Wilma J Maki
Biographic Data
| ID | 5398149 |
|---|---|
| NAME | Wilma J Maki |
| GIVEN NAMES | Wilma J |
| FAMILY NAME | Maki |
| SIGNATURE | MAKI W J |
| AFFILIATIONS | Schlumberger (Ireland) |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 0 |
A Daoist perspective: An opportunity after postmodernism
A Daoist perspective: An opportunity after postmodernism." Educational Philosophy and Theory, 50(14), pp. 1443–1444
The cadence of nature for educating: Uncovering a path to knowing in a comparative study of Daoism and lost gospels
This article compares the two worldviews of Daoism and selected lost gospels, and considers the pedagogical implications. It explores their core concepts and how each applies these concepts to define human beings in their world. The comparative analysis shows that they share a view of a process of becoming that defines how humans know and the nature of reality. Interdependence and impermanence, descriptors of nature, are the core concepts. Humans…
Dewey’s Link with Daoism: Ideals of nature, cultivation practices, and applications in lessons
This article explores the pedagogical implications of John Dewey’s claim that his definition of experience is shared by Daoists. It compares characteristics of experience with those in Daoism, and then considers the similarities and differences between key cultivation practices each proposes, focusing on the roles of the teacher and sage. My main reference to Daoism is the translation of the Daodejing by Roger Ames and David Hall, who use Dewey’s…
No prominent works on this page.
Dewey’s Link with Daoism: Ideals of nature, cultivation practices, and applications in lessons
This article explores the pedagogical implications of John Dewey’s claim that his definition of experience is shared by Daoists. It compares characteristics of experience with those in Daoism, and then considers the similarities and differences between key cultivation practices each proposes, focusing on the roles of the teacher and sage. My main reference to Daoism is the translation of the Daodejing by Roger Ames and David Hall, who use Dewey’s…
A Daoist perspective: An opportunity after postmodernism
A Daoist perspective: An opportunity after postmodernism." Educational Philosophy and Theory, 50(14), pp. 1443–1444
The cadence of nature for educating: Uncovering a path to knowing in a comparative study of Daoism and lost gospels
This article compares the two worldviews of Daoism and selected lost gospels, and considers the pedagogical implications. It explores their core concepts and how each applies these concepts to define human beings in their world. The comparative analysis shows that they share a view of a process of becoming that defines how humans know and the nature of reality. Interdependence and impermanence, descriptors of nature, are the core concepts. Humans…
Computer Science (3 works) · Epistemology (3 works) · Philosophy (3 works) · Philosophy (3 works) · Sociology (3 works) · Chinese history and philosophy (2 works) · Educational Philosophies and Pedagogies (2 works) · Law (2 works) · Law (2 works) · Political science (2 works)