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Analysis of institutional authors

Herran Gascon, Agustin De LaAuthorRodríguez Herrero, PabloAuthor

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January 30, 2023
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¿Qué pueden aportar las enseñanzas de los clásicos del Tao a la educación occidental?

Publicated to: Revista De Educacion. 399 (399): 99-123 - 2023-03-01 399(399), DOI: 10.4438/1988-592X-RE-2023-399-563

Authors:

Xu, RT; Gascon, AD; Herrero, PR
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Affiliations

Univ Autonoma Madrid, Madrid, Spain - Author
Universidad Autónoma de Madrid - Author

Abstract

Educational Taoism, as taught by Tao masters, also called philosophical Taoism, daojia (written, is an indispensable part of Chinese and universal culture. It has a little-known educational potential that has scarcely been transferred to globalized education systems, where it has not been taken into account or been included explicitly as part of Western education. The aim of this essay is to determine whether the teachings of the classical Taoist texts (Tao Te Ching, Zhuang Zi and Lie Zi) can be of use in informing and promoting education for a more conscious life. To this end, a hermeneutic analysis of the three texts was performed, based on the radical and inclusive approach to education created by the authors almost three decades ago. Four transferable radical pedagogical foundations were identified: Tao, ziran, wuwei and Te. The discussion and conclusions argue that globalized Western education, currently revolving around competencies, and the teachings of the Tao masters are complementarity. A combination of Western education, stemming from the Socratic tradition, with the Taoist classics, may contribute to founding a more complete education, better adapted to the complexity of the human being. Such a goal is far removed from the guidelines of international educational bodies: UNESCO, the World Bank and the OECD. These pedagogical affordances may be applied to any education system at any stage of formal education (from early childhood to university), as well as to non-formal and informal educational contexts.
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Keywords

consciousnessdidacticspedagogyperspectiveradical and inclusive approach to educationtaoismteConsciousnessDidacticsEducationPedagogyRadical and inclusive approach to educationTaoismWu-wei

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista de Educacion due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2023, it was in position 193/760, thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education & Educational Research. Notably, the journal is positioned en el Cuartil Q2 para la agencia Scopus (SJR) en la categoría Education.

Desde una perspectiva relativa, los impactos normalizados en entornos vinculados a las áreas de humanidades y ciencias sociales dentro del contexto nacional, este trabajo consigue un valor de citación normalizada, calculado a partir de los datos proporcionados por Dialnet Métricas, de: 1.45, lo que indica que, de manera comparada con trabajos en la misma disciplina y en el mismo año de publicación, lo ubica como trabajo citado por encima de la media al menos en el contexto nacional. (source consulted: Dialnet Metrics Dec 2023)

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-04:

  • Dialnet Métricas: 1
  • Google Scholar: 3
  • WoS: 2
  • Scopus: 2
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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-04:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 19 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

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Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Xu R) and Last Author (RODRIGUEZ HERRERO, PABLO).

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