![]() Teaching strategies for the social studies: Inquiry, valuing, and decision-making. The Society for the Study of Early China.īanks, A. The Guodian Laozi: Proceedings of the International Conference, Dartmouth College, May 1998. If nothing else, this alone is a blessing to the world.Īllan, S., Williams, C., et al. His Logoist perspective, at the very least, is positing a cogent and holistic counter-framework for the educational purposes of value clarification and of challenging established––and misconceived?-human–nature relations. ![]() Tertiary educators (and students) worldwide have something to learn from him. His thoughts have universal values and can cross boundaries. In a nutshell, Laozi the philosopher-is not a national thinker. On top of these observations, advice on how Laozi might best be employed for sustainability education will be made. In addition, curriculum data and pedagogical coverage of Laozi as set in contemporary secondary and tertiary educational scenes in Hong Kong will be examined. The authorial aim is to underpin the Logoist holistic and coherent perspective of nature and humanity. Assorted teachings of Laozi will be highlighted. We will first set in proper historical and philosophical perspective what teachings there are in Laozi. This chapter aims to outline the logic and relevance of how sustainability could better be taught in school curriculums with the inclusion of principles from Laozi ( The Book of Logo and Virtues), an influential ancient Chinese classic. Wisdom from every corner of the world should be called upon to make a contribution to the world crises that stem from misconceived human–nature relations. ![]() Sustainability education need not be monopolized by the paradigm posited or tacitly assumed by the “rational scientific approach to the environment” in the literature. ![]()
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