| Srl | Item |
| 1 |
ID:
166092
|
|
|
|
|
| Summary/Abstract |
This article discusses the ongoing debates about classics reading (dujing 读经) in the revitalisation and diversification of Confucian classical education in mainland China. It begins by reviewing two disputes about dujing in modern Chinese history and then turns to the contemporary debate, focusing on how one professional and experienced practitioner expounded on the disparities in practicing classical education. The author summarises three controversial issues : (1) the relationship between the educative principles and methods, (2) historical legitimacy, and (3) the linguistic nature of Chinese language. Based on these, this paper reflects on the current dujing movement by concluding that the diversification of classical education has complicated the authenticity of “Chineseness” and rendered it a debatable public issue.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 2 |
ID:
143290
|
|
|
|
|
| Summary/Abstract |
Since the early 1980s, China has witnessed a progressive Confucian revival, especially in the academic and cultural spheres. In particular, since the early 2000s, there has been a progressive expansion of Confucian groups arising from local initiatives all over China in the form of local colleges and study halls. Using four previously unexplored sites, this article studies the multiple modalities of local Confucian revival in the province of Shandong. Through interviews and extensive discussion with members of these groups, we have uncovered a strong adherence to Confucian elements and a convenient religiosity through ritual performances. Therefore, this article not only agrees with previously conducted studies on the revival of Confucianism in China but also adds new empirical elements supporting their conclusions. Finally, this article introduces the ‘Countryside Confucianism experiment’, its current meaning and ties to the ongoing local Confucian resurgence in the province of Shandong as well as its shared identity ‘closure’ characteristics, prevalent among some of these local sites’ narrative.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
| 3 |
ID:
190183
|
|
|
|
|
| Summary/Abstract |
This article uses the theory of Chinese individualisation to understand the Confucian education revival by focusing on the rise of parents as critical individuals and a case study of one Confucian private school. Drawing on interview data from parental activists who enrol their children in the study of Confucian classics, this article presents the disembedding actions taken to break attachments to state schools and the paradoxical return to institutional safety. It finds that these parents exhibit ambivalence towards the state education system, and that family relationships affect individual parents’ decisions about Confucian education. Furthermore, this study discusses the implications of the individualisation dynamics for Confucian revival in reference to the reflexive conditions of modernity.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|