Table Of ContentEducation and the Kyoto School of Philosophy
CONTEMPORARY PHILOSOPHIES AND THEORIES IN EDUCATION
Volume 1
Series Editors
Jan Masschelein, University of Leuven, Belgium
Lynda Stone, University of North Carolina, USA
Editorial Board
Gert Biesta, Stirling University, UK
David Hansen, Columbia University, USA
Jorge Larossa, Barcelona University, Spain
Nel Noddings, Stanford University, USA
Roland Reichenbach, Basel University, Switzerland
Naoko Saito, Kyoto University, Japan
Paul Smeyers, Ghent University & University of Leuven, Belgium
Paul Standish, University of London, UK
Sharon Todd, Stockholm University, Sweden
Michael Wimmer, Hamburg University, Germany
Scope of the Series
Contemporary Philosophies and Theories in Education signi fi es new directions and possibili-
ties out of a traditional fi e ld of philosophy and education. Around the globe, exciting scholarship
that breaks down and reformulates traditions in the humanities and social s ciences is being
created in the fi e ld of education scholarship. This series provides a venue for p ublication by
education scholars whose work re fl ect the dynamic and experimental qualities that characterize
today’s academy.
The series associates philosophy and theory not exclusively with a cognitive interest (to
know, to de fi ne, to order) or an evaluative interest (to judge, to impose criteria of validity) but
also with an experimental and attentive attitude which is characteristic for exercises in thought
that try to fi nd out how to move in the present and how to deal with the actual spaces and
times, the different languages and practices of education and its transformations around the
globe. It addresses the need to draw on thought across all sorts of borders and counts amongst
its elements the following: the valuing of diverse processes of inquiry; an openness to various
forms of communication, knowledge, and understanding; a willingness to always continue
experimentation that incorporates debate and critique; and an application of this spirit, as
implied above, to the institutions and issues of education.
Authors for the series come not only from philosophy of education but also from curriculum
studies and critical theory, social sciences theory, and humanities theory in education. The
series incorporates volumes that are trans- and inner-disciplinary.
The audience for the series includes academics, professionals and students in the fi elds of
educational thought and theory, philosophy and social theory, and critical scholarship.
For further volumes:
http://www.springer.com/series/8638
Paul Standish • Naoko Saito
Editors
Education and the Kyoto
School of Philosophy
Pedagogy for Human Transformation
Editors
Paul Standish Naoko Saito
Centre for Philosophy of Education Graduate School of Education
Institute of Education Kyoto University
University of London Kyoto, Sakyo-ku, Japan
London, UK
ISBN 978-94-007-4046-4 ISBN 978-94-007-4047-1 (eBook)
DOI 10.1007/978-94-007-4047-1
Springer Dordrecht Heidelberg New York London
Library of Congress Control Number: 2012936066
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Contents
1 Sounding the Echoes – By Way of an Introduction ............................. 1
Paul Standish
Part I Thinking of Education in the Kyoto School of Philosophy
2 Pure Experience and Transcendence Down ......................................... 19
Paul Standish
3 The Philosophical Anthropology of the Kyoto
School and Post-War Pedagogy ............................................................. 27
Satoji Yano
4 The Kyoto School and J.F. Herbart ....................................................... 41
Shoko Suzuki
5 A Genealogy of the Development of the Clinical
Theory of Human Becoming .................................................................. 55
Tsunemi Tanaka
6 The Kyoto School and the Theory of Aesthetic Human
Transformation: Examining Motomori Kimura’s
Interpretation of Friedrich Schiller ....................................................... 65
Takuo Nishimura
7 Metamorphoses of ‘Pure Experience’:
Buddhist, Enactive and Historical Turns in Nishida ........................... 77
Nobuo Kazashi
8 William James, Kitaro Nishida, and Religion ...................................... 91
Chae Young Kim
9 Ecological Imagination and Aims of Moral Education
Through the Kyoto School and American Pragmatism ...................... 109
Steven Fesmire
v
vi Contents
Part II Thinking of Education around the Kyoto School of Philosophy
10 Martinus Jan Langeveld: Modern Educationalist
of Everyday Upbringing ......................................................................... 133
Bas Levering
11 Zeami’s Philosophy of Exercise and Expertise ..................................... 147
Tadashi Nishihira
12 ‘We Are Alone, and We Are Never Alone’:
American Transcendentalism and the Political
Education of Human Nature .................................................................. 157
Naoko Saito
13 Whitehead on the ‘Rhythm of Education’ and Kitaro
Nishida’s ‘Pure Experience’ as a Developing Whole ........................... 169
Steve Odin
14 A Different Road: The Life and Writings of Soseki Natsume
as a Struggle for Modern Accommodation ........................................... 181
Lynda Stone
15 Negativity, Experience and Transformation: Educational
Possibilities at the Margins of Experience — Insights
from the German Traditions of Philosophy of Education ................... 203
Andrea English
16 The Sense of Indebtedness to the Dead, Education
as Gift Giving: Tasks and Limits of Post-War Pedagogy .................... 221
Satoji Yano
Index ................................................................................................................. 233
Notes on Contributors
Andrea English is an Assistant Professor at Mount Saint Vincent University in
Halifax, Canada. She spent many years teaching and researching in Germany at
Humboldt University of Berlin. Her primary research interests include Continental
philosophy of education, especially Herbart, critical theory, John Dewey and
American pragmatism, and theories of teaching and learning, including the notion
of ‘negative experience’ in education.
Steven Fesmire is a Professor of Philosophy at Green Mountain College in Vermont,
United States. His book J ohn Dewey and Moral Imagination: Pragmatism in Ethics
(Indiana University Press, 2003) focused on developing an adequate philosophical
psychology of wise moral deliberation. His current research focuses on the wider
sphere of human interactions with complex natural systems. The concept of ‘eco-
logical imagination’ is at the center of this research. As a Fulbright Scholar at Kyoto
University and Kobe University in 2008–2009, Fesmire pursued a qualitative study
of ecological imagination through the lenses of the Kyoto School of philosophy and
American pragmatism.
Nobuo Kazashi is Professor of Philosophy at Kobe University in Japan. He received
his Ph.D. from Yale University, and he specializes in phenomenology, pragmatism,
modern Japanese philosophy, and peace studies. He was the recipient of the 6th
William James Prize from the American Philosophical Association in 1991. Based
in Hiroshima, he has been involved in peace activities and is a founding member of
ICBUW (International Coalition to Ban Uranium Weapons). Among his publications
in English are: ‘The Musicality of the Other: Schutz, Merleau-Ponty, and Kimura’,
Prism of the Self , 1995; ‘Bodily Logos: James, Nishida, and Merleau-Ponty’,
Merleau-Ponty: Interiority and Exteriority, 1999, and his publications in Japanese
include: Nishida’s Philosophy of History , ed. 1998; The 21st Century of Philosophy:
First Steps from Hiroshima, 1999; A World without Uranium Weapons: The ICBUW
Challenge , co-ed., 2008.
vii
viii Notes on Contributors
Chae Young Kim is Professor of Religious Studies at Sogang University, Korea.
His research areas are theory of religion, psychology of religion, and religious
education, with particular reference to William James and Bernard Lonergan. He
has published several co-authored books and numerous articles and is the translator
into Korean of William James’ T he Varieties of Religious Experience: A Study in
Human Nature (Hangilsa, 2000). He also has published several articles in English:
‘William James, Che Je-U and Religious Experience’, J ournal of Dharma (2009),
‘William James and Bernard Lonergan on Religious Conversion’, T he Heythrop
Journal (2010), and ‘Bernard Lonergan’s Approach to Religious Value in a
Pluralistic Age’, G regorianum (2012).
Bas Levering (University of Utrecht, Netherlands) has taught Philosophy and History
of Education at the University of Utrecht since the beginning of the 1970s. Since 2004
he has been Professor of Pedagogy at the Fontys Professional University in Tilburg,
Netherlands and guest Professor of Pedagogy at the University of Ghent in Belgium
(2009–2011). He published numerous books and articles on philosophy of science
and ethics. His book C hildhood’s Secrets. Intimacy, Privacy and the ‘Self’ Reconsidered
(New York, 1996), co-authored by Max van Manen is in eight languages now. Levering’s
most recent book P raktische pedagogiek als theoretisch probleem (Practical Pedagogy
as theoretical problem) is a collection of his metho dological studies. He is European
Editor of the International Journal of Qualitative Methods and Editor in Chief of a
Dutch pedagogical magazine.
Tadashi Nishihira is Professor in the Graduate School of Education at Kyoto
University. His research interests have focused upon studies of Human Personality,
Life-cycle, and Spirituality. His main publications (in Japanese) include: Philosophy
and Psychology of E.H. Erikson (University of Tokyo Press, 1993); Spiritual life-
cycle in the work of Jung, Wilber, and Steiner (University of Tokyo Press, 1997);
Inquiries into the Psychology of Religion (co-editor) (University of Tokyo Press,
2001); Philosophical investigation into Zeami’s teaching of Exercise and Expertise
(University of Tokyo Press, 2009); and the Japanese translation of E.H. Erikson’s
Young Man Luther (Misuzu shobo, 2002) and Identity and Lifecycle (Seishin shobo,
2011). His recent interests are in the Japanese traditional wisdom of human
transformation.
Takuo Nishimura is Professor of Philosophy of Education, Nara Women’s University,
Japan. His major works include C oncepts of Aesthetic Education; Japanese and
European Perspectives (2007, ed. by Y. Imai & Ch. Wulf), Expressive Activities of
Children and the Task of Teachers (1998, in Japanese) and P edagogy of Narrative
(2003, in Japanese).
Steve Odin has taught in the Philosophy Department at the University of Hawaii
in Manoa, Honolulu, Hawaii, from 1982 to the present. He has also been a Visiting
Professor at Boston University (1989), Tohoku University in Sendai Japan
(1984–1985) and Tokyo University (2003–2004).
Notes on Contributors ix
Naoko Saito is Associate Professor in the Graduate School of Education at Kyoto
University. Her primary areas of scholarship are philosophy of education and
American philosophy. Her main interests are in the work of John Dewey, Ralph
Waldo Emerson, Henry David Thoreau and Stanley Cavell. Her main publications
include The Gleam of Light: Moral Perfectionism and Education in Dewey and
Emerson (New York: Fordham University Press, 2005), the Japanese translation of
Stanley Cavell’s T he Senses of Walden (Tokyo: Hosei University Press, 2005) and
Stanley Cavell and the Education of Grownups (New York: Fordham University
Press, 2011), co-edited with Paul Standish.
Paul Standish is Professor of Philosophy of Education at the Institute of Education,
University of London. He has published widely in the philosophy of education.
Recent books include: T he Therapy of Education (2006), co-authored with Paul
Smeyers and Richard Smith, The Philosophy of Nurse Education (2007), co-edited
with John Drummond, and S tanley Cavell and the Education of Grownups (2011),
co-edited with Naoko Saito. From 2001 to 2011 he was Editor of the Journal of
Philosophy of Education .
Lynda Stone is Professor of Philosophy of Education at the University of North
Carolina at Chapel Hill. Her research interests include poststructuralist perspec-
tives, John Dewey, feminism, and curriculum issues. She has an emerging interest
in social ethics and is currently working on a book provisionally entitled M irror for
Our Ethics: Discourses on Youth, Schooling, and Philosophy . She is co-editor, with
Jan Masschelein, of the book series C ontemporary Philosophies and Theories in
Education , in which this volume appears. Currently she is president of The John
Dewey Society.
Shoko Suzuki , Dr. Phil., is Professor at the Graduate School of Education Kyoto
University, Member of The Science Council of Japan, and Academic Unit-Leader
of Global Center of Excellence Program ‘Revitalizing Education for Dynamic Hearts
and Minds’ in Kyoto University. She was engaged in research at the University of
Cologne from 1982–1989 and held a Guest Professorship at the Free University of
Berlin in 2009–2010. Her publications include: ‘Takt in Modern Education’. Muenster,
New York: Waxmann, 2010, Mimesis, Poiesis, and Performativity in Education ,
Waxmann, (ed. with Christoph Wulf: 2007), Brush Calligraphy. Mimesis and Poiesis
in Rinsho (Imai, Y. & Wulf, Chr. eds., ‘Concepts of Aesthetic Education. Japanese and
European Perspectives’, Waxmann, pp. 149–161, 2007).
Tsunemi Tanaka is now Professor at the School of Letters, Mukogawa Women’s
University, in Japan. Formerly, 1995 till 2012, he was Professor in the Center for the
Promotion of Excellence in Higher Education at Kyoto University; from 2006 he
was Director of the Center. He received his doctorate in education from Kyoto
University. He research is in the philosophy in education, the history of educational
thought and university pedagogy. His books include T owards the Clinical Theory of
Human Becoming (Keisou Shobo, 2003), T he Development of Educational
Anthropology (Hokuju Shupann, 2009) (both in Japanese). His studies have focused
particularly on the work of Motomori Kimura, Kitaro Nishida, and Akira Mori, and
on the topics of the pedagogy of the Kyoto School and h yogen (expression).
