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Yuehting Lee - One of the best experts on this subject based on the ideXlab platform.

  • leadership and management in china the confucian and mencian Philosophy of benevolent leadership
    2008
    Co-Authors: Xinhui Yang, Yanqin Peng, Yuehting Lee
    Abstract:

    T his chapter focuses on the major teachings of Confucius and Mencius as they relate to leadership. Confucianism has had a great influence on people not only in China and the rest of East and Southeast Asia, but also elsewhere in the world. Confucianism is broad and complex and has relevance to politics, Philosophy, Education, psychology, morality and ethics, but this chapter focuses on exploring Confucian ideas related to benevolent leadership. We first briefly introduce the biographical details and historical backgrounds of Confucius and Mencius. Next, we introduce the Confucian Philosophy of benevolence, which includes the assumption of human goodness and the prescription of key Confucian virtues such as benevolence ( ren ), righteousness ( yi ), ritual propriety ( li ), wisdom ( zhi ), trustworthiness ( xin ), and filial piety ( xiao ). Third, we elaborate on a benevolent leadership model that includes self-cultivation and leading others. We conclude by discussing the significance of Confucian benevolent leadership for modern business organizations. Biogrphic and historical background Confucius (551–479 BCE) is most widely known in China as Kongzi or Kongfuzi, with Kong being the family name, and zi or fuzi meaning master in Chinese. He is also known as Kong Qiu (Qiu is a given name) or Zhongni (a social name). We follow the latinized name of Confucius because it is well established in the literature outside China. Confucius was a native of the state of Lu (presently the city of Qufu in Shandong province, China) during the latter part of the Spring and Autumn Period (770–476 BCE).

Yuxin Zheng - One of the best experts on this subject based on the ideXlab platform.

  • the empirical research on experience typed teaching method in Philosophy Education based on mathematical statistic law
    2nd International Conference on Management Science and Industrial Engineering (MSIE 2013), 2013
    Co-Authors: Yuxin Zheng
    Abstract:

    In order to research on students’ taking ideological and political Education and thinking morality courses in colleges and universities, the author took experiential Education for research methods. The author randomly selected two classes from universities to have teaching control, with an experiential Education and a traditional Education. We make comparative analysis of the final tests before and after the results of the two classes, knowing that the obvious experiential teaching method will help enhance students’ interest in the ideological and political Education course. Introduction In the form of college Education reform, the status and role of the ideological and political Education in colleges and universities teaching also can not be ignored, but how to make correct thinking when carrying out a full teaching improve the students' ideological and political teaching interest? Therefore, the article will integrate experiential teaching into universities ideological and political Education teaching[1-3]. This not only makes the students get excited of this course, and students can fully demonstrate and achieve while also realizing the overall improvement of themselves[4,5]. Experiential pedagogy and research methods Experiential teaching attracted the attention of scholars in the era of the rise of the quality of Education, but also brought a certain impact to the ideological and political Education at home and abroad, so experiential teaching methods and ideas is worthy to explore. Experiential teaching is synchronized with the content of the teaching, and teaching method is in a variety of ways a combination of creative design and layout and organization[6]. At the same time, together with the teacher, tips and guide, and so do the students who are the main part and actively use their brains, hands and actively participate in classroom activities, to participate in the experience, and to give their personal potential into full play in order to improve classroom efficiency and enhance Education. Figure 1. Experiential pedagogy model 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013) © 2013. The authors Published by Atlantis Press 207 As can be seen from Figure 1 experiential pedagogy teaching model, experiential pedagogy focuses on the effective combination of the three: discipline topics, teachers and students. Interactive mode of interaction between teachers and students, for subject teachers between the representation and the role of the pass is a reproduction mode. Teachers teach their students through teaching disciplines theme. For academic topics with students is a way to explore and experience, and also is an experience mode. The three interact and promote each other, and it is the only way to achieve effective transfer of disciplines theme ideas as well as efficient teaching of teachers and students[7]. From Table 1 showing the traditional teaching and experiential teaching’s difference between "understanding", it can be seen traditional teaching, which only concerned to explain and disseminate knowledge, but there is no the experiential teaching to make students actively use their brains to think and to form their own knowledge and insights[8]. TABLE I. THE DIFFERENCE OF "UNDERSTANDING" BETWEEN TRADITIONAL TEACHING AND EXPERIENTIAL TEACHING Control content Traditional teaching Experience teaching Assessment standards Whether is able in their own way to express the acquired knowledge Whether can make a clear judgment on the knowledge learned and make a reasonable inference to make selfanswers, and have self-insights to solve complex practical problems The teaching focus Limited to analysis and mastery of the dogmatic concept Combine knowledge with practical learning with a multiangle understanding The usefulness of students in teaching Passively accept the arguments of others Take the initiative to build self-knowledge system Acquired adaptive characteristics and knowledge structure formation The universalization of knowledge isolation existing in only mind Personalized knowledge structure and the integration of knowledge in the mind Eventual realization of the results Coping exam Flexibility in the use of the actual life The comparative analysis of the paper selected mathematical statistics data, first set the total number of samples y as k, and set vector set after the observational data for each sample, which is m q-element vector, which means that the number of the observed data vector is qm[9,10].

Percicotty, Altair Gabardo - One of the best experts on this subject based on the ideXlab platform.

  • Filosofia da libertação no ensino médio : análise de livros didáticos do PNLD
    2019
    Co-Authors: Percicotty, Altair Gabardo
    Abstract:

    Orientador: Prof. Dr. Geraldo Balduino HornDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa : Curitiba, 30/09/2019Inclui referências: p. 118-121Resumo: Esta pesquisa integra-se ao campo de estudos que investiga a Filosofia, Educação e Ensino. Tem como objetivo central analisar perspectivas filosóficas que estão para além das eurocêntricas. Propõe compreender a Filosofia da Libertação de Dussel como possibilidade de um pensar filosófico latino-americano e de uma práxis educativo-filosófica capaz de contribuir com o processo de descolonização cultural. Problematiza noções conceituais eurocentradas expressas tanto em Livros Didáticos quanto nas diretrizes e orientações curriculares. Trata-se de uma investigação qualitativa e exploratória, que analisa, com base em alguns pressupostos da Filosofia da Libertação, os conteúdos de Mito e Filosofia de alguns livros didáticos selecionados pelo Plano Nacional do Livro Didático (PNLD) nos anos de 2016 a 2018, indicados como obras de referência para o ensino de Filosofia no Ensino Médio nas escolas públicas brasileiras. Em um primeiro momento, a pesquisa contextualiza a histórica da Filosofia da Libertação, o problema do eurocentrismo, o método Analético e as categorias dusseleanas. Em um segundo momento, trata dos silenciamentos das filosofias que estão para além do eixo eurocêntrico e da Filosofia da Libertação, procurando evidenciar a importância destas. Por fim, procura demonstrar a presença e a ausência da Filosofia da Libertação nos livros didáticos. A Filosofia da Libertação pode, também, contribuir para uma educação mais libertadora, estando presente no ensino-aprendizagem escolar por meio dos livros didáticos. Palavras-chave: Filosofia da Libertação. Analética da Alteridade. Educação Filosófica. Livros Didáticos. PNLD.Abstract: This research integrates the field of studies that investigates Philosophy, Education and teaching. Its main objective is to analyze philosophical perspectives that are beyond the Eurocentric ones. It proposes to understand Dussel's Philosophy of Liberation as a possibility of a Latin American philosophical thinking and Educationalphilosophical praxis capable of contributing to the process of cultural decolonization. It problematizes Eurocentred conceptual notions expressed both in textbooks and in curricular guidelines and orientations. This is a qualitative and exploratory research that analyzes, based on some assumptions of the Philosophy of Liberation, the contents of Myth and Philosophy of some textbooks selected by the National Textbook Plan (PNLD) in the years 2016 to 2018, indicated as reference works for the teaching of Philosophy in high school in Brazilian public schools. At first, the research contextualizes the history of Liberation Philosophy, the Eurocentrism problem, the Analectic method and the Dusselian categories. In a second moment, it deals with the silences of the "Other Philosophies" and the Philosophy of Liberation, trying to highlight their importance. Finally, it seeks to demonstrate the presence and absence of Liberation Philosophy in textbooks. The Philosophy of Liberation can also contribute to a more liberating Education, being present in school teaching-learning through the textbooks. Keywords: Liberation Philosophy. Analectic of Alterity. Philosophical Education. Textbooks. PNLD

Dheur Sonia - One of the best experts on this subject based on the ideXlab platform.

  • Médialités biographiques de la pratique scientifique
    L'Harmattan, 2020
    Co-Authors: Dheur Sonia
    Abstract:

    International audienceAfter having conducted for a long period fundamental research in biology, I started wondering about the biographization process of the epistemic subject (the researcher) in and through the practice of scientific research. With colleagues from social sciences, geography, Philosophy, Education sciences and literature, we regularly met during a three years period in the context of a seminar dedicated to the exploration of poetic dimensions in science practice, in the contemporary academic environment. My communication attempts to revisit this collective scientific activity in the light of biographic research.Après avoir mené une longue activité de recherche fondamentale en biologie, je me suis interrogée sur la biographisation du sujet-cherchant dans et par la pratique scientifique. Avec des collègues chercheurs en sciences humaines et sociales, géographes pour la plupart, mais aussi anthropologues, philosophes, chercheurs en sciences de l’éducation et en littérature, nous nous sommes réunis régulièrement pendant trois ans dans le cadre d’un séminaire visant à explorer la dimension poétique de la pratique scientifique dans le contexte d’élaboration des savoirs académiques qui est le nôtre. Ma communication tente de revisiter cette animation scientifique au prisme de la recherche biographique

Hafidzi Anwar - One of the best experts on this subject based on the ideXlab platform.

  • Urang Banjar Philosophy: Education and The Social Affairs of The Community
    'STAI Darul Hikmah Bangkalan', 2020
    Co-Authors: Hafidzi Anwar
    Abstract:

    ABSTRACT: The possibility of social change in the Orang Banjar ideology is illustrated in this study. The people of Banjar demonstrate that farming is to be taught for the next generation, not just for the economies alone Bahuma or right farming. This research is field research with a descriptive-analytical approach. This research found that the philosophics of the traditions of Banjar should thrive wherever they are, with the approach of longitude (honesty, trust and fathanah), superficial (persistent and resilient), tugul (diligent and continuity), paibadah (near to God), batarget (sight and a clear mission). This paper is based on al-Qur'an surah Al-Fath verse 29 and al-A'raaf verse 56 and supports Ashabiyah Ibn Khaldun's theory, which emphasizes that three stages tend to change people's thinking, namely the stage of creation, the stage of enjoyment, and the stage of individuality. Likewise, Arnold Toynbee's theory, which suggests that changes that happen in society, whether they are improvement or failure, can be explained by social concepts that are always interrelated, namely challenges and responses. Keywords: Bahuma, Banjar, society, technology, change, Education.ABSTRAK: Penelitian ini akan menemukan konsep perubahan sosial dalam ideologi Urang Banjar. Bagi masyarakat Banjar seni bertani dan bekerja (bahuma) harus diajarkan untuk generasi berikutnya. Penelitian ini adalah penelitian lapangan dengan pendekatan deskriptif-analitik. Penelitian ini menemukan bahwa filosofi tradisi Banjar harus berkembang di mana pun mereka berada, dengan pendekatan bujur (kejujuran, kepercayaan, dan fathanah), cangkal (gigih dan ulet), tugul (rajin dan berkelanjutan), paibadah (dekat dengan Tuhan), batarget (pandangan dan misi yang jelas). Tulisan ini didasarkan pada Alquran surat Al-Fath ayat 29 dan al-A'raaf ayat 56 dan mendukung teori Ashabiyah Ibn Khaldun, yang menekankan bahwa tiga tahap cenderung mengubah pemikiran orang, yaitu tahap penciptaan, tahap kenikmatan, dan tahap individualitas. Demikian juga, teori Arnold Toynbee, yang mengemukakan bahwa perubahan terjadi dalam masyarakat dapat dijelaskan oleh konsep sosial yang selalu saling terkait, yaitu tantangan dan respons