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Comparing the "educated person" conc...

Han, Ching-Chun.

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Comparing the "educated person" conceptions of Dewey and Krishnamurti: Implications for the Republic of China (Taiwan).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Comparing the "educated person" conceptions of Dewey and Krishnamurti: Implications for the Republic of China (Taiwan)./
作者:	Han, Ching-Chun.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1991,
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2457.
Contained By:	Dissertation Abstracts International52-07A.
標題:	Educational philosophy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9136393

Comparing the "educated person" conceptions of Dewey and Krishnamurti: Implications for the Republic of China (Taiwan).
Han, Ching-Chun.

Comparing the "educated person" conceptions of Dewey and Krishnamurti: Implications for the Republic of China (Taiwan). - Ann Arbor : ProQuest Dissertations & Theses, 1991 - 162 p.

Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2457.

Thesis (Ed.D.)--Teachers College, Columbia University, 1991.

It is generally acknowledged that the main concern of education is to cultivate educated persons. A conception of the educated person is both a goal and a standard for educational activities, a guide for the individual, the public, and the professional.Subjects--Topical Terms:

3173367
Educational philosophy.

Comparing the "educated person" conceptions of Dewey and Krishnamurti: Implications for the Republic of China (Taiwan).
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245 1 0 $a Comparing the "educated person" conceptions of Dewey and Krishnamurti: Implications for the Republic of China (Taiwan).
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300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2457.
500 $a Sponsor: Maxine Greene.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 1991.
520 $a It is generally acknowledged that the main concern of education is to cultivate educated persons. A conception of the educated person is both a goal and a standard for educational activities, a guide for the individual, the public, and the professional.
520 $a However, we cannot cover all aspects of the concept in one dissertation. The researcher confines himself to the study of the patterns of action of an educated person. Through a comparative study of one major American philosopher, John Dewey, and one major Indian philosopher, Jiddu Krishnamurti, this research will suggest an expanded conception of an educated person for Taiwan.
520 $a In order to do this, I have taken three steps. First, I derived the main patterns of action of the educated person of Dewey and Krishnamurti through an analysis of their writings. From this analysis, I identified four patterns of action emphasized by Dewey, which I call "continuous learning for growth," "solving practical problems," "pursuing a vocation," and "participating in social activities." I then identified four patterns of action in Krishnamurti's work, which I call "continuous learning about the self," "solving inner problems," "pursuing a vocation," and "nourishing inner qualities.".
520 $a The second step was to compare the similarities and differences between these patterns of action. From the comparison, I found that both philosophers stress the importance of three patterns of action: continuous learning, solving problems, and pursuing a vocation. The biggest difference is that Dewey stresses participating in social activities, while Krishnamurti stresses nourishing inner qualities. If we put these two patterns together with the three in common, we will have five patterns of action of an educated person.
520 $a The third step was to use the five patterns of action as a frame of reference to examine the traditional Chinese educated person. From the examination, it was concluded that the expanded conception of the educated person for Taiwan should have five patterns of action: continuous learning, solving problems, pursuing a vocation, participating in social activities, and nourishing inner qualities.
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