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AbstractAs a linguistic signifier, “wind” is commonly defined as “air in movement.” However, this chapter suspends such a conceptual mode of signification and re-treats “wind” as a cultural, philosophical, and even educational style of reasoning. For example, China’s schooling bespeaks a prevalent discourse of “school wind, teaching wind, and learning wind,” yet they remain silent because they are naturalized as dead metaphors with semantic meanings of “school atmosphere, teaching manners, and learning styles.” Understood this way, the culturally unique association between “wind” and “education” has so far largely gone unnoticed. With a Foucauldian language/discourse perspective, this chapter first makes visible such a wind-education association as a cultural style of ordering education in China. Then it historicizes the “wind-education” to one Yijing hexagram wherewith Confucius envisions teaching and learning along a wind movement. This historicizing research experience can be depicted as a Daoist onto-un-learning which transforms my own subjectivity as a researcher-learner, akin to a study trajectory. Lastly, it explicates some radical insights of this historical-language “wind” perspective and onto-un-learning, exposing the limitations of such given takes as identity politics, a subject versus object division, and most of all, a goal-oriented learning logic in educational studies.
All Author(s) ListWeili Zhao
All Editor(s) ListDerek Ford
Book titleKeywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements
Series TitleCritical Understanding in Education
Volume Number1
PublisherBrill Sense
Pages490 - 501
LanguagesEnglish-United States

Last updated on 2019-17-11 at 04:00

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