Attentiveness for children: proposing a neo-confucian curriculum for preschool education
In this article, we propose a neo-Confucian curriculum for preschool education based on the writings of the neo-Confucian thinker Zhu Xi. Against the contemporary backdrop of a narrow emphasis on the academic assessment of children, we argue for an alternative approach that revolves around jing: the...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Taylor & Francis
[2020]
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| In: |
International journal of children's spirituality
Year: 2020, Volume: 25, Issue: 2, Pages: 124-140 |
| RelBib Classification: | AG Religious life; material religion AH Religious education BM Chinese universism; Confucianism; Taoism KBM Asia TG High Middle Ages ZF Education |
| Further subjects: | B
Preschool education
B Zhu Xi B Neo-confucianism B Attentiveness |
| Online Access: |
Volltext (Resolving-System) |
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| 520 | |a In this article, we propose a neo-Confucian curriculum for preschool education based on the writings of the neo-Confucian thinker Zhu Xi. Against the contemporary backdrop of a narrow emphasis on the academic assessment of children, we argue for an alternative approach that revolves around jing: the inner mental attentiveness to be true to one’s good nature. We propose an adaption of Bronfenbrenner’s ecological systems theory and Confucian hierarchy of cardinal relationships that progressively cultivate the good nature of children across the spheres of the self, family and community, country and the world. We further outline an integrated programme with corresponding developmental domains, types of relationships and Confucian virtues. The desired outcome is the manifestation of each child’s innate goodness through attentiveness to routines and the habituation of moral values. A neo-Confucian curriculum adds to the existing literature on preschool educational approaches that are experiential, values-centric, interpersonal and holistic. | ||
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