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Manabi and Japanese Schooling
Manabi and Japanese Schooling: Beyond Learning in the Era of Globalisation considers the theory and practices behind the Japanese concept of Manabi, particularly as the progressive concept of learning in the globalised world. It seeks to provide educational visions of Manabi as an alternative concept of learning in the era of post-globalisation. The authors derive different perspectives in Manabi from Eastern philosophy, clarifying and comparing with learning and Bildung to give alternative educational discourses. It considers the idea of Confucius and Taoism and studies the practice of minna, characterising it as a cooperative and peaceful problem-solving method. Addressing the trend of ‘...
Directory of Foreign Capital Affiliated Enterprises in Japan
Vols. for include data based on surveys conducted by the Japanese Ministry of International Trade and Industry.
Japan Directory
None
A Pedagogy of Equality in a Time of Unrest
A Pedagogy of Equality in a Time of Unrest addresses education and teaching as fundamental democratic forms of equality. It offers an alternative route for democracy and education and shows how particular shifts in ways of thinking and practising can lead to an education in favour of a democratic life for all. The book identifies the distributive paradigm in education, and dismantles central aspects of such a paradigm. It revolves around the themes of equality, commitment, change, emancipation, freedom and ambiguity, all set in relation to the distinction between schooling and education. Drawing on a range of theorists such as Jacques Rancière and Judith Butler, as well as the early Sophists, the book develops strategies to counteract any attempts to close down opportunities of emancipation through education. This book will be of great interest to academics, researchers and postgraduate students in the fields of the philosophy of education, history of education, critical sociology of education and educational theory. It will also appeal to activists and those interested in emancipatory forms of education and pluralist democracy.
A Dilemmatic Approach to Education
A Dilemmatic Approach to Education offers a unique approach to educational theorizing that enriches the way we think about education. Problematizing conventional education theory, it presents an unorthodox thesis that education is defined by an internal conflict between competing core values, which in turn produce core dilemmas. The book locates the theoretical foundations of a dilemmatic approach in the works of thinkers such as G. H. Mead, Gert Biesta, Luca Tateo, and Etienne Wenger. It then relates this dilemmatic approach to a general theory of education, partly defined as the realization of the 'good', conceived in terms of competing core values. The book uses Schwartz's theory of unive...
Phenomenology and Educational Theory in Conversation
Phenomenology and Educational Theory in Conversation challenges the abstract-technical understanding of education to orient the reader to the importance of relationality, intersubjectivity, and otherness to renew and reclaim the educational project. This book treats education as a matter of existence, relationality, and common human concerns. It offers readers an alternative language to reveal and challenge the humanistic encounters that often disappear in the shadows of neoliberalism. The phenomenologists, and educational theorists featured here, offer insights that connect fully and concretely with the everyday lives of educators and students. They offer another language by which to understand education that is counter to the objectifying, instrumentalist language prevalent in neoliberal discourse. This book will be of great interest for academics, researchers, and post-graduate students in the fields of pedagogy, phenomenology, educational theory, and progressive education.
Moral Emotions and Human Interdependence in Character Education
Moral Emotions and Human Interdependence in Character Education challenges contemporary mainstream approaches to character education predicated on individualism, ‘essential virtues’ and generic ‘character skills’. This book synthesizes perspectives from phenomenology, psychology, cultural sociology and policy studies into a unique theoretical framework to reveal how ideas from positive psychology, emotional intelligence and Aristotelian virtues have found their way into the classroom. The idealized, self-reliant, resilient, atomized individual at the core of current character education is rejected as one-dimensional. Instead this book argues for an alternative, more complex pedagogy of interdependence that promotes students’ well-being by connecting them to the lives of others. This book is an essential read for academics, researchers, postgraduate students and school teachers interested in character education and social and emotional learning.
Design Issues
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Shōjo Across Media
Since the 2000s, the Japanese word shōjo has gained global currency, accompanying the transcultural spread of other popular Japanese media such as manga and anime. The term refers to both a character type specifically, as well as commercial genres marketed to female audiences more generally. Through its diverse chapters this edited collection introduces the two main currents of shōjo research: on the one hand, historical investigations of Japan’s modern girl culture and its representations, informed by Japanese-studies and gender-studies concerns; on the other hand, explorations of the transcultural performativity of shōjo as a crafted concept and affect-prone code, shaped by media stud...
