ABSTRACT
In this chapter, the author pushes further the theme of "difference" by confronting the binary mode of reasoning itself, often claimed as the specter and yoke of the modern Western epistemology. It shows the limit of applying Foucault's governing theory to gauge the Chinese teacher-student ordering along a power dimension, which presumes and reproduces the fixed identities of teachers and students. The author limits his examination to how these two modes of reasoning govern the Chinese teacher-student disordering. The chapter explores China's teacher education reform, as how a Confucian care of self-others is confronting a modern conceptual knowing/knowledge in disordering China's teacher-student relation. It provides a different way to engage in the issue of difference, its entanglement with a binary mode of reasoning, namely, the ordering of difference and identity. The chapter brings in the Daoist yin-yang movement as an alternative way to flatten this binary reasoning toward a bipolar movement.
