By Laurence G. Thompson
First released in 1958.
This quantity interprets one of many significant works of recent chinese language philosophy and in so doing makes a huge contribution to the research of comparative philosophy. the amount includes an intensive advent dependent as follows:
1. Biographical cartoon of K'ang Yu-wei
2. Ta T'ung Shu: The Book
3. A common dialogue of the One-World Philosophy of K'ang Yu-wei
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Extra info for The One-world philosophy of K'ang Yu-wei
Immersion teachers come from English-speaking countries around the world, such as the United States, Canada, England, Australia, and New Zealand. Although most immersion teachers are native speakers of English, the school does not limit the positions to native speakers. One Japanese woman who received her PhD from an American university is teaching as an immersion teacher. Immersion teachers speak only English to students, and Japanese teachers only Japanese. Although in the prototypical immersion program, teachers are bilingual (Swain and Johnson, 1997), nonJapanese teachers at Nichiei possess varying degrees of Japanese language proficiency.
58) Positing a less direct and more complex relationship between the economic and class structures and the reproductive functions of schooling, Pierre Bourdieu (1977a, 1977b, 1991; Bourdieu and Passeron, 1990) speaks of cultural reproduction as opposed to social reproduction. In differentiating Bourdieu’s ideas from theories of social reproduction, Swartz (1997) points out that ‘Bourdieu’s particular contribution is to show that schools are neither neutral nor merely reflective of broader sets of power relations, but play a complex, indirect, mediating role in maintaining and enhancing them’ (p.
Traditionally, the central goal of these schools has been an ethnic education, providing newer generations with a sense of pride in their ethnic origin and knowledge of the language and culture of their homeland. Because these schools aim at ethnic education and do not follow the curricula specified by the Japanese Ministry of Education, most of them (except two South Korean schools) are not accredited by the Ministry as full-fledged schools and are categorized as ‘miscellaneous schools (kakushu gakkk¯o)’ (Sugimoto, 2003).