A Daoist Approach to Emptiness and Pedagogy

• In Event: Confucianism, Taoism, and Buddhism in Education

Abstract

The presentation begins with introducing the concept of Daoist emptiness through the three intertwining features—generative, transcendent, and inclusive—that are important for rethinking pedagogy. Then it moves to four major pedagogical implications: emptiness as opening pedagogical possibilities, pedagogical relationships in an empty space, self-transformation and self-transcendence in teaching and learning, and a playful pedagogy beyond dualism.

Authors

• Hongyu Wang, Oklahoma State University - Tulsa

• Ying Ma, Kwantlen Polytechnic University