孔子與蘇格拉底:全球哲學教育走向-Pier Paolo Pasqualoni

分類:國際暑期大學第二期-2014年 建立於 2016-01-06, 週三 08:32


Course name

at least in English, additionally in Chinese preferred

() 孔子與蘇格拉底:全球哲學教育走向

(Eng.) Are Socrates and Confucius unequal siblings demanding different educational means? Towards a philosophy of education for global citizens


Offering dept. and university

Department / faculty: Institute of Educational Science / Faculty of Education / University of Innsbruck, Austria


Offering teacher’s information

Name:  Pier Paolo Pasqualoni

Tel. / mobile phone number: +43 660 4935639

Email: Email住址會使用灌水程式保護機制。你需要啟動Javascript才能觀看它


Curriculum Vitae

Education:  MA in psychology, further MA & PhD in philosophy

Professional Appointments: Senior Lecturer at the University of Innsbruck; Visiting Professor at Ramkhamhaeng University & National Institute of Development Administration (Thailand), Free University of Bolzano (Italy) etc.

Other qualification:

Research areas: higher education research, social movements and migration studies

Adult education courses: on communication, conflict transformation, group dynamics, gender and diversity


Cooperating teacher(s) in this course



Department / faculty:


Tel. / mobile phone number:___________________


l  Please extend this part to meet your need if you have more than one cooperating teacher in this course.

x None



x 1




Target audience

x Undergraduate

x Postgraduate


(T.A. requested)

x Yes



Goal of this course

description within 150 words

   By considering arguments brought forward by both Eastern and Western educational philosophers and deriving questions which are likely to gain relevance within an increasingly globalized environment, we aim to take the role of – and try to become – reflective practitioners. To this end, we will draw on the experiences we have made as learners and learning facilitators (i.e., teachers, trainers or mentors) in our everyday lives.


Course description

description within 350 words

   Education plays a key role in the reproduction and growth of individuals and of society as a whole. Thus, it is no surprise that both Western and Eastern philosophers have long been arguing for various educational means to enhance student’s capacities and to guide both their behavior and understanding. They have been advancing their ideas and deriving different guidelines for educational practice.

   In this seminar, we will review some classical arguments which have been advanced within various philosophies of education. After an introduction to current debates, we will try to assess the difference between the educational practices Confucius and Socrates recommended in an ideal-typical fashion, just to raise one more exciting question: Are Confucius and Socrates indeed unequal siblings demanding very different educational means?

   To answer this question, we will have to figure out how Socratic and Confucian (let’s say: Western and Eastern) notions of learning should be balanced over one’s lifecourse: While in the Eastern tradition teachers act as role models (sages rather than simply knowledgeable authorities) who should remove student’s doubts, the Socratic method aims at enhancing the critical capacity of students who should be prepared to raise questions and learn not to take things – any claims about reality – at face value.


Course content / outline

You can introduce the course weekly.

   Each session will start with an introduction to the topics we are going to address. The required reading materials are carefully selected in order to allow students to discuss controversial issues and to develop and present their views and arguments.


Course Outline:

Part 1: The Teachings of Cufucius

  1. The Foundation of a Good Person
  2. The Foundation of a Good Society
    1. PARTICIPATION (up to 20%): Students are expected to be active participants in class discussions. Attending one full session will get them the equivalent of 4/100 points for each scheduled day.
    2. PRESENTATION (up to 50%): All students are required to introduce an argument to the audience. They will

Part 2: The Paradox of Socrates

Part 3: Confucius and Socrates: Comparative Analysis

Part 4: Lessons Learned: Educational challenges in an increasingly globalizing environment


Assessment / grading policy

   Students are expected to attend virtually all scheduled classes and to engage in assigned group activities. Student assessment will refer to (i) attendance and active participation, (ii) a presentation of one important argument which emerges from our discussion and (iii) a handout unfolding this argument. These three elements will contribute to the grade as follows:

  • select an aspect of their interest which is related to or emerges from our discussion and
  • prepare a presentation
  • providing opportunities for their classmates to get actively involved in discussions or group activities.
  1. HANDOUT (up to 30%): For each presentation, a handout (1 page) needs to be prepared and made available to all classmates. An excellent handout will
  • be 1 – 2 single spaced pages,
  • have a clear introduction,
  • include an argument or thesis statement and
  • use a clear language to
  • unfold the claims,
  • be well organized,
  • and make this structure even clearer by
  • using subheadings to identify main sections of the handout,
  • present a well reasoned case for your views
  • draw clearly on readings materials or on research you refer to,
  • relate your views to some key points made in those readings,
  • make reference to other relevant resources (if there are any),
  • using a conventional format for citations (with page numbers!), and
  • include a reference list.

課程之教學方法 Teaching methods for this course

The course will be organized as an interactive seminar. We will discuss along the lines of two texts which students should have read before joining the summer school. Taking the arguments and methods ascribed to Confucius and to Socrates as a starting point, will connect the issues emerging from these readings to educational problems we are facing in our increasingly globalizing (or glocalized) environments.

教科書&參考書目 Textbook & other reference

Required reading:

  1. Rainey, Lee Dian (2010): Confucius and Confucianism: The Essentials. Malden: Wiley-Blackwell (please read 2 chapters: Confucius’ Teachings I & II, pp. 23-62)
  2. Vlastos, Gregory (ed.) (1980 [1971]): The Philosophy of Socrates. A Collection of Critical Essays. Notre Dame, Indiana: University of Notre Dame Press (please read the Introduction: The Paradox of Socrates, pp. 1-21)

Other references:

   Confucius: Analects. Translated by Edward Slingerland. Indianapolis: Hackett Publishing  

   Hall, David L., Ames, Roger T. (1987): Thinking Through Confucius. Albany: State University of New York Press

   Judson, Lindsay, Karasmanis, Vassilis (eds) (2006): Remembering Socrates. Philosophical Essays. Oxford: Clarendon Press

   McArthur, Meher (2010): Confucius. London: Quercus

   Nivison, David S. & Van Norden, Brian W. (eds) (1996): The Ways of Confucianism. Chicago: Open Court Press

   Noddings, Nel (2012): Philosophy of Education. Third edition, Boulder, CO: Westview Press

   Palmer, Joy A., Bresler, Liora, Cooper, David E. (eds) (2001): Fifty Major Thinkers on Education: From Confucius to Dewey. London: Routledge

   Plato (1942): The Great Dialogues. Translated and edited by Benjamin Jowett. Roslyn: Walter J. Black

   Pohl, Karl-Heinz, Müller, Anselm W. (eds) (2002): Chinese Ethics in a Global Context. Moral Bases of Contemporary Societies. Leiden: Brill

   Smith, D. Howard (1974): Confucius and Confucianism. London: Paladin Books

   Taylor, C.C.W. (ed.) (1997): Routledge History of Philosophy, Volume 1: From The Beginning to Plato. Lomdon: Routledge

   Van Norden, Brian W. (ed.) (2002): Confucius and the Analects. New Essays. New York: Oxford University Press

   Van Norden, Brian W. (2011): Introduction to Classical Chinese Philosophy. Indianapolis: Hackett Publishing


 Thank you for your help.