Non-Violencing: Imagining Non-Violence Pedagogy with Laozi and Deleuze

Autor/inn/en	Tocci, Charles; Moon, Seungho
Titel	Non-Violencing: Imagining Non-Violence Pedagogy with Laozi and Deleuze
Quelle	In: Journal of Philosophy of Education, 54 (2020) 3, S.541-562 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moon, Seungho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12406
Schlagwörter	Teaching Methods; Educational Philosophy; Cross Cultural Studies; Western Civilization; Asian Culture; Religion; Violence; Peace; Prevention; Program Descriptions; Guidelines + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Cultural comparison; Kulturvergleich; Gewalt; Frieden; Prävention; Vorbeugung; Richtlinien
Abstract	This paper explores the challenges of non-violence as an educational subject. Conceptually framed by nonduality, this cross-cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non-violence into non-violencing within the educational discourse. Non-violencing is a shift that opens up space to theorise non-violence as open-ended, uncertain and dynamic. Seungho Moon utilises Laozi's Taoism to examine yin-yang cosmology to illustrate the continuum of violence/non-violence. Proceeding from the notion of non-action (wuwei, [characters omitted]), he argues that non-violence is not the opposite of violence, but it is a form of active action by not doing. Charles Tocci draws from Deleuze to connect non-violence to the concepts of haecceity, minoritarianism and multiplicities. Together, both authors postulate that non-violence is not a thing. Instead, both authors consider it in its gerund form to be a particular kind of activity performed to prevent violence in whatever relational patterns it may take. This open-ended space created by non-violence facilitates imagining a fresh approach to human interactions. In promoting this cross-cultural conversation, the William Joiner Institute Teacher Initiative Project (TIP) is highlighted as an exemplary program emphasising the uncertainty, incompleteness and paradox of the violence/non-violence duality and non-violencing pedagogy. This cross-cultural, philosophical study will provide educators with salient epistemological and pedagogical frameworks with which to advance the field of non-violence education. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01