The Moon Points Back comprises essays by both established scholars in Buddhist and Western philosophy and young scholars contributing to cross-cultural philosophy. It continues the program of Pointing at the Moon (Oxford University Press, 2009), integrating the approaches and insights of contemporary logic and analytic philosophy and those of Buddhist Studies to engage with Buddhist ideas in a contemporary voice. This volume demonstrates convincingly that integration of Buddhist philosophy with contemporary analytic philosophy and logic allows for novel understandings of and insights into Buddhist philosophical thought. It also shows how Buddhist philosophers can contribute to debates in contemporary Western philosophy and how contemporary philosophers and logicians can engage with Buddhist material. The essays in the volume focus on the Buddhist notion of emptiness (sunyata), exploring its relationship to core philosophical issues concerning the self, the nature of reality, logic, and epistemology. The volume closes with reflections on methodological issues raised by bringing together traditional Buddhist philosophy and contemporary analytic philosophy. This volume will be of interest to anyone interested in Buddhist philosophy or contemporary analytic philosophy and logic. But it will also be of interest to those who wish to learn how to bring together the insights and techniques of different philosophical traditions.

This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" - a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices. Curriculum, Instruction and Assessment in Japan explores: * Child-centered Curriculum and Discipline-Centered Curriculum * Theories based on Models of Academic Achievement and Competency * Various Methods for Organizing Creative Whole-Class Teaching * Performance Assessment in Subject Teaching A good guideline for those who would like to use the idea of "Lesson Study" in order to improve their own teaching and management practices and a reference to all working in educational improvement, this book will be of interest to educators and policymakers concerned with curriculum practices or those with an interest in the Japanese education system.

This book provides a comprehensive overview of the history and current status of policy, research and practices of curriculum, classroom instruction and assessment in Japan. It outlines the mechanism of curriculum organization and the history of the National Courses of Study, and assesses the theories of academic ability model. It also discusses in detail the history of "Lesson Study" - a characteristic teaching practice in Japan which utilizes groups, and reviews the history of educational assessment in Japan. Case studies on the practice of portfolio assessment in the Period for Integrated Study, as well as the practice of performance tasks in subject-based education are illustrated to show various examples of teaching practices. Curriculum, Instruction and Assessment in Japan explores: * Child-centered Curriculum and Discipline-Centered Curriculum * Theories based on Models of Academic Achievement and Competency * Various Methods for Organizing Creative Whole-Class Teaching * Performance Assessment in Subject Teaching A good guideline for those who would like to use the idea of "Lesson Study" in order to improve their own teaching and management practices and a reference to all working in educational improvement, this book will be of interest to educators and policymakers concerned with curriculum practices or those with an interest in the Japanese education system.

The Moon Points Back comprises essays by both established scholars in Buddhist and Western philosophy and young scholars contributing to cross-cultural philosophy. It continues the program of Pointing at the Moon (Oxford University Press, 2009), integrating the approaches and insights of contemporary logic and analytic philosophy and those of Buddhist Studies to engage with Buddhist ideas in a contemporary voice. This volume demonstrates convincingly that integration of Buddhist philosophy with contemporary analytic philosophy and logic allows for novel understandings of and insights into Buddhist philosophical thought. It also shows how Buddhist philosophers can contribute to debates in contemporary Western philosophy and how contemporary philosophers and logicians can engage with Buddhist material. The essays in the volume focus on the Buddhist notion of emptiness (sunyata), exploring its relationship to core philosophical issues concerning the self, the nature of reality, logic, and epistemology. The volume closes with reflections on methodological issues raised by bringing together traditional Buddhist philosophy and contemporary analytic philosophy. This volume will be of interest to anyone interested in Buddhist philosophy or contemporary analytic philosophy and logic. But it will also be of interest to those who wish to learn how to bring together the insights and techniques of different philosophical traditions.