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Cerina Wang Ed.D., is a 2025 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Dissertation Committee:

Ashley Nielsen, Ph.D., Committee Chair

Richard Kahn, Ph.D., Committee Member

Dawn Wink, Ph.D., Committee Member

Keywords

Taoist thought, education, well-being, teaching principles, student-centered learning, dialectical thinking, emotional balance, mindfulness, resilience, autoethnography

Document Type

Dissertation

Publication Date

2025

Abstract

This dissertation explores the integration of Taoist thought into teaching principles to enhance student well-being in the classroom. The study is driven by two primary research questions: What are my teaching principles? and How have Taoist thoughts influenced these principles? Grounded in the Tao Te Ching, this research examines how Taoist philosophy can inform and shape effective educational practices that prioritize emotional balance, self-awareness, and natural growth. The literature review connects Taoist thought with modern educational theories, highlighting its relevance to fostering resilience, intrinsic motivation, and holistic development in students. Using an autoethnographic research methodology, this study draws upon personal teaching experiences, narrative analysis, and reflective observations, capturing the dynamic relationship between pedagogy and student well-being. The findings identify four core teaching principles: (1) Less is More—emphasizing simplicity, focus, and gradual mastery of knowledge; (2) Nurturing Balance and Natural Growth—allowing students to progress at their own pace and fostering emotional stability; (3) Cultivating Inner Strength and Virtue—promoting humility, self-reflection, and resilience; and (4) Developing a Dialectical Worldview—encouraging students to think critically and understand opposing perspectives. These principles, derived from Taoist wisdom, demonstrate how teaching can extend beyond content delivery to support students’ mental and emotional health. The implications for practice include the development of student-centered learning environments, the integration of mindfulness techniques, and the promotion of reflective thinking in education. This study contributes to the field of educational philosophy by offering an alternative framework rooted in Eastern wisdom, providing educators with strategies to create a harmonious and fulfilling learning experience. By bridging Taoist thought with contemporary pedagogy, this research underscores the importance of well-being in education and advocates for a teaching approach that nurtures both intellectual and emotional development. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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ORCID No. 0009-0008-9110-2219

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