Philosophy East / West E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Journal of Philosophy of Education
• Sprache: Englisch

Seitenzahl: 413

Veröffentlichungsjahr: 2015

Beschreibung

Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions. * Moves beyond simplistic explanations of "Eastern" and "Western" to explore the complexity and diversity of various wisdom traditions * Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice * Uses insights from important Western philosophers--including Heidegger, Levinas, and Foucault--to situate contemplative practice within contemporary educational theory * Emphasizes the importance of transcultural and intercultural approaches in the philosophy of education

Leseprobe

The Journal of Philosophy of Education Book Series

The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education.

Titles in the series include:

Philosophy East/West: Exploring Intersections between Educational and Contemplative PracticesEdited by Oren Ergas and Sharon Todd

The Ways We Think: From the Straits of Reason to the Possibilities of ThoughtEmma Williams

Philosophical Perspectives on Teacher EducationEdited by Ruth Heilbronn and Lorraine Forman-Peck

Re-Imagining Relationships in Education: Ethics, Politics and PracticesEdited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter

Education and the Growth of Knowledge: Perspectives from Social and Virtue EpistemologyEdited by Ben Kotzee

Vygotsky, Philosophy and EducationJan Derry

Education Policy: Philosophical Critique Edited by Richard Smith

Levinas, Subjectivity, Education: Towards an Ethics of Radical ResponsibilityAnna Strhan

Philosophy for Children in Transition: Problems and ProspectsEdited by Nancy Vansieleghem and David Kennedy

Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education Edited by Stefaan E. Cuypers and Christopher Martin

The Good Life of Teaching: An Ethics of Professional Practice Chris Higgins

The Formation of ReasonDavid Bakhurst

What do Philosophers of Education do? (And how do they do it?)Edited by Claudia Ruitenberg

Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy?Edited by David Bridges, Paul Smeyers and Richard Smith

New Philosophies of LearningEdited by Ruth Cigman and Andrew Davis

The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary EssaysEdited by Mark Halstead and Graham Haydon

Philosophy, Methodology and Educational ResearchEdited by David Bridges and Richard D Smith

Philosophy of the TeacherBy Nigel Tubbs

Conformism and Critique in Liberal SocietyEdited by Frieda Heyting and Christopher Winch

Retrieving Nature: Education for a Post-Humanist AgeBy Michael Bonnett

Education and Practice: Upholding the Integrity of Teaching and LearningEdited by Joseph Dunne and Pádraig Hogan

Educating Humanity: Bildung in PostmodernityEdited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo

The Ethics of Educational ResearchEdited by Michael Mcnamee and David Bridges

In Defence of High CultureEdited by John Gingell and Ed Brandon

Enquiries at the Interface: Philosophical Problems of On-Line EducationEdited by Paul Standish and Nigel Blake

The Limits of Educational AssessmentEdited by Andrew Davis

Illusory Freedoms: Liberalism, Education and the MarketEdited by Ruth Jonathan

Quality and EducationEdited by Christopher Winch

Philosophy East/West

Exploring Intersections between Educational and Contemplative Practices

Edited by

Oren Ergas and Sharon Todd

This edition first published 2016 Originally published as Volume 49, Issue 2 of The Journal of Philosophy of EducationChapters ©  2016 The Authors Editorial organization ©  2016 Philosophy of Education Society of Great Britain

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Cover image: ©  Yemima Ergas Vroman. From the series “Uncharted Places” (#4), oil on paper.

Contents

Notes on Contributors

Acknowledgement

Introduction

REFERENCES

1 On the Contemporary Applications of Mindfulness: Some Implications for Education

THE CONCEPT OF MINDFULNESS

MINDFULNESS, MORALITY AND FREEDOM

SECULARISM, SPIRITUALITY AND MINDFULNESS

MINDFULNESS, LEARNING AND EDUCATION: DEVELOPMENTS AND ISSUES

REFERENCES

2 Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction

INTRODUCTION: IS THERE A PROBLEM WITH MINDFULNESS?

DIAGNOSIS: THE COLLAPSE OF ATTENTION

AN APPARATUS OF CAPTURE?

RETURNING TO THE ETHICAL ROOTS OF MINDFULNESS

CREATING LITTLE SPACES IN EVERYDAY LIFE: ATTENTION AND EDUCATION

REFERENCES

3 The Deeper Teachings of Mindfulness-Based ‘Interventions’ as a Reconstruction of ‘Education’

INTRODUCTION

I TWO JUSTIFICATORY PATHS UNDERGIRDING A CONTEMPLATIVE TURN IN EDUCATION

II ATTENTION: THE INTERSECTION OF SCIENCE, WISDOM-TRADITIONS AND EDUCATION

NOTES

REFERENCES

4 Heidegger East and West: Philosophy as Educative Contemplation

INTRODUCTION

OVERCOMING THE WEST

THINKING AS RELEASEMENT

HEIDEGGER'S WAY

THE DECONSTRUCTION OF THE WILFUL SELF

CONCLUSION

NOTES

REFERENCES

5 Experiencing Change, Encountering the Unknown: An Education in ‘Negative Capability’ in Light of Buddhism and Levinas

PHILOSOPHY, MEDITATION AND DHAMMA PRACTICE:

DUKKHA

,

ANICCA

,

ANATTA

VIPASSANA

PRACTICE AND THE ENCOUNTER

NONSELF, ENCOUNTER AND THE ETHICS OF ALTERITY

AN EDUCATION IN NEGATIVE CAPABILITY

NOTES

REFERENCES

6 Technologies of Self and the Cultivation of Virtues

I INTRODUCTION

II FOUCAULT AND THE SPATIALISATION OF SPIRITUALITY-PHILOSOPHY-SCIENCE

III THE CULTIVATION OF VIRTUE: BUDDHIST TRACES

IV REAPPROACHING DOCTORAL EDUCATION: PROBLEMATISING TRANSFORMATIONAL PRACTICES AND THEIR RELATIONSHIP TO A CONTEMPLATIVE TURN

CONCLUSION

NOTES

REFERENCES

7 Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education

INTRODUCTION

THE NONDUAL GROUND OF BASIC GOODNESS

SHAMBHALA TEACHINGS ON WARRIORSHIP: LEARNING TO ABIDE IN BASIC GOODNESS

THE FRUITION OF SACRED WARRIORSHIP: TRUST AND CONFIDENCE IN BASIC GOODNESS

FURTHER CONSIDERATIONS FOR CONTEMPLATIVE AND TRANSFORMATIVE EDUCATION

CONCLUSION: INTERCULTURAL PHILOSOPHY AS A WAY AND PRACTICE OF LIFE

ACKNOWLEDGEMENTS

NOTES

REFERENCES

8 Reuniting Virtue and Knowledge

WHY REUNITE VIRTUE AND KNOWLEDGE?

THE ANCIENT GREEK PERSPECTIVE ON VIRTUE

CARE OF THE SOUL

CARE OF THE SOUL AND KNOWLEDGE

DAOISM:

DAO

道 AND ITS RELATIONSHIP TO VIRTUE 德

DAOIST CULTIVATION OF VIRTUE

DAOIST CULTIVATION OF VIRTUE AND EDUCATIONAL IMPLICATIONS

DAOIST CULTIVATION OF VIRTUE AND KNOWLEDGE

VIRTUE AND KNOWLEDGE: SYNTHESIS OF PHILOSOPHY, SCIENCE AND EXPERIENCE

GREEK AND DAOIST CONCEPTIONS OF CULTIVATION OF VIRTUE AND KNOWLEDGE

INTUITIVE KNOWLEDGE AND EDUCATION: IMPLICATIONS

NOTE

REFERENCES

9 Improvisation and Meditation in the Academy: Parallel Ordeals, Insights, and Openings

MY STORY

TALES OF TWO EPISTEMOLOGIES

HARNESSING THE FRUITS OF SYSTEMATIC IMPROVISATION AND MEDITATION APPROACHES

EPISTEMOLOGICAL CONTRADICTIONS WITHIN THE CONTEMPLATIVE STUDIES MOVEMENT

NEW PARADIGMS OF INDIVIDUAL AND COLLECTIVE GROWTH

CLOSING THOUGHTS

NOTES

REFERENCES

Index

EULA

Guide

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Notes on Contributors

Heesoon Bai, Faculty of Education, Simon Fraser University, 8888 University Drive, Burnaby, BC Canada V5A 1S6.

Bernadette Baker, School of Education, University of Wisconsin, 225 North Mills St., Madison, Wisconsin, 53706-1707, USA.

Tom Culham, Sauder School of Business, University of British Columbia, Henry Angus Bldg., 2053 Main Mall, Vancouver, BC Canada V6T 1Z2.

Aislinn O'Donnell, Mary Immaculate College, University of Limerick, South Circular Road, Limerick, Co. Limerick, Ireland.

Claudia Eppert, Faculty of Education, University of Alberta, 440 Education South, Edmonton, Alberta, Canada T6G 2G5.

Oren Ergas, School of Education, Hebrew University, Yisahar 7 apt. 3, Modi'in 7174529, Israel.

Rob Hattam, School of Education, University of South Australia, GPO Box 2471, Adelaide, South Australia 5001, Australia.

Terry Hyland, Department of Philosophy, Free University of Ireland, Dublin 7, Ireland.

David Lewin, Educational Studies, Liverpool Hope University, Hope Park, Liverpool, LI6 9JD, UK.

Tram Nguyen, Faculty of Education, University of Alberta, 440 Education South, Edmonton, Alberta, Canada T6G 2G5.

Ed Sarath, School of Music, Theatre and Dance, University of Michigan, E.V. Moore Bldg., 1100 Barts Drive, Ann Arbor, Michigan, 48109-2085, USA.

Sharon Todd, Maynooth University, Department of Education, Maynooth, Co., Kildare, Ireland.

Daniel Vokey, Faculty of Education, University of British Columbia, Ponderosa Annex G, 2044 Lower Mall, Vancouver, BC Canada V6T 1Z2.

Acknowledgement

Oren Ergas's work on this book was supported by a visiting scholars fellowship of the Mind and Life Institute, Amherst, USA, as well as a Postdoctoral fellowship of the MUDA Institute at IDC, Herzliya, Israel.

Introduction

OREN ERGAS AND SHARON TODD

This book addresses two interrelated themes that have emerged both from within philosophy and from within education. The first has to do with reading across philosophical traditions in order to address what educational and contemplative practices have to say to one another; the second concerns the recent ‘contemplative turn’ in education, with its focus on mindfulness and other forms of mind/body work that are incorporated into the curriculum based on scientific research, on the one hand, and their spiritual origins, on the other.

Contemplative practices can be broadly defined as ‘the ways that human beings, across cultures and across time, have found to concentrate, broaden, and deepen conscious awareness as the gateway to cultivating their full potential and to leading more meaningful and fulfilling lives’ (Roth, 2006, p. 1788). The interpretative space that this particular definition opens may be an appropriate way of capturing the diversity and complexity that characterises a current social arena in which contemplative practices are increasingly being incorporated into educational settings in Western industrialised countries (Barbezat and Bush, 2014; Ergas, 2014; Gunnlaugson, Sarath, Scott and Bai, 2014; Hart, 2004; Hyland, 2011; MLERN, 2012; Palmer and Zajonc, 2010; Roeser and Peck, 2009; Roth, 2006; Shapiro, Brown and Astin, 2011). It is this diversity that stands at the heart of this book that locates what might be justly paraphrased as ‘the varieties of contemplative practice in and as education’ as a dense intersection point. At this intersection several strands, dualisms and categorisations are brought to bear as ‘West’ meets ‘East’, wisdom traditions meet science, individual meets society, self meets world, mindfulness meets mindlessness, spirituality meets secularity and more.