Book
Non-Western educational traditions : indigenous approaches to educational thought and practice / Timothy Reagan.
"This text provides a brief, yet comprehensive, overview of a number of non-Western approaches to educational thought and practice. Its premise is that understanding the ways in which other peoples educate their children - as well as what counts for them as "education"--May help us think more clearly about some of our own assumptions and values, and become more open to alternative viewpoints about important educational matters."--Jacket.
Record details
- ISBN: 0805848576
- ISBN: 9780805848571
- Physical Description: xiii, 308 pages : illustrations ; 23 cm.
- Edition: 3rd ed.
- Publisher: Mahwah, N.J. : Lawrence Erlbaum, 2005.
Content descriptions
- General Note:
- Previous edition: 2000.
- Bibliography, etc. Note:
- Includes bibliographical references (pages 257-289) and indexes.
- Formatted Contents Note:
- 1. An introduction to the study of non-western and indigenous educational traditions : a philosophical starting point -- The challenge of ethnocentrism -- The role of constructivist epistemology in the study of indigenous educational traditions -- The concept of "tradition" and its limits -- The Western-non-Western dichotomy -- Leaning from oral traditions -- E.T., the lost continent of Atlantis, and cannibalism : some reflections on credibility and "otherness" -- Commonality and diversity in indigenous traditions -- Positionality and non-Western educational traditions -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 2. Conceptualizing culture : "I, we, and the other" -- Understanding culture : the role of anthropology -- The misrepresentation of culture -- Issues of culture, power, and dominance -- What is "Western" culture? -- The culture of the DEAF-WORLD -- Concluding thoughts -- Questions for reflection and discussion -- Recommended further readings -- Notes.3. "A wise child is talked to in proverbs" : indigenous African educational thought and practice -- The history of Africa : a brief overview -- The goals of indigenous African education -- The oral tradition in indigenous African education -- Indigenous African education as moral education -- The process of initiation -- Vocational aspects of indigenous African education -- Afrocentrism and the romanticization of Africa -- Concluding thoughts -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 4. Training "face and heart" : the Mesoamerican educational experience -- Educational thought and practice in classic Mayan society -- The Aztec case -- The Aztec world -- The Aztec conception of the "educated person" -- The educational functions of the family in Aztec society -- Formal schooling in Aztec society -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes.5. "Finding the true meaning of life" : indigenous education in North America -- The core belief system of indigenous Americans -- Indigenous American educational beliefs and practices -- Toward a philosophy of native American education -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 6. Developing the Chün-tzu : Confucius and the Chinese educational heritage -- The role of Confucian thought in traditional Chinese education -- Traditional Chinese educational practice -- The imperial examination system -- Science, technology, and discovery in the Chinese tradition -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes.7. "An intelligent man attends on a wise person" : traditional Hindu and Buddhist educational thought and practice -- The origins of Hinduism -- The Vedic tradition -- Hindu beliefs and practices -- Hindu educational thought -- Traditional Hindu educational practice -- The case of Vedic mathematics -- Hinduism : tying it together -- The Buddhist tradition -- An overview of Buddhism -- Historical Buddhist educational thought and practice -- Higher education in ancient India -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 8. "Familiar strangers" : the case of the Rom -- A word about labels -- The origins of the Rom -- The challenge of studying the Rom -- Cultural and social values and norms -- The fears and realities of persecution : "even paranoids have enemies" -- Childrearing and education -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes.9. "No gift is better than education" : the Islamic educational enterprise -- Islam : an overview -- Islamic philosophy of education -- Traditional Islamic educational practice -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 10. Themes and lessons in the study of non-Western educational traditions : toward a beginning -- Some common themes in indigenous educational traditions -- The epistemology and epistemological challenge of indigenous knowledges -- Areas for future research -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes.
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Available copies
- 1 of 1 copy available at Northwest Indian College.
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| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Lummi Library | LB 43 .R43 2005 | 286705 | Stacks | Available | - |
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| 100 | 1 | . | ‡aReagan, Timothy G. |
| 245 | 1 | 0. | ‡aNon-Western educational traditions : ‡bindigenous approaches to educational thought and practice / ‡cTimothy Reagan. |
| 250 | . | ‡a3rd ed. | |
| 260 | . | ‡aMahwah, N.J. : ‡bLawrence Erlbaum, ‡c2005. | |
| 300 | . | ‡axiii, 308 pages : ‡billustrations ; ‡c23 cm. | |
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| 338 | . | ‡avolume ‡bnc ‡2rdacarrier | |
| 490 | 1 | . | ‡aSociocultural, political, and historical studies in education |
| 500 | . | ‡aPrevious edition: 2000. | |
| 504 | . | ‡aIncludes bibliographical references (pages 257-289) and indexes. | |
| 505 | 0 | . | ‡a1. An introduction to the study of non-western and indigenous educational traditions : a philosophical starting point -- The challenge of ethnocentrism -- The role of constructivist epistemology in the study of indigenous educational traditions -- The concept of "tradition" and its limits -- The Western-non-Western dichotomy -- Leaning from oral traditions -- E.T., the lost continent of Atlantis, and cannibalism : some reflections on credibility and "otherness" -- Commonality and diversity in indigenous traditions -- Positionality and non-Western educational traditions -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 2. Conceptualizing culture : "I, we, and the other" -- Understanding culture : the role of anthropology -- The misrepresentation of culture -- Issues of culture, power, and dominance -- What is "Western" culture? -- The culture of the DEAF-WORLD -- Concluding thoughts -- Questions for reflection and discussion -- Recommended further readings -- Notes. |
| 505 | 0 | . | ‡a3. "A wise child is talked to in proverbs" : indigenous African educational thought and practice -- The history of Africa : a brief overview -- The goals of indigenous African education -- The oral tradition in indigenous African education -- Indigenous African education as moral education -- The process of initiation -- Vocational aspects of indigenous African education -- Afrocentrism and the romanticization of Africa -- Concluding thoughts -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 4. Training "face and heart" : the Mesoamerican educational experience -- Educational thought and practice in classic Mayan society -- The Aztec case -- The Aztec world -- The Aztec conception of the "educated person" -- The educational functions of the family in Aztec society -- Formal schooling in Aztec society -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes. |
| 505 | 0 | . | ‡a5. "Finding the true meaning of life" : indigenous education in North America -- The core belief system of indigenous Americans -- Indigenous American educational beliefs and practices -- Toward a philosophy of native American education -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 6. Developing the Chün-tzu : Confucius and the Chinese educational heritage -- The role of Confucian thought in traditional Chinese education -- Traditional Chinese educational practice -- The imperial examination system -- Science, technology, and discovery in the Chinese tradition -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes. |
| 505 | 0 | . | ‡a7. "An intelligent man attends on a wise person" : traditional Hindu and Buddhist educational thought and practice -- The origins of Hinduism -- The Vedic tradition -- Hindu beliefs and practices -- Hindu educational thought -- Traditional Hindu educational practice -- The case of Vedic mathematics -- Hinduism : tying it together -- The Buddhist tradition -- An overview of Buddhism -- Historical Buddhist educational thought and practice -- Higher education in ancient India -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 8. "Familiar strangers" : the case of the Rom -- A word about labels -- The origins of the Rom -- The challenge of studying the Rom -- Cultural and social values and norms -- The fears and realities of persecution : "even paranoids have enemies" -- Childrearing and education -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes. |
| 505 | 0 | . | ‡a9. "No gift is better than education" : the Islamic educational enterprise -- Islam : an overview -- Islamic philosophy of education -- Traditional Islamic educational practice -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes -- 10. Themes and lessons in the study of non-Western educational traditions : toward a beginning -- Some common themes in indigenous educational traditions -- The epistemology and epistemological challenge of indigenous knowledges -- Areas for future research -- Conclusions -- Questions for reflection and discussion -- Recommended further readings -- Notes. |
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| 650 | 0. | ‡aComparative education. | |
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