Contemplating philosophy of education: A Canadian west coast perspective

Resource type
Date created
2020
Authors/Contributors
Author: Bai, Heesoon
Abstract
Starting with an assertion that philosophy’s prerogative is to propose alternative worldviews and values, in addition to the basic interpretation of philosophy as an inquiry into the myriad dimensions of human experience, this paper proffers a view of education that centers the cultivation of a more balanced and integrated humanity in resistance to the increasing instrumental forces in modern societies that fragment, alienate, and therefore dehumanize. Distinguishing between education (primarily concerned with the human being) and instruction (primarily concerned with the human having), this paper is primarily concerned with education, and it proposes a contemplative mode of intersubjective relationality between the self and self-other. A variety of critical observational and interpretive notes are offered on major concepts that animate contemporary discourses in education, such as dualisms, imbalance and fragmentation, dislocation and alienation, progress, and existential crisis, all refracted through the prism of the most recent contemplative turn in education. The chapter ends with a curated dialogue among the four authors of this chapter, all of whom share how they have come to situate themselves in the intersection of philosophy of education and contemplative inquiry and how they see the nature of contribution that the latter makes to the former.
Published as
Bai, H., Miyakawa, M., Tiryaki, T., & Mangat, M. (2020). Contemplating philosophy of education: A Canadian west coast perspective. In P. P. Trifonas (Ed.), Handbook of theory and research in cultural studies in education (pp. 749-763). Cham, Switzerland: Springer.
Publication details
Publication title
Handbook of theory and research in cultural studies in education
Document title
Contemplating philosophy of education: A Canadian west coast perspective
Editor
P. P. Trifonas
Publisher
Springer
Date
2020
First page
749
Last page
763
Copyright statement
Copyright is held by the author(s).
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You are free to copy, distribute and transmit this work under the following conditions: You must give attribution to the work (but not in any way that suggests that the author endorses you or your use of the work); You may not use this work for commercial purposes.
Scholarly level
Peer reviewed?
Yes
Language
Member of collection