Educational Implications from the Meng hexagram of Chinese I-Ching

Asian Journal of Interdisciplinary Research

View Publication Info
 
 
Field Value
 
Title Educational Implications from the Meng hexagram of Chinese I-Ching
 
Creator Guey, Ching-Chung
 
Subject Meng hexagram
I-Ching
teacher-student dynamics
cooperative teaching
scaffolding
 
Description Most educators, especially those in Chinese speaking regions, have a common observation that most contemporary students have become incapacitated or incompetent in learning given that advanced teaching technologies and skills are furnished in the classroom settings. Meanwhile, teachers unavoidably feel frustrated and helpless in the course of instruction. Such ubiquitous educational scenario can be improved by borrowing wisdom from Chinese I-Ching. This paper seeks to explore educational implications embedded in the Meng hexagram of Chinese I-Ching. The Meng hexagram, one of the 64 hexagrams, has much to do with education, and is believed to be intriguing and inspiring for Chinese educators, just like other hexagrams for other aspects in daily life. This paper tries to answer, through text analyses, two questions: 1) what implications are there in the text of Meng hexagram? and 2) what does the role of teachers play in the context of instructional settings in relation to Vygotsky’s social constructivism? By answering these two questions, two translated texts about the Meng hexagram will be analyzed.
 
Publisher IOR Press
 
Date 2019-01-22
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://journals.iorpress.org/index.php/ajir/article/view/14
10.34256/ajir1911
 
Source Asian Journal of Interdisciplinary Research; Vol 2 No 1 (2019): Volume 2, Issue 1, Year 2019; 1-11
2581-8430
10.34256/ajir191
 
Language eng
 
Relation https://journals.iorpress.org/index.php/ajir/article/view/14/16
 
Rights Copyright (c) 2019 IOR Press
https://creativecommons.org/licenses/by/4.0
 

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