The 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...

This book deals with contemporary epistemological questions, connecting Educational Philosophy with the field of Science- and Technology Studies. It can be understood as a draft of a general theory of world-disclosure, which is in its core a distinction between two forms of world-disclosure: experiment and exploration. These two forms have never been clearly distinguished before. The focus lies on the experimental form of world-disclosure, which is described in detail and in contrast to the explorational form along the line of twenty-one characteristics, which are mainly derived from...

The 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...

This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge.

This book proposes a new way for scholars in, for example, Education, Literary Studies, and Philosophy to approach texts and other phenomena through the concept and practice of translation. Its interdisciplinary perspective makes the book of value for graduate students and scholars in the Humanities and Social Sciences. The unique take on translation as related to the notion of aporia is applied to a number of seminal and classical texts within literature, poetry, and philosophy, which gives the reader new understandings of the workings of language and what happens within and between...

This book re-conceptualizes teaching through an engagement with Jean-Paul Sartre’s early existentialist thought. Against the grain of teacher accountability, it turns to the demanding account of being human in Sartre’s thought, on the basis of which an alternative account of teaching can be developed. It builds upon Sartre’s key concepts related to the self, freedom, bad faith, and the Other, such that they might open up original ways of thinking about the practices of teaching. Indeed, given the everyday complexities that characterize teaching, as well as the vulnerabilities and...

This book offers perspectives on how "education as we know it" is being challenged by the complexity of "nextness" that no longer allows for taking deeply grounded assumptions on the meaning of education as granted. This book interrogates ontological, ethical, and political challenges that immigrant children face.

With the global situation in which more and more children are displaced, direct intergenerational transmission is broken, suspended, or complicated and made incoherent, and "things of concern" may be radically different for policymakers, for teachers, students, or their...