An analysis of the applicability of integrating Confucian moral education ideas into the Civic Education of college students under the perspective of cultural communication
This work is licensed under the Creative Commons Attribution 4.0 International License.
Hung, C. Y. (2015). Tradition meets pluralism: The receding Confucian values in the Taiwanese citizenship curriculum. Asia Pacific Journal of Education, 35(2), 176-190.Search in Google Scholar
Duperon, M. (2018). Learning for oneself: A Confucian‐inspired case for moral formation in ethics pedagogy. Teaching Theology & Religion, 21(1), 4-20.Search in Google Scholar
Yuhan, X., & Chen, G. (2015). Confucian thoughts on special education in China: Key thoughts and impact. International Journal on Disability and Human Development, 14(1), 1-5.Search in Google Scholar
Liu, T. Q., & Stening, B. W. (2016). The contextualization and de-contextualization of Confucian morality: Making Confucianism relevant to China’s contemporary challenges in business ethics. Asia Pacific Journal of Management, 33, 821-841.Search in Google Scholar
Wong, K. L., Lee, C. K. J., Chan, K. S. J., & Kennedy, K. J. (2017). Constructions of civic education: Hong Kong teachers’ perceptions of moral, civic and national education. Compare: A Journal of Comparative and International Education, 47(5), 628-646.Search in Google Scholar
Walton, L. (2018). The “Spirit” of Confucian Education in Contemporary China: Songyang Academy and Zhengzhou University. Modern China, 44(3), 313-342.Search in Google Scholar
Kwak, D. J. (2016). Ethics of learning and self-knowledge: Two cases in the Socratic and Confucian teachings. Educational Philosophy and Theory, 48(1), 7-22.Search in Google Scholar
Zhu, Q. (2018). Engineering ethics education, ethical leadership, and Confucian ethics. International Journal of Ethics Education, 3(2), 169-179.Search in Google Scholar
Wu, J., & Wenning, M. (2016). The postsecular turn in education: lessons from the mindfulness movement and the revival of confucian academies. Studies in Philosophy and Education, 35(6), 551-571.Search in Google Scholar
Ambrogio, S. (2017). Moral education and ideology: The revival of confucian values and the harmonious shaping of the new Chinese man. Asian Studies, 5(2), 113-135.Search in Google Scholar
Huang, Y. S., & Asghar, A. (2018). Science education reform in Confucian learning cultures: Teachers’ perspectives on policy and practice in Taiwan. Cultural Studies of Science Education, 13(1).Search in Google Scholar
Lai, C. (2016). The ideas of “educating” and “learning” in Confucian thought. Chinese philosophy on teaching and learning: Xueji in the twenty-first century, 77-96.Search in Google Scholar
Fan, Y., & Jin, Y. (2017). Spiritual freedom of confucian curriculum and its enlightenment. Journal of Teacher Education.Search in Google Scholar
Peters, M. A. (2022). Educational philosophies of self-cultivation: Chinese humanism. Educational Philosophy and Theory, 54(11), 1720-1726.Search in Google Scholar
Tho N N. Confucianism and humane education in contemporary Vietnam. International Communication of Chinese Culture, 2016, 3(4): 645-671.Search in Google Scholar
Liu, J. H. (2017). Neo‐confucian epistemology and chinese philosophy: practical postulates for actioning psychology as a human science. Asian Journal of Social Psychology, 20(2).Search in Google Scholar
Truong, T. D., Hallinger, P., & Sanga, K. (2017). Confucian values and school leadership in Vietnam: Exploring the influence of culture on principal decision making. Educational management administration & leadership, 45(1), 77-100.Search in Google Scholar
Hunsaker, W. D. (2016). Spiritual leadership and organizational citizenship behavior: relationship with Confucian values. Journal of Management, Spirituality & Religion, 13(3), 206-225.Search in Google Scholar
Sigurðsson, G. (2017). Transformative critique: What Confucianism can contribute to contemporary education. Studies in Philosophy and Education, 36(2), 131-146.Search in Google Scholar