Comparative and Decolonial Studies in Philosophy of Education

ISBN-13: 9789819901388 / Angielski / Twarda / 2023 / 210 str.

David G. Hebert

Opis

This book introduces the educational philosophies of notable African and Asian thinkers who tend to be little recognized in Europe and North America. It offers specific resources for diversification of higher education curricula. The book expands the philosophy of education, in clear language, to include ideas of major non-western educational thinkers who are little discussed in previous publications. It includes critical analysis of non-western concepts and consideration of their relevance to schools worldwide. The book features discussions of how the work of Tagore and postcolonial thinkers offers diverse visions that increasingly inspire a decolonizing approach to education. This book offers a unique emphasis on how a decolonized philosophy of education can especially enable a rethinking of approaches to education in arts and humanities subjects.

Spis treści

Foreword

                                Koji Matsunobu

Introduction: Why comparative and decolonial studies in philosophy of education? 

David G. Hebert

Chapter 1              Cai Yuanpei and aesthetic education in modern China

Ning Luo               

 

Chapter 2              Self-reflection, East and West: Educational implications of Kyoto School versus Humboldtian Bildung approaches

                                Miwa Chiba

Chapter 3              Ki Hadjar Dewantara and philosophy of education in Indonesia

Dorothy Ferary

Chapter 4              Philosophy of education in the Philippines: Virgilio Enriquez and Sikolohiyang Pilipino

Czarecah Tuppil Oropilla, Charla Rochella Santiago-Saamong and Jean Guadana

Chapter 5              Beyond education: A balanced perspective embodied in Tagore and Hu Shih’s educational philosophies

Lexuan Zhang

Chapter 6              Ubuntu and moral education

Pip Bennett

Chapter 7              Omoluabi and Asabiyah philosophies: Afro-Arabian perspectives on inclusive education policy in Nigeria

Abass Bolaji Isiaka

Chapter 8              Implications of Amartya Sen’s ‘capabilities’ approach for education in Luxembourg

Daniela Lacramioara Moraru

Chapter 9              The “happy island” of Polish music education: Self-Orientalization of educational philosophies in post-Soviet Europe

                                Adam Switala and Piotr Majewski 

O autorze

David G. Hebert, PhD is a Professor with the Faculty of Education at Western Norway University of Applied Sciences, Bergen, and Honorary Professor with the Education University of Hong Kong. He teaches for Bergen Summer Research School and has grant funding from various sources for international projects in Europe, Asia, and Africa. He has published nine academic books and the present volume was developed by two cohorts of his doctoral course PhD911: Non-Western Educational Philosophy and Policy.