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Dr. Charles Ess |
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Interdisciplinary Studies Center |
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Drury University |
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Springfield, Missouri USA |
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cmess@drury.edu |
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www.drury.edu/ess/ess.html |
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Teaching to the Supreme PatriarchÖ |
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(Carrying coals to Newcastle) |
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Cast a brick to attract jadeÖ |
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ìThe way (dao1) is made in the
walking (dao2) of it.î
(Zhuangzi 4/2/33, quoted in
Ames & Rosemont, 29). |
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And very great thanks to Soraj Hongladarom and
his colleagues at Chulalongkorn University, who made my visit possible and
so enjoyable ñ in part by way of a generous grant from the Thai Research
Fund. |
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Liberal Arts Education: Socratic arete and the
Exemplary Person - junzi |
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Liberal Arts and Distance Education: Critical
Questions |
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Concluding Remarks: Liberal Arts and Distance
Education for Global Citizens - Can Virtue and Dialogicity Be Taught
Online? |
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Liberal Learning - AACU (1998) |
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From Socrates to Confucius: becoming an
exemplary person - junzi |
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Liberal Learning for Global Citizens |
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Ýfocus on
acquiring, developing the skills needed for success in university and life
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ÝWriting |
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ÝCritical
thinking |
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ÝOral
Presentation |
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Ýnationally-recognized
for its success in helping students make the transition from high school to
university (TIME Magazine, Sept. 10, 2001, p. 74) |
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A. The bloom is off the revolution? |
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General shift |
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from 1980s/1990s postmodernist/Cartesian
ìliberation in cyberspaceî |
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to more nuanced ìappropriate technologyî
uses, e.g. blended classes and other hybrids |
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B. Hopes for cross-cultural dialogue and
understanding |
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Richard Rorty: new media and transcultural
dialogue |
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Asynchronous/disembodied/global communication increases
the necessity of articulating basic worldview, cultural assumptions
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ìepistemological humility,î openness to ìotherî cultures, views, etc. |
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2. Michael Dahan (1999, 2001): CMC as mediating
Palestinian/Israeli dialogue |
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C. Conditions for cross-cultural dialogue |
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Soraj Hongladaromís model (2001): ìthickî local
cultures + ìthinî global Internet culture |
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Attention to social/cultural contexts of use |
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Peter Sy (Philippines) |
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Harris et al (the Kelabit, Borneo,
Malaysia)
(recipient of Satellite Society Professionals International ìIndustry
Innovatorsî award in Systems Development and Applications, 2002) |
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Communications of the ACM, special issue
(December, 2001) |
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Cees Hamelink (2000): Socratic education for
critical thinking and dialogue ý necessary skills for global citizens |
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D. Education for Virtue: Imperatives for Global
Education in the 21st Century? |
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Contra the ìuserî/consumer as ìcultural
touristî/ the Borg: the Other as object of commodification, consumption |
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Out of the Cave: Renaissance Human Beings and
Embodied Engagement with Multiple Cultures |
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(Habermasian/feminist) perspective-taking and
epistemological humility |
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From Socrates to ConfuciusÖ |
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D. Education for Virtue: Imperatives for Global
Education in the 21st Century? |
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4. From Socrates to Confucius: education for
(Western) post-Cartesian embodied human beings / (Eastern) Confucian
education for |
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Ren Öoneís entire person: oneís cultivated
cognitive, aesthetic, moral, and religious sensibilities as they are
expressed in oneís ritualized roles and relationships.Ý It is oneís ìfield of selves,î the sum
of significant relationships, that constitute one as a resolutely social
person.Ý Ren is not only mental, but
physical as well: oneís posture and comportment, gestures and body
communication (Ames and Rosemont 1998, 49). |
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D. Education for Virtue: Imperatives for Global
Education in the 21st Century? |
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4. From Socrates to Confucius: education for
(Western) post-Cartesian embodied human beings / (Eastern) Confucian
education for |
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Ren (oneís entire person) as possessed of |
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Xin (heart-and-mind) // Beckerís bodysubject
[Leibsubjekt], oriented towards |
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areteÝ
<-> junzi |
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Abdat, Sjarif and Graham P. Pervan. 2000.
Reducing the Negative Effects of Power Distance During Asynchronous
Pre-Meeting with Using Anonymity in Indonesian Culture. In Fay Sudweeks and
Charles Ess (eds.), Proceedings of the Second International Conference on
Cultural Attitudes towards Technology and Communication, 209-15.Ý Murdoch, Western Australia: Murdoch
University Press. |
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Proceedings from CATaC 2000: <www.it.murdoch.edu.au/~sudweeks/catac00/> |
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Dahan, Michael. 1999. National Security and
Democracy on the Internet in Israel. Javnost-the Public, VI (4), 67-77. |
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______. 2001. Personal communication. |
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de Kloet, Jeroen. 2002.Ý Internet, Development and Education: An
Exploratory Study of Internet Usage at Higher Education Institutions in
Asia. International Institute of Infonomics. www.infonomics.nl |
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Harris, Roger, Poline Bala, Peter Songan, Elaine
Khoo Guat Lien, and Tingang Trang. 2001. Challenges and Opportunities in
Introducing Information and Communication Technologies to the Kelabit
Community of North Central Borneo.Ý
New media and society 3 (3): 271-296. |
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Hongladarom, Soraj. 2001. Global Culture, Local
Cultures and the Internet: The Thai Example.Ý In Ess (ed.), Culture, Technology, CommunicationÖ, 307-324.
Albany, NY: State University of New York Press. |
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Maitland, Carleen and Josef Bauer. 2001.
National Level Culture and Global Diffusion: The Case of the Internet. In
Ess (ed.), Culture, Technology, CommunicationÖ, 87-128.. Albany, NY: State
University of New York Press. |
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Rahmati, Nasrin. 2000. The Impact of Cultural
Values on Computer Mediated Group Work.Ý
In Fay Sudweeks and Charles Ess (eds.), Proceedings of the Second
International Conference on Cultural Attitudes towards Technology and
Communication, 257-74.Ý Murdoch,
Western Australia: Murdoch University Press. |
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Sy, Peter. 2001. Barangays of IT: Filipinizing
mediated communication and digital power. new media and society 3(3):
297-313. |
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Yoon, Sunny. 2001. Internet Discourse and the Habitus
of Koreaís New Generation.Ý In Ess
(ed.), Culture, Technology, CommunicationÖ, 241-260. Albany, NY: State
University of New York Press. |
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Ý Notes