Vol 2 No 1 (2019): Volume 2, Issue 1, Year 2019
Articles

Educational Implications from the Meng hexagram of Chinese I-Ching

Ching-Chung Guey
I-Shou University, Taiwan
Published January 22, 2019
Keywords
  • Meng hexagram,
  • I-Ching,
  • teacher-student dynamics,
  • cooperative teaching,
  • scaffolding
How to Cite
Guey, C.-C. (2019). Educational Implications from the Meng hexagram of Chinese I-Ching. Asian Journal of Interdisciplinary Research, 2(1), 1-11. https://doi.org/10.34256/ajir1911

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Abstract

Most educators, especially those in Chinese speaking regions, have a common observation that most contemporary students have become incapacitated or incompetent in learning given that advanced teaching technologies and skills are furnished in the classroom settings. Meanwhile, teachers unavoidably feel frustrated and helpless in the course of instruction. Such ubiquitous educational scenario can be improved by borrowing wisdom from Chinese I-Ching. This paper seeks to explore educational implications embedded in the Meng hexagram of Chinese I-Ching. The Meng hexagram, one of the 64 hexagrams, has much to do with education, and is believed to be intriguing and inspiring for Chinese educators, just like other hexagrams for other aspects in daily life. This paper tries to answer, through text analyses, two questions: 1) what implications are there in the text of Meng hexagram? and 2) what does the role of teachers play in the context of instructional settings in relation to Vygotsky’s social constructivism? By answering these two questions, two translated texts about the Meng hexagram will be analyzed.

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References

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