Theorizing Teaching and Learning in Asia and Europe A Conversation between Chinese Curriculum and European Didactics

There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design

Series editor’s note List of figures and tables Contributors List of abbreviations 1. Introduction: Theorizing curriculum, teaching and learning in multiple spaces (John Chi-Kin Lee and Kerry J. Kennedy) Section 1: Perspectives on Chinese curriculum - Overview 2. Curriculum Reform and Research in China: A Social-Historical Perspective (Hua Zhang) 3. Reactivating Templates for International Curriculum Consciousness: Reconsidering Intellectual Legacies and Policy Practices between Chinese, Anglo-American and European Curriculum Studies (Tero Autio) 4. Views of Chinese Scholars on the Postmodern Curriculum (Daoyong Ding) 5. Theoretical Trends for Curriculum and Teaching in Taiwan: On the Reform of the National Basic Education Curriculum (Jenq-Jye Hwang and Ya-Ting Lee) 6. The Rationale of Learner-centered Teaching and its Practice in Hong Kong: A Perspective from a Confucian Heritage Culture (Ping Kwan Fok and Shuai Li) 7. Didactics Meets Curriculum Studies in the Context of Teacher Education in Mainland China: A Historical and Comparative Perspective (Bangping Ding and Fei Wang) 8. German Didactics and its Implications for Curriculum Development in Taiwan (Luo-Xiang Chen) 9. What mathematics did teachers learn? Comparison of the school and the pre-service teacher mathematics curricula in Germany and Taiwan (Rachel K.W. Lui and Frederick K.S. Leung) Section 2: Perspectives on European didactic traditions- Overview 10. The German Didaktik Tradition Revisited (Meinert A. Meyer, Hilbert Meyer and Ping Ren) 11. Didaktik and Curriculum Studies: A European Perspective (Kirsten Sivesind and Maike Luimes) 12. Civic Education in the view of the UNESCO Decade of Education for Sustainable Development and German Didactics and Curricula of Higher Education (Andreas Brunold) 13. Pedagogical Thinking and Instructional Design: The Didaktik Perspective (Pertti Kansanen) 14. The Power of Eclecticism: Didactics Textbooks in USA and Germany (Klaus Zierer) 15. Living in Parallel Worlds: A Transatlantic Dialogue Between General Di-dactics and Instructional Design (Norbert M. Seel and Klaus Zierer) 16. Conclusion: Lessons Learned from Theorising Curriculum, Teaching and Learning in an Asia-Europe Dialogue (Kerry J Kennedy & John Chi-Kin Lee) Index

John Chi-Kin Lee is Chair Professor of Curriculum and Instruction, Vice President (Academic) and Director of Centre for Religious and Spirituality Education at The Education University of Hong Kong. Kerry J Kennedy is a Professor in the Department of Curriculum and Instruction and Advisor (Academic Development) at The Education University of Hong Kong. He is also a Distinguished Visiting Professor in Curriculum Studies in the Faculty of Education at the University of Johannesburg.