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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 c… Mehr…

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The work of the Kyoto School, including luminaries such as Kitaro Nishida, represents one of the few streams of philosophy that originate in Japan. This book is the first collection in En… Mehr…

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2012, ISBN: 9789400740471

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Details zum Buch

Detailangaben zum Buch - Education and the Kyoto School of Philosophy


EAN (ISBN-13): 9789400740471
ISBN (ISBN-10): 9400740476
Erscheinungsjahr: 2012
Herausgeber: Springer Netherlands
235 Seiten
Sprache: eng/Englisch

Buch in der Datenbank seit 2012-06-02T02:32:43+02:00 (Berlin)
Detailseite zuletzt geändert am 2023-09-26T08:11:46+02:00 (Berlin)
ISBN/EAN: 9789400740471

ISBN - alternative Schreibweisen:
94-007-4047-6, 978-94-007-4047-1
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: saito, keiji nishitani, nishida kitaro, wilhelm wundt, hajime tanabe, soseki natsume
Titel des Buches: kyoto plus, how see kyoto, education and the kyoto school philosophy pedagogy for human transformation, old kyoto


Daten vom Verlag:

Autor/in: Paul Standish; Naoko Saito
Titel: Contemporary Philosophies and Theories in Education; Education and the Kyoto School of Philosophy - Pedagogy for Human Transformation
Verlag: Springer; Springer Netherland
236 Seiten
Erscheinungsjahr: 2012-07-04
Dordrecht; NL
Sprache: Englisch
96,29 € (DE)
99,00 € (AT)
118,00 CHF (CH)
Available
XII, 236 p.

EA; E107; eBook; Nonbooks, PBS / Pädagogik/Bildungswesen; Pädagogik: Theorie und Philosophie; Verstehen; Aesthetic Education; American transcendentalism; Buddhist practices; Cavell; Developmental Psychology; Emerson; Existentialism; Hajime Tanabe; Heidegger; Human becoming; Hume; Husserl; Japanese Thought; Kant; Keiji Nishitani; Kitaro Nishida; Kyoto School of Philosophy; Kyoto University; Meji Restoration; Motomori Kimura; B; Educational Philosophy; Philosophy of Education; Aesthetics; Instructional Psychology; Teaching and Teacher Education; Education; Philosophie Ästhetik; Pädagogische Psychologie; Lehrerausbildung; BB

.- Index.

1. Paul Standish PART I.- 2. Paul Standish 3. Satoji Yano 4. Shoko Suzuki 5. Tsunemi Tanaka 6. Takuo Nishimura 7. Nobuo Kazashi 8. Chae Young Kim 9. Steven Fesmire PART II.- 10. Bas Levering 11. Tadashi Nishihira 12 Naoko Saito 13. Steve Odin 14. Lynda Stone 15. Andrea English 16. Satoji Yano

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 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.


First exploration of a unique development in 20th century philosophical thought in relation to education Expert team of researchers from East and West Provides new and widely relevant conception of aesthetic education Unique examination of themes of education as transformation First collection in English to address the educational thought of the Kyoto School

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