This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West.

By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum...

Introduces a dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. This book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues.

At the end of the century of unfathomable suffering, societies are facing anew the question of how events that shock, resist assimilation, and evoke contradictory and complex responses should be remembered. This work examines the pedagogical problem of how remembrance is to proceed when what is to be remembered is underscored by a logic difficult to comprehend and which is subversive of the humane character of existence. This pedagogical attention to practice to remembrance reflects the growing cognisance that hope for a just and compassionate future lies in the sustained, if troubled working...