Communicating Not-Knowing: Education, Daoism and Epistemological Chaos

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dc.contributor.authorBuckingham, Willen
dc.date.accessioned2016-02-16T14:47:25Z
dc.date.available2016-02-16T14:47:25Z
dc.date.issued2014
dc.description.abstractMainstream educational theory and practice tend to favour what Freire, in Pedagogy of the Oppressed, has called ‘banking education’, in which students are seen as depositories of knowledge. But seeing pedagogy as a matter of simply communicating knowledge misses the epistemological complexities of our relationship with the world. By means of a reading of the Dao De Jing and the Zhuangzi, in this paper I intend to explore how the communication of not-knowing may be of central value in teaching and learning. Arguing that our lives are characterised by an ‘epistemological chaos’ in which the distinctions between knowing and not-knowing can never be firmly established, I suggest that the Daoist texts may allow teachers and students to rethink the purpose of education as a matter of yang sheng, or ‘nourishing life, by means of developing skill in dealing with the epistemological chaos in which we are immersed. [China Media Research. 2014; 10(4): 10-19]en
dc.explorer.multimediaNoen
dc.fundern/aen
dc.identifier.citationBuckingham, W. (2014) Communicating Not-Knowing: Education, Daoism and Epistemological Chaos. China Media Research, 10 (4), pp. 10en
dc.identifier.issn1556-889X
dc.identifier.urihttp://hdl.handle.net/2086/11511
dc.language.isoenen
dc.peerreviewedYesen
dc.projectidn/aen
dc.publisherChina Media Researchen
dc.subjectDaoismen
dc.subjecteducationen
dc.subjectknowledgeen
dc.subjectepistemologyen
dc.titleCommunicating Not-Knowing: Education, Daoism and Epistemological Chaosen
dc.typeArticleen

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