Abstract
Teacher educator international professional development is an essential practice for our global society, growing increasingly interdependent in trade, culture, and communication (Xu and Mei in Educational policies and legislation in China. Education in China series. Zhejiang, China: Zhejiang University Press, 2009), including how we educate our children and future citizens. International professional development as ren cultivates a capacity to embrace tensions as complementary, a key form of achievement in our increasingly global twenty-first-century society. Liang and Alitto (If we do not take action, what about the people? Beijing: Foreign Language Teaching and Research Press, 2010) discusses lunli benwei (伦理本位), or ethically/aesthetically associated living, as a relational form of achievement that realizes connectivity within perceived dualities. This bridgework is “aesthetic” in that it redefines “accomplishment” as something “we do” and “become” (Ames and Rosemont in The analects of Confucius: A philosophical translation. New York: Ballantine Publishing Group, p. 49, 1998). The teacher educator seeking to attain such balance amidst tensions cultivates wholeness (Awbrey et al. in Integrative learning and action: A call to wholeness. New York: Peter Lang, 2006) via (1) personal and professional, (2) research- and practitioner-based, (3) aesthetic and pragmatic development.
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Liu, L.B. (2015). Teacher Educator International Professional Development as Ren . In: Teacher Educator International Professional Development as Ren. New Frontiers of Educational Research. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-46971-2_6
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