Based on the intertwined complex conversations among Heidegger, Dewey, and Lao Tzu, this book explores the possibilities of the Taoist Pedagogy of Pathmarks as a clearing between truth and untruth, responding to the spiritual call of Tao as inaction and teaching as releasement. In this book, Yu provides a critical exploration of the rich dynamics in the “direct” conversations among the three great thinkers of east and west, highlighting the implications of their ideas for education throughout. As more educational researchers, teacher educators, and teachers recognize the limitations of didactic teaching-as-telling, the author brings an alternate pathway to light.
This book draws attention to the ways in which an awareness of, and sensitivity to, embodiment can enlighten educational practices. It explores discourses from a range of thinkers, including Merleau-Ponty, Gadamer, Bakhtin, Haraway and Ahmed to name a few. The book argues that attention to embodiment can help us to reimagine the goals of education in ways that fit more coherently with human concerns and that offer the chance to provide education that is more holistic and grounded in our corporeality. Theories of embodiment can be used to modify education at the level of curriculum and at the level of pedagogy. This can help us design educational interventions that fit more naturally with how humans are inclined to learn and thus make educational experiences more meaningful. Attention to embodiment allows us to appreciate the extent to which the body appropriates a professional practice and the extent to which a professional practice appropriates the body of the learner. It shows how greater sensitivity to the body can enliven and enlighten our educational practices, especially in professional education.
In this innovative contribution, Eric S. Nelson offers a contextualized and systematic exploration of the Chinese sources and German language interpretations that shaped Heidegger's engagement with Daoism and his thinking of the thing, nothingness, and the freedom of releasement (Gelassenheit). Encompassing forgotten and recently published historical sources, including Heidegger's Daoist and Buddhist-related reflections in his lectures and notebooks, Nelson presents a critical intercultural reinterpretation of Heidegger's philosophical journey. Nelson analyzes the intersections and differences between the Daodejing, the Zhuangzi, and Heidegger's philosophy and the linguistic and conceptual shifts in Heidegger's thinking that correlate with his encounters and interactions with Daoist, Buddhist, and East Asian texts and interlocutors. He thereby traces hints for encountering things and environments anew, models for intercultural hermeneutics, and ways of reimagining the thing, nothingness, and freedom with and beyond Heidegger's thought. This work elucidates the thing, the mystery, and freedom in Heidegger and Daoism in Part I and Heidegger's thinking of nothingness, emptiness, and the clearing in relation to Daoist and Buddhist philosophy in Part II. In each part, Nelson unfolds a fresh perspective for thinking further with Heidegger and East Asian philosophies in relation to the contemporary existential and environmental situation for the sake of nourishing life amidst damaged life.
Studies of Art, Aesthetics and Phenomenology in here, there are five studies, that work under the thematic title ''East-West Dialogues'', are presedent. Each study, while on one side they focus on a matter that fits the context of their own title, one other side they try to problematize, reconstruct within, and solve an aspect of the 21 century phenmenlogy has this manner of double investigation makes studies important and useful for the course of history of phenomenology has. This manner of double investigation makes the studies important and useful for the course of history of phenomenology, by testing is limits and horizons. In here, by also through the problematizaiton of the phenomenological horizon, this can be said, it has been tried to carry phenomenology to its next stage or open it in an intellectual and philosophical East - West encointer. Without succeeding or failling it, even the enterprise itself holds essential insight about the path ahead of the phenomonology. Nitzche one said ''I imagine future thinkers in whon European American indefatigability is combined with the hundred-fold inherited contemplativeness of the Asians: such a combination will bring the riddle of the world to a solution.'' Maybe with the help of these studies, by attaining a bigger picture, every reader might have the change to realize what Nietzsche and others imagined and wished for. Of course, the whole ''combination'' that Nietzsche talked about surely takes more than thousands of companios and hundreds of years in the making. But it would be more than enough for this text to at least contribute the process of the combination
This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence. Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the continuing resilience of curriculum theory despite ongoing neo-liberal aspirations to reframe education as a business. Reflecting upon the lived experiences and articulated memories of those who have participated in the project and analysis of documents collected over its 25-year history, it considers curriculum history(ies) writ large through and from this lens of practice. As such, it opens up fresh insights for cultivating the vitality and vigor of curriculum theory more broadly on an international scale and with a view to future directions for the field. It will appeal to both new and experienced scholars working across education foundations, urban education, philosophy of education, and higher education, and researchers from across history, sociology, anthropology, ethnic studies, and gender studies.
Lao-tzu, the legendary sage of ancient China, is traditionally considered to be the author of the Tao Te Ching, one of the most popular classics of world literature. Now Lao-tzu's further teachings on the Tao, or Way, are presented here in the first English translation of the Chinese text known as the Wen-tzu. Although previously ignored by Western scholars, the Wen-tzu has long been revered by the Chinese as one of the great classics of ancient Taoism. In it, Lao-tzu shows that the cultivation of simplicity and spontaneity is essential to both the enlightened individual and the wise leader. This timeless work will appeal to a broad audience of contemporary readers who have come to consider Lao-tzu's Tao Te Ching a classic on the art of living.
Myth and Meaning in Early Daoism examines some of the earliest texts associated with the Daoist tradition (primarily the Daode jing, Zhuangzi, and Huainanzi) from the outlook of the comparative history of religions and finds a kind of thematic and soteriological unity rooted in the mythological symbolism of hundun, the primal chaos being and principle that is foundational for the philosophy and practice of the Dao as creatio continua in cosmic, social, and individual life. Dedicated to the proposition that ancient Chinese texts and traditions are often best understood from a broad interdisciplinary and interpretive perspective, this work when it was written challenged many prevailing conceptions of the Daode jing and Zhuangzi as primarily philosophical texts without any religious significance or affinity with the later sectarian traditions. While controversial and at times playfully provocative, the methodology and findings of this book are still important for the ongoing scholarship about Daoism in China and the world.
The book presents the case for the making of a new political imagination by offering a critique of existing political institutions, philosophy and practices that are unable to provide the thinking, means and leadership to deal with the complexity and crises of specific locales and the world at large. The authors make clear that there is a fundamental disjuncture between the complexity of the combined critical conditions that are now putting life on Earth at risk, and the divisions and theories of knowledge that are dominantly and instrumentally trying to understand the situation. In response, this work makes the case for the need for a new political imagination that rejects the sufficiency of existing political ideologies (including democracy) being the end point of politics. The book tackles the political underpinnings of social and economic life in a world still embedded in the inequities of the afterlife of colonialism and state socialism. Thereafter it engages narratives of change, rethinks imagination and critical practices, to finally present a relationally connected way to move forward. This trans-disciplinary volume is directed at those working in political philosophy and epistemology, critical global and security studies, decoloniality and postcolonial studies, design, critical anthropology and the post humanities. It is accessible to both academic audiences and activists and practitioners.
