000 05757nam a22005895i 4500
001 978-3-030-18822-1
003 DE-He213
005 20210112182147.0
007 cr nn 008mamaa
008 190718s2019 gw | s |||| 0|eng d
020 _a9783030188221
_9978-3-030-18822-1
024 7 _a10.1007/978-3-030-18822-1
_2doi
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
100 1 _aMatthews, Michael R.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aFeng Shui: Teaching About Science and Pseudoscience
_h[electronic resource] /
_cby Michael R. Matthews.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXX, 340 p. 21 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aScience: Philosophy, History and Education,
_x2520-8594
505 0 _aSECTION 1 Feng Shui: Educational Responsibility and Opportunity.– 1 Introduction. – 2 The Cultural Contribution of Science Education. - SECTION 2 Feng Shui: Its Theory and Practice.– 3 Feng Shui and Chi.– 4 Feng Shui Practice.– 5 Feng Shui and Traditional Chinese Medicine -- SECTION 3 Feng Shui: A Historical-Philosophical Narrative.– 6 Matteo Ricci: A 16th Century Appraisal of Feng Shui.– 7 Ernst Johann Eitel: A 19th Century Appraisal of Feng Shui.– 8 Feng Shui and Westernization in Early 20th Century China.– 9 Feng Shui, Science and Politics in Contemporary China -- Section 4 Feng Shui: Considerations from Philosophy of Science.– 10 Joseph Needham on Feng Shui and Traditional Chinese Science.– 11 The Science and Teaching of Energy.– 12 Scientific Testing of Chi Claims.– 13 Feng Shui as Pseudoscience -- SECTION 5 Conclusion.– 14 Concluding Remarks. .
520 _aThis book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews. The arguments presented for feng shui being a pseudoscience can be marshalled when considering a whole range of comparable beliefs and the educational benefit of their appraisal. Feng shui is a deeply-entrenched, three-millennia-old system of Asian beliefs and practices about nature, architecture, health, and divination that has garnered a growing presence outside of Asia. It is part of a comprehensive and ancient worldview built around belief in chi (qi) the putative universal energy or life-force that animates all existence, the cosmos, the solar system, the earth, and human bodies. Harmonious living requires building in accord with local chi streams; good health requires replenishment and manipulation of internal chi flow; and a beneficent afterlife is enhanced when buried in conformity with chi directions. Traditional Chinese Medicine is based on the proper manipulation of internal chi by acupuncture, tai-chi and qigong exercise, and herbal dietary supplements. Matthews has produced another tour de force that will repay close study by students, scientists, and all those concerned to understand science, culture, and the science/culture nexus. Harvey Siegel, Philosophy, University of Miami, USA With great erudition and even greater fluidity of style, Matthews introduces us to this now-world-wide belief system. Michael Ruse, Philosophy, Florida State University, USA The book is one of the best research works published on Feng Shui. Wang Youjun, Philosophy, Shanghai Normal University, China The history is fascinating. The analysis makes an important contribution to science literature. James Alcock, Psychology, York University, Canada This book provides an in-depth study of Feng Shui in different periods, considering its philosophical, historical and educational dimensions; especially from a perspective of the ‘demarcation problem’ between science and pseudoscience. Yao Dazhi, Chinese Academy of Sciences, China.
650 0 _aScience education.
650 0 _aEducation—Philosophy.
650 0 _aPhilosophy and social sciences.
650 0 _aMedicine, Chinese.
650 0 _aCultural heritage.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aEducational Philosophy.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650 2 4 _aPhilosophy of Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/E25000
650 2 4 _aTraditional Chinese Medicine.
_0https://scigraph.springernature.com/ontologies/product-market-codes/H17020
650 2 4 _aCultural Heritage.
_0https://scigraph.springernature.com/ontologies/product-market-codes/419000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030188214
776 0 8 _iPrinted edition:
_z9783030188238
776 0 8 _iPrinted edition:
_z9783030188245
830 0 _aScience: Philosophy, History and Education,
_x2520-8594
856 4 0 _uhttps://doi.org/10.1007/978-3-030-18822-1
912 _aZDB-2-EDA
912 _aZDB-2-SXED
999 _c101884
_d101884