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Philosophy East / West


Philosophy East / West

Exploring Intersections between Educational and Contemplative Practices
Journal of Philosophy of Education 1. Aufl.

von: Oren Ergas, Sharon Todd

21,99 €

Verlag: Wiley-Blackwell
Format: PDF
Veröffentl.: 17.11.2015
ISBN/EAN: 9781119147329
Sprache: englisch
Anzahl Seiten: 208

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Beschreibungen

<p><i>Philosophy East/West</i> 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.</p> <ul> <li>Moves beyond simplistic explanations of “Eastern” and “Western” to explore the complexity and diversity of various wisdom traditions</li> <li>Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice</li> <li>Uses insights from important Western philosophers—including Heidegger, Levinas, and Foucault—to situate contemplative practice within contemporary educational theory</li> <li>Emphasizes the importance of transcultural and intercultural approaches in the philosophy of education</li> </ul>
<p>Notes on Contributors vii</p> <p>Introduction 1<br /><i>Oren Ergas and Sharon Todd</i></p> <p>1 On the Contemporary Applications of Mindfulness: Some Implications for Education 9<br /><i>Terry Hyland</i></p> <p>2 Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction 29<br /><i>Aislinn O’Donnell</i></p> <p>3 The Deeper Teachings of Mindfulness-Based ‘Interventions’ as a Reconstruction of ‘Education’ 47<br /><i>Oren Ergas</i></p> <p>4 Heidegger East and West: Philosophy as Educative Contemplation 68<br /><i>David Lewin</i></p> <p>5 Experiencing Change, Encountering the Unknown: An Education in ‘Negative Capability’ in Light of Buddhism and Levinas 90<br /><i>Sharon Todd</i></p> <p>6 Technologies of Self and the Cultivation of Virtues 107<br /><i>Robert Hattam and Bernadette Baker</i></p> <p>7 Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education 129<br /><i>Claudia Eppert, Daniel Vokey, Tram Truong Anh Nguyen, and Heesoon Bai</i></p> <p>8 Reuniting Virtue and Knowledge 152<br /><i>Tom Culham</i></p> <p>9 Improvisation and Meditation in the Academy: Parallel Ordeals, Insights, and Openings 172<br /><i>Edward Sarath</i></p> <p>Index 000</p>
<p><b>Oren Ergas</b> lectures at the School of Education at the Hebrew University and at a number of teacher colleges in Israel. His research focuses on curricular and pedagogical aspects of contemplative education. His work has been published widely in peer-reviewed journals and books, including <i>Critical Studies in Education</i>, <i>Paideusis, </i><i>The Journal of Transformative Education</i>, <i>The Routledge International Handbook for Education, Religion and Values</i> (2013) and <i>New Social Foundations: Education in Post-Secular Society </i>(2015). </p> <p><b>Sharon Todd</b> is Professor of Education at Maynooth University, Ireland. She has written extensively on ethical relations, the politics of education, feminism, and issues of cultural difference and social justice. She is the author of <i>Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism</i> (2009) and <i>Learning from the Other: Levinas, Psychoanalysis and Ethical Possibilities in Education</i> (2003) and is the co-editor of <i>Re-imagining Educational Relationships: Ethics, Politics and Practices</i> (Wiley, 2014)<i>.</i></p>
<p><i>Philosophy East/West</i> showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the relationships between mindfulness, evidence-based science, and wisdom traditions. This special issue from the <i>Journal of Philosophy of Education</i> examines the ethical, social, and cultural intersections between educational practices informed by Western philosophical traditions and the contemplative practices informed by Eastern wisdom traditions.</p> <p>The authors of these essays—an international group with a broad range of viewpoints—move beyond simplistic explanations of “Eastern” and “Western” to explore the complexity and diversity of various wisdom traditions. To situate contemplative practice within contemporary educational theory, they use insights from important Western philosophers, including Heidegger, Levinas, and Foucault and investigate the effect of mindfulness-based curricular interventions on current educational theory and practice. Throughout they emphasize the importance of transcultural and intercultural approaches in the philosophy of education. Engaging and innovative, these essays offer exciting new perspectives on the connection between mind and body, and the practice of attention in education today.</p>

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