Description
This book articulates a unique conception of aesthetic educational philosophy and its relation to the Chinese world, drawing on the works of the prominent contemporary Chinese philosopher Zehou Li.
The book outlines an aesthetics approach to educational maturity that recognises both the contributions of Western Enlightenment ideals and Chinese traditions, paving the way for an inclusive and post-comparative philosophy. It offers a nuanced discussion of Zehou Li’s thought and how his work can be framed at the border between traditional and modern China, between China and the West. The book combines a discussion of aesthetics with educational theory and considers their combined implications for educational practice (in particular in the first-person perspectives of students, parents and teachers), in both local and global contexts.
Providing a way of doing philosophy of education that carefully considers interactions and overlaps between Western and Chinese civilisation, the book will be of great interest to researchers, academics and postgraduate students in the fields of educational philosophy, educational theory, and Chinese and cross-cultural philosophy.
Table of Contents
Introduction
PART I Educational Maturity and an ‘Aesthetic’ Proposal
Chapter 1 The ‘school sloth’ and the educational maturity
Chapter 2 An ‘aesthetic’ proposal for educational maturity
PART II The Transcultural Chinese Aesthetics Through Zehou Li’s Lens
Chapter 3 Aesthetic metaphysics: by analysing the slogan ‘replacement of religion with aesthetics’
Chapter 4 Aesthetic ethics: juxtaposing two types of morality and moral reasoning
Chapter 5 The aesthetic theory of subjectivity: ‘subjectality’
Chapter 6 A summary of Li’s transcultural aesthetics and a transcultural reading of Li’s philosophy as a whole
PART III The Aesthetics-Education Approach
Chapter 7 A mature student: student maturity that is both emergent and sedimenting
Chapter 8 Grown-up parents: through the second-order educational reclamation that fosters ‘a layered self’
Chapter 9 Mature teachers: teachers’ aesthetic professionalism, practice and policy
Conclusion
References
Index
