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Rethinking the notion of the high-performing education system: A Daoist response
Citation
Tan, C. (2021). Rethinking the notion of high-performing education system: A Daoist response. Research in Comparative & International Education, 16(1), 100–113. https://doi.org/10.1177/1745499920983694
Author
Tan, Charlene
Abstract
This article challenges the dominant notion of the ‘high-performing education system’ and offers an alternative interpretation from a Daoist perspective. The paper highlights two salient characteristics of such a system: its ability to outperform other education systems in international large-scale assessments; and its status as a positive or negative ‘reference society’. It is contended that external standards are applied and imposed on educational systems across the globe, judging a system to be high- or low- performing, and consequently worthy of emulation or deserving of criticism. Three cardinal Daoist principles that are drawn from the Zhuangzi are expounded: a rejection of an external and oppressive dao (way); the emptying of one’s heart-mind; and an ethics of difference. A major implication is a celebration of a plurality of high performers and reference societies, each unique in its own dao but converging on mutual learning and appreciation.
Date Issued
2021
Publisher
Symposium Journals
Journal
Research in Comparative & International Education