Toward a Post-Modern Daoist Pedagogy: Bridging Complexity and Dao through Inner Cultivation and Autopoietic Currere
Journal of Contemplative and Holistic Education August 1, 2026 DOI: 10.25035/jche.04.02.05 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that reading complexity theory and systems thinking alongside the Neiye and the Huangting Jing supports a post-modern Daoist pedagogy grounded in inner cultivation and "autopoietic currere," in which curriculum emerges organically through participatory dialogue between structure and spontaneity and is embodied as a cosmic dance with(in) the transcendent Dao. |
Abstract
This article first critically examines the call to reenchant the world as it resonates within a middle space between science and mysticism and then connects key ideas from complexity theory and systems thinking on complex adaptive systems with two seminal Daoist texts: the Neiye (《內業》, Inner Cultivation), a proto-Daoist chapter from the Guanzi anthology (4th–3rd century B.C.E.), and the Huangting Jing (《黃庭經》, Yellow Court Scripture), a later Daoist classic (3rd–4th century C.E.). Through this dialogue, the article advocates a post-modern Daoist pedagogy through inner cultivation and autopoietic currere—an autopoietic process wherein curriculum emerges organically through participatory dialogue between structure and spontaneity, embodied as a cosmic dance with(in) the transcendent Dao.