The work of the Kyoto School represents one of the few streams
of philosophy that originate in Japan. Following the cultural
renaissance of the Meiji Restoration after Japan's period of
closure to the outside world (1600-1868), this distinctly Japanese
thought found expression especially in the work of Kitaro Nishida,
Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy
of experience, of human becoming, and of transformation. In pursuit
of these themes it brings an inheritance of Western philosophy that
encompasses William James, Hume, Kant and Husserl, as well as the
psychology of Wilhelm Wundt, into conjunction with Eastern thought
and practice. Yet the legacy and continuing reception of the Kyoto
School have not been easy, in part because of the coincidence of
its prominence with the rise of Japanese fascism. In light of this,
then, the School's ongoing relationship to the thought of Heidegger
has an added salience. And yet this remains a rich philosophical
line of thought with remarkable salience for educational
practice.
The present collection focuses on the Kyoto School in three
unique ways. First, it concentrates on the School's distinctive
account of human becoming. Second, it examines the way that, in the
work of its principal exponents, diverse traditions of thought in
philosophy and education are encountered and fused. Third, and with
a broader canvas, it considers why the rich implications of the
Kyoto School for for philosophy and education have not been more
widely appreciated, and it seeks to remedy this.
The first part of the book introduces the historical and
philosophical background of the Kyoto School, illustrating its
importance especially for aesthetic education, while the second
part looks beyond this to explore the convergence of relevant
streams of philosophy, East and West, ranging from the Noh play and
Buddhist practices to American transcendentalism and
post-structuralism.
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