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This edited book opens a dialogue on theories and philosophies of
education between the East and the West in the era of
globalisation. A great deal of research has been devoted to
discussion of the ideas of Western theorists such as Plato,
Aristotle, Locke, Rousseau, Kant, Fröbel, Herbert, Dewey, Piaget,
and so on, and their thoughts have had a tremendous impact on
Japanese educational practices. In addition, the 21st-century
society has promoted international academic standardisation of
knowledge, skills, and competencies for a knowledge-based economy,
making great strides in educational development for globalisation.
On the other hand, East Asia has retained its own unique insights
and perspectives that cannot entirely be understood by Western
philosophies of education alone. The contributors to this volume
offer the reader insights into how Japanese and East Asian theories
and philosophies of education encounter those from the West, by
taking up heated and controversial issues such as education of
caring, morality, nature, catastrophe, body and cultivation, art,
language, politics, democracy, and modernity. The book will appeal
to researchers, teachers, students, policymakers, and anyone
interested in the theory and philosophy of education in the East,
or those who would like to reconsider education in a multicultural
society.
This book discusses how East Asia has introduced school and
curricular reform to reflect democratic citizenship and globalized
skills, knowledge, dispositions, and competencies in the 21st
century. It also focuses on the tendencies and reasons students
from Japan, China, South Korea, Taiwan, and Singapore receive the
highest scores in international students' assessment such as PISA
and TIMSS; yet their curiosity and motivation for learning are the
lowest internationally. Moreover, Indonesian and Vietnamese
students are likely to receive the lowest testing scores, yet their
motivation for learning is quite high. It is worth investigating
high academic achievement in East Asia in light of the trend
towards democratization. The authors consider controversial issues
such as whether the goals of democratic education should be the
attainment of high academic scores, consideration of whether to
implement competency-based curriculums or meritocratic systems of
academic competition, and the provision of equal opportunities in
the community of learning. The book illuminates each country's
struggle to realise school reform on the basis of its social and
cultural settings, and looks at what connects East Asia's past,
present, and future.
Manabi and Japanese Schooling: Beyond Learning in the Era of
Globalisation considers the theory and practices behind the
Japanese concept of Manabi, particularly as the progressive concept
of learning in the globalised world. It seeks to provide
educational visions of Manabi as an alternative concept of learning
in the era of post-globalisation. The authors derive different
perspectives in Manabi from Eastern philosophy, clarifying and
comparing with learning and Bildung to give alternative educational
discourses. It considers the idea of Confucius and Taoism and
studies the practice of minna, characterising it as a cooperative
and peaceful problem-solving method. Addressing the trend of
'learnification' and its contribution to educational reform, it
explores the impacts, conflicts and difficulties of introducing
learner-centred education into East Asian educational settings as
well as the potential of Manabi as an effective tool for all types
of learning. Expertly written and researched, this book includes a
foreword by Gert Biesta and is a valuable resource for researchers,
academics and postgraduate students in the field of educational
philosophy, educational theory and Eastern philosophy.
This book discusses how East Asia has introduced school and
curricular reform to reflect democratic citizenship and globalized
skills, knowledge, dispositions, and competencies in the 21st
century. It also focuses on the tendencies and reasons students
from Japan, China, South Korea, Taiwan, and Singapore receive the
highest scores in international students' assessment such as PISA
and TIMSS; yet their curiosity and motivation for learning are the
lowest internationally. Moreover, Indonesian and Vietnamese
students are likely to receive the lowest testing scores, yet their
motivation for learning is quite high. It is worth investigating
high academic achievement in East Asia in light of the trend
towards democratization. The authors consider controversial issues
such as whether the goals of democratic education should be the
attainment of high academic scores, consideration of whether to
implement competency-based curriculums or meritocratic systems of
academic competition, and the provision of equal opportunities in
the community of learning. The book illuminates each country's
struggle to realise school reform on the basis of its social and
cultural settings, and looks at what connects East Asia's past,
present, and future.
This book considers John Dewey's philosophy of democratic education
and his theory of public sphere from the perspective of the
reconstruction and redefinition of the dominant liberalist
movement. By bridging art education and public sphere, and drawing
upon contemporary mainstream philosophies, Ueno urges for the
reconceptualization of the education of mainstream liberalism and
indicates innovative visions on the public sphere of education.
Focusing on Dewey's theory of aesthetic education as an origin of
the construction of public sphere, chapters explore his art
education practices and involvement in the Barnes Foundation of
Philadelphia, clarifying the process of school reform based on
democratic practice. Dewey searched for an alternative approach to
public sphere and education by reimagining the concept of
educational right from a political and ethical perspective,
generating a collaborative network of learning activities, and
bringing imaginative meaning to human life and interaction. This
book proposes educational visions for democracy and public sphere
in light of Pragmatism aesthetic theory and practice. Democratic
Education and the Public Sphere will be key reading for academics,
researchers and postgraduate studies in the fields of the
philosophy of education, curriculum theory, art education, and
educational policy and politics. The book will also be of interest
to policy makers and politicians who are engaged in educational
reform.
This book considers John Dewey's philosophy of democratic education
and his theory of public sphere from the perspective of the
reconstruction and redefinition of the dominant liberalist
movement. By bridging art education and public sphere, and drawing
upon contemporary mainstream philosophies, Ueno urges for the
reconceptualization of the education of mainstream liberalism and
indicates innovative visions on the public sphere of education.
Focusing on Dewey's theory of aesthetic education as an origin of
the construction of public sphere, chapters explore his art
education practices and involvement in the Barnes Foundation of
Philadelphia, clarifying the process of school reform based on
democratic practice. Dewey searched for an alternative approach to
public sphere and education by reimagining the concept of
educational right from a political and ethical perspective,
generating a collaborative network of learning activities, and
bringing imaginative meaning to human life and interaction. This
book proposes educational visions for democracy and public sphere
in light of Pragmatism aesthetic theory and practice. Democratic
Education and the Public Sphere will be key reading for academics,
researchers and postgraduate studies in the fields of the
philosophy of education, curriculum theory, art education, and
educational policy and politics. The book will also be of interest
to policy makers and politicians who are engaged in educational
reform.
Manabi and Japanese Schooling: Beyond Learning in the Era of
Globalisation considers the theory and practices behind the
Japanese concept of Manabi, particularly as the progressive concept
of learning in the globalised world. It seeks to provide
educational visions of Manabi as an alternative concept of learning
in the era of post-globalisation. The authors derive different
perspectives in Manabi from Eastern philosophy, clarifying and
comparing with learning and Bildung to give alternative educational
discourses. It considers the idea of Confucius and Taoism and
studies the practice of minna, characterising it as a cooperative
and peaceful problem-solving method. Addressing the trend of
'learnification' and its contribution to educational reform, it
explores the impacts, conflicts and difficulties of introducing
learner-centred education into East Asian educational settings as
well as the potential of Manabi as an effective tool for all types
of learning. Expertly written and researched, this book includes a
foreword by Gert Biesta and is a valuable resource for researchers,
academics and postgraduate students in the field of educational
philosophy, educational theory and Eastern philosophy.
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