Exploring an East~West epistemological convergence of embodied democracy in education through cultural humanism in Confucius~Makiguchi~Dewey

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Abstract

This article explores an East~West epistemological convergence of embodied democracy in education through cultural humanism illuminated in five main themes in the works of John Dewey (1859–1952), Confucius (551–479 B.C.), and Tsunesaburo Makiguchi (1871–1944): human–nature interconnection, self-cultivation, value creation, associated living, and joy of learning/happiness of living. The cultural humanism, embedded in languages and cultures, flourishes with the ideal of embodied democracy that aims for educating for creative, harmonious, associative, joyful and worthwhile living for all in an increasingly diversified, complicated and contested world.

Original languageEnglish
Pages (from-to)36-57
Number of pages22
JournalJournal of Curriculum Studies
Volume48
Issue number1
DOIs
StatePublished - Jan 2 2016

Scopus Subject Areas

  • Education

Keywords

  • Confucius~Makiguchi~Dewey
  • Cultural humanism
  • East~West epistemological convergence
  • Embodied democracy and education

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