Abstract
Building upon Lao Tzu’s Taoist thoughts in Tao Te Ching (Chinese Society Publisher, Beijing, China, 500 B.C./2004), Heidegger’s phenomenological works, and pedagogical insights from Dewey, this chapter explores possibilities of the Taoist Pedagogy of Pathmarks as the “call of the Pathway” (Heidegger in Heidegger: The man and the thinker, Precedent Publishing, Chicago, IL, p. 72, 1981a), as waying and responding to the call of Tao in “noiseless ringing of stillness” (Heidegger in Martin Heidegger basic writings, Routledge, London, UK, p. 420, 1959/1993b). These possibilities are not independent; they are intertwined. The reflective thinking in waiting and silent listening in stillness are explored as different ways of the Taoist Pedagogy of Pathmarks, both placed against enframing, the will to control, present in traditional didactic teaching.
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Notes
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At the end of his presentation paper in the annual meeting of the American Educational Research Association, William Pinar (1975) states that the method of currere in education lets us try to “generalize on the basis of the stories we tell and the ones we hear others tell, taking them as evidence of a sort, and attempt to formulate in general terms the broad outlines of past, present and future, the nature of our experience, and specially our educational experience, that is the way we can understand our present in the way that allows us to move on, more learned, more evolved than before.”
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For more on John Dewey’s sense of wisdom, see Doll’s (2012b) Daxia lecture, “The Wisdom of John Dewey (2011).”
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Doll (2012a) uses Philip Jackson’s phrase (1998) “crafting of an experience,” in discussing Dewey’s concept of “experience” in the chapter of “Crafting an Experience (2004).”
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Yu, J. (2018). Respond to the “Call of the Pathway” in “Noiseless Ringing of Stillness”. In: The Taoist Pedagogy of Pathmarks. Spirituality, Religion, and Education. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-01605-0_5
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