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Scholarship March 29, 2017

Educations and Their Purposes: A Conversation among Cultures

The Wabash Center

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Author
Ames, Roger T., and Peter D. Hershock, eds.
Publisher
University of Hawai'i Press, Honolulu
ISBN
9780824831608
Book Review Link
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9647.2009.00537.x/abstract
Table of Contents
Introduction (Roger T. Ames and Peter D. Hershock)

Part I Education, Relationality, and Diversity
ch. 1 Relating Freely: The Meaning of Educating for Equity and Diversity (Peter D. Hershock)
ch. 2 Philosophy and the Hybridization of Culture (Richard Rorty)
ch. 3 The Overdominance of English in Global Education: Is an Alternative Scenario Thinkable? (Tze-Wan Kwan)
ch. 4 Teaching Philosophy of Religion "Multiculturally": A Lokahi Approach? (Gwen Griffith-Dickson)
ch. 5 Democracy and Science in Education: Lacuna in China's Modernization (Sor-Hoon Tan)

Part II Education and Affectivity
ch. 6 Educating Emotions: The Phenomenology of Feelings (Robert C. Solomon)
ch. 7 Caring and Critical Thinking in Relational Ethics (Nel Noddings)
ch. 8 Cultivating the Mindful Heart: What We May Learn from the Japanese Philosophy of Kokoro (Thomas P. Kasulis)
ch. 9 The Dilemma of Skillful Means in Buddhist Pedagogy: Desire and Education in the Lotus Sutra (Tao Jiang)

Part III Education and Somaticity
ch. 10 With This Very Body: Or What Kukai Has to Teach Us about Ritual Pedagogy (Nikki Bado-Fralick)
ch. 11 The Confucian Body and Virtue Education: On the Balance between Inner Authenticity and Outer Expression (Seung-Hwan Lee)
ch. 12 Ethical Education as Bodily Training: Kitaro Nishida's Moral Phenomenology of "Acting-Intuition" (Joel W. Krueger)

Part IV Creativity and Habilitation
ch. 13 What's Wrong with Being "Creative"? (John Hope Mason)
ch. 14 Constructing Identities: The Shifting Role of Indoctrination in Chinese and American Education (Gay Garland Reed)
ch. 15 Initiating but not Proceeding to the end – a Confucian response to indoctrination (Geir Sigurdsson)
ch. 16 Either Self-realization or transmission of received wisdom in Confucian education? (Hoyt Cleveland Tillman)

Part V Education and Otherness
ch. 17 Oral traditions, African philosophical methods, and their contributions to education and our global knowledge (Workineh Kelbessa)
ch. 18 The ideas of “educating” and “learning” in Confucian thought (Chen Lai)
ch. 19 Spiritual transformation and transthetical life – thinking from advaita (John J. Thatamanil)
ch. 20 Education and responsiveness – On the agency of intersubjectivity (Brian J. Bruya)
ch. 21 Different encounter between teacher and student in Sankara’s Upadesa-Sahasri and in the teaching of Jiddu Krishnamurti (Daniel Raveh)

Part VI Education and Aesthetics of Moral Cultivation
ch. 22 Beautiful freedom – Schiller on the ‘Aesthetic Education’ of Humanity (Fred Dallmayr)
ch. 23 Musical Education for Peace (Kathleen Marie Higgins)
ch. 24 Fact and Value in the Analects – Education and Logic (Joel J. Kupperman)
ch. 25 Xunzi and the role of aesthetic experience in moral cultivation (Scott R. Stroud)
ch. 26 How is weakness of the will NOT possible? Cheng Yi’s Neo-confucian conception of moral knowledge (Yong Huang)

Contributors
Index
Chapters included in Part One, Education, Relationality, and Diversity, examine the growing intellectual awareness of a pervasive interdependence amid diversity in all aspects of the human experience brought on by the unrelenting processes of globalization. One of the most distinguished voices in the philosophy of emotions offers a sustained reflection in the opening chapter to Part Two, Educating Emotions: The Phenomenology of Feelings. In Part Three, East Asian traditions of thought that have never committed to the familiar mind-body dualism are appealed to as a resource for rethinking the body in education. The tension between personal authenticity and indoctrination in the role that education plays in preparing a person for a successful life is the subject of Part Four, Creativity and Habilitation, followed by chapters on the mutual accommodation of different approaches to education. The final essays discuss the role of aesthetic sensibilities in moral development with the theme of education and the aesthetics of moral cultivation. (From the Publisher)