Description
This book critically considers what various Asian philosophies can contribute to a more substantive discourse on sustainability education and educational philosophy.
The contributors examine how ‘east’ and ‘west’ interact in educational philosophy and practice in Asian contexts. As a collection, they provide a broad view of Asian sustainability thinking that is not dominated by Confucianism, Buddhism, Islam, and post-colonialism, but rather which regards these themes—and other frameworks for sustainable education—as dynamic aspects of Asian contexts, both historically and today. As such, the book invites readers to consider the challenges and opportunities for theorising of sustainability in the philosophy of education, while also critically engaging with the way in which ‘Asia’ and ‘east’ are typically understood.
Of interest to those researchers in Asian conceptions of sustainability, this book highlights a series of potential insights in relation to the often-foregrounded perspectives of Global North and western-based frameworks.
The chapters were originally published in Educational Philosophy and Theory.
Table of Contents
Introduction: ‘Asian’ Perspectives on Education for Sustainable Development 1. Ethnic Tourism and the Big Song: Public Pedagogies and the Ambiguity of Environmental Discourse in Southwest China 2. Vernadsky meets Yulgok: A non-Western dialog on sustainability 3. Rethinking the Concept of Sustainability: Hiroshima as a subject of peace education 4. Educating the Heart and the Mind: Conceptualizing inclusive pedagogy for sustainable development 5. No-Self, Natural Sustainability and Education for Sustainable Development 6. Harmonizing ecological sustainability and higher education development: Wisdom from Chinese ancient education philosophy
