Taoist philosophical implications towards individualized teaching method: A comparative study

Abstract

Taoism, created through the writings of Lao Tzu, is one of the hundred schools of thought that existed in the ancient Chinese traditional philosophy. Individualized learning gives priority to the abilities, interests, and skills of the learners. It provides adequate tutorial guidance, and other supportive services suited to bring holistic development in the student by using methods like observation, critical and creative thinking, questioning strategies, and self and peer assessment. The research problem of this study is to inquire whether Taoist Philosophy could contribute to develop the effectiveness of teaching practice. The objectives of the study are to identify the contemporary relevance of Taoist Philosophy, its interconnection between modern teaching practice and how Taoist Philosophy could contribute to improve the effectiveness of the contemporary educational teaching and learning practice. The comparative and analytical method was used in this study. Tao-Te-Ching was used as the primary source of this study along with several secondary sources. The 81 chapters of Tao-Te-Ching, which are based on the right understanding of the origin of the cosmos and human nature, were analyzed in terms of individualized teaching practice. This study focuses on synthesizing both Taoist and individualized learning methods to enhance the effectiveness of learning practice along with a comparative analysis on psychological wellbeing, stress management, and skill development. This study concludes that Taoist practical teachings can be used as future pedagogies. It discusses how children identify their unique talents, how they should know themselves, how they can maintain the continuity of studies by reducing the stress level, and what the role of the teacher should be.