{"id":3431,"date":"2015-06-02T13:21:52","date_gmt":"2015-06-02T05:21:52","guid":{"rendered":"http:\/\/www.appliedpsyj.org\/journal\/?p=3431"},"modified":"2015-06-02T13:22:00","modified_gmt":"2015-06-02T05:22:00","slug":"bewitchment-by-ideology-the-temptation-and-pitfall-of-open-education-in-taiwan","status":"publish","type":"post","link":"https:\/\/www.appliedpsyj.org.tw\/journal\/?p=3431","title":{"rendered":"Bewitchment by Ideology? The Temptation and Pitfall of Open Education in Taiwan"},"content":{"rendered":"

An-Bang Yu<\/strong>
\nInstitute of Ethnology\u00a0Academia Sinica<\/p>\n

Our review of the development of the Taiwan\u2019s education history shows the followings: the discourses on \u201copen education\u201d have been limited to descriptions of concepts, declarations of slogans, plannings of curricula, designs of teaching projects, and instructional activities. Furthermore, they are in lack of reflexive investigation; in consequence, structural evaluation, theoretical grounding, philosophical thinking, historical reflexion, and transcendental transformation are all absent. Firstly, this article discusses in detail the historical development of \u201copen education\u201d discourses in Taiwan. It then analyses the characteristics of curriculum and teaching in three types of kindergarten, pointing out their blindspots and missing points, and concluding that their assertion of being \u201cchildren-centered\u201d or \u201cchildren-oriented\u201d is only a fallacy and myth. Secondly, from the viewpoint of the philosophy of education, we maintain that the proponents lack and even avoid the in-depth epistemological thinking concerning \u201copen education\u201d. Finally, we describe the fundamental social-structural\u00a0conundrums of \u201copen education\u201d, and the hegemony of \u201copen education\u201d by the state power and bureaucratic politics in Taiwanese society. We propose that the indigenous implications and practice of \u201copen education\u201d must be situated within the critical and dialectical thinking in the context of epistemology; only thus can its cultural grounding and historicity be made clear. \u201cOpen education\u201d can be articulated in detail and succeed on its own through the on-going processes of philosophical discourses and social practice. \u201cBracketing\u201d should probably become a search light and directing force for the fulfillment of \u201copen education\u201d in Taiwan.<\/p>\n

Keywords: open education, children education, philosophy of education, epistemology, nine-year continual curricula<\/p>\n","protected":false},"excerpt":{"rendered":"

An-Bang Yu Institute of Ethnology\u00a0Academia Sinica Our r …<\/span> Read More →<\/span><\/a><\/span><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[100],"tags":[],"class_list":["post-3431","post","type-post","status-publish","format-standard","hentry","category-100"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t