Global Citizens, Cosmopolitanism, and Radical Relationality: Towards Dialogue with the Kyoto School?

Autor/inn/en	Yano, Satoji; Rappleye, Jeremy
Titel	Global Citizens, Cosmopolitanism, and Radical Relationality: Towards Dialogue with the Kyoto School?
Quelle	In: Educational Philosophy and Theory, 54 (2022) 9, S.1355-1366 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1897570
Schlagwörter	Global Approach; Educational Philosophy; Teaching Methods; Christianity; Foreign Countries; Cultural Awareness; Epistemology; Individualism; Nationalism; World Views; Educational History; Metacognition; Criticism; Educational Policy; Japan + Suchen Sie Ihr Suchwort? Globales Denken; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Christentum; Ausland; Cultural identity; Kulturelle Identität; Erkenntnistheorie; Individualismus; Nationalismus; World view; Weltanschauung; History of education; Bildungsgeschichte; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritik; Politics of education; Bildungspolitik
Abstract	Recent discussions around education for global citizenship continues to retrace notions of cosmopolitanism first laid out in Europe. Ostensibly seeking global inclusivity, much of this work ultimately returns to a rather narrow set of ontological and epistemic themes, primarily Stoicism and Pauline Christianity. The Kyoto School offers a constructive reconstruction of these core premises of European cosmopolitanism. In resisting the ontologizing of autonomous individualism and abstract universalism, Kyoto School thinkers offered an alternative tripartite structure that drew greater attention to the specific (nation-state): individual and universal are inevitably mediated by the 'logic' of specific histories, languages, institutions, and communities. Rather than naïve nationalism, this view emerged within a radically relational worldview: 'continuity-in-discontinuity' emplaced within absolute nothingness. Kimura Motomori, a leading Kyoto School educational thinker, explicitly extended these Nishidian ideas to challenge Rousseau's contracting individualism, Kantian abstract universalism, and Hegelian teleological temporality, thus offering a fresh vision of cosmopolitanism: self-aware citizens engaging concretely in the task of (re)opening their specific societies. In conclusion, in part to demonstrate the very forms of critique we envisage, we trace historically the impacts of Kyoto School cosmopolitanism ideas on postwar policy in Japan and lament the recent regressive closing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01