Sociological and philosophical perspectives on education in the Asia-Pacific region / edited by Chi-Ming Lam and Jae Parks

A Matrix Approach to Language Policy Analysis: The Case of Hong Kong

Asian Education and Asia as Method

Does Confucianism Hinder Critical Thinking in Education?

Fostering Rationality in Asian Education

Glocalisation of English Language Education: Comparison of Three Contexts in East Asia

Internationalisation of Education in Hong Kong: Practice and Challenges

Introduction: A Sociological and Philosophical Approach to Education

Re-envisioning Teacher Education Programmes for International Students: Towards an Emancipatory and Transformative Educational Stance

Redeeming Philosophy Through the Issue-Inquiry Approach: A Case in Hong Kong

Reflections on Our Individual and Collective Identities as Persons in the World

Sustainable Development as a World-view: Implications for Education

Teachers as Translators in Asian Religious Education

The Confucian View of Lifelong Learning: Relevancy to the Teaching and Learning of Older Adults

The Water Margin, Moral Degradation, and the Virtue of Zhixing

This book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong’s language policy, Hong Kong’s policy on the internationalization of education, East Asia’s policies on English education, and Australia’s policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice.