There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation
Chapters include,
Curriculum Reform and Research in China: A Social-Historical Perspective
What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan
Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
Series editor’s note List of figures and tables Contributors List of abbreviations 1. Introduction: Theorizing curriculum, teaching and learning in multiple spaces Section 1: Perspectives on Chinese curriculum - Overview 2. Curriculum Reform and Research in China: A Social-Historical Perspective 3. Reactivating Templates for International Curriculum Consciousness: Reconsidering Intellectual Legacies and Policy Practices between Chinese, Anglo-American and European Curriculum Studies 4. Views of Chinese Scholars on the Postmodern Curriculum 5. Theoretical Trends for Curriculum and Teaching in Taiwan: On the Reform of the National Basic Education Curriculum 6. The Rationale of Learner-centered Teaching and its Practice in Hong Kong: A Perspective from a Confucian Heritage Culture 7. Didactics Meets Curriculum Studies in the Context of Teacher Education in Mainland China: A Historical and Comparative Perspective 8. German Didactics and its Implications for Curriculum Development in Taiwan 9. What mathematics did teachers learn? Comparison of the school and the pre-service teacher mathematics curricula in Germany and Taiwan Section 2: Perspectives on European didactic traditions- Overview 10. The German Didaktik Tradition Revisited 11. Didaktik and Curriculum Studies: A European Perspective 12. Civic Education in the view of the UNESCO Decade of Education for Sustainable Development and German Didactics and Curricula of Higher Education 13. Pedagogical Thinking and Instructional Design: The Didaktik Perspective 14. The Power of Eclecticism: Didactics Textbooks in USA and Germany 15. Living in Parallel Worlds: A Transatlantic Dialogue Between General Di-dactics and Instructional Design 16. Conclusion: Lessons Learned from Theorising Curriculum, Teaching and Learning in an Asia-Europe Dialogue Index
John Chi-Kin Lee is Chair Professor of Curriculum and Instruction, Vice President (Academic) and Director of Centre for Religious and Spirituality Education at The Education University of Hong Kong. Kerry J Kennedy is a Professor in the Department of Curriculum and Instruction and Advisor (Academic Development) at The Education University of Hong Kong. He is also a Distinguished Visiting Professor in Curriculum Studies in the Faculty of Education at the University of Johannesburg.
Reviews for Theorizing Teaching and Learning in Asia and Europe: A Conversation between Chinese Curriculum and European Didactics
European Didactics and Chinese Curriculum is a very welcome addition to the literature of transnational curriculum inquiry. The dialogue created by the diverse contributions from Asian and European scholars provides a generative provocation to the dominance of curriculum and teaching studies to date by Western anglophone discourses. Professor Noel Gough, La Trobe University, Australia, Founding Editor, Transnational Curriculum Inquiry Both Didaktic and Confucianism have deep roots in their respective cultures, and yet they share in a common and universal question of curriculum -- what knowledge and manner of education is of most worth for the development of the person and the good society? The contrasting responses of Didaktic and Confucianism described in this book will reveal much about the historical and contemporary intersections of curriculum and culture. Terrance R. Carson, Professor Emeritus, University of Alberta
