Guoping Zhao
Biographic Data
| ID | 4196430 |
|---|---|
| NAME | Guoping Zhao |
| GIVEN NAMES | Guoping |
| FAMILY NAME | Zhao |
| SIGNATURE | ZHAO G |
| AFFILIATIONS | Oklahoma State University |
| ORCID | 0000-0001-6619-6833 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Invasive non-typhoidal Salmonella infections in China (1961–2024): A retrospective systematic analysis of multicentre case reports
Background: Salmonella can be classified as either typhoidal or non-typhoidal. The former primarily causes invasive infections, while the latter typically results in self-limiting diarrhoea. Infections caused by invasive non-typhoidal Salmonella (iNTS) are becoming an emerging global health burden, particularly in low- and middle-income regions. While they account for thousands of deaths each year, we still lack systematic analysis on their burde…
Game changers in science and technology - now and beyond
The recent devastating pandemic has drastically reminded humanity of the importance of constant scientific and technological progress. A strong interdisciplinary dialogue between academic and industrial scientists of various specialties, entrepreneurs, managers and the public is paramount in triggering new breakthrough ideas which often emerge at the interface of disciplines. The following sections, compiled by a highly diverse group of authors, …
Subjectivity and Infinity: Time and Existence: A Response to the Critics
Post-humanism or posthuman-ism? A redemption and a hope
Post-humanism or posthuman-ism? A redemption and a hope." Educational Philosophy and Theory, 50(14), pp. 1414–1415
Joint China-US Call for Employing a Transdisciplinary Approach to Emerging Infectious Diseases
In the spring of 2013, a newly pathogenic H7N9 influenza virus emerged in people in China, likely associated with wild and domestic birds (Kageyama et al. 2013). Marking the exact scenario that public health experts had feared—people were being infected, getting sick, and dying without the source of the virus being rapidly and definitively identified. In the absence of a clear understanding of the mode of transmission, early control of this epide…
The Cosmopolitan Turn and the Primacy of Difference: The Cosmopolitan Turn and the Primacy of Difference
Cosmopolitanism is commonly understood as a universal norm—moral and political—in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the m…
Singularity and Community: Levinas and democracy
This article explores and extends Levinas’s ideas of singularity and community as multiplicity and argues that his identification of language and discourse as the means to create ethical communities provides tangible possibilities for rebuilding genuine democracy in a humane world. These ideas help us reimagine school and classroom as communities open to differences. They also give education the opportunity to support the emergence of the singula…
Levinas and the Philosophy of Education
Emmanuel Levinas, one of the most profoundly original Western philosophers in the twentieth century, has recently received considerable attention from educators and educational theorists. Against t
From the Philosophy of Consciousness to the Philosophy of Difference: The subject for education after humanism
Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject is—the truth about the subject—and this is the way inspired by Foucault and Levinas. In this article, I analyze Foucault’s alleged deconstruction and reconfiguration of the subject and Levinas’ approach to human subjectivity and suggest that Foucault’s early and later works have already implied cer…
Freedom Reconsidered: Heteronomy, Open Subjectivity, and the ‘Gift of Teaching’
Rebuilding the Chinese Soul: Some Considerations for Education
Cerebrovascular protection of β-asarone in Alzheimer's disease rats: A behavioral, cerebral blood flow, biochemical and genic study
Human Science for Human Freedom? Piaget's Developmental Research and Foucault's Ethical Truth Games
The construction of the modern subject and the pursuit of human freedom and autonomy, as well as the practice of human science has been pivotal in the development of modern education. But for Foucault, the subject is only the effect of discourses and power–knowledge arrangements, and modern human science is part of the very arrangement that has given birth to the subject who is thoroughly subjected. In his final years, however, a strong passion f…
The Modern Construction of Childhood: What Does It Do to the Paradox of Modernity
Chinese cultural dynamics and childhood: Towards a new individuality for education
Mapping Human Genetic Diversity in Asia
Patterns of Early Migration In order to gain insight into various migrations that must have happened during movement of early humans into Asia and the subsequent populating of the largest continent on Earth, the HUGO Pan-Asian SNP Consortium (p. 1541 ) analyzed genetic variation in almost 2000 individuals representing 73 Asian and two non-Asian populations. The results suggest that there may have been a single major migration of people into Asia …
Two Notions of Transcendence: Confucian Man and Modern Subject: Confucian Man and Modern Subject
Journal of Chinese PhilosophyVolume 36, Issue 3 p. 391-407 TWO NOTIONS OF TRANSCENDENCE: CONFUCIAN MAN AND MODERN SUBJECT GUOPING ZHAO, Corresponding Author GUOPING ZHAO OKLAHOMA STATE UNIVERSITYStillwater, OklahomaGUOPING ZHAO, Associate Professor, Social Foundations of Education, School of Educational Studies, Oklahoma State University. Specialties: philosophical and cross-cultural studies of education. E-mail: [email protected]Search for more …
Culturally appropriate pedagogy: Is it always necessary? The case of East Asians learning math and science
‘Culturally appropriate pedagogy’ has become an important practice since 1990 to address the increasingly diverse student population in every part of the world. For all the good intentions, however, there is an inherent danger in identifying and accommodating students’ cultural differences: we may fall into the trap of reifying superficially or even ethnocentrically understood cultural differences and pigeonholing students simply because of their…
Governing the Soul” through Remolding the Self: The American Approach
In this article, I trace historical events and thoughts that have joined forces in creating American cultural ways of “thinking about human beings and acting upon them.” I suggest that while Foucault, Rose, and Popkewitz’s work has demonstrated crucial parallels between the emergence of a new liberalism and a new way of governance—governing the soul—the American solution differs significantly from that of Europe. Rather than monitoring, oppressin…
Playing as Adaptation? Layered Selfhood and Self-regard in Cultural Contexts
The current paradigm shift from realism and humanism to social constructionism and postmodernism has tremendous implications for social sciences, especially for psychology. The idea that not only our knowledge, but also our self, emotions and cognitions are constructed by society and culture is embraced by some cross-cultural and cultural psychologists and postmodernists. While this stance attempts to integrate culture and psychology, it deprecia…
From the Philosophy of Consciousness to the Philosophy of Difference: The subject for education after humanism
Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject is—the truth about the subject—and this is the way inspired by Foucault and Levinas. In this article, I analyze Foucault’s alleged deconstruction and reconfiguration of the subject and Levinas’ approach to human subjectivity and suggest that Foucault’s early and later works have already implied cer…
The Cosmopolitan Turn and the Primacy of Difference: The Cosmopolitan Turn and the Primacy of Difference
Cosmopolitanism is commonly understood as a universal norm—moral and political—in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the m…
Levinas and the Philosophy of Education
Emmanuel Levinas, one of the most profoundly original Western philosophers in the twentieth century, has recently received considerable attention from educators and educational theorists. Against t
Freedom Reconsidered: Heteronomy, Open Subjectivity, and the ‘Gift of Teaching’
The Modern Construction of Childhood: What Does It Do to the Paradox of Modernity
Governing the Soul” through Remolding the Self: The American Approach
In this article, I trace historical events and thoughts that have joined forces in creating American cultural ways of “thinking about human beings and acting upon them.” I suggest that while Foucault, Rose, and Popkewitz’s work has demonstrated crucial parallels between the emergence of a new liberalism and a new way of governance—governing the soul—the American solution differs significantly from that of Europe. Rather than monitoring, oppressin…
Singularity and Community: Levinas and democracy
This article explores and extends Levinas’s ideas of singularity and community as multiplicity and argues that his identification of language and discourse as the means to create ethical communities provides tangible possibilities for rebuilding genuine democracy in a humane world. These ideas help us reimagine school and classroom as communities open to differences. They also give education the opportunity to support the emergence of the singula…
Playing as Adaptation? Layered Selfhood and Self-regard in Cultural Contexts
The current paradigm shift from realism and humanism to social constructionism and postmodernism has tremendous implications for social sciences, especially for psychology. The idea that not only our knowledge, but also our self, emotions and cognitions are constructed by society and culture is embraced by some cross-cultural and cultural psychologists and postmodernists. While this stance attempts to integrate culture and psychology, it deprecia…
Governing the Soul” through Remolding the Self: The American Approach
In this article, I trace historical events and thoughts that have joined forces in creating American cultural ways of “thinking about human beings and acting upon them.” I suggest that while Foucault, Rose, and Popkewitz’s work has demonstrated crucial parallels between the emergence of a new liberalism and a new way of governance—governing the soul—the American solution differs significantly from that of Europe. Rather than monitoring, oppressin…
Playing as Adaptation? Layered Selfhood and Self-regard in Cultural Contexts
The current paradigm shift from realism and humanism to social constructionism and postmodernism has tremendous implications for social sciences, especially for psychology. The idea that not only our knowledge, but also our self, emotions and cognitions are constructed by society and culture is embraced by some cross-cultural and cultural psychologists and postmodernists. While this stance attempts to integrate culture and psychology, it deprecia…
Culturally appropriate pedagogy: Is it always necessary? The case of East Asians learning math and science
‘Culturally appropriate pedagogy’ has become an important practice since 1990 to address the increasingly diverse student population in every part of the world. For all the good intentions, however, there is an inherent danger in identifying and accommodating students’ cultural differences: we may fall into the trap of reifying superficially or even ethnocentrically understood cultural differences and pigeonholing students simply because of their…
Mapping Human Genetic Diversity in Asia
Patterns of Early Migration In order to gain insight into various migrations that must have happened during movement of early humans into Asia and the subsequent populating of the largest continent on Earth, the HUGO Pan-Asian SNP Consortium (p. 1541 ) analyzed genetic variation in almost 2000 individuals representing 73 Asian and two non-Asian populations. The results suggest that there may have been a single major migration of people into Asia …
Two Notions of Transcendence: Confucian Man and Modern Subject: Confucian Man and Modern Subject
Journal of Chinese PhilosophyVolume 36, Issue 3 p. 391-407 TWO NOTIONS OF TRANSCENDENCE: CONFUCIAN MAN AND MODERN SUBJECT GUOPING ZHAO, Corresponding Author GUOPING ZHAO OKLAHOMA STATE UNIVERSITYStillwater, OklahomaGUOPING ZHAO, Associate Professor, Social Foundations of Education, School of Educational Studies, Oklahoma State University. Specialties: philosophical and cross-cultural studies of education. E-mail: [email protected]Search for more …
Chinese cultural dynamics and childhood: Towards a new individuality for education
The Modern Construction of Childhood: What Does It Do to the Paradox of Modernity
Cerebrovascular protection of β-asarone in Alzheimer's disease rats: A behavioral, cerebral blood flow, biochemical and genic study
Human Science for Human Freedom? Piaget's Developmental Research and Foucault's Ethical Truth Games
The construction of the modern subject and the pursuit of human freedom and autonomy, as well as the practice of human science has been pivotal in the development of modern education. But for Foucault, the subject is only the effect of discourses and power–knowledge arrangements, and modern human science is part of the very arrangement that has given birth to the subject who is thoroughly subjected. In his final years, however, a strong passion f…
Rebuilding the Chinese Soul: Some Considerations for Education
Freedom Reconsidered: Heteronomy, Open Subjectivity, and the ‘Gift of Teaching’
Joint China-US Call for Employing a Transdisciplinary Approach to Emerging Infectious Diseases
In the spring of 2013, a newly pathogenic H7N9 influenza virus emerged in people in China, likely associated with wild and domestic birds (Kageyama et al. 2013). Marking the exact scenario that public health experts had feared—people were being infected, getting sick, and dying without the source of the virus being rapidly and definitively identified. In the absence of a clear understanding of the mode of transmission, early control of this epide…
The Cosmopolitan Turn and the Primacy of Difference: The Cosmopolitan Turn and the Primacy of Difference
Cosmopolitanism is commonly understood as a universal norm—moral and political—in the light of enduring differences, and for that reason it has historically embodied a seemingly inevitable dilemma of universality/particularity. Since its inception, cosmopolitan thinkers have struggled with the dilemma and have attempted ways to address the question of difference so that the universal norm and obligation can be justified and defended. One of the m…
Singularity and Community: Levinas and democracy
This article explores and extends Levinas’s ideas of singularity and community as multiplicity and argues that his identification of language and discourse as the means to create ethical communities provides tangible possibilities for rebuilding genuine democracy in a humane world. These ideas help us reimagine school and classroom as communities open to differences. They also give education the opportunity to support the emergence of the singula…
Levinas and the Philosophy of Education
Emmanuel Levinas, one of the most profoundly original Western philosophers in the twentieth century, has recently received considerable attention from educators and educational theorists. Against t
From the Philosophy of Consciousness to the Philosophy of Difference: The subject for education after humanism
Biesta has suggested that education after humanism should be interested in existence, not essence, in what the subject can do, not in what the subject is—the truth about the subject—and this is the way inspired by Foucault and Levinas. In this article, I analyze Foucault’s alleged deconstruction and reconfiguration of the subject and Levinas’ approach to human subjectivity and suggest that Foucault’s early and later works have already implied cer…
Post-humanism or posthuman-ism? A redemption and a hope
Post-humanism or posthuman-ism? A redemption and a hope." Educational Philosophy and Theory, 50(14), pp. 1414–1415
Subjectivity and Infinity: Time and Existence: A Response to the Critics
Game changers in science and technology - now and beyond
The recent devastating pandemic has drastically reminded humanity of the importance of constant scientific and technological progress. A strong interdisciplinary dialogue between academic and industrial scientists of various specialties, entrepreneurs, managers and the public is paramount in triggering new breakthrough ideas which often emerge at the interface of disciplines. The following sections, compiled by a highly diverse group of authors, …
Invasive non-typhoidal Salmonella infections in China (1961–2024): A retrospective systematic analysis of multicentre case reports
Background: Salmonella can be classified as either typhoidal or non-typhoidal. The former primarily causes invasive infections, while the latter typically results in self-limiting diarrhoea. Infections caused by invasive non-typhoidal Salmonella (iNTS) are becoming an emerging global health burden, particularly in low- and middle-income regions. While they account for thousands of deaths each year, we still lack systematic analysis on their burde…
Sociology (15 works) · Epistemology (14 works) · Philosophy (14 works) · Philosophy (12 works) · Political science (12 works) · Law (10 works) · Law (10 works) · Philosophy, Ethics, and Existentialism (7 works) · China (6 works) · Environmental ethics (6 works)