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dc.contributor.authorNguyen, Quynh
dc.date.accessioned2022-01-14T17:26:58Z
dc.date.available2022-01-14T17:26:58Z
dc.identifier.urihttp://hdl.handle.net/10464/15587
dc.description.abstractThis project investigates the complex and divergent role of the teacher in the contemporary context, in which teaching becomes a profession and a teacher’s responsibilities are predetermined. By adopting a philosophical lens, I explore what it means to be a teacher by analyzing and comparing the two great teachers Confucius (Kong Fuzi or Kongzi) and Socrates. Although there has been no shortage of studies comparing and contrasting these two thinkers’ pedagogy, little research examines the similarities and differences between their approaches in a specific context of contemporary education. By facilitating discourse among Confucius, Socrates, and contemporary teachers, I outline what a teacher means according to the two thinkers and which factors might impede present-day teachers from being Confucian and Socratic teachers. I will propose an integrated approach that can help bring the values of both Confucian and Socratic teachings to contemporary classrooms.en_US
dc.subjectcontemporary teacheren_US
dc.subjectcontemporary educationen_US
dc.subjectteaching approachen_US
dc.subjectConfuciusen_US
dc.subjectSocratesen_US
dc.titleWhat Does It Mean to Be a Teacher?: How Confucius and Socrates Facilitate Contemporary Classroom Discourseen_US
refterms.dateFOA2022-01-07T00:00:00Z


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