AN AESTHETIC ANALYSIS AND REVIEW OF CHINA’S INFLUENTIAL PEDAGOGY: The Case of Qingjing Teaching

Hanwei Tang; Wei Song; Lingqi Meng; Bruce Uhrmacher

AN AESTHETIC ANALYSIS AND REVIEW OF CHINA’S INFLUENTIAL PEDAGOGY: The Case of Qingjing Teaching

Hanwei Tang
, Wei Song
, Lingqi Meng
, Bruce Uhrmacher

Faculty of Education

East China Normal University
Qufu Normal University
University of Denver

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

This study analyzes a Chinese influential teaching model called Qingjing teaching. Qingjing teaching has been consistently supported and advocated by Chinese educational officials and practitioners over the past 40 years. Applied to teaching environments, Qingjing teaching has a cultural heritage in Confucius’s conception of art and aesthetics. Through its aesthetic features, Qingjing teaching strongly facilitates students’ active engagement, imagination, and connection and, to a lesser degree, encourages students’ risk-taking.

Original language	English
Title of host publication	Curriculum and Teaching Dialogue: Volume 26, Numbers 1 & 2
Publisher	Emerald Publishing
Pages	57-71
Number of pages	15
ISBN (Electronic)	9798887307909
ISBN (Print)	9798887307886
State	Published - 1 Jan 2024

Cite this

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AN AESTHETIC ANALYSIS AND REVIEW OF CHINA’S INFLUENTIAL PEDAGOGY: The Case of Qingjing Teaching

Abstract

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