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Full Description
This edited collection takes a multifaceted approach to the various limitations and achievements of Western philosophy. Considered on its own, Western philosophy is a highly contentious name. The contributors question its validity as a label and take to task its grand appearance within education. However, part of the problem with Western philosophy is that it has less conventional as well as dominant manifestations. The writers consider both forms of Western philosophy, devoting significant thought and time to it in its own right, but always referring it to the more specific issue of education. This book adds to a growing corpus that sketches the relationship between education and philosophy, showing that they are deeply intertwined, and it is indeed philosophy (and especially its Western variation) that supports Western education and allows it to flourish in the first instance. It is fitting, then, that at various points this book depicts education as a hegemonic vehicle of a deeper phenomenon - that of dominant Western philosophy.
This book was originally published as a special issue of Educational Philosophy and Theory.
Contents
Introduction: Blind, or Keenly Self-regarding? The dilemma of Western philosophy 1. The Humanist Bias in Western Philosophy and Education 2. Counter-Colonial and Philosophical Claims: An indigenous observation of Western philosophy 3. Through the Crucible of Pain and Suffering: African-American philosophy as a gift and the countering of the western philosophical metanarrative 4. How Can We Overcome the Dichotomy that Western Culture has Created Between the Concepts of Independence and Dependence? 5. Rethinking the 'Western Tradition' 6. How the West Was One: The Western as individualist, the African as communitarian 7. Human Freedom and the Philosophical Attitude 8. Doubt, Despair and Hope in Western Thought: Unamuno and the promise of education 9. The Offerings of Fringe Figures and Migrants 10. Actual Minds of Two Halves: Measurement, Metaphor and the Message 11. On the (Im)potentiality of an African Philosophy of Education to Disrupt Inhumanity
