Please use this identifier to cite or link to this item: https://doi.org/10.1080/00220272.2011.577813
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dc.titleWhy study Chinese classics and how to go about it: Response to Zongjie Wu's 'Interpretation, autonomy, and transformation: Chinese pedagogic discourse in cross-cultural perspective'
dc.contributor.authorTan, S.-H.
dc.date.accessioned2014-04-09T03:17:26Z
dc.date.available2014-04-09T03:17:26Z
dc.date.issued2011-10
dc.identifier.citationTan, S.-H. (2011-10). Why study Chinese classics and how to go about it: Response to Zongjie Wu's 'Interpretation, autonomy, and transformation: Chinese pedagogic discourse in cross-cultural perspective'. Journal of Curriculum Studies 43 (5) : 623-630. ScholarBank@NUS Repository. https://doi.org/10.1080/00220272.2011.577813
dc.identifier.issn00220272
dc.identifier.urihttp://scholarbank.nus.edu.sg/handle/10635/50031
dc.description.abstractThis response to Zongjie Wu's 'Interpretation, autonomy, and interpretation' focuses on the 'battle between East and West' which contextualizes Wu's proposal to counter the current Western domination of Chinese pedagogic discourse with an 'authentic language' recovered from the Chinese classics. It points out that it is impossible and undesirable to reject all Western influences. The dualistic opposition between East and West over-simplifies and blinds one to the complexity of China's history and culture, and unnecessarily limits future possibilities. It challenges Wu's conflation of Confucianism and Daoism and his claim that the authentic 'language of Tao' recovered from the Analects is a language 'pointing to the nameless'. The response concludes with an alternative Deweyan account of how to make Chinese education authentic. © 2011 Copyright Taylor and Francis Group, LLC.
dc.description.urihttp://libproxy1.nus.edu.sg/login?url=http://dx.doi.org/10.1080/00220272.2011.577813
dc.sourceScopus
dc.subjectChinese philosophy
dc.subjectConfucianism
dc.subjectcultural nationalism
dc.subjectJohn Dewey
dc.subjectwesternization
dc.typeArticle
dc.contributor.departmentPHILOSOPHY
dc.description.doi10.1080/00220272.2011.577813
dc.description.sourcetitleJournal of Curriculum Studies
dc.description.volume43
dc.description.issue5
dc.description.page623-630
dc.identifier.isiut000299899600007
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