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001 978-94-007-4047-1
003 DE-He213
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020 _a9789400740471
_9978-94-007-4047-1
024 7 _a10.1007/978-94-007-4047-1
_2doi
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
082 0 4 _a370.1
_223
100 1 _aStandish, Paul.
_eeditor.
245 1 0 _aEducation and the Kyoto School of Philosophy
_h[electronic resource] :
_bPedagogy for Human Transformation /
_cedited by Paul Standish, Naoko Saito.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2012.
300 _aXI, 235 p. 7 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aContemporary Philosophies and Theories in Education ;
_v1
505 0 _a1. Introduction; Paul Standish -- PART I -- 2. Pure Experience and Transcendence Down; Paul Standish -- 3. The Kyoto School of Anthropology and Post-war Pedagogy; Satoji Yano -- 4. The Kyoto School and J.F. Herbert; Shoko Suzuki -- 5. A Genealogy of the Development of the Clinical Theory on Human Becoming; Tsunemi Tanaka -- 6. The Kyoto School and Theory of Aesthetic Human Transformation: Examining Motomori Kimura’s Interpretation of F. Schiller; Takuo Nishimura -- 7. Metamorphoses of ‘Pure Experience’: Buddhist, Enactive and Historical Turns in Nishida; Nobuo Kazashi -- 8. William James, Nishida Kitaro, and Religion; Chae Young Kim -- 9. Ecological Imagination and Aims of Moral Education through the Kyoto School and American Pragmatism; Steven Fesmire -- PART II -- 10. Martinus Jan Langeveld: Modern Educationalist of Everyday Upbringing; Bas Levering -- 11. Zeami’s Philosophy of Exercise and Expertise; Tadashi Nishihira -- 12. ‘We are Alone, and We are Never Alone’: American Transcendentalism and Political Education of Human Nature; Naoko Saito -- 13. Whitehead on the ‘Rhythm of Education’ and Nishida Kitaro’s ‘Pure Experience’ as a Developing Whole; Steve Odin -- 14. A Different Road: The Life and Writings of Natsume Sōseki as a Struggle for Modern Accommodation; Lynda Stone -- 15. Negativity, Experience and Transformation: Educational Possibilities at the Margins of Experience – Insights from the German Traditions of Philosophy of Education; Andrea English -- 16. Indebtedness to the Dead and Education as a Gift: Task and Limits of Post-war Education; Satoji Yano -- Index.
520 _aThe 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.
650 0 _aEducation.
650 0 _aAesthetics.
650 0 _aEducation
_xPhilosophy.
650 1 4 _aEducation.
650 2 4 _aEducational Philosophy.
650 2 4 _aPhilosophy of Education.
650 2 4 _aAesthetics.
650 2 4 _aLearning & Instruction.
650 2 4 _aTeaching and Teacher Education.
700 1 _aSaito, Naoko.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400740464
830 0 _aContemporary Philosophies and Theories in Education ;
_v1
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-4047-1
912 _aZDB-2-SHU
999 _c104695
_d104695