1,721,006 research outputs found
Making of the Confucian individual: morality, subjectification and classical schooling in China
Full text linkThis
research
explores
the
complexity
of
Confucian
schooling
in
the
context
of
contemporary
China.
Based
on
fieldwork
in
a
Confucian-‐style
classical
school
(given
the
pseudonym
Yiqian
School),
the
thesis
reveals
why
parents
choose
Confucian
education,
how
the
school
seeks
to
cultivate
children
as
Confucian
autonomous,
learned
individuals
and
what
sense
parents,
students
and
teachers
make
of
this
schooling.
Theoretically
the
thesis
draws
together
three
strands
of
scholarship—research
on
Chinese
education
and
the
rhetoric
of
suzhi/quality,
the
individualisation
thesis
as
it
applies
to
China,
and
governmentality
and
subjectification
in
the
context
of
China.
The
study
is
ethnographic,
drawing
on
participant
observation
and
formal
and
informal
interviews.
Conducted
in
2015,
the
fieldwork
took
place
over
six
months
in
Yiqian
School,
a
classical
school
with
a
student
population
spanning
seven
to
15
years.
The
research
demonstrates
the
complexity
of
parents’
decisions
to
withdraw
their
children
from
state
schools
and
in
planning
for
their
future
education.
These
parents
had
contradictory
dispositions
towards
the
state
school
system:
while
many
criticised
compulsory
schooling,
at
the
same
time
they
also
recognised
the
importance
of
the
state-‐defined
educational
track
in
awarding
academic
certificate.
The
parental
desire
for
their
children
to
receive
Confucian
classical
education
was
deeply
influenced
by
anxiety
about
morality
and
a
belief
that
classical
education
would
enhance
children’s
moral
status.
As
most
parents
came
from
middle-‐class
families,
their
stress
on
Confucian
ethical
virtue
can
be
interpreted
as
an
attempt
to
distinguish
their
children
from
other
social
groups
through
a
Confucian-‐inspired
distinction
between
good/bad
manners,
high/low
qualities
(suzhi),
and
superior/inferior
civilities
(wenming).
The
thesis
also
explores
the
specific
educational
practices
and
techniques
used
in
the
Confucian
school.
While
Yiqian
School
aimed
to
cultivate
students
as
autonomous,
learned
individuals
through
the
approach
of
“individualised
memorisation,”
this
process
is
subjected
to
disciplinary
power
in
two
conflicting
types
of
memorisation-‐based
pedagogy,
an
individualistic
and
an
authoritarian
mode.
This
meant
the
subjectification
of
the
students
involved
a
contradiction
between
autonomy
and
coercion.
By
showing
how
Confucian
individuals
are
shaped
within
the
education
system,
the
thesis
reveals
what
Confucian
education
tells
us
about
the
Chinese
path
to
individualisation.
The
making
of
Confucian
individuals
in
the
school
is
not
completely
“dis-‐embedded”
from
the
“traditional”
categories
such
as
family
relations,
the
state
school
system
and
social
class.
The
tension
between
parents
and
their
children
in
planning
for
the
latter’s
future
education
indicates
how
strongly
the
Confucian
youth
pursue
personal
aspirations.
Furthermore,
while
parents
were
free
to
take
their
children
out
of
the
state
school
system
and
choose
Confucian
education,
they
had
to
face
the
risks
resulting
from
the
ambiguous
status
of
Confucian
education,
particularly
the
lack
of
certificate-‐granting
powers
and
the
marginalisation
of
the
Confucian
educational
experience
Right, righteousness, and act: why should Confucian activists be regarded as citizens in the revival of Confucian education in contemporary China?
Full text linkThis article explores three core elements of citizenship–right, responsibility, and act–and their implications for the rise of Confucian activists in the revival of Confucian education in present-day China. Adopting an empirical research approach, the author draws from two sets of resources: public speeches by a leader in contemporary Confucian classical education, and interviews with teachers and parents at a Confucian school. A critical discourse analysis of the data is conducted to examine the emerging themes. First, the study identifies the widespread circulation of the discourse of right (quanli) to education within the field of Confucian education. Second, focusing on the emerging discourse of righteousness (yi), it reveals how this particular Confucian ideology, articulated through local terminologies, generates a sense of civic responsibility and obligation. Third, it investigates the Confucian idea of “extending innate knowledge” (zhi liangzhi) and its contribution to the conversion of internal, individual ethical reflection to creative, civic acts. Based on the findings, this study challenges the popular characterisation of Confucianism as a contradiction to citizenship. The revival of Confucian education offers an opportunity to explore a more nuanced understanding of the effects of Confucianism on the formation of the “Confucian citizen”
Debatable “Chineseness”
Full text linkThis article discusses the ongoing debates about classics reading (dujing 读经) in the revitalisation and diversification of Confucian classical education in mainland China. It begins by reviewing two disputes about dujing in modern Chinese history and then turns to the contemporary debate, focusing on how one professional and experienced practitioner expounded on the disparities in practicing classical education. The author summarises three controversial issues: (1) the relationship between the educative principles and methods, (2) historical legitimacy, and (3) the linguistic nature of Chinese language. Based on these, this paper reflects on the current dujing movement by concluding that the diversification of classical education has complicated the authenticity of “Chineseness” and rendered it a debatable public issue
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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