Self-realization in John Dewey and Confucius: its philosophical and educational features

dc.contributor.authorMa, Wenen
dc.contributor.supervisorJohnston, James Scotten
dc.date2009-09-01 10:34:58.687's University at Kingstonen
dc.descriptionThesis (Master, Education) -- Queen's University, 2009-09-01 10:34:58.687en
dc.description.abstractThis thesis attempts to present John Dewey and Confucian views regarding self-realization and its implication for education. Although there is an increasing body of comparative literature examining the two schools of thought, the examination of the two philosophers’ theories from a perspective of self-realization is greatly lacking. Examining Deweyan notion of self as social, ethical and ever-growing, and the Confucian concept of self as Ren (Humane), He (Harmonious) and Cultivating, self-realization will be illustrated as the expansion, enhancement and enrichment of the individual resulting from a closed gap between oneself and one’s environment. Such unity of self as the feature of self- realization not only illustrates Deweyan and Confucian philosophical theories toward the development of an individual, it also reflects their notions of education as means and ends to realize unification at all levels.en
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dc.relation.ispartofseriesCanadian thesesen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectself-realization; John Dewey; Confucius; educationen
dc.titleSelf-realization in John Dewey and Confucius: its philosophical and educational featuresen
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