This book introduces the educational philosophies of notable African and Asian thinkers who tend to be little recognized in Europe and North America. It offers specific resources for diversification of higher education curricula.
The book expands the philosophy of education, in clear language, to include ideas of major non-western educational thinkers who are little discussed in previous publications. It includes critical analysis of non-western concepts and consideration of their relevance to schools worldwide. The book features discussions of how the work of Tagore and postcolonial thinkers offers diverse visions that increasingly inspire a decolonizing approach to education.
This book offers a unique emphasis on how a decolonized philosophy of education can especially enable a rethinking of approaches to education in arts and humanities subjects.
Why Comparative and Decolonial Studies in Philosophy of Education?.- Cai
Yuanpeis Vision of Aesthetic Education and his Legacy in China.- Comparison
of Self-reflection in Humboldtian Bildung and the Kyoto School: Rethinking
Assumptions on Reflection in OECD 2030.- A Philosophical Perspective on the
Purpose of Education in Indonesia.- Sikolohiyang Pilipino: Implications for
Formal and Informal Learning Institutions and Settings in the
Philippines.- Beyond Education: A Comparison of Tagore and Hu Shihs
Educational Philosophies.- Lessons from Ubuntu for Moral Education
.- Omoluabi and Asabiyyah Philosophies: Afro-Arabian Perspectives on
Inclusive Education Policy in Nigeria.- The happy island of Polish Music
Education: Self-Orientalization of Educational Philosophies in Post-Soviet
Europe.- Advancing and Applying Comparative and Decolonial Studies in
Philosophy of Education.- Afterword: Philosophical Remarks on Decolonizing
Philosophy of Education.
David G. Hebert, PhD is a Professor with the Faculty of Education at Western Norway University of Applied Sciences, Bergen, and Honorary Professor with the Education University of Hong Kong. He teaches for Bergen Summer Research School and has grant funding from various sources for international projects in Europe, Asia, and Africa. He has published nine academic books and the present volume was developed by two cohorts of his doctoral course PhD911: Non-Western Educational Philosophy and Policy.
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