Reflective Knowledge: Confucius and Virtue Epistemology

Most of sScholars have typically regarded Confucius as an ethical thinker broadly construed and not as an epistemological thinker. This paper seeks to overturn that view and, in doing so, has three basic goals. The first goal is to make the case that Confucian thought of the Analects is of epistemological significance. Goal two is to locate the significance of the Confucian thought within epistemology while accounting for the past overlooking of this significance. The third goal is to show that the Confucian thought is not only of epistemological significance, but that it can make a contribution to progressing contemporary epistemology

Regional Enlightenment in Transylvania: The educational reforms of Bishop Petru Pavel Aron, their influences and effects on the Uniate society in Transylvania in the Age of Enlightenment

The Transylvanian Enlightenment is a very contained phenomenon, yet fully fledged, attributed to a group of intellectuals in the last two decades of the eighteenth century known as the Transylvanian School. However, efforts towards Enlightenment appear much sooner, made possible by Uniate Bishop Inochentie Micu Klein’s ideas and especially through the actions of his successor, Petru Pavel Aron. With the financial help of the Habsburg Empire, particularly that of Empress Maria Theresa, Bishop Aron created schools, a typography and an intellectual circle that established the foundation for the Transylvanian School. Largely under-researched, the Bishop’s educational efforts will be examined in this study to argue that Enlightenment among the ethnic Romanian population appeared in Transylvania in a peripheral form forty years earlier than the Transylvanian School

The Awareness of cultural orientations in culturally responsive education for Korean American students

It is important for teachers to be aware of the cultural backgrounds of students and their family in order to provide culturally responsive instruction and counseling. Most teachers may identify Asian ethnicities due to their distinguishable physical or behavioral characteristics but they may not know how Asian Americans have changed their cultural value and legacies. To examine cultural orientation, the Korean American Acculturation Scale (KAAS), which consists of behavior and cultural value orientations, was administered to 466 Korean American students. The result indicated that the most recent generations were less behaviorally oriented to Korean culture and more disoriented to Korean cultural value after controlling the affect of age. However, the degree of behavior and cultural value disorientation to Korean culture varied among individual Korean American students, depending on their genders and/or generations. Korean American students seemed to choose the degree and mode of their cultural orientation selectively during their acculturation