{"title":"孔子与苏格拉底的不同知识形象与教育学视角","authors":"Zhong Jian-wei","doi":"10.29173/CMPLCT16535","DOIUrl":null,"url":null,"abstract":"Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know,” which, however, held different concepts for them. First, I will critically examine their dialogue teaching practices to analyze the implications of “knowing\" and “not knowing.” Second, I will explore the different images of knowledge and visions of pedagogy each held.","PeriodicalId":43228,"journal":{"name":"Complicity-An International Journal of Complexity and Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2012-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Different Images of Knowledge and Perspectives of Pedagogy in Confucius and Socrates\",\"authors\":\"Zhong Jian-wei\",\"doi\":\"10.29173/CMPLCT16535\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know,” which, however, held different concepts for them. First, I will critically examine their dialogue teaching practices to analyze the implications of “knowing\\\" and “not knowing.” Second, I will explore the different images of knowledge and visions of pedagogy each held.\",\"PeriodicalId\":43228,\"journal\":{\"name\":\"Complicity-An International Journal of Complexity and Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2012-02-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Complicity-An International Journal of Complexity and Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.29173/CMPLCT16535\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Complicity-An International Journal of Complexity and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.29173/CMPLCT16535","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Different Images of Knowledge and Perspectives of Pedagogy in Confucius and Socrates
Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know,” which, however, held different concepts for them. First, I will critically examine their dialogue teaching practices to analyze the implications of “knowing" and “not knowing.” Second, I will explore the different images of knowledge and visions of pedagogy each held.
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