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Redeeming Philosophy Through the Issue-Inquiry Approach: A Case in Hong Kong

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Sociological and Philosophical Perspectives on Education in the Asia-Pacific Region

Part of the book series: Education in the Asia-Pacific Region: Issues, Concerns and Prospects ((EDAP,volume 29))

Abstract

In this paper, the condition of the educational environment in which the author has been working is examined using three examples representing three different levels of practice, namely, policy, teaching, and learning, to illustrate why the idea of critical thinking and thus philosophy are not able to draw the attention of the participants in the field. To argue for an alternative, an elucidation of the ethical dimension of the issue-inquiry approach to teaching and learning in the light of the Aristotelian notion of phronesis or practical wisdom is introduced. At the end of this paper, an example illustrating the extent to which this approach could contribute to attaining deeper learning and initiating a continuing quest to understand is discussed.

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Author information

Authors and Affiliations

  1. The Hong Kong Institute of Education, Hong Kong, China

    Ronald Wai-Yan Tang

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  1. Ronald Wai-Yan Tang
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Correspondence to Ronald Wai-Yan Tang .

Editor information

Editors and Affiliations

  1. The Hong Kong Institute of Education, Hong Kong, Hong Kong

    Chi-Ming Lam

  2. Hong Kong Institute of Education, Hong Kong, Hong Kong

    Jae PARK

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Tang, R.WY. (2016). Redeeming Philosophy Through the Issue-Inquiry Approach: A Case in Hong Kong. In: Lam, CM., PARK, J. (eds) Sociological and Philosophical Perspectives on Education in the Asia-Pacific Region. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 29. Springer, Singapore. https://doi.org/10.1007/978-981-287-940-0_3

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  • DOI: https://doi.org/10.1007/978-981-287-940-0_3

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-287-938-7

  • Online ISBN: 978-981-287-940-0

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