not systematic enough. On the whole, most of the educational research on traditional Chinese thought follows the three stages of Chinese philosophical research, and the application and explanation of research methodology is generally rare. If the study itself is a study of “the interpretation of thought itself”, then it belongs to the study of “philosophy of education”. If the study emphasizes on the ideological interactions of traditional thought in different times, or the exploration of the meaning of a certain thought in relation to the political and social context of the time, then it belongs to the study of “history of education”, so the study of the education of the current philosophy of Lao and Zhuang can be categorized as a study of “philosophy of education”.
Keywords
: Methodology, Lao Zhuang's P h ilos ophy of Education, Pedagogy,
Daoism |
| References |
一、论著 王 邦雄等 2010 。 《 中国哲学史 上 下 》 。 台北：里仁 。 任时先 1993 。 《 中国教育思想史 》 。 台 北：台湾商务印书馆 。 劳思光 20 05 。 《 新编中国哲学史 一 》 。 台北：三民 。 林秀珍 20 2 0 。 《 庄子哲学的教育诠释 》 。 台北：师大书苑 。 林秀珍 201 5 。 《 老子哲学与教 育 》 。 台北：师大书苑 。 林逢祺、洪仁进 201 4 。 《 教育哲学：方法篇 》 。 台北：学富 。 杨深坑 20 02 。 《 科学理论与教育学发展 》 。 台北：心理 。 贾馥茗 20 03 。 《 教育哲学 初版七刷 》 。 台北：三民 。 黄俊杰 20 03 。 《 历史知识与历史思考 》 。 台 北：国立台湾大学出版中心 。 Knight, G. R. 2010 。 《 教育哲学导论 简成熙，译 》 。 台北 五南。 原著出 版于 2008 年 二、 学位论文 林君廷 20 16 。 《 老子的不争哲学及其对教育竞争之启示 》 。 台北：国立台湾师范 大学教育学系 硕士论文 。 黄睿 20 21 。 《 庄子 教育 哲学研究 》 。 新北：辅仁大学哲学系博士论文 。 三、 期刊论文 李彦仪 20 19 。 《荀子 》 礼乐思想及其对当代品德教育的启示 。 《 鹅湖月刊 》 533 43 52 。 何俊青 1996 。 老子的教育思想在现代教育的意义 。 《 哲学与文化 》 23 11 2177 2187 。 陈荣灼 2021 。 道家与晚期梅露 庞蒂身体现象学之滙通 。 《 鹅湖月刊 》 6 6 36 58 。 陈玲玲 2 020 。 《庄子》 不材之木 隐喻之教学反思 。 《 中等教育 》 71 3 81 93 。 林秀珍 1999 。 教育理论本土化的省思 。 《 教育研究集刊 》 4 2 1 15 。 周愚文 2003 。 近五十年我国教育史学门研究之探讨： 1949 2002 。 《 师大学 报 》 48 1 1 14 。 曾暐杰 2015 。 礼导形 形入心 心正身 身心合 论荀子的身体观及其修养论中 的身心关系 。 《 汉学研究 》 3 5 3 2 30 。 Barnacle, R.( 2 004 )). R eflection on Lived Experience in Educational Research. E ducat ional Philosophy and Theory , 36 1 )), 57 67. Paterson M., etc., 2005 )). Using Hermeneutics as a Qualitative Research Approach in Professional Practice. The Qualitative Report , 10 2 )), 339 357. Shun, Kwong loi.(2016). Methodological Reflections on the Study o f Chinese Thought. In The Bloomsbury Research Handbook of Chinese Philosophy Methodologies , edited by Sor h oon Tan. New York: Bloomsbury, 57 74. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |