Summary
This paper argues that Chinese value of “He” (13158_2009_BF03168877_f1.jpg) or Harmony can contribute to understanding sustainable development as the concept encompasses the relationships between human and nature (ecological sustainability), and between human and human (social and economic sustainability). This interconnectedness with the “other” has its historical roots in ancient Chinese philosophy. This paper reports the practice of an international education provider in Hong Kong which embraces the Chinese value of “He” in its educational philosophy. A case example of how to use an integrated approach on education for sustainable development in early childhood setting is described.
Résumé
Cet article propose que l’idéogramme chinois “He” ou Harmonie peut aider à comprendre le développement durable puisque ce concept sous-tend les rapports entre l’être humain et la nature (durabilité écologique) et les rapports entre les êtres humains (durabilité sociale et économique). Les racines de ce lien réciproque avec “l’autre” remontent jusqu’à l’ancienne philosophie chinoise. Ce document décrit la pratique d’une éducation internationale à Hong Kong qui épouse le concept chinois “He” et sa philosophie pédagogique. Il y est décrit un exemple sur la manière d’offrir une approche, intégrée en enseignement permettant un développement durable dès la petite enfance.
Resumen
Este artículo argumenta que el valor Chino del “otro” o de la “Armonía” puede contribuír a comprender el desarrollo sustentable integral, ya que el concepto abarca las relaciones entre el ser humano y la naturaleza [sustentabilidad ecológica] y entre seres humanos (sustentabilidad económica y social]. Esta conexión con el ‘otro’ tiene sus raíces históricas en la Filosofía China Antigua. Este artículo abirda la práctica de una propuesta educativa internacional en Hong Kong la cual incluye el valor Chino del “otro” en su filosofía educativa. Un ejemplo de cómo usar un acercamiento integrado en educación para el desarrollo sustentable integral en la temperana infancia, es descrito.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Barnett, W. S. (1995). Long-Term Effects of Early Childhood Programs on Cognitive and School Outcomes.The Future of Children, 5(3), 25–50.
Byram, M., Gribkova, B., & Starkey, H. (2002).Developing the intercultural dimension in language teaching: a practical introduction for teachers. Strasbourg. Language Policy Division, Council of Europe.
Chan, Betty Po-King (July, 2007). Opening address Presented at the 8th Annual Conference of the Pacific Early Childhood Education Research Association (PECERA): Rethinking Early Childhood Education. Hong Kong.
Chen, Guo-ming (2002). The Impact of Harmony on Chinese Conflict Management. In G. M. Chen & R. Ma (Eds.),Chinese Conflict Management and Resolution (pp. 3–18). Westport, CT: Ablex Pub.
Cheng, Chung-ying (1991).New Dimension of Confucian and Neo-Confucian Philosophy. Albany: State University of New York Press.
Deardorff, D. K. (2006). Identification and Assessment of intercultural competence as a student outcome of internationalization.Journal of Studies in Intercultural Education, 10(3), 241–266.
Dyson, A. H., & Genishi, C. (Eds.) (1994).The need for story: Cultural diversity in classroom and community (pp. 172–198). Urbana, IL: National Council of Teachers of English.
Frantzis, A., & Herzing, D. L. (2002). Mixed-species association of striped dolphins (Stenella coeruleoalba), short-beaked common dolphins (Delphinus dolphis), and Risso’s dolphins (Grampus griseus) in the Gulf of Corinth (Greece, Mediterranean Sea).Aquatic Mammals, 28(2), 188–197.
Gomez, L., Freeman, D., & Freeman, Y. (2005). Dual language education: A promising 50–50 model.Bilingual Research Journal, 29, 145–164.
Huntington, S. P. (1996)The Clash of Civilization and the Remaking of World Order. New York: Touchstone.
Hyun, E. (2007). Cultural complexity in early childhood: Images of contemporary young children from a critical perspective.Childhood Education, 83(5), 261–266.
Hyun, E., & Marshall, J. D. (1997) Theory of Multiple/Multiethnic Perspective-Taking ability for Teachers’ Developmentally and Culturally appropriate Practice (DCAP).Journal of Research in Childhood Education, 11(2), 188–198.
Justice, C. (2004).Myth-making Dolphins. Retrieved December 18, 2008, from http://www.pbs.org/odyssey/odyssey/20040817_log_transcript.html.
Lee, A., Tsang, K. K., Lee, S. H., & Ma, To C. Y. (2000). A “Healthy Schools” Program for Hong Kong: Enhancing Positive Health Behaviour for School Children and Teachers.Education for Health, 13(3), 399–403.
Li, Chen-yang (2004). Zhongyong as Grand Harmony: an Alternative Reading to Ames and Hall’s focusing the Familiar.Dao: A Journal of Comparative Philosophy, 3(2), 173–188.
Li, Chen-yang (2006). The Confucian Ideal of harmony.Philosophy East and West, 56(4), 583–603.
Liu, Y., & Liu, F. (2008). Building a harmonious society and ECE for sustainable development. In I. Pramling-Samuelsson & Y. Kaga (Eds.),The contribution of ECE to a sustainable society (pp. 43–52). Paris: UNESCO.
Louv, R. (2005).Last Child in the Woods: Saving our children from nature-deficit disorder. Chapel Hill: Algonquin Books.
McKeown, R., Hopkins, C. A., Rizzi, R., & Chrystalbride, M. (2002).Education for Sustainable Development Toolkit. Knoxville TN: Center for Geography and Environmental Education, University of Tennessee.
Mushi, S. (2004). Multicultural competencies in teaching: a typology of classroom activities.Intercultural Education., 15(2), 179–194.
National Development and Reform Commission (NDRC), People’s Republic of China. (2007).Program of Action for Sustainable Development in China in the Early 21 st Century. Beijing: Author.
Pramling-Samuelsson, I., & Kaga, Y. (2008) (Eds.),The contribution of ECE to a sustainable society. Paris: UNESCO.
Ruan, Jiening (2003). A Study of Bilingual Chinese English Children’s Code Switching Behavior.Academic Exchange Quarterly, 7(1), 142–147.
Tang, Y. (2004).“Clash” or “Coexistence” of Civilizations? Beijing Forum. Retrieved on December 18, 2008 from http://www.beijingforum.org/en/ShowArticle. asp?ArticleID=270&Page=1.
Thompson, M. D., Reynolds, A. J., & Temple, J. A. (2001). Early Childhood Educational Intervention and Long-term Developmental Outcomes.The Journal of American Medical Association, 28(15), 1835–1836.
UNESCO-APNIEVE (1998).Learning to Live Together in Peace and Harmony: Values Education for Peace, Human Rights, Democracy, and Sustainable Development for the Asia-Pacific Region. A UNESCO-APNIEVE Sourcebook for Teacher Education and Tertiary Level Education. Bangkok: UNESCO.
West, J., Denton, K., & Reaney, L. M. (2001).The Kindergarten Year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99. U. S. Department of Education and National Center for Education Statistics.
Yew Chung Culture Committee (Culture Committee of Yew Chung Education Foundation) (Ed) (2006).The Analects: A Modern Translation and Contemporary Interpretation. Hong Kong: Yew Chung Publishing House.
Author information
Authors and Affiliations
Corresponding author
Additional information
Yew Chung Education Foundation has been established for 75 years. It provides international education from early childhood, primary, secondary to college levels. Yew Chung International School has campuses in Hong Kong, Shanghai, Beijing, Chongqing, Qingdao in China and Silicon Valley in the United States of America.
Rights and permissions
About this article
Cite this article
Chan, B., Choy, G. & Lee, A. Harmony as the basis for education for sustainable development: A case example of Yew Chung International Schools. IJEC 41, 35–48 (2009). https://doi.org/10.1007/BF03168877
Issue Date:
DOI: https://doi.org/10.1007/BF03168877