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 |
| Authors | Moeller, Hans-Georg |
| Journal | Journal of Chinese Philosophy |
| Volume | 33 |
| Pagination | 517 |
| Date Published | 2006 |
| ISBN Number | 0301-8121 |
| Keywords | Bildung, Education, Exclusion, Hegel, Georg Wilhelm Friedrich, Humanism, Inclusion, Taoism |
| Abstract | 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. |
