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Towards Intercultural Philosophy of Education

2014; Springer Nature; Volume: 34; Issue: 6 Linguagem: Inglês

10.1007/s11217-014-9444-1

1573-191X

Heesoon Bai, Claudia Eppert, Charles Scott, Saskia Tait, Trâm Trương Anh Nguyễn,

Education and Critical Thinking Development

In this paper, we propose an understanding of philosophy of education as cultural and intercultural work and philosophers of education as cultural and intercultural workers. In our view, the discipline of philosophy of education in North America is currently suffering from measures of insularity and singularity. It is vital that we justly and respectfully engage with and expand our knowledge and understanding of sets of conceptual and life-practice resources, and honor and learn from diverse histories, cultures, and traditions. Such honoring provides responsive conditions for our coming together in and across differences in order that we may productively and creatively address and overturn grammars of violence, destruction, and dis-ease in these complexly troubled times. Committing ourselves to deconstructing historical and contemporary beliefs, values, and practices that are compromising human and planetary flourishing, we undertake responsibilities to go cross-cultural and intercultural.