Daoist "Onto-Un-Learning" as a Radical Form of "Study": Re-Imagining Study and Learning from an Eastern Perspective

Autor/in	Zhao, Weili
Titel	Daoist "Onto-Un-Learning" as a Radical Form of "Study": Re-Imagining Study and Learning from an Eastern Perspective
Quelle	In: Studies in Philosophy and Education, 38 (2019) 3, S.261-273 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Weili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-019-09660-5
Schlagwörter	Educational Philosophy; Educational Theories; Asian Culture; Ethics; Correlation; Individualism; Religion; Learning Processes; Doctoral Programs; Western Civilization; Scholarship; Cross Cultural Training; Cross Cultural Studies + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Ethik; Korrelation; Individualismus; Learning process; Lernprozess; Doktorandenprogramm; Scholarships; Stipendium; Interkulturelle Orientierung; Cultural comparison; Kulturvergleich
Abstract	Within educational philosophy and theory, there has been an international re-turn to envision "study" as an alternative formation to disrupt the defining "learning" logic. As an enrichment, this paper articulates "Daoist onto-un-learning" as an Eastern form of "study," drawing upon Roger Ames's (Confucian role ethics: a vocabulary, Chinese University Press, Hong Kong, 2011) interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study (with) shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how their conceptualizations of "study" ("with") constrain the "studier-doing-study" logic as a commonsensical expression of "foundational individualism" (Rosemont and Ames in Confucian role ethics: a moral vision for the 21st century?, VetR Unipress, Göttingen, 2016) and anthropocentric disordering (Harari in Sapiens: a brief history of humankind, Vintage, London, 2015). Second, re-invoking the ancient Chinese wisdom, I envision "Daoist onto-un-learning" as a non-individualistic and non-anthropocentric form of "study," re-configuring study and learning no longer as two disparate, if not necessarily oppositional, formations but into a Daoist bipolar yin-yang movement. Finally, I story-tell my doctoral research experience as a Daoist onto-un-learning journey, a spiralling learning-study movement, to unpack the ways it suspends and overturns the modern-Western(nized) trap/trope of anthropocentric-foundational individualism. In so doing, this paper further internationalizes and supplements the current "study" scholarship in relation to learning in a way so-far hardly explored yet cross-culturally provocative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01