Different Images of Knowledge and Perspectives of Pedagogy in Confucius and Socrates

Authors

  • Zhong Jianwei Ningbo University (China)

DOI:

https://doi.org/10.29173/cmplct16535

Abstract

Confucius and Socrates, two cultural icons of the East and West, both declared they did “not know,” which, however, held different concepts for them. First, I will critically examine their dialogue teaching practices to analyze the implications of “knowing" and “not knowing.” Second, I will explore the different images of knowledge and visions of pedagogy each held.

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Published

2012-02-26

Issue

Vol. 9 No. 1 (2012)

Section

Research Articles

License

© Copyright 2014. The author assigns to Complicity the University of Alberta and other educational and non-profit institutions a non-exclusive license to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author also grants a non-exclusive license to the University of Alberta to publish this document in full on the World Wide Web, and for the document to be published on mirrors on the World Wide Web. Any other usage is prohibited without the express permission of the author.