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A Chinese Perspective on Technological Literacy

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New Frontiers in Technological Literacy

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Abstract

Literacy involves formal education. Learning to read and write in Chinese is inherently more time consuming than it is in nonideographic languages, and some degree of formal education has been more continuous in China than in any other society in the world. Although the Analects describe conversations between the sage Confucius and his students in a time roughly parallel to that presented in Plato’s Socratic dialogues, Plato’s Academy was closed in 529CE and never reopened. By contrast, Confucian educational traditions, although often interrupted, have repeatedly been revived and continue into the present.

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Authors
  1. Nan Wang
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John R. Dakers

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© 2014 John R. Dakers

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Wang, N. (2014). A Chinese Perspective on Technological Literacy. In: Dakers, J.R. (eds) New Frontiers in Technological Literacy. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137394750_8

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