Based on the intertwined complex conversations among Heidegger, Dewey, and Lao Tzu, this book explores the possibilities of the Taoist Pedagogy of Pathmarks as a clearing between truth and untruth, responding to the spiritual call of Tao as inaction and teaching as releasement. In this book, Yu provides a critical exploration of the rich dynamics in the “direct” conversations among the three great thinkers of east and west, highlighting the implications of their ideas for education throughout. As more educational researchers, teacher educators, and teachers recognize the limitations of didactic teaching-as-telling, the author brings an alternate pathway to light.

This book draws attention to the ways in which an awareness of, and sensitivity to, embodiment can enlighten educational practices. It explores discourses from a range of thinkers, including Merleau-Ponty, Gadamer, Bakhtin, Haraway and Ahmed to name a few. The book argues that attention to embodiment can help us to reimagine the goals of education in ways that fit more coherently with human concerns and that offer the chance to provide education that is more holistic and grounded in our corporeality. Theories of embodiment can be used to modify education at the level of curriculum and at the level of pedagogy. This can help us design educational interventions that fit more naturally with how humans are inclined to learn and thus make educational experiences more meaningful. Attention to embodiment allows us to appreciate the extent to which the body appropriates a professional practice and the extent to which a professional practice appropriates the body of the learner. It shows how greater sensitivity to the body can enliven and enlighten our educational practices, especially in professional education.

This book situates the Curriculum Theory Project at Louisiana State University within a larger historical framework of curriculum work, examining the practices which have sustained this type of curricular vitality over the lifetime of the field’s existence. Divided into seven parts, the authors illuminate seven practices which have sustained the scholarship, graduate programs, mentorship, and networking that have been critical to maintaining a web of international relationships. This exploration and coming together of intergenerational stories reveals a more complete and nuanced narrative of the development of curriculum theory over the last 60 years. Crucially, the project exemplifies the continuing resilience of curriculum theory despite ongoing neo-liberal aspirations to reframe education as a business. Reflecting upon the lived experiences and articulated memories of those who have participated in the project and analysis of documents collected over its 25-year history, it considers curriculum history(ies) writ large through and from this lens of practice. As such, it opens up fresh insights for cultivating the vitality and vigor of curriculum theory more broadly on an international scale and with a view to future directions for the field. It will appeal to both new and experienced scholars working across education foundations, urban education, philosophy of education, and higher education, and researchers from across history, sociology, anthropology, ethnic studies, and gender studies.

In this innovative contribution, Eric S. Nelson offers a contextualized and systematic exploration of the Chinese sources and German language interpretations that shaped Heidegger's engagement with Daoism and his thinking of the thing, nothingness, and the freedom of releasement (Gelassenheit). Encompassing forgotten and recently published historical sources, including Heidegger's Daoist and Buddhist-related reflections in his lectures and notebooks, Nelson presents a critical intercultural reinterpretation of Heidegger's philosophical journey. Nelson analyzes the intersections and differences between the Daodejing, the Zhuangzi, and Heidegger's philosophy and the linguistic and conceptual shifts in Heidegger's thinking that correlate with his encounters and interactions with Daoist, Buddhist, and East Asian texts and interlocutors. He thereby traces hints for encountering things and environments anew, models for intercultural hermeneutics, and ways of reimagining the thing, nothingness, and freedom with and beyond Heidegger's thought. This work elucidates the thing, the mystery, and freedom in Heidegger and Daoism in Part I and Heidegger's thinking of nothingness, emptiness, and the clearing in relation to Daoist and Buddhist philosophy in Part II. In each part, Nelson unfolds a fresh perspective for thinking further with Heidegger and East Asian philosophies in relation to the contemporary existential and environmental situation for the sake of nourishing life amidst damaged life.

Studies of Art, Aesthetics and Phenomenology in here, there are five studies, that work under the thematic title ''East-West Dialogues'', are presedent. Each study, while on one side they focus on a matter that fits the context of their own title, one other side they try to problematize, reconstruct within, and solve an aspect of the 21 century phenmenlogy has this manner of double investigation makes studies important and useful for the course of history of phenomenology has. This manner of double investigation makes the studies important and useful for the course of history of phenomenology, by testing is limits and horizons. In here, by also through the problematizaiton of the phenomenological horizon, this can be said, it has been tried to carry phenomenology to its next stage or open it in an intellectual and philosophical East - West encointer. Without succeeding or failling it, even the enterprise itself holds essential insight about the path ahead of the phenomonology. Nitzche one said ''I imagine future thinkers in whon European American indefatigability is combined with the hundred-fold inherited contemplativeness of the Asians: such a combination will bring the riddle of the world to a solution.'' Maybe with the help of these studies, by attaining a bigger picture, every reader might have the change to realize what Nietzsche and others imagined and wished for. Of course, the whole ''combination'' that Nietzsche talked about surely takes more than thousands of companios and hundreds of years in the making. But it would be more than enough for this text to at least contribute the process of the combination

Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions. Moves beyond simplistic explanations of “Eastern” and “Western” to explore the complexity and diversity of various wisdom traditions Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice Uses insights from important Western philosophers—including Heidegger, Levinas, and Foucault—to situate contemplative practice within contemporary educational theory Emphasizes the importance of transcultural and intercultural approaches in the philosophy of education