IAP BOOK SERIES
Current Perspectives on Confucianism, Taoism, Buddhism, and Education
Complicated intra-cultural and inter-civilizational conversations and cooperation in and through education have become imperative for human and ecological survival and renewal in today’s world, which is facing unprecedented challenges. The purpose of this book series is to engage in in-depth, cross-cultural and intercultural, international dialogues on how Confucianism, Taoism, and Buddhism in classical and/or contemporary schools of thought can inform today’s educational theory and practice. Mutual engagement between East and West has had a long history, although obscured in recent centuries by the domination of techno-scientific instrumental reason in the West. It is time to renew nondualistic East-West dialogues for educational insights into relationality, creativity, leadership, compassion, and wisdom to help transform our current understandings and practices.
Although Confucianism, Taoism, and Buddhism are ancient wisdom traditions, they all have new developments in the contemporary age both in Asia and in the West. The focus of this book series is on current perspectives, historically informed and critically analyzed, and their contemporary influences in the diverse settings of education. The editors of this book series welcome manuscripts that draw upon one or multiple schools of thought within or across Confucianism, Taoism, and Buddhism, and/or their intellectual, cultural, and spiritual relationships with Western thought to explore fundamental educational issues or content subject areas at all levels (from early childhood education to higher education) and in all settings of education. Not to reinforce the East/West binary, however, the editors look for manuscripts that evoke and inspire cross-fertilization of educational ideas, new awareness, and alternative pathways that engage difference in a mutually enhanced and enriched way.
The scope of this book series includes multiple educational dimensions such as purposes and aims of education, personhood and interbeing, curriculum and pedagogy, cultural diversity, educational leadership, embodied knowing, ethics, peace and sustainability, and international studies, as well as re-thinking education in specific subject areas. Other topics can be applied as well. The manuscripts can address formal or informal educational programs using a variety of disciplinary and interdisciplinary lenses.
Nurturing a Daoist-Inspired Classroom Pedagogy Through the Contemplative Lenses of Teacher Diaries
2024
David McLachlan Jeffrey, Sichuan University–Pittsburgh Institute
When Confucius "Encounters" John Dewey
A Cross-Cultural Inquiry Into Dewey’s Visit to China
2024James Zhixiang Yang, BNU-HKBU United International College
Contemporary Daoism, Organic Relationality, and Curriculum of Integrative Creativity
2021
Hongyu Wang, Oklahoma State University-Tulsa
- Hongyu Wang
Oklahoma State University-Tulsa - Jing Lin
University of Maryland - Heesoon Bai
Simon Fraser University - Xin Li
California State University-Long Beach
Download PDF here- Caribbean Discourse in Inclusive Education
- Chinese American Educational Research and Development Association Book Series
- Contemporary Perspectives in Management Spirituality and Religion
- Contemporary Perspectives on Multicultural Gifted Education
- Contemporary Perspectives on Spirituality in Education
- Hispanics in Education and Administration
- Issues in the Research, Theory, Policy, and Practice of Urban Education
- Readings in Language Studies
- Research in Bilingual Education
- Research in Multicultural Education and International Perspectives
- Research on African American Education
- Research on Education in Africa, the Caribbean, and the Middle East
- Research on Religion and Education
- Research on the Education of Asian Pacific Americans
- Teaching<~>Learning Indigenous, Intercultural Worldviews: International Perspectives on Social Justice and Human Rights
- The Hispanic Population in the United States
