No Child Left Behind? - A - Daoist Critique of Some Humanist Ideals of Education
Posted on 22. Feb, 2009 by James Miller
|Title||No Child Left Behind? - A - Daoist Critique of Some Humanist Ideals of Education|
|Publication Type||Journal Article|
|Year of Publication||2006|
|Journal||Journal of Chinese Philosophy|
|Keywords||Bildung, Education, Exclusion, Hegel, Georg Wilhelm Friedrich, Humanism, Inclusion, Taoism|
In ancient China, Confucianism portrayed education as a process towards achieving human excellence. Daoism developed a nonhumanist perspective. Western enlightenment conceptions looked at education in terms of humanist Bildung. Thinkers like Hegel understood education as a quest for both uniqueness and social inclusion. The paper argues that the humanist semantics of Bildung has a mainly rhetorical function. Education has become a social system that can no longer be adequately described in humanist terms and is unable to fulfill its promises of shaping subjectivity and all-inclusion ("No Child Left Behind"). A - Daoist criticism of the humanist semantics is attempted.