Comparative and Decolonial Studies in Philosophy of Education

Project summary

Comparative and Decolonial Studies in Philosophy of Education is a project developed by the first few cohorts of the doctoral course PhD911: Non-Western Educational Philosophies, offered by Prof. David Hebert at Western Norway University of Applied Sciences. 

Media article about course: https://www.norwaynews.com/benefits-of-shifting-to-online-learning-during-pandemic-a-story-from-norway/

Course description: https://www.hvl.no/en/studies-at-hvl/study-programmes/courses/phd911

The first research outcome from this project was a special issue on Asian Educational Philosophies in the Nordic Journal of Comparative and International Education: https://journals.oslomet.no/index.php/nordiccie/issue/view/425

The second phase is development of a book for publication on a major academic press, Comparative and Decolonial Studies in Philosophy of Education (forthcoming, Springer), which expands the scope beyond Asian philosophies to also include educational thought from African and Middle Eastern nations. 

Springer press has offered a contract, and the complete manuscript is scheduled for submission in summer 2022. 

 

Foreword

Koji Matsunobu

Introduction: Why comparative and decolonial studies in philosophy of education? 

David G. Hebert

Chapter 1              Cai Yuanpei and aesthetic education in modern China

Ning Luo               

Chapter 2              Self-reflection, East and West: Educational implications of Kyoto School versus Humboldtian Bildung approaches

Miwa Chiba

Chapter 3              Ki Hadjar Dewantara and philosophy of education in Indonesia

Dorothy Ferary

Chapter 4              Philosophy of education in the Philippines: Virgilio Enriquez and Sikolohiyang Pilipino

Czarecah Tuppil Oropilla, Charla Rochella Santiago-Saamong and Jean Guadana

Chapter 5              Beyond education: A balanced perspective embodied in Tagore and Hu Shih’s educational philosophies

Lexuan Zhang

Chapter 6              Ubuntu and moral education 

Pip Bennett

Chapter 7              Omoluabi and Asabiyah philosophies: Afro-Arabian perspectives on inclusive education policy in Nigeria

Abass Bolaji Isiaka

Chapter 8              The “happy island” of Polish music education: Self-Orientalization of educational philosophies in post-Soviet Europe

Adam Switala and Piotr Majewski 

Conclusion

[various authors: to be developed]

Afterword