The Comparative Studies on Experiential Education Between Deweyan Pragmatism and Traditional Chinese Confucian Doctrine

• In Event: 32.083 - Roundtable Session 12
  In Roundtable Session: 32.083-19 - Confucianism in Practice

Abstract

I investigate Dewey’s experiential education theory from the perspective of positionality. Positionality as theoretical perspective is to orient and investigate Dewey’s experiential education theory as a whole in a theoretical coordinate of Peirce’s three categories of experience experienced and emotion based experiential education in Confucian doctrine. The underlying logics, methodology and purpose of experiential education are investigated in terms of the similarities and differences between Dewey’s pragmatism and traditional Confucian doctrine. This comparative study benefits to investigate the real theoretical challenges and problems experiential education faces, at the same time, to create new spaces for knowledge production and educational practices for experiential education.

Author

• Shaobing Li, Miami University - Oxford