This book defines the concept of knowledge transformation, describes the historical process of knowledge transformation, and analyses its deep influence on education theory and practice by virtue of multiple discipline resources. The general scope of this book encompasses the philosophy of education, curriculum studies, and education reform research. It enables readers to understand how 'hidden' epistemological factors have changed or reshaped the education system throughout history and at present.
Preface (Huang Ji).- Introduction: Knowledge and Education.
Chapter 1
Knowledge, Knowledge Form, and Knowledge Transformation.
Chapter 2 The Three
Knowledge Transformations in Human History.
Chapter 3 The Historical
Perspectives of Knowledge Transformation and Education Reform.
Chapter 4 The
Change of Knowledge Qualities and Education Reform.
Chapter 5 The Change of
Knowledge Increasing Mode and Education Reform.
Chapter 6 Explicit
Knowledge, Tacit Knowledge, and Education Reform.
Chapter 7 Humanistic
World, Humanistic Knowledge, and Humanistic Education.
Chapter 8 Indigenous
Knowledge a Education Reform.
Zhongying Shi, PhD, is Professor of the Institute of Education, Tsinghua University. His research interests mainly focus on issues of basic education, values education, teacher education and higher education from the perspective of philosophy. He is the President of Philosophy of Education Society in China (PESC). His published books include The Cultural Characteristics of Pedagogy (1999), Knowledge Transformation and Education Reform (Chinese version, 2001), Philosophy of Education (2008), Crossing the Gap between High Schools and Universities (2016), and Walking Through the Jungles of Education Conceptions (2019).
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