Dōgen's Formative Years in China: An Historical Study and Annotated Translation of the Hōkyō-ki. By Takashi James Kodera. Boulder, Colo.: Prajñā Press, 1980. xx, 258 pp. Glossary, Bibliography, Chinese text. $25.00.

1981 ◽  
Vol 40 (2) ◽  
pp. 387-389
Author(s):  
Carl Bielefeldt
Keyword(s):  
Chinese Text ◽  
Historical Study ◽  
Annotated Translation ◽  
Formative Years

Dogen's Formative Years in China: An Historical Study and Annotated Translation of the Hokyo-ki.

1980 ◽  
Vol 35 (4) ◽  
pp. 505
Author(s):  
Hee-Jin Kim ◽  
Takashi James Kodera
Keyword(s):  
Historical Study ◽  
Annotated Translation ◽  
Formative Years

Dogen's Formative Years in China: An Historical Study and Translation of the 'Hokyo-ki'

1981 ◽  
Vol 31 (4) ◽  
pp. 552
Author(s):  
T. P. Kasulis ◽  
Takashi James Kodera
Keyword(s):  
Historical Study ◽  
Formative Years

Tracing John Dewey's Influence on Progressive Education, 1903–1951: Toward a Received Dewey

2011 ◽  
Vol 113 (3) ◽  
pp. 463-492 ◽  
Author(s):  
Thomas D. Fallace
Keyword(s):  
Social Justice ◽  
20Th Century ◽  
Civic Education ◽  
Social Adjustment ◽  
Progressive Education ◽  
Historical Study ◽  
Educational Goals ◽  
Social Education ◽  
Social Efficiency ◽  
Formative Years

Background/Context Determining John Dewey's exact influence on civic and social education during the early 20th century has been one of the most vexing issues facing curriculum historians. Generally speaking, interpretations of Dewey's work and influence have been plagued by four recurring methodological limitations: First, historians tend to interpret Dewey's work philosophically rather than historically. Second, they use their philosophically constructed Dewey to judge the fidelity of past educators against the standard of Dewey's “true” vision. Third, historians assume that because they have read all of Dewey's major and obscure works on education, the reformers of the past must (or should) have done so also. Fourth, historians assume rather than demonstrate Dewey's direct influence on others. Purpose To overcome these limitations, this historical study traces the influence of John Dewey on the discourse of civic and social education during the formative years of the progressive education movement by focusing on the received Dewey. By examining the specific ways in which Dewey's ideas were used by his contemporaries and peers, the author demonstrates that Dewey's words were often employed in various and conflicting ways to support a number of different curricular agendas. Specifically, the author argues that divisions between proponents of social justice and social efficiency, which play such a central role in the historical literature on progressive education, were not necessarily apparent to Dewey's contemporaries who cited him. In fact, Dewey's philosophy was often used specifically to assuage the gaps between these seemingly conflicting educational goals and objectives. Research Design The author focuses his inquiry specifically on the curriculum materials and discourse of secondary social and civic education. He focuses qualitatively on the various ways in which Dewey was cited and used by leading and lesser-known civic and social educators during the formative years of the American curriculum, with particular focus on uses of Dewey to support social efficiency and social justice. In the tradition of historiography, the findings are reported in a chronological narrative. Findings/Conclusions Although the evidence presented is merely suggestive, a few summative assertions regarding Dewey's influence on educators during the first half of the 20th century can be made. First, Dewey was often used by contemporaries to reconcile positivistic social science with pragmatic philosophy. Second, although Graham (1995) identified Democracy and Education as “the Bible of the educational reform movement then emerging,” there were in fact numerous Dewey texts cited, often without any reference to others. Third, Dewey's philosophy was used to support reform agendas aimed at social control and social adjustment as well as social reconstruction and social justice. To say that Dewey was used primarily in support of just one (or none) of these goals is a misrepresentation.

scholarly journals On the Printed Fragment in Classical Mongolian Script from the Collection of IOM, RAS

2021 ◽  
Vol 4 (5) ◽  
pp. 1183-1198
Author(s):  
Sergey S. Sidorovich
Keyword(s):  
South Korea ◽  
Chinese Text ◽  
Page Number ◽  
Major Part ◽  
General Pattern ◽  
Russian Academy Of Sciences ◽  
Handwritten Text ◽  
Printed Text ◽  
Academy Of Sciences ◽  
Annotated Translation

The Institute of Oriental Manuscripts of the Russian Academy of Sciences possesses a xylographed fragment in classical Mongolian script with a handwritten text on the reverse side (call mark G 110 recto), which was obtained in 1909 during P. K. Kozlov’s expedition in Khara-Khoto. The printed text in classical Mongolian script with several interlinear glosses in Chinese and a page footer (of the transcription of the Chinese name of the chapter and the page number) was read by the Soviet Orientalist N. Ts. Munkuyev more than 50 years ago. Munkuyev dated it by the XIV century based on the paleographic peculiarities. Moreover, based on the official history Yuan shi, he supposed that the text might be a Mongolian translation of the legislative code Da Yuan tong-zhi and suggested two possible versions of original Chinese name of the chapter, out of which an incorrect one was unfortunately chosen. Since Da Yuan tong-zhi was not preserved in full and the major part of the written monument including the chapters of interest were lost, it was impossible to find the text in scope, and the mistake in the reconstruction of the chapter name also could not be detected. However, in 2002 in South Korea a part of Zhi-zheng tiao-ge code was found, which was promulgated in 1346 and was intended to replace the outdated Da Yuan tong-zhi. In one of his previous articles, the author has shown that both codes were built according to a general pattern elaborated as far back as the Tang epoch (618–907). This enabled reconstruction of the name of the chapter mentioned in the fragment. Fortunately, the surviving part of the Zhi-zheng tiao-ge code contains the required chapters, and the Chinese glosses in the fragment allowed us to find the original Chinese text, which turned out to be a document dated 1303 and, according to the date, was evidently included in both codes. The article also contains the Chinese text of the document and its annotated translation.

Review of The Formative Years.

1971 ◽  
Vol 16 (4) ◽  
pp. 266-266
Author(s):  
ANNE D. PICK
Keyword(s):  
Formative Years
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