Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing

Dilin Yao; Jun Chen; Bingliang Song

doi:doi:10.11648/j.edu.20170605.11

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Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing

Dilin Yao, Jun Chen, Bingliang Song

Published in Education Journal (Volume 6, Issue 5)

Received: 21 September 2017 Published: 22 September 2017

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Abstract

Chinese traditional philosophy can provide insights for teacher education. The purpose of this article is to discuss two main aspects of Dao philosophy, Dao teachers’ cultivation and Dao teaching behavior, in order to interpret the nature of Dao teaching. This article outlines a conceptual model of Dao teaching consisting of Dao teachers’ cultivation based on Laozi’s three essentials and Dao teaching behavior based on the nature of water philosophy to guide the teaching performance of teachers. The Dao teaching construction model offers a new perspective for teacher education research and practice. The article concludes with a discussion of the practical value of considering Dao philosophy as an underlying approach to teacher education.

Published in	Education Journal (Volume 6, Issue 5)
DOI	10.11648/j.edu.20170605.11
Page(s)	145-151
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Dao De Jing, Dao Philosophy, Dao Teaching, Teacher Education

References

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[3]	Campbell, E. (2011), “Teacher education as a missed opportunity in the professional preparation of ethical practitioners”, in Bondi, L., Carr, D., Clark, C. and Clegg, C. (Eds.), Towards professional wisdom: Practical deliberation in the “people professions”, Ashgate Publishing Ltd., Farnham, UK, pp. 81–93.
[4]	Cochran-Smith, M. (2004), “Taking Stock in 2004: Teacher Education in Dangerous Times”, Journal of Teacher Education, Vol. 55 No. 1, pp. 3–7.
[5]	Javary, C. (1997), Understanding the I Ching, Shambhala, Boston, MA and London.
[6]	Jing, R. and Van de Ven, A. H. (2014), “A Yin-Yang Model of Organizational Change: The Case of Chengdu Bus Group”, Management and Organization Review, Vol. 10 No. 1, pp. 29-54.
[7]	Kosnik, C., Miyata, C., Cleovoulou, Y., Fletcher, T. and Menna, L. (2015), “The education of teacher educators”, in Falkenberg, T. (Ed.), Handbook of Canadian research in initial teacher education, Canadian Association of Teacher Education, Ottawa, ON, pp. 207–224.
[8]	Labaree, D. F. (2005), “Life on the margins”, Journal of Teacher Education, Vol. 56 No. 3, pp. 186–191.
[9]	Lee, Y. T., Han, A., Byron, T. K. and Fan, H. X. (2008), “Daoist leadership: Theory and application”, in Chen, C. C. and Lee, Y. T. (Eds.), Leadership and management in China: Philosophies, theories, and practices, Cambridge University Press, Cambridge, pp. 83-107.
[10]	Lickona, T. (1991), Educating for character: How our schools can teach respect and responsibility, Bantam, New York.
[11]	Loughran, J. J. (2015), “Thinking about teaching as sophisticated business”, in Garbett, D. and Ovens, A. (Eds.), Teaching for tomorrow today, Edify, Auckland, New Zealand, pp. 5–8.
[12]	Ma, L. and Tsui, A. S. (2015), “Traditional Chinese philosophies and contemporary leadership”, The Leadership Quarterly, Vol. 26 No. 1, pp. 13–24.
[13]	Mackinnon, A. (1996), “Learning to teach at the elbows: The Dao of teaching”, Teaching and Teacher Education, Vol. 12 No. 6, pp. 653-664.
[14]	Martin, A. K. and Russell, T. (2009), “Seeing teaching as a discipline in the context of preservice teacher education: Insights, confounding issues, and fundamental questions”, Teachers and Teaching: Theory and Practice, Vol. 15 No. 2, pp. 319–331.
[15]	Noddings, N. (2008), “Caring and moral education”, in Nucci, L. P. and Narvaez, D. (Eds.), Handbook of moral and character education, Routledge, New York, pp. 161–174.
[16]	Richardson, V. (2013), “Teaching moral teaching in teacher education”, in Sanger, M. and Osguthorpe, R. (Eds.), The moral work of teaching and teacher education. Preparing and supporting practitioners, Teachers College Press, New York/London, pp. 183–194.
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[18]	Yao, D. and Gan, S. (2013), Dao De Jing and Leadership, Economic management press, Beijing.

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APA Style

Dilin Yao, Jun Chen, Bingliang Song. (2017). Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing. Education Journal, 6(5), 145-151. https://doi.org/10.11648/j.edu.20170605.11

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Dilin Yao; Jun Chen; Bingliang Song. Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing. Educ. J. 2017, 6(5), 145-151. doi: 10.11648/j.edu.20170605.11

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AMA Style

Dilin Yao, Jun Chen, Bingliang Song. Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing. Educ J. 2017;6(5):145-151. doi: 10.11648/j.edu.20170605.11

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@article{10.11648/j.edu.20170605.11,
  author = {Dilin Yao and Jun Chen and Bingliang Song},
  title = {Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing},
  journal = {Education Journal},
  volume = {6},
  number = {5},
  pages = {145-151},
  doi = {10.11648/j.edu.20170605.11},
  url = {https://doi.org/10.11648/j.edu.20170605.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170605.11},
  abstract = {Chinese traditional philosophy can provide insights for teacher education. The purpose of this article is to discuss two main aspects of Dao philosophy, Dao teachers’ cultivation and Dao teaching behavior, in order to interpret the nature of Dao teaching. This article outlines a conceptual model of Dao teaching consisting of Dao teachers’ cultivation based on Laozi’s three essentials and Dao teaching behavior based on the nature of water philosophy to guide the teaching performance of teachers. The Dao teaching construction model offers a new perspective for teacher education research and practice. The article concludes with a discussion of the practical value of considering Dao philosophy as an underlying approach to teacher education.},
 year = {2017}
}

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TY  - JOUR
T1  - Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing
AU  - Dilin Yao
AU  - Jun Chen
AU  - Bingliang Song
Y1  - 2017/09/22
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170605.11
DO  - 10.11648/j.edu.20170605.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 145
EP  - 151
PB  - Science Publishing Group
SN  - 2327-2619
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AB  - Chinese traditional philosophy can provide insights for teacher education. The purpose of this article is to discuss two main aspects of Dao philosophy, Dao teachers’ cultivation and Dao teaching behavior, in order to interpret the nature of Dao teaching. This article outlines a conceptual model of Dao teaching consisting of Dao teachers’ cultivation based on Laozi’s three essentials and Dao teaching behavior based on the nature of water philosophy to guide the teaching performance of teachers. The Dao teaching construction model offers a new perspective for teacher education research and practice. The article concludes with a discussion of the practical value of considering Dao philosophy as an underlying approach to teacher education.
VL  - 6
IS  - 5
ER  -

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Author Information

Dilin Yao

School of Economics and Management, Shanghai Maritime University, Shanghai, China
Jun Chen

SHU-UTS SILC Business School, Shanghai University, Shanghai, China
Bingliang Song

School of Economics and Management, Shanghai Maritime University, Shanghai, China

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APA Style

Dilin Yao, Jun Chen, Bingliang Song. (2017). Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing. Education Journal, 6(5), 145-151. https://doi.org/10.11648/j.edu.20170605.11

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ACS Style

Dilin Yao; Jun Chen; Bingliang Song. Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing. Educ. J. 2017, 6(5), 145-151. doi: 10.11648/j.edu.20170605.11

Copy | Download

AMA Style

Dilin Yao, Jun Chen, Bingliang Song. Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing. Educ J. 2017;6(5):145-151. doi: 10.11648/j.edu.20170605.11

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@article{10.11648/j.edu.20170605.11,
  author = {Dilin Yao and Jun Chen and Bingliang Song},
  title = {Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing},
  journal = {Education Journal},
  volume = {6},
  number = {5},
  pages = {145-151},
  doi = {10.11648/j.edu.20170605.11},
  url = {https://doi.org/10.11648/j.edu.20170605.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20170605.11},
  abstract = {Chinese traditional philosophy can provide insights for teacher education. The purpose of this article is to discuss two main aspects of Dao philosophy, Dao teachers’ cultivation and Dao teaching behavior, in order to interpret the nature of Dao teaching. This article outlines a conceptual model of Dao teaching consisting of Dao teachers’ cultivation based on Laozi’s three essentials and Dao teaching behavior based on the nature of water philosophy to guide the teaching performance of teachers. The Dao teaching construction model offers a new perspective for teacher education research and practice. The article concludes with a discussion of the practical value of considering Dao philosophy as an underlying approach to teacher education.},
 year = {2017}
}

Copy | Download

TY  - JOUR
T1  - Dao Philosophy and Dao Teaching: From the Perspective of Dao De Jing
AU  - Dilin Yao
AU  - Jun Chen
AU  - Bingliang Song
Y1  - 2017/09/22
PY  - 2017
N1  - https://doi.org/10.11648/j.edu.20170605.11
DO  - 10.11648/j.edu.20170605.11
T2  - Education Journal
JF  - Education Journal
JO  - Education Journal
SP  - 145
EP  - 151
PB  - Science Publishing Group
SN  - 2327-2619
UR  - https://doi.org/10.11648/j.edu.20170605.11
AB  - Chinese traditional philosophy can provide insights for teacher education. The purpose of this article is to discuss two main aspects of Dao philosophy, Dao teachers’ cultivation and Dao teaching behavior, in order to interpret the nature of Dao teaching. This article outlines a conceptual model of Dao teaching consisting of Dao teachers’ cultivation based on Laozi’s three essentials and Dao teaching behavior based on the nature of water philosophy to guide the teaching performance of teachers. The Dao teaching construction model offers a new perspective for teacher education research and practice. The article concludes with a discussion of the practical value of considering Dao philosophy as an underlying approach to teacher education.
VL  - 6
IS  - 5
ER  -

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