Towards Intercultural Philosophy of Education

Abstract

In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. Such honoring provides responsive conditions for our coming together in and across differences in order that we may productively and creatively address and overturn grammars of violence, destruction, and dis-ease in these complexly troubled times. Committing ourselves to deconstructing historical and contemporary beliefs, values, and practices that are compromising human and planetary flourishing, we undertake responsibilities to go cross-cultural and intercultural.

Higher education for sustainable development in Flanders: balancing between normative and transformative approaches

“…It should also be mentioned that within the general ESE literature, philosophical perspectives are often explored: e.g. issues of pluralism (Lijmbach et al 2002;Öhman 2006;Rudsberg and Öhman 2014), ethical and normative perspectives (Gough and Scott 2006;Jickling 2004Jickling , 2009Kronlid and Öhman 2013;Öhman 2016), values (Garrison, Östman, and Håkansson 2015;Manni, Sporre, and Ottander 2016), ecofeminism (Fawcett 2000;Harvester and Blenkinsop 2010), deconstructionism approaches (Bai et al 2015;Gough and Price 2004). Many of these authors use pragmatism (see Sections 1.3 and 3) as a theoretical framework in their research.…”

Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education

“…This article brings intercultural philosophy to bear upon recent emphases on the ‘intersubjective turn’ (Gunnlaugson et al ., forthcoming) and its implications for social transformation. As we discuss more fully elsewhere (Bai et al ., ), intercultural philosophy engages with ontologies, ethics, methodologies, and epistemologies of diverse cultures. In so doing, it illustrates that there are plural and sometimes radically different traditions and possibilities of constructing and interpreting experience.…”

The basic trends of honors education in universities worldwide

“…They appreciate freedom to work on their development. More often than average they are open to new experiences, participate in activities outside of their studies because they find them meaningful [3]. Honors students are generally enthusiastic, result-oriented, self-directing and conscientious [5].…”