Wind
Chapter in an edited book (author)

香港中文大學研究人員
替代計量分析
.

其它資訊
摘要As 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.
著者Weili Zhao
編輯Derek Ford
版次1st
書名Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements
系列標題Critical Understanding in Education
出版年份2019
月份6
日期6
卷號1
出版社Brill Sense
頁次490 - 501
國際標準書號978-90-04-39618-0
電子國際標準書號978-90-04-40046-7
語言美式英語

上次更新時間 2019-17-11 於 04:00