File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1177/1745499920983694
- Scopus: eid_2-s2.0-85099261488
- WOS: WOS:000609700300001
Supplementary
- Citations:
- Appears in Collections:
Article: Rethinking the notion of the high-performing education system: A Daoist response
Title | Rethinking the notion of the high-performing education system: A Daoist response |
---|---|
Authors | |
Keywords | international large-scale assessments high-performing education system Daoism Zhuangzi |
Issue Date | 2021 |
Citation | Research in Comparative and International Education, 2021, v. 16, n. 1, p. 100-113 How to Cite? |
Abstract | This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation. |
Persistent Identifier | http://hdl.handle.net/10722/307309 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Tan, Charlene | - |
dc.date.accessioned | 2021-11-03T06:22:21Z | - |
dc.date.available | 2021-11-03T06:22:21Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Research in Comparative and International Education, 2021, v. 16, n. 1, p. 100-113 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307309 | - |
dc.description.abstract | This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation. | - |
dc.language | eng | - |
dc.relation.ispartof | Research in Comparative and International Education | - |
dc.subject | international large-scale assessments | - |
dc.subject | high-performing education system | - |
dc.subject | Daoism | - |
dc.subject | Zhuangzi | - |
dc.title | Rethinking the notion of the high-performing education system: A Daoist response | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1177/1745499920983694 | - |
dc.identifier.scopus | eid_2-s2.0-85099261488 | - |
dc.identifier.volume | 16 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | 100 | - |
dc.identifier.epage | 113 | - |
dc.identifier.eissn | 1745-4999 | - |
dc.identifier.isi | WOS:000609700300001 | - |