Civilizing the Chinese, competing with the West : study societies in late Qing China / / Chen Hon Fai

• Record Nr.: UNINA9910796816503321
• Autore: Chen Hon Fai
• Pubbl/distr/stampa: Hong Kong : , : Chinese University Press, , [2017]; ©2017
• ISBN: 988-237-716-5
• Descrizione fisica: 1 online resource (1 PDF (xxxix, 276 pages))
• Disciplina: 951.03
• Soggetti: Learned institutions and societies - China - History; China Intellectual life 1644-1912
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Revision of author's thesis (doctoral)--Chinese University of Hong Kong, 2007.
• Nota di bibliografia: Includes bibliographical references and indexes.
• Nota di contenuto: Preface / by Jack Barbalet -- Introduction -- 1. Civilization and its double : genealogy of an essentially contested concept -- 2. Modernity, nationalism and the making of society in late Qing : historical and theoretical perspectives -- 3. Religion, society and the reinvention of Confucian civilization : study societies in the reform era -- 4. Confucian religion in action : the Southern Study Society in Hunan -- 5. Nationalism, military citizenship and civilization : study societies in the revolutionary era -- 6. From social practice to political action : civilization and violence in the making of revolution -- 7. Civilization and social transformation : the moral milieus and local contexts of the study society movement -- 8. Local militarization, semi-colonial commercialization and patterns of gentry dominance : the outcomes of the study society movement.
• Sommario/riassunto: This book explores the development of late 19th century study societies in China against the context of the decline of the imperial Qing government and its control on ideological production, widespread social unrest, and intrusions by Western imperialist states. The author uncovers the history of civil society activism in China by examining the study societies in Shanghai, Beijing, and Hunan, which were organized around the goal of promoting and defending the Confucian religion. Illustrating a facet of the civil society that emerged in China as a ; reaction to the influences of Christianity, the modernization of Confucianism, and nationalist state formation, this study extends understanding of the unique and complex processes of Chinese political and cultural modernization in ways that differed from that of Western societies.

The Base of the Iceberg : Informal Learning and Its Impact on Formal and Non-formal Learning / / Alan Rogers

• Record Nr.: UNINA9910284438603321
• Autore: Rogers Alan, Prof
• Pubbl/distr/stampa: Leverkusen, : Verlag Barbara Budrich, 2014
• ISBN: 9783847402589; 3847402587
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (0 p.)
• Collana: Study Guides in Adult Education
• Disciplina: 371.04
• Soggetti: Informal learning; lifelong learning; continuing education
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Cover ; The Base of the Iceberg. Informal Learning and Its Impact on Formal and Non-formal Learning; Contents ; Preface ; I. Introduction: "Unsettling tradition" ; 1.1 From 'education' to 'learning': a change of Discourse; 1.2 The dangers of confusion; II The Iceberg: Exploring the Relationship between Formal, Non-Formal and Informal Learning ; 2.1 Three kinds of learning; 2.1.1 Expanding the definitions ; 2.1.2 Intention and agency in learning ; 2.1.3 The learning continuum ; 2.1.4 Relationship of formal, non-formal and informal learning; 2.1.5 A tool of analysis; 2.2 What is learning?2.2.1 Learning as process ; 2.2.2 Learning what? ; 2.2.3 Learning as change - domains of change ; 2.2.4 Learning in contexts ; 2.3 Summary; III The Base of the Iceberg: Informal Learning, its Nature and Processes ; 3.1 The nature of informal learning; 3.2 The processes of informal learning; 3.3 Summary; IV Informal (prior) ; Learning: What has been Learned; 4.1 Prior learning; 4.1.1 Pre-understanding; 4.1.2 Funds of knowledge ; 4.1.3 Frames of reference ; 4.1.4 Imaginaries and Discourses ; 4.2 All these attributes have been and are being learned; 4.3 Summary; V Interactions between Informal Learning and Formal/Non-Formal Learning 5.1 Relations of formal and non-formal learning; 5.1.1 Teaching and learning ; 5.1.2 Similarities and differences ; 5.1.3 The changing balance between formal and non-formal learning ; 5.2 Relations between formal/non-formal learning andinformal learning; 5.2.1 Similarities and differences ; 5.2.2 The contemporary dominance of formal learning ; 5.3 Taking account of informal learning; 5.3.1 The demeaning of informal learning ; 5.3.2 What learners bring to new learning from informal learning; 5.4 The interaction of informal and formal learning: four approaches5.4.1 Using informal to assist formal and non-formal learning ; 5.4.2 Using formal and non-formal learning to redress informal learning; 5.4.3 Giving recognition and value to informal learning ; 5.4.4 Promoting continual dialogic learning ; 5.5 Some questions for teachers; 5.6 Summary; VI Conclusion: Does it matter? ; 6.1 Why is this discussion important?; Bibliography ; Index; About the Author
• Sommario/riassunto: Alan Rogers looks at learning (formal, nonformal and informal) and examines the hidden world of informal (unconscious, unplanned) learning. He points out the importance of informal learning for creating tacit attitudes and values, knowledge and skills which influence (conscious, planned) learning – formal and non-formal. Moreover, he explores the implications of informal learning for educational planners and teachers in the context of lifelong learning. While mainly aimed at adult educators, the book’s arguments apply also to schooling and higher education, in both industrialised societies and developing countries where large numbers of children and adults are not and have not been in school and so rely on informal learning to manage change.; [...] I would strongly recommend this book to all adult educators in general because as Rogers concludes, “Without informal learning, none of us would grow; and without the products of informal learning, none of our planned learning programmes would be effective” (p. 79). Adult Education Quarterly 66/2016 In conclusion, Rogers calls for a revision of the way we look at learning in order to cease interpreting it as what happens in agency-organised contexts and open its meaning to all learning, with special attention to what goes on outside plannedlearning experiences. International Review of Education 61/2015 The base of the iceberg [...] is a thick and deep theoretical discussion on education by Alan Rogers, a well-known author in the field. International Review of Education – Journal of Lifelong Learning 5/2015