Confucian Education Higher Ed with Educational Technology

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Confucian Education Higher Ed with Educational Technology

As a structure, Confucian education has high expectations by engaging learners to assume classic canons with historical roots while preparing classical virtues for future social progress. In higher education classrooms, this would resemble like bringing in traditional approaches with modern methods, such as online TED (Technology, Entertainment, and Design) talks that provide quick, persuasive speeches to promote the spreading of thoughts.

Allow learners to create their own TED talks as part of the process for students to study and to collaborate with their higher education associations. Indeed, an essential goal of Confucian education—which is still crucial today—is to generate educated people who can appreciate cultures and ethics instead of only begetting content expertise in fields, such as business and social sciences. To explain, while running his school, Confucius guided his students under four categories: valuing the culture, behaving in proper conduct, doing one’s utmost, and securing suitable on one’s word. To a large extent, the unification of these disciplines resonates with the spirit of educating a completely modern person.

The widespread adoption of technology well fits in with the idea of “to teach students regardless of social classes” in Confucianism. One can take MOOC (Massive Open Online Courses) as an illustration. During recent years, MOOC appears to be a notable force within higher education to democratize education with these available online classes. This is a way for many teachers and professionals to gain high-quality professional development extensions. Surpassing 500 courses with over 5 million pupils, MOOC has extreme worldwide popularity and primary interest, even with the average retention as proclaimed at approximately 4% for these classes.

As a successful advanced technology, MOOC generates the opportunity for sharing thoughts and knowledge across all social statuses. This improves lifetime learning skills by providing convenient passage to global learning resources, as well as many classes, apparently, are offered with the only requirement being the internet. Through free online learning resources, many can achieve additional education and, thus, improve employment possibilities. The features of openness and popularity have distinguished, all in all, MOOC and other online tools.

Second, the utilization of educational technology to achieve academic distinction for our students—not to mention the public good—is joined with what Confucius much advocates: creating harmony amidst heterogeneity. Finding ways to include pupils may look like collaborative activities in the classroom, and the reassurance to attend conferences and other events as a class action. Another thought is that with the removal of the limitation of social lamination, educational technology, such as Quizlet, MOOC, edWeb, Google Suite, and other free scholarly apps, promote networking/sharing beyond national borders and combine a variety of learners from all over the world.

For example, Flipgrid is one device that many classrooms use to exchange dialogue about learning purposes. Another example of connecting and participating in information could be the usage of Kahoot, an interactive evaluation tool that is free and user-friendly. When teachers bring in these learner-centered or person-centered technology media, students can actively engage with the views—as well as each other. In doing so, such instructional technology devices play an essential role in promoting learner diversity and including education.