Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22443
Title: 
Authors: 
Keywords: 
Attentiveness
Neo-Confucianism
Preschool education
Zhu Xi
Issue Date: 
2020
Citation: 
Wu, S., & Tan, C. (2020). Attentiveness for children: Proposing a neo-Confucian curriculum for preschool education. International Journal of Children's Spirituality. Advance online publication. https://doi.org/10.1080/1364436X.2020.1821177
Abstract: 
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.
Description: 
This is the final draft, after peer-review, of a manuscript published in International Journal of Children's Spirituality. The published version is available online at https://doi.org/10.1080/1364436X.2020.1821177
URI: 
Website: 
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
IJCS_2020_821177.pdf
  Restricted Access
633.42 kBAdobe PDFView/Open
Show full item record

Page view(s)

33
checked on May 15, 2021

Download(s)

13
checked on May 15, 2021

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.