000			03454nam a2200385Ia 4500
008			241113s9999 xx 000 0 und d
020			_a9789812879387
041			_aeng
082			_a370.95 _bT16 LAM
245		0	_aSociological and philosophical perspectives on education in the Asia-Pacific region _c/ edited by Chi-Ming Lam and Jae Parks
260			_bSpringer _aSingapore _c2016
300			_a229p.
440			_aEducation in the Asia-Pacific region: issues, concerns and prospects _v29 _917996
505			_aA Matrix Approach to Language Policy Analysis: The Case of Hong Kong
505			_aAsian Education and Asia as Method
505			_aDoes Confucianism Hinder Critical Thinking in Education?
505			_aFostering Rationality in Asian Education
505			_aGlocalisation of English Language Education: Comparison of Three Contexts in East Asia
505			_aInternationalisation of Education in Hong Kong: Practice and Challenges
505			_aIntroduction: A Sociological and Philosophical Approach to Education
505			_aRe-envisioning Teacher Education Programmes for International Students: Towards an Emancipatory and Transformative Educational Stance
505			_aRedeeming Philosophy Through the Issue-Inquiry Approach: A Case in Hong Kong
505			_aReflections on Our Individual and Collective Identities as Persons in the World
505			_aSustainable Development as a World-view: Implications for Education
505			_aTeachers as Translators in Asian Religious Education
505			_aThe Confucian View of Lifelong Learning: Relevancy to the Teaching and Learning of Older Adults
505			_aThe Water Margin, Moral Degradation, and the Virtue of Zhixing
520			_aThis 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.
650			_aHumanities and Social Science _xSocial sciencesEducation _917997
700			_aLam, Chi-Ming _917998
700			_aMaclean, Rupert _917999
700			_aPark, Jae _918000
856			_uhttps://link.springer.com/book/10.1007/978-981-287-940-0
942			_cBK
999			_c30383 _d30383