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- Publisher
- Brill
- Copyright
- Copyright © Koninklijke Brill NV, Leiden, The Netherlands
- ISSN
- 1673-341X
- eISSN
- 1673-3533
- DOI
- 10.1007/s11516-006-0005-4
- Publisher site
- See Article on Publisher Site
Abstract
To probe into the knowing of teaching/learning, we have to surmount the subject/object dualism based on the level of enlightenment rationality and trend towards epistemology of the relationship, which means that knowing of teaching/learning should be combined with its value and be wholly considered. The unique value of students and teachers is made up of their unique knowing. In knowing of teaching/learning, students and teachers are intersubjective. The so called “epistemology of teaching/learning” in China is an odd combination of enlightenment rationality and centralized system, which might be good for the mastery and training of knowledge and skills, but has nothing to do with the formation and development of creative personality.
Journal
Frontiers of Education in China – Brill
Published: Jan 31, 2006