To see the other types of publications on this topic, follow the link: Li. Confucianism and education.
Dissertations / Theses on the topic 'Li. Confucianism and education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Li. Confucianism and education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
方子華 and Chi-wah Fong. "The concepts of Jen, Yi and Li in Confucius." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B30426200.
Full text
2
Fong, Chi-wah. "The concepts of Jen, Yi and Li in Confucius /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12330097.
Full text
3
Shi, Gexin. "Wan Qing li xue yan jiu /." Beijing : Shang wu yin shu guan, 2007. http://www.loc.gov/catdir/toc/chi0801/2007352649.html.
Full text
4
Sun, Jinjing, and 孫今涇. "Neo-Confucians on the differentiation between living people and ghosts = Song dai li xue jia ren gui zhi bian." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/206661.
Full textAbstract:
This dissertation studies the discussions on ghosts by the Neo-Confucians of the Song Dynasty, in particular Zhu Xi and Chen Chun. According to these thinkers, Gui (the ghost) refers to the deceased and represents the fading away of Qi (materials), and it is also part of the ancestor worship. Based on the typically Neo-Confucian interpretation of Li (principles) and Qi (materials), this dissertation demonstrates how Zhu and Chen explicated the idea of “Li persist on even though Qi fade away” by an articulation of their understanding of the ghost.
The thesis consists of five chapters. The introduction summarizes previous works concerning Neo-Confucians’ discussion on Gui. It also briefly explains why the idea of Li and Qi is significant to the distinction between living people and ghosts as seen by Neo-Confucian thinkers. The definition of “Neo-Confucians” is briefly explained at the beginning of the introduction. Chapter one presents how Neo-Confucians apply the Qi theory to Gui, and their idea of an appropriate worship as intimately related to Qi, yet with its rationality lying with Li of human relations. Chapter two analyzes the Neo-Confucian idea of li gui (haunting ghosts) which is differentiated from the ghost in the ancestry worship system. For Neo-Confucians, li gui fail to understand the appropriate relation between Qi and Li and try to reject the fading away of Qi after death. In Chapter three, it is examined that Zhu Xi and Chen Chun’s opinion that living people play a role in the ghosts’ haunting because of their lack of knowledge of either Qi or Li, and suggest that they become the human form of “haunting ghosts” because of such a failure in understanding. In conclusion, the thesis suggests that the right way to live out the true potentiality of human beings is to accept the limitation of Qi but try to grasp the eternal Li through the observation of the movements of Qi.published_or_final_version
Chinese
Master
Master of Philosophy
5
Li, Wai-shing. "A thesis : a study of the concepts of Qing, Li, and Zhi, in pre-Qin Confucianism /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22089056.
Full text
6
Atkinson, Jacob Thomas. "Altering Tian: Spirituality in Early Confucianism." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5637.
Full textAbstract:
This paper seeks to analyze the three earliest Confucian thinkers and the foundational texts associated with them. In studying these texts this paper attempts to discover how these early Confucian thinkers conceived of Tian. This paper claims the early Confucian thinkers did not make as radical of a departure from the Ancient Chinese religiosity as many modern scholars have suggested. It has often been asserted that the tradition presented by these Confucian thinkers was entirely humanistic, altogether separate from the Ancient Chinese religiosityThis paper contests such claims,instead insisting that the early Confucian spirituality still viewed Tian as God and that the three earliest thinkers actually introduced new concepts which expanded, rather than diminished, upon the role of Tian.
7
Lam, Ting-kwai, and 藍庭貴. "Confucianism and democracy in the civic education guidelines in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30146628.
Full text
8
Lee, Feng-Jihu. "Emotivism, prescriptivism, Confucianism and moral education : some implications for the development of moral education in Taiwan." Thesis, University of Reading, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385040.
Full text
9
Fan, Guangxin. "Yi jing shu wei zhi shu : wan Qing Hunan li xue jia de jing shi guan nian yan jiu /." View abstract or full-text, 2005. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202005%20FAN.
Full text
10
Chou, Grace Ai-Ling. "Confucian cultural education on the Chinese periphery Hong Kong's New Asia College, 1949-1976 /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765033281&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233165753&clientId=23440.
Full text
11
Chong, Man-Lee Isabel. "Elements of Confucian thought in the curriculum of Hong Kong secondary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0001/MQ43846.pdf.
Full text
12
Ark, Amanda K. "Culture, Confucianism, and Communication: How Culture Affects International Students from China and Taiwan Who Come to the U.S. to Study Education." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371823485.
Full text
13
Zhang, Xiaozheng. "Understanding Chinese and Western cultures : an exploration of the academic working environment in internationalised higher education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9278.
Full textAbstract:
This thesis looks at the understanding of Chinese and Western cultures within the academic working environment of internationalised higher education, and the influence on their working relationships. This research takes an interpretivist, qualitative approach. It is based on four different organisational contexts of internationalised higher education in Mainland China, Hong Kong and the United Kingdom. The four organisational contexts include a Chinese case, a Collaborative case, a Colonialism case and a British case. Qualitative interview data were collected from seventy Chinese and Western academic staff. The research examines academic staff s interpretation of Western (Hofstede s cultural dimensions) and Chinese cultural values (Guanxi, Mianzi and Harmony). The key findings are Guanxi, Mianzi and Harmony are closely related to Hofstede s cultural dimensions. Particularly, with the support of the Chinese Yin-Yang theory, it demonstrates that Hofstede s bipolar cultural dimensions are not sufficient to explain the Chinese culture. The findings also show that Western expatriate academics have stronger cultural sensitivity than the Chinese indigenous academics. Furthermore, the findings show that the organisational context has a stronger impact than the national one on employees cultural understanding and working relationships. Based on the findings, practical implications are discussed as well as limitations and recommendations for future research.
14
Li, Weixiao [Verfasser], and Ewald [Akademischer Betreuer] Kiel. "Edupreneurs : A Study on For-Profit Education in Mainland China / Weixiao Li. Betreuer: Ewald Kiel." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2011. http://d-nb.info/1015084052/34.
Full text
15
Moon, Seok Young. "Teachers' Perspectives of Students with ADHD in Korea and the U.S." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613154.
Full textAbstract:
The purpose of this study was to explore teachers' perspectives of working with students with Attention Deficit Hyperactivity Disorder (ADHD) with two hundred twenty-eight K-12th grade teachers in Korea and the U.S. by using a concept mapping methodology. The four research questions were: (1) How do teachers in two different cultures (Korea and the U.S.) perceive working with students with ADHD? (2) Is there any difference in the level of awareness towards ADHD between the Korean and the U.S. teacher groups? (3) What cultural aspects are different between the Korean and U.S. teacher groups? and (4) Does Confucianism and Individualism have any influence on the perception of Korean teachers and U.S. teachers towards students with ADHD and their behaviors? The results indicate that differences exist between the Korean and U.S. teachers' perspectives of working with students with ADHD. Teachers in the two cultures have differences in demographic features, recognition of ADHD in relation to policies, services, and training experiences. Also, Korean and U.S. teachers showed different positions in concept maps which could be explained by the teachers 'cultural differences (Confucianism and Individualism). The final concept map indicates that teachers who have positive attitudes towards students with ADHD also tend to have more knowledge, confidence, and training experience in dealing with students' ADHD related behaviors. Teachers' positive attitudes toward students with ADHD are associated with doing "actions" to help students with ADHD. Teachers' negative attitudes toward ADHD behaviors is associated more with personal "emotions" in response to students' ADHD-related behaviors. This study will contribute to providing insights into how culture impacts teacher behaviors, expectations, beliefs and perceptions of ADHD, and as a result, show that teacher perceptions of ADHD seems to be dependent on a combination of one's cultural orientation and other variables identified in the study. Future researchers may research across other ethnic teacher populations to continue to measure teacher perspectives of working with students with ADHD. In addition, researchers can expand the study into an exploration of teachers' perspectives on special education services and the quality of teacher training for helping students with ADHD.
16
Lau, Wai-hung. "The establishment of an electronic portfolio for Chinese language favours the development of students' language ability Wei Zhongguo yu wen ke jian dian zi hua xue xi li cheng dang an you zhu xue sheng yu wen neng li fa zhan /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039973.
Full text
17
Bardo, Nicholas William. "Harmony or Hegemony? Chinese Citizen Perceptions of the Tiananmen Square Demonstrations of 1989, Taiwan Independence, and Tibetan Soveireignty." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1395156398.
Full text
18
Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
Full textAbstract:
Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
19
Liu, Yu-Chung. "Towards an ethical ontology of human subjectivity in education : a critical review of western conception of human subjectivity with particular reference to the tradition of Chinese philosophy and the Lu-Wang school of new Confucianism." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405676.
Full text
20
Lins, Georgia Oliveira Costa. "?Vento da meia-noite?, li??es ao amanhecer: a forma??o da juventude camponesa na REFAISA - BA." Universidade Estadual de Feira de Santana, 2013. http://localhost:8080/tede/handle/tede/166.
Full textAbstract:
Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-08-05T01:06:33Z
No. of bitstreams: 1
GEORGIA DISSERTA?AO .pdf: 1820605 bytes, checksum: e6c3a19ae271bf2dcbdfdb881ffbc338 (MD5)Made available in DSpace on 2015-08-05T01:06:33Z (GMT). No. of bitstreams: 1 GEORGIA DISSERTA?AO .pdf: 1820605 bytes, checksum: e6c3a19ae271bf2dcbdfdb881ffbc338 (MD5) Previous issue date: 2013-06-13
Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB
This paper discusses how School Farm Families (EFAs) conceive the Integrated Secondary Vocational Education and the elements that collaborate in the construction of professional projects of the students of these institutions. The EFAs are educational institutions that have a project specific training for the youth the field in order to enhance community and family life of the peasants, through the educational system of the Pedagogy of Alternation. The study was conducted with the approach of case study and was based on the analysis of the Agricultural Family Schools Education, belonging to the Network of Agricultural Family Schools Integrated Semi Arid (REFAISA). Surveys and analysis of bibliographic, documentary studies, participant observation were made, and semi-structured interviews with students, monitors, families and teachers of stages involved in three contexts EFAs Secondary Education Network. As a result os the research, we identified that the political pedagogical project of the schools families living with contradictions and everyday tensions: the insertion of a hand in the contexts of schools, a conception of vocational education based on instrumental rationality to mold the educational school system, the another, the constant struggle for viability and operation of a significant and counter- hegemonic formation process for young peasants that constitute effective possibilities of permanence in Bahia subject field.
Este trabalho discute como as Escolas Fam?lias Agr?colas (EFAs) concebem o Ensino M?dio Integrado ? Educa??o Profissionalizante e os elementos que colaboram na constru??o dos projetos profissionais dos estudantes destas institui??es. As EFAs s?o institui??es escolares que possuem um projeto de forma??o espec?fico para a juventude do campo com a finalidade de potencializar a vida comunit?ria e familiar dos camponeses, via o sistema educativo da Pedagogia da Altern?ncia. A pesquisa qualitativa foi realizada com a abordagem do estudo de caso e pautou-se na an?lise das Escolas Fam?lias Agr?colas de Ensino M?dio, pertencentes ? Rede de Escolas Fam?lias Agr?colas Integradas do Semi ?rido (REFAISA). Foram feitos levantamentos e an?lise de informa??es bibliogr?ficas, estudos documentais, observa??o participante, al?m de entrevistas semi-estruturadas com estudantes, monitores, fam?lias e mestres de est?gios envolvidos nos contextos de tr?s EFAs de Ensino M?dio da Rede. Como resultado da pesquisa, identificou-se que o projeto pol?tico pedag?gico das escolas fam?lias convive com contradi??es e tensionamentos cotidianos: de um lado a inser??o nos contextos das escolas, de uma concep??o de educa??o profissionalizante pautada na racionalidade instrumental aos moldes do sistema educacional de ensino; de outro, a constante luta pela viabiliza??o e operacionaliza??o de um significativo e contra-hegem?nico processo formativo para jovens camponeses, que se constituam em efetivas possibilidades de perman?ncia destes sujeitos no campo baiano.
21
Casalprim, Ramonet Montserrat. "L’eficiència del procés educatiu de maternal i primera ensenyança a Andorra." Doctoral thesis, Universitat d'Andorra, 2014. http://hdl.handle.net/10803/284699.
Full textAbstract:
This work presents an efficiency assessment of public elementary schools in Andorra, a small country where there are three public educational systems (Andorran, Spanish -congregational and non congregational-, and French), with four different organizational environment. This particular framework, with different systems in the same country can give new results to the existent literature. The method used to measure the efficiency of the educational process in this study is the DEA (Data Envelopment Analysis), introduced by Charnes, Cooper, and Rhodes in 1978. In this study the DEA technique is applied with bootstrap (Simar and Wilson, 2000). To make the comparative study, Li test (Li, 1996) is used to confirm results by comparing the distribution of each educational system.
To get the authorisation to obtain the data for this study it has been necessary to identify anonymously the different schools and educational systems in the results of the study. It is for this reason that the terms: A,
B, C and D identify the four different educational systems.
The results before introducing the effect of the environment variables show that school of educational system C have higher efficiency scores than other schools, and schools of educational system B, have lower efficiency scores. These results may be explained by the organizational environment of each educational system and can give indications to improve the efficiency of the schools. Some differences in the organizational environment of educational system C are: a higher level of management autonomy by the leadership (Purkey & Smith, 1983), which facilitates the role of the principal of the school (Antunex, 1994); and more school hours for students and more work hours for teachers (Gimenez et al., 2007;
Naper, 2010).
The results after introducing the effect of the socioeconomic environment of families and individual characteristics of the students (motivation and attitude towards the study) show that most differences in efficiency between educational systems disappear. It can be explained by the less favourable environment of educational system B, which appeared with lower efficiency scores before introducing the effect of these variables, and the opposite effect in schools of educational system C. As Coleman Report (Coleman et al., 1966) shows, the environmental variables role in educational process is truly important, and these results confirm that.
Finally, results in last chapter show that efficiency is a variable that explains parental satisfaction. Previous studies that analyse the factors influencing parental satisfaction focus on involvement and participation of parents, school size, facilities, location and socioeconomic environment. This result provides new applications for efficiency studies, which can provide policies for improving the performance of public resources but also allow these policies to improve citizens' satisfaction with public services (Roch & Poister, 2006, and Van Ryzin et aI., 2004).En aquest treball es realitza un estudi d'eficiència de les escoles públiques de maternal i primera ensenyança d'Andorra. Les particularitats de I'entorn on es desenvolupa I'estudi, on conviuen tres sistemes educatius públics (I'andorrà, I'espanyol -congregacional i no congregacional- i el francès) que representen quatre entorns organitzatius diferents, en un mateix país, permeten fer noves aportacions a la literatura existent sobre I'eficiència del procés educatiu i identificar factors organitzatius que poden influir en I'eficiència de les escoles. EI mètode utilitzat per mesurar I'eficiència es el DEA (Data Envelopment Analisys), introduït per Charnes, Cooper i Rhodes el 1978. En una segona fase s'aplica la tècnica del bootstrap (Simar & Wilson, 2000). Per analitzar les diferències entre sistemes educatius s'utilitza el test de Li (Li, 1996). EI procés de recollida de dades ha estat laboriós i ha requerit la necessitat de garantir I'anonimat de les escoles i dels sistemes. És per aquest motiu que s'identifiquen els quatre sistemes educatius diferents miljançant lIetres: A, B, C i D. Els resultats abans d'introduir I'efecte de les variables d'entorn mostren que les escoles del sistema educatiu C obtenen puntuacions d'eficiència més altes que la resta, i les escoles del sistema educatiu B obtenen puntuacions d'eficiència més altres. Aquests resultats poden ser explicats pels trets diferencials de I'entorn organitzatiu que dibuixen els diferents sistemes educatius i poden donar indicacions amb I'objectiu de millorar I'eficiència de les escoles. Alguns dels trets diferencials del sistema educatiu C són: un nivell més elevat d'autonomia en la gestió (Purkey & Smith, 1983), que facilita el rol de lideratge per part de la direcció (Antunez, 1994); i un horari lectiu i laboral més extens (Gimenez et al., 2007; Naper, 2010). Després d'incloure I'efecte de I'entorn socioeconòmic de les famílies i les característiques individuals de I'alumne (en termes de motivació i actitud) s'observa que desapareixen la major part de diferències en I'eficiència de les escoles per sistemes educatius. Aquest canvi pot venir explicat per I'entorn menys favorable en el que treballen les escoles del sistema educatiu B i en I'entorn més favorable de les del sistema educatiu C. Tal i com es va començar a debatre amb la publicació de I'informe Coleman (Coleman et aI., 1966), I'entorn familiar i les característiques individuals de I'alumne són variables que intervenen al procés educatiu, i aquests resultats ho constaten. Per acabar, en I'anàlisi de les variables que expliquen la satisfacció dels pares, s'ha trobat que I'eficiència de les escoles n'és una. Aquest darrer resultat aporta noves aplicacions als estudis d'eficiència que s'han fet fins ara, que no només permeten estudiar polítiques de millora del rendiment dels recursos públics sinó que també permeten orientar aquestes polítiques a la millora de la satisfacció dels ciutadans amb els serveis públics (Roch & Poister, 2006 i Van Ryzin el al., 2004).
22
Chou, Yu-Hui. "A Study of Gendering Culture of New Taiwanese Children in Their Kindergarten Classrooms." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310739511.
Full text
23
Chan, Kung Fong. "Cong jiao yu zhong "gai zao" nü xing : yi "Guangdong Sheng li di yi nü zi shi fan xue xiao" wei ge an yan jiu (1907-1938) /." View abstract or full-text, 2004. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202004%20CHAN.
Full textAbstract:
Thesis (M.Phil.)--Hong Kong University of Science and Technology, 2004.Includes bibliographical references (leaves 323-342). Also available in electronic version. Access restricted to campus users.
24
Chong, Yize. "Recherches comparatives sur les doctrines pédagogiques, éthiques, politiques et philosophiques d'Isocrate et de Confucius : Aux origines des traditions humanistes occidentales et chinoises." Thesis, Limoges, 2014. http://www.theses.fr/2014LIMO0052/document.
Full textAbstract:
Isocrate et Confucius entreprennent d’abord l’éducation de la vertu puis préparent à une vie harmonieuse, ils demandent principalement aux disciples de se perfectionner. De plus, les deux maîtres ont chacun leur propre ambition de l’enseignement : Isocrate a l’intention de cultiver le rhéteur accompli, afin de faire savoir aux disciples la réflexion à propos de la méthode philosophique de « doxa » pour rechercher la vérité, de persuader et de guider moralement ses auditeurs, de contribuer au service de la Grèce. Pour Confucius, il introduit l’idéal du « Jun Zi » qui est le standard de la vertu et de la perfection humaines, qui respecte les rites anciens, agit avec les qualités de Ren et du juste milieu et recherche aussi la voie harmonieuse entre les êtres humains et l’Univers. La sagesse d’Isocrate et de Confucius poussent davantage la société de leur époque vers la paix et vers le bonheur. Isocrate offre l’idée de la diffusion des valeurs athéniennes dans toute la Grèce et Confucius engage transmettre les rites de Zhou et forme le fondement de la civilisation traditionnelle chinoise—le confucianisme. Cependant, aujourd’hui, l’influence des deux Maîtres demeure différente : Isocrate n’est pas autant étudié que Confucius. De toute façon, les deux grands Sages contribuent à l’éducation des êtres humains : soit dans le domaine de la rhétorique, soit dans la recherche de sagesse, et laissent aux gens d’aujourd’hui des inspirations importantes à l’humanité, ils méritent d’être respectés et considérés comme auteurs d’un héritage importantBoth Isocrates and Confucius attached first importance to ethics education and then to harmony education. They required especially their disciples to attain self-improvement spiritually. In particular, the two greatmasters also put forward their unique teaching objectives respectively. Isocrates hoped to train perfect rhetoricians, let them grasp "doxa"--the philosophical method of meditation, to seek the truth, and use their moralorations to persuade and lead the audience to eventually devote the public to serving the Greek cause. Confucius hoped to cultivate an image of"gentleman", who was not only a perfect human moral standard, but also anobserver of etiquette, a follower of benevolence and the doctrine of the mean,and an explorer to follow the path to the harmony of human and the universe. The wisdom of Isocrates and Confucius greatly promoted the pace of progress of social peace and the happiness of the general public in their respective times. Isocrates introduced the concept of "Greek" (Hellenisation) for the entire Greek territory while Confucius advocated to restore rites andlaid the foundation for the traditional Chinese culture, Confucianism. But their influence today varies greatly: Isocrates has not been inherited and researched as much as Confucius. In a word, these two great sages have made remarkable contributions to human kind with Isocrates in rhetorics and Confucius in humanistic wisdom. They have all left us modern people humanistic spirit of enlightenment. They are worthy of being respected and inherited
25
Kim, Meejung. "Le montage des peintures coréennes sous la dynastie Joseon (1392-1910)." Thesis, Sorbonne université, 2018. http://www.theses.fr/2018SORUL042.
Full textAbstract:
Les peintures coréennes datant de la dynastie Joseon (1392-1910) ont été très souvent remontées à la manière chinoise ou japonaise. Il est possible d’en reconstituer la configuration grâce à de rares exemples de rouleaux suspendus ayant conservé leurs montages d’origine. Il en est ainsi du Portrait de Kang Sehwang par Yi Myeonggi, qui date de 1783, et aujourd’hui conservé au Musée national de Corée, à Séoul, ou encore des Bambous sous la pluie de Yi Chong, datant de 1622 et appartenant au Musée Guimet, dont l’originalité tient à l’inclusion d’un colophon calligraphié. Dans ce genre de peintures réservées aux lettrés, le schéma d’encadrement au moyen d’une bordure blanche ainsi que d’un encadrement supérieur et inférieur de couleur bleue apparaît comme étant semblable. On peut étendre le travail de reconstitution grâce aux archives royales, où des commandes de paravents de diverses natures sont enregistrées. Le genre mal connu des « souvenirs de réunions », à mi-chemin entre peinture et écriture, révèle des montages originaux sous forme de rouleaux suspendus. L’examen d’autres genres de peintures, qu’elles soient commémoratives, édificatrices, ou même chamaniques montre l’étendue des solutions de montages, ce qui tient à l’extrême variété des papiers coréens utilisés. La conception de formats géants pour les peintures bouddhiques, surtout après la Guerre d’Imjin (1592-1598), ne peut s’expliquer sans les propriétés de résistance du papier coréen. L’examen technique et esthétique des montages de peintures coréennes apporte ainsi un nouvel éclairage à l’histoire de la peinture coréenne, depuis la fin de la dynastie Goryeo jusqu’aux bouleversements politiques apparus en 1910During the 20th century, most Korean paintings dating from the Joseon dynasty (1392-1910) have been remounted by using the Chinese technique or the Japanese one. Yet, it is possible to reconstruct their original appearance by studying a couple of Korean scrolls that have kept their original mounts. The Portrait of Kang Sehwang by the painter Yi Myeonggi, dated 1783, that belongs to the National Museum of Korea in Seoul, is one of them. Bamboos under the Rain, painted by Yi Chong in 1622, kept by the Guimet Museum in Paris, is a further example, its original feature being the inclusion of a colophon with a calligraphy. In these paintings intended for scholars, the design of the frame, taking the form of a white border with a blue upper and lower part, seems to have been widespread. One may extend the reconstruction of the Korean mounts by analysing the content of the royal archives: the commissioning of screens were documented in detail, revealing all kind of information about their material. Studying the lesser known genre of the “memories of meetings”, at the border between painting and writing, is particularly instructive as some of these have kept their original mounts. Examination of further categories of paintings, whether commemorative, votive or even shamanist, reveal a large extent of solution of mountings, and this is due to the varieties of Korean paper. The making of giant format for Buddhist paintings after the Imjin War (1592-1598) was largely the result of the resistant properties of the Korean paper named hanji
26
Ferrarini-Bigareli, Marlene Aparecida. "O ensino de língua inglesa no ensino médio integrado ao técnico do Instituto Federal do Paraná: um contexto idiossincrático." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-30112016-110626/.
Full textAbstract:
A língua inglesa na formação do estudante do ensino médio integrado à Educação Profissional Técnica (EMIEPT) é uma área que tem suscitado pesquisas em várias vertentes. A compreensão desse contexto, mais especificamente localizado no Instituto Federal do Paraná (IFPR), é a preocupação principal desta pesquisa pela complexidade e diversidade das questões que compõem esse cenário. Para tanto, desenvolvemos uma pesquisa de natureza descritivo-interpretativa, dividida em duas fases: indexação de pesquisas realizadas em contextos semelhantes e coleta de dados em campo no IFPR. O desenho da pesquisa viabilizou o afunilamento das tendências que caracterizam o EMIEPT, de forma mais geral, para a compreensão do contexto mais específico por meio do levantamento de concepções e práticas dos professores do IFPR, identificadas em planos de ensino, questionários e entrevistas. No total foram analisados os dados obtidos a partir de 22 planos de ensino, 18 questionários e seis entrevistas, os quais tiveram como informantes os professores de LI do IFPR. Os resultados da primeira fase evidenciam um movimento crescente de pesquisas realizadas no EMIEPT por professores que atuam no contexto. Essa evidência evoca tanto a necessidade de busca de soluções para conflitos inerentes ao contexto como a necessidade de formação continuada, apontada em várias pesquisas. A análise dos dados da segunda fase aponta, entre outros, que os profissionais que ensinam LI no IFPR recebem pouca formação continuada sobre os fundamentos filosóficos e epistemológicos da modalidade de ensino na qual atuam. O resultado das análises das entrevistas corrobora os dados levantados nos questionários, mostrando as tendências no trabalho do professor de LI do IFPR, suas preocupações e dificuldades. Os resultados obtidos por meio da análise dos planos de ensino bem como a construção das relações entre os dados das duas fases da pesquisa permitiram o levantamento das contradições, sobreposições e convergências presentes no multifacetado cenário do ensino de LI no EMIEPT do IFPR. Os resultados apontam, também, que nesse contexto de ensino prioriza-se a formação geral do estudante, e a integração com a formação profissional fica restrita a aspectos superficiais. Conclui-se que o cenário demanda dois tipos de ações que podem contribuir para o ensino de LI: formação continuada em serviço e engajamento político dos profissionais que atuam na área.English language education within Vocational Secondary School Education (Ensino Médio Integrado à Educação Profissional Técnica EMIEPT) is a prolific area that has generated research in various angles. Understanding this context, more specifically placed at the Federal Institute of Paraná (IFPR) is the main concern of this research due to the complexity and diversity of the issues that make up this scenario. We develop a descriptive-interpretative research organized in two phases: research indexation in literature and field work. The research design enables us to narrow down the tendencies from the broader ones that characterize the EMIEPT towards the ones that are context-related within the IFPR by identifying concepts and practices of IFPR teachers through the analysis of twenty-two teaching plans, eighteen questionnaires and six interviews. The results of the literature indexation show a growing research movement in EMIEPT carried out by teacher-researchers who work in this context. This evidence evokes both the need for finding solutions to conflicts inside the context and the need for continuing education. The analysis of the questionnaires shows that the professionals who teach English language at IFPR receive little continuing education on the philosophical and epistemological foundations of EMIEPT. The results of the interviews analysis corroborate the data showing tendencies in English language teaching practices at IFPR, mainly teachers concerns and difficulties. The results obtained through the analysis of teaching plans and cross-analysis between the data of the two phases of the research allows us to describe the contradictions, overlaps and similarities present in the multifaceted scenario of English Language education in the EMIEPT at IFPR. The results also show that this teaching context gives priority to student general education and the integration with vocational education is restricted to superficial aspects. In conclusion, the scenario claims for two types of actions that could contribute to the improvement of quality in English language education: continuing education for teachers and political engagement of professionals working in the area.
27
He, Jiahua. "Li yong shi xiang gong ju jin xing xie zuo qian gou si xun lian dui zuo wen cheng ji de ying xiang : kong zhi zu qian hou ce zhun shi yan she ji = The influence of prewriting training by using visual tools on achievement in Chinese composition : control group pre-test and post-test quasi experimental design /." click here to view the abstract and table of contents click here to view the fulltext, 2005. http://net3.hkbu.edu.hk/~libres/cgi-bin/thesisab.pl?pdf=b18517511a.pdf.
Full text
28
Li, Rui-Xin. "Husen under bron Förskola : Houses Under the Bridge Kindergarden." Thesis, KTH, Arkitektur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-147929.
Full textAbstract:
Kindergarden - How can we create different synergies between different fields that they can benefit from each other? What different activities will suit the kindergarden? How will our perception of the kindergarden, of its need and function in society, change? In this Degree Project in Architecture I will be investigating the combination of the kindergarden together with a restaurant and a dance studio. I believe these activities will harmonize since they have overlapping benefits: We all eat, move and grow. With the new architectural activities in mind, I will further investigate the importance of the kindergarden as a part of society, more specifically our perception of what function it may, may not or could fill. I share the idea with a lot of authors, scientist that we are headed toward a society where children are kept too safe, thus minimising their chance to experience and learn to cope with a harsh reality when they grow up as adults. It's ok to get hurt to an extent, as long as they do not endanger their lives.
29
李琴. "初中數學教科書呈現問題與課堂教學使用問題難度比較分析 / A comparative analysis of difficulty levels between problems presented in Mathematics textbooks and those used in classrooms in secondary schools in China / Qin Li." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2443547.
Full text
30
Kreysing, Matthias. "Berufsausbildung in Deutschland und den USA." Doctoral thesis, [S.l. : s.n.], 2003. http://hdl.handle.net/11858/00-1735-0000-0006-AF00-D.
Full text
31
Oriti, Taylor. "Narrative Abilities in Preschool Children with Childhood Apraxia of Speech, Speech Sound Disorder, and Language Impairment." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586948079666208.
Full text
32
Sigurðsson, Geir. "Learning and li the Confucian process of humanization through ritual propriety /." Thesis, 2004. http://proquest.umi.com/pqdweb?index=0&did=813773681&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233780698&clientId=23440.
Full text
33
Han, Pei-Tzu, and 韓佩思. "Characters, Desire and Confucianism Of Li Yu’s Short Novel." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/91490288349897599259.
Full textAbstract:
碩士中興大學
中國文學系所
99
Some scholar in Ming and Qing Dynasties attempt to build up the “Confucianism” system, or make amendments to the enlightenment and custom by fulfill “Confucianism”.But in the same time,there is also a lot of description about “desire”. Within this environment,Li Yu’s opera and novel also influence by the description of “desire”.His novel full with the concept that encouraging people be brave to pursuit love,and also have the describe about the lovesick between men and women.Li Yu has the courage to question the “Confucianism”,he is dissatisfied with the concept that men can indulge their desires,but women must be chastity.He also expresses his sympathy to the unequal treatment for the women. In the other hand, his novel still bound by the “Confucianism” thinking,like “It is violate filial piety without heir”,“died of starvation is not important,but losing virginity is a serious problem”, “get married under the order of parents and under the matched of matchmaker” . Mid-to late of Ming Dynasty,Tang Xian Zu and Feng Meng Long advocate “violate Confucianism with love”,and “love” is the highest good.Then Li Yu advocate “combine the love and Confusianism in one”,this actually is require “love” submit to the “Confusianism”, advise people that “love” can’t exceed the specification of “Confusianism”.
34
Chen, Qingliang. "Li Zhi (1527-1602) and his literary thought/." 1999. https://scholarworks.umass.edu/theses/1391.
Full text
35
Lu, Hsueh-Lien, and 魯學蓮. "The development of Taiwan Confucianism doctrine and Li-Fu Chen." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/98712078679579848572.
Full textAbstract:
碩士國立臺灣師範大學
三民主義研究所
91
The motive and purpose of this research is to study the contribution which Li-Fu Chen made in propagating Confucianism in Taiwan. Not only Mr. Chen’s family background but also the great masters and good friends whom he met at school helped him solidify his thoughts and make sure what he would do in the future. When studying the related literature, I found out Mr. Chen was a very learned man because he had written many books, including Confucianism, Classic of Changes, moral ethics, science and economics. All of them are great help when studying Chinese Confucianism. From the essence of Chinese Confucianism, the Four Books is the typical book to know the Chinese culture. It took Mr. Chen several years to write a book called The Confucian Way, which made all the independent thoughts in the Analects of Confucius, Mencius, the Great Learning, and the Doctrine of the Mean well-integrated. Confucianism covers theories in economics, politics and society, and its great value is to apply in education. Therefore, it is very important to understand the educational philosophy in Confucianism, and to take a closer look at its practical possibilities. Of course, Mr. Chen’s efforts in this aspect are definitely undeniable. Mr. Chen had accepted the traditional education since he was little. When he grew up, he also had the western type of education. However, even when he had a Master’s degree in Science in the U. S., he still thought Confucianism had great influence in our society, but unfortunately most Chinese people ignored it. Therefore, he used his free time to study Confucianism closely and finished writing The Confucian Way ,The Influence of Confucius doctrine ,Part one and Part Two. Besides, Committee of Ministry of Liberal Education wrote the Liberal Education Twelve Chapter, and then later helped to set up Committee on Restoration of Chinese Civilization , and Confucius & Mencius Society. Both organization have done their best to glorify Chinese culture. I hope this research would give readers some insights in spreading Confucianism, and also help to improve myself in the future.
36
Hsiu-Kung, Yang, and 楊秀宮. "The Evolution and Development of Propriety (Li) and Laws in Pre-Chin Confucianism." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/00887594825800378381.
Full text
37
Wang, Zhi Wen, and 王志文. "On the Cardinal Concepts of Confucianism with Regard toTeaching: Li-chih and Wei-chi." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/9546d5.
Full text
38
Hsu, Man-Li, and 許曼莉. "Confucianism and Moral Education in Meiji Period in Japan." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/78264423310091639548.
Full textAbstract:
碩士淡江大學
日本研究所
90
Title of Thesis: Total Pages: 190 Confucianism and Moral Education in Meiji Period in Japan Name of Institute: Graduate institute of Japanese Studies, Tamkang University Graduate Date: Jun. 2002 Degree Conferred: Master Degree of Art Name of student: Man-Li Hsu Advisor: Dr. Charng-Huei Liou （許曼莉） （劉長輝） Abstract: After the Meiji Restoration, Japan announced the end of the Isolation Policy, which had lasted more than two hundred years. At that time, aiming at becoming a wealthy country with strong military power, the government not only adopted the western political system but also absorbed the western culture and religion, which gave rise to the western civilization in Japan. Although the Japanese had devoted themselves to learn from the West, they still regarded the Confucianism as the mainstream in their national moral education. The purpose of the present study was to discuss why the Meiji government executed the Confucianism rather than the Japanese traditional spirit and to investigate the value of the Confucianism over the western culture. To accomplish the goal of this research, the present study aimed to explore the relationship between the Japanese moral education and the Confucianism. In the introduction, the motivation, purpose and framework of this research were addressed. The first chapter described the Confucianism and the Japanese traditional spirit in the modern times. The status of the Confucianism was disclosed as well. The second chapter revealed the issues of the Japanese moral education policies. The third chapter investigated the relationship between the moral education and the Confucianism in terms of “Children Education Rescript” and “Soldier Rescript.” The fourth chapter introduced the history, contents and the characteristics of the “Educational Rescript.” Then, the relationship between the rescript and the Confucianism was explored. Finally, the impacts of the rescript on the national moral education were discussed. The present study intended to illustrate the significance of the Confucianism on the Japanese moral education in the modern times.
39
Wang, Yu-Tzu, and 王矞慈. "A Study on the Ethics of Li Zhi：An Exploration of his Opinions on Confucianism, Buddhism and Taoism." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/rg76rd.
Full textAbstract:
碩士國立臺灣大學
中國文學研究所
103
The main reason why Li Zhi was shut out of society was because he merged Confucianism, Buddhism and Taoism concepts but he was not inclined to Confucianism or Buddhism. Thus, although he studied Buddhism and was tonsured to become a monk, he was still not admitted by eminent monks. Li Zhi had Confucianism’s righteous mind and was eager to propose his views of administrating the county; however, he criticized Cheng, Zhu, Confucius, and Mencius, thus finally being denounced by the common customs. Li Zhi was seemingly filled with indignation, harsh and unsparing on humans, but in all his life, he always cared about the promotion of Taoism’s forgiveness and serenity thoughts of conforming to nature, meeting the people, and being in the ‘Tao’ with everything. Therefore, his states of mind of talking about Confucianism, Buddhism and Taoism concepts are seemingly conflict but eventually not far from ethical considerations. In this paper, it is attempted to clarify the perspective that Li Zhi was regarded as isolated individualist in the past and then to observe from Li Zhi’s core concern about ethical awareness to his talking about Confucianism,Buddhism and Taoism concepts to demonstrate why his doctrine became heresy itself was because he consciously stood at a special perspective “outsidethe Confucianism, Buddhism and Taoism concepts” to review each school of thoughts. There are five chapters in this paper to respectively study Li Zhi’s Confucianism, Buddhism and Taoism concepts and further to demonstrate his ethical awareness. In Chapter II, Li Zhi’s interpretation of the issues in the argumentation of The Four Books in “Dao Gu Lu” is mainly analyzed. Further, how he reinterpreted the ethics discussions in Confucianism through his considerations on the theory of human nature and his distinction between different levels in the learnings of introspection and governing people and what he redefined proprieties are discussed. He suggested that only in the ‘Tao’ realm where the subject could prove people were integrated could humans transform freely, respond infinity, re-realize the essence of propriety and morals, and practice ethical concerns of forgiveness and synesthesia. In Chapter III, Li Zhi’s Buddhist philosophy as well as his debates on various topics about sur-mundane, worldly, life, and human relations is discussed. First of all, beginning with Li Zhi’s Buddhist karma, how he explained Buddhist thoughts is discussed. Then, through his numerous debates with others, his complex situation of life experience can be seen to demonstrate how he was consciously aware of existing specifications for considerations of cross-border with the operations of body image and the special position of lay Buddhists and was alerted to avoid obeying authority. At last, the debates between Li Zhi and Keng Ting-hsiang are taken as the basis for why he could make criticism and ethics coexist without problems. In Chapter IV, the two books,“Interpretation of Laozi” and “Interpretation of Zhuangzi,” which were the basis of Li Zhi’s interpretation of Taoism, are analyzed. First, through Li Zhi’s explanation of “Lao zi,” it is clarified that his analysis for Lao zi was through revealing ‘Tao’ and promoting the effectiveness of world governance. Then, the importance of efforts when Li Zhi emphasized the subject’s personally comprehending the ‘Tao’ body is explored. In“Interpretation of Zhuangzi,” he reaffirmed the free and unfettered mind and the Qi-Wu mind that only in the mind with no constraint and adamant could people listen to the sounds of nature and see the eternal fitness of Heaven and Earth The research purpose of this paper is mainly to promote the ethical dimensions in Li Zhi’s Confucianism, Buddhism and Taoism concepts. It is expected to be as the beginning of future research, not only on Li Zhi’s independent spirits of his courage to criticize troubled world but also on the spirit of human relations from his interpretations of Confucianism, Buddhism and Taoism concepts.
40
Pan, Hsun, and 潘勲. "The Utilization of Confucianism of Izawashuji’s Education Policy in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61477552524689675852.
Full textAbstract:
碩士淡江大學
日本語文學系碩士班
98
Throughout the development of Japanese culture, for both language and literature, has been influenced by Chinese culture and Confusianism. After the first Sino-Japanese War, with the signing of the Treaty of Shimonoseki, Taiwan was ceded by the Qing Dynasty to Japan. The first minister of educational affairs, Izawa Shuji suggests according to the doctrine of Confucius and Mencius and esteeming Four Books and Fives Classics as the principle of cultivating the Taiwanese. The objective for this research is to discuss the way Izawa utilize Confusianism as an tool of cultivation in the process of his education policy in Taiwan and the concealed meaning behind. Originally, Izawa planned to use Katakana instead of “Kanbun”(Chinese writing) in his educational policy, due to the existance of Taiwaneses’ deep-rooted Confusianism tradition, Izawa turned to be active to using Chinese writing as an auxiliary of his national language education policy. As a reason, he claimed the similarity of both Taiwanese and Japanese language. Secondly, Izawa imported “The Imperial Rescript on Education” in Chinese to Taiwanese people through the similarity of Confusianism between Taiwan and Japan, in order to demonstrate that Japanese emperor is also a respecter of the morality of Confusianism. Therefore, the Taiwanese people could accept the domination of Japanese emperor and “Kokutairon”(theory of state). On the other hand, Izawa has made concept of public education system, which combined the curriculum of traditional Chinese education and Japanese modern education system. So as an evidence that Izawa has an intention to achieve his “principle of unification”, in which unifying Taiwanese and Japanese into one nation unconsciously. In order to popularize the public education to each region of Taiwan, Izawa also claimed the improvement of traditional education by adding Japanese textbooks. In conclusion, Izawa’s utilizing of Confusianism has revealed his passion of making Taiwan into part of Japanese’s states and making Taiwanese people subject of the Japanese emperor, and the central ideology is inherited from “Isshidoujin”(impartiality among all), as the concept of domination of the Japanese emperor.
41
Huang, Guo Jun, and 黃國峻. "Custom, Education, Mundane Confucianism: Historical Research of Caotun Dengying Academy." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/m83vuj.
Full textAbstract:
碩士國立暨南國際大學
中國語文學系
106
Education has always been one of the key policies in various countries. Through education, people can be cultivated to be the leadership of the country,.in addition to the government-led public school, there are various private educational institutions, In this essay the research object is the academy. The academy was first originated from the Tang Dynasty, with the advance of time, the size, system and function of the Academy became more and more clear, besides the basic Imperial examination education, but also the cultivation of personality and morality. Caotun Dengying Academy was established in A.D.1847, originated from the Caotun region for the growing demand for culture and education, after the completion of the academy.People served Wenchang God in the academy, and hired a scholar to serve as a teaching post, Reading sound for a time full of Caotun.However, with the change of regime, the Japanese authorities banned Chinese education in A.D. 1919, the only function of Academy is worshiping Wenchang.Later, in order to establish the public schools in the Caotun area, most of the land was donated and lost financial resources.After the national government came to Taiwan, the Academia Historica and Kuomintang Party History Museum put part of the data temporarily in Dengying Academy,and the road renamed as Shiguan RoadAt A.D.1985 Dengying was defined as Third Class Historic Heritages by Ministry of the Interior for Approval,and funding to recover the academy.A.D. 1995, setting up "the Management committee of the Academy" to co-ordinate the affairs of the Academy .In addition to the worship of Wenchang ,the government also began to deal with various poetry competitions and cultural education,keeping onwork in the field of educational dedication. The research of Taiwan Academy mortly focuses on physical aspects which are the establishment, evolution and development of the Academy itself, from the material aspect.The spiritual aspect of the academy,the architecture,and the meaning of preserved cultural relics are not mentioned.In many books about academy, the history and the introduction of the academy are numerous and varied, but there is not much discussion about the spirit of the academy.In order to focus on present and the future, the preservation of monuments is indispensable to the culture of the humanities.The hidden class flow, the improvement of self-worth and the Enlightenment education are all closely related to the contemporary society.Therefore, in addition to the physiognomy mentioned above, this research should also discuss the spirit of the academy, the significance of preservation, and the significance and transformation of the Times, trying to sort out the spirit and continue to inherit it.This paper takes the tex,image and other decorative art in Taotun Dengying Academy as the research object.I also hope that through this research record, we can provide some help for the follow-up maintenance of the three-level monuments of the academy.The following researchers can build on this basis, so that the elegance of the academy will be preserved for a long time.
42
Pan, Hsun, and 潘&;#21234. "The Utilization of Confucianism of Izawashuji’s Education Policy in Taiwan." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/22496185457911557028.
Full textAbstract:
碩士淡江大學
日本語文學系碩士班
98
Throughout the development of Japanese culture, for both language and literature, has been influenced by Chinese culture and Confusianism. After the first Sino-Japanese War, with the signing of the Treaty of Shimonoseki, Taiwan was ceded by the Qing Dynasty to Japan. The first minister of educational affairs, Izawa Shuji suggests according to the doctrine of Confucius and Mencius and esteeming Four Books and Fives Classics as the principle of cultivating the Taiwanese. The objective for this research is to discuss the way Izawa utilize Confusianism as an tool of cultivation in the process of his education policy in Taiwan and the concealed meaning behind. Originally, Izawa planned to use Katakana instead of “Kanbun”(Chinese writing) in his educational policy, due to the existance of Taiwaneses’ deep-rooted Confusianism tradition, Izawa turned to be active to using Chinese writing as an auxiliary of his national language education policy. As a reason, he claimed the similarity of both Taiwanese and Japanese language. Secondly, Izawa imported “The Imperial Rescript on Education” in Chinese to Taiwanese people through the similarity of Confusianism between Taiwan and Japan, in order to demonstrate that Japanese emperor is also a respecter of the morality of Confusianism. Therefore, the Taiwanese people could accept the domination of Japanese emperor and “Kokutairon”(theory of state). On the other hand, Izawa has made concept of public education system, which combined the curriculum of traditional Chinese education and Japanese modern education system. So as an evidence that Izawa has an intention to achieve his “principle of unification”, in which unifying Taiwanese and Japanese into one nation unconsciously. In order to popularize the public education to each region of Taiwan, Izawa also claimed the improvement of traditional education by adding Japanese textbooks. In conclusion, Izawa’s utilizing of Confusianism has revealed his passion of making Taiwan into part of Japanese’s states and making Taiwanese people subject of the Japanese emperor, and the central ideology is inherited from “Isshidoujin”(impartiality among all), as the concept of domination of the Japanese emperor.
43
Peng-Chih-Hsun and 彭之洵. "The Influence of Motoda Nagazane’s Confucianism on Meiji Ideological Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/34170238795629749889.
Full textAbstract:
碩士國立高雄師範大學
經學研究所
101
The paper, by exploring Motoda Nagazane’s Confucianism, aims at illustrating how Motoda Nagazane, through it, politically reconciled with the nationalism in which the emperor was the supreme and then greatly influenced educational policies and ideological education in the reign of Meiji. Based on this, the paper focuses on contextual history and social history, and it attempts to discuss the establishment of Motoda Nagazane’s philosophy according to historical background and the remote and immediate causes that made Motoda Nagazane firmly establish Confucianism; at the same time, it’s supplemented with how Motoda Nagazane’s “associations and relationships” at different ages influenced the forming of his philosophy in order to discuss the changes in his philosophy. Finally, it combines previous researches to discuss Motoda Nagazane’s “Cooperation and Compromise” after he entered the politics── including the “JIHO system”（1877─1879）which he established with Oukubo Toshimichi, to get a clear understanding of Itō Hirobumi’s ‘Draft Constitution’ (1881,) based on Confucianism, which he wrote due to the imperative to fulfill constitutional regime and finally, the founding of Imperial Rescript on Education (1890) which gathered Yamagata Aritomo’s “nationalism”, Itō Hirobumi’s “constitutionalism”, and “Confucianism” which Motoda Nagazane himself advocated.
44
Gao, Yi-Shyuan, and 高翊軒. "The Relationship with the Meaning Therapy of the Confucianism and the Ruling way：in View of Zhu Xi’s Li." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/77887271334311455991.
Full textAbstract:
碩士淡江大學
中國文學系碩士班
96
This article primarily takes the varient nourshing ways as the different methodism leading to “Tao”. First of all, the meaning therapy of the Confucianism is totally different from E.Frankl’s Logotherapy due to the special interest for the harmony between the cosmos and human. Second, Zhu xi’s concern for ”studying down below and attaining up above” belongs to “other-directed” ethics in the opinion of the Western philosophy. Not with standing, Zhu xi constructed his theory successgully on the basis of the ordinary life in his interpretation of “Yi Jing”. Third, in light of “Da Syue”, it proves that the “Self-directed” ethics can be established in the way of the consciousness awakened by tribulations. Fourth, one of the most significance in Confucianism is human’s spirit will become a infinite being even if the fresh is spirit will become a infinite being even if the fresh is no longer in existence by enlightenment or linkage fresh is no longer in existence by enlightenment or linkage self’s subjective with the “Tao”. In this manner, life lasting forever is no longer a dream. Finally, countered to the reality filled with regret and sorrow of the rift between one’s spirit and the world, the article refers to the common misunderstanding to the Confucianism today. I attempt to look up the primative value of the Confucianism to make our modern society better.
45
施秀頤. "The Research of Confucianism in the Promotion of Modern Moral Education." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qzy5v9.
Full textAbstract:
碩士嘉南藥理大學
儒學研究所
104
Confucius was an educator and moral practitioner. He taught his student respectively on the basis of their talent, gradually inspiring them with his own behavior. The apprentices of Confucius should often reflect on what they have done, be willing to receive his guidance humbly, and have the ability to stick to their goals. It was the charity and the selfless dedication to the unexceptional education of Confucius that made him such an ideal teacher through history. The moral concept and the teaching methodology of Confucius are the treasure in the Chinese education principle and thus the most important basis of the modern moral education. There were so many philosophers with wisdom appeared during the period of more than two thousand years since Zhou Dynasty in China. What was the society and the education background that created so many talents? In this essay we try to analyze Confucian Analects and uncover the spirit of education within it. Learning from the masterpiece provides us abundant teaching materials for the modern moral education and helps us reflect on the predicament of the modern education in Taiwan, which is excessively focusing on quantifying the effectiveness of teaching. Why should we always regard the Western education modality as mainstream but end up with chaos in education when applying it to the Orient. Why don’t we make good use of our own advantage? A fine tradition must have its deep meaning that can last so long. People nowadays can walk more stably and further on the path of wisdom and accomplishment paved by our ancestors. Although we can’t twist the awkward situation of the education in Taiwan, we may motivate more people with aspiration to reconsider, after probing into the questions offered in this essay, that whether the effect of the moral education under the modern compulsory education system will be improved through implementing the Confucian teaching methodology in order to cultivate more thoughtful and competent citizens.
46
CHEN, YI-CHUN, and 陳怡君. "The Environmental Ethics and Education Concepts of Confucianism, Buddhism and Taoism." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/35000376247218389339.
Full textAbstract:
碩士大仁科技大學
環境管理研究所
101
The deterioration of global ecology has been threatening humankind and other creatures. In the pursuit of overall progression, our valuable environment has been changing with time. Recently, Taiwan has been constantly stricken by natural and man-made disasters. When the environment cannot tolerate a great amount of damage, disasters, such as flooding, drought, landslides, coastal flooding, subsidence, etc will happen. Many disasters are caused by long-term damage done by human beings. Taiwan is a developed country, and disaster prevention should not be gone backward. How to get along with nature peacefully has been an important issue on environmental ethics. This study aims to explore three attitudes toward natural environment in terms of Confucianism, Buddhism, and Taoism. Also, each belief in environmental education is compared and contrasted according to relevant literature review. The results show that the environmental ethics of Confucianism is based on “benevolence” and “people are the distinguished” is its emphasis. Buddhism affirms that every human being has “Buddha Nature” inside the body and “all creatures are equal” is its belief. Taoism emphasizes “Tao” is everywhere and thinks of “Uniformity” as everyone and everything is equal. Speaking to implementation of environmental education, Confucianism focuses on “limited desires”, and set up human codes to protect nature in pursuit of “the state of coherence”. Buddhism is based on “few desires”. “Mercy” is the core belief—all of the living things should be protected, not killed. Self-transcendence is the ideal and all living things should be under care and treated equally. Buddhism urges us to understand and learn how to live equally with other living things and “nirvana” is the final goal. Taoism appreciates the beauty of nature in a way of “contentment”, without meticulous intervention by humankind. A state of “oneness of heaven and humanity”—co-existence, co-sharing, and co-living—is a desired goal of Taoism. In conclusion, we have long history and multiple cultures, and plenty of philosophical ideas. We should explore and integrate various kinds of ideas. Also, a body of new ideas on modern environmental ethnics and environmental education should be developed to reduce ecological danger. The researcher sincerely wishes that Taiwanese society would put environmental ethnics into practice and cherish this land. Ever-lasting development and co-existence would never be a remote dream.
47
Chen, Sheue-Li, and 陳雪麗. "On the education of feelings from the Confucianism and Buddhism''s emotional views." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/44020400506923848719.
Full text
48
YANG, OU YANG KUO JUNGOU YANG KUO JUNGOU, and 歐陽國榮. "The Life and Death Views from Confucianism and Taoism Reflecting on Life Education." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/4h57r8.
Full textAbstract:
碩士國立臺東大學
教育研究所
94
The Life and Death Views from Confucianism and Taoism Reflecting on Life Education The research is to discuss the profound meanings of life and death in Confucianism and Taoism. The approaches taken were literature review, reading ancient scriptures, and finally inducting a conclusion. The conclusion was used to reflect the current life education and provide a guide for future use. Confucius said “how can life be known if death unknown?” Confucius clearly expressed the idea that the meaning life cannot be understood if we do not explore the meaning of death first. Contrary to Confucianism, Taoism appreciates life itself, believe that life should not be traded for anything, and shall go with the flow. The mission of this thesis is to explore the differences between to two beliefs and to reflect the findings on elementary schools’ life education. First of all, Confucianism’s life education is moral-based, therefore it emphasis more on the meaning than the phenomenon. Mencius said “trade life for justice” for the righteousness of the society. The propelling of life education and differentiating the value of life will be a lifetime issue. The conflicts between justice and benefit in Confucianism, and the Multiple Intelligences in Taoism are both important guilds in life education’s propelling. Second, Zhuangzi believe that life and body should be appreciated, value of life be established from desire less, unselfishness, be simple minded, and go with the flow. People should live a simple life and not demanding for more money and better job title; contentment is the real fortune. Third, avoid forcing younger to accept elder’s personal values towards life. Life education is about interaction and value exchange, not pushing younger to accept anything beyond their age. Finally, the doctrines in life education may need modification overtime. The author suggests that when designing life education curriculum in the future, projector should take both Confucianism and Taoism into consideration; and should reflect the appropriation of Taoism in modern society.
49
Chen, Shih-Wei, and 陳詩瑋. "Children Education about Li in Ming Dynasty." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/s64xv6.
Full text
50
Xiong, Jie. "The emergence of higher vocational education (HVE) in China (1980-2007): vocationalism, Confucianism, and neoinstitutionalism." Phd thesis, 2010. http://hdl.handle.net/10048/1670.
Full textAbstract:
This study examines how political-economic and socio-cultural influences had impacted the institutional development of HVE in China by investigating the historical development process of HVE between 1980 and 2007, when the country was undergoing tremendous political, economic, and social transitions toward building Socialism with Chinese Characteristics. With the research method of document content analysis, the study reveals causes, effects, and trends of HVE development through comparisons between HVE-related policy contents concerning major HVE institutional realities including contexts, missions, structures, access, tuition, curricula, teaching staff, graduate employment, funding and governance, and social status.
Within a theoretical framework utilizing vocationalism, Confucianism, and neoinstitutionalism, analysis and discussion resulted in a number of findings. First, the development of HVE in China embodied a trend of vocationalism, which has led and is leading to higher education expansion, higher education restructuring, and a positive change of Chinese peoples views on careers. Second, in addition to its discrimination against skills/skilled workers, the mechanism of upward mobility entailed in Confucianism was another major reason causing resistance to HVE. Third, given the increasingly competitive Civil Service Examination, Chinese peoples views on careers were not synchronized to the mass higher education system that was underway in China. Fourth, while supporting HVE, vocationalism itself created problems for HVE. A new vocationalist view was needed for future HVE development. Confucianism may contribute to such a new vocationalist view drawing on humanities education and the mechanism of upward mobility, though its notion of scholar-officials was critiqued for impeding the development of HVE. Fifth, HVE students had been treated unequally in the whole process of studying in HVE from admission to participation to graduation. Sixth, from a neoinstitutionalist perspective, the development of HVE represented the process of its instutionalization, in which HVE needed to obtain legitimacy. Absence of legitimacy was the major reason causing various challenges facing the development of HVE. Seventh, the development of HVE indicated institutional isomorphic changes in Chinese higher education. Eighth, biased policy causing stratification of Chinese higher education was another major factor leading to various challenges facing HVE.Adult Education