Manabi and Japanese Schooling: Beyond Learning in the Era of Globalisation PDF
Preview Manabi and Japanese Schooling: Beyond Learning in the Era of Globalisation
‘This book provides inspiring and various interpretations of manabi crossing East-West boundaries, in theory and in practice. For those who are interested in ‘learning’ in East Asian and global contexts, this book is a must-read.’ Ruyu Hung, Distinguished Professor, National Chiayi University, Taiwan ‘The subject of “Manabi” is nearly unknown in the western educational discourse. It opens up an opportunity to develop a greater appreciation for traditional Japanese educational theory and educational practice and their historical roots. The authors show us how Buddhist culture of ZEN influenced teaching concepts in school. The “didactic” of the book is grounded in a comparison between Western and Japanese concepts of learning and Bildung, which facilitates access to understanding Japanese ideas of learning and development.’ Uwe Uhlendorff, Professor, Dortmund University, Germany Manabi and Japanese Schooling Manabi and Japanese Schooling: Beyond Learning in the Era of Globalisation considers the theory and practices behind the Japanese concept of Manabi, particularly as the progressive concept of learning in the globalised world. It seeks to provide educational visions of Manabi as an alternative concept of learning in the era of post-globalisation. The authors derive different perspectives in Manabi from Eastern philosophy, clarifying and comparing with learning and Bildung to give alternative educational discourses. It considers the idea of Confucius and Taoism and studies the practice of Minna, characterising it as a cooperative and peaceful problem- solving method. Addressing the trend of ‘learnification’ and its contribution to educational reform, it explores the impacts, conflicts, and difficulties of introducing learner-centred education into East Asian educational settings as well as the potential of Manabi as an effective tool for all types of learning. Expertly written and researched, this book includes a foreword by Gert Biesta and is a valuable resource for researchers, academics, and postgraduate students in the field of educational philosophy, educational theory, and Eastern philosophy. Masamichi Ueno is Professor of Education at Sophia University, Japan. Yasunori Kashiwagi is Professor of Early Childhood Care and Education at Chiba Keizai College, Japan. Kayo Fujii is Associate Professor of Education at Yokohama National University, Japan. Tomoya Saito is Professor of Education at Kokugakuin University, Japan. Taku Murayama is Associate Professor of Special Needs Education at Tokyo Gakugei University, Japan. Theorizing Education Series Series Editors Gert Biesta Maynooth University, Ireland & University of Edinburgh, UK Stefano Oliverio University of Naples “Federico II”, Italy Theorizing Education brings together innovative work from a wide range of contexts and traditions which explicitly focuses on the roles of theory in educational research and educational practice. The series includes contextual and socio-historical analyses of existing traditions of theory and theorizing, exemplary use of theory, and empirical work where theory has been used in innovative ways. The distinctive focus for the series is the engagement with educational questions, articulating what explicitly educational function the work of particular forms of theorizing supports. Inoperative Learning A Radical Rewriting of Educational Potentialities Tyson E. Lewis Religious Education and the Public Sphere Patricia Hannam Art as Unlearning Towards a Mannerist Pedagogy John Baldacchino Education in the Age of the Screen Possibilities and Transformations in Technology Edited by Nancy Vansieleghem, Joris Vlieghe and Manuel Zahn Manabi and Japanese Schooling Beyond Learning in the Era of Globalisation Masamichi Ueno, Yasunori Kashiwagi, Kayo Fujii, Tomoya Saito and Taku Murayama For more information about this series, please visit: www.routledge.com/ Theorizing-Education/book-series/THEOED Manabi and Japanese Schooling Beyond Learning in the Era of Globalisation Masamichi Ueno, Yasunori Kashiwagi, Kayo Fujii, Tomoya Saito and Taku Murayama First published 2020 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 52 Vanderbilt Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 Masamichi Ueno, Yasunori Kashiwagi, Kayo Fujii, Tomoya Saito and Taku Murayama The right of Masamichi Ueno, Yasunori Kashiwagi, Kayo Fujii, Tomoya Saito and Taku Murayama to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book has been requested ISBN: 978-0-8153-5467-3 (hbk) ISBN: 978-1-351-13219-0 (ebk) Typeset in Bembo by Apex CoVantage, LLC Contents Foreword: Manabi beyond learning ix GERT BIESTA Acknowledgements xii List of authors xiii Introduction 1 PART I The concept of Manabi 7 1 The thought of Manabi: learning in the age of globalisation reconsidered 9 MASAMICHI UENO 2 The analysis of Manabi: learning towards Nothingness and Selflessness 37 YASUNORI KASHIWAGI 3 Body and mind in Manabi: focusing on Kata and Shūyō 69 TOMOYA SAITO PART II Practices of Manabi 87 4 The resonance of Minna’s voice in Japanese schooling 89 KAYO FUJII 5 Inclusiveness in/of Manabi 103 TAKU MURAYAMA viii Contents 6 Practices of Manabi in school 125 YASUNORI KASHIWAGI Conclusion 140 Index 144 Foreword Manabi beyond learning Gert Biesta The ongoing globalisation of educational discourse, policy, and practice, ‘sup- ported’ by the spread of the English language as the main medium of commu- nication across a wide range of linguistic, cultural, political, social, and historical differences, seems to suggest that education is more or less the same ‘thing’ eve- rywhere and that, where differences still exist, it will mainly be a matter of time before they have caught up with the global ‘consensus.’ While this may look like a satisfactory situation from the point of view of native speakers of the English language, it feels less so for those working in different languages and traditions, particularly traditions that have not just different educational practices but also different concepts to make sense, understand, and act within such practices. The key issue here is that of translation, and the main point is that the language of ‘teaching and learning,’ which has become ubiquitous in the English-speaking world, is not a neutral conduit in which all words and concepts from other lan- guages can easily be translated. Rather, the language of ‘teaching and learning’ is itself a very specific, historically and culturally situated way of speaking ‘in’ and ‘about’ education – which also means that the word ‘education’ cannot be considered as neutral and as innocent as it may appear to some. All this is partly a question of words but also of underlying concepts and conceptual structures. For example, whereas in English there is the word ‘edu- cation,’ the German tradition has at least two concepts, namely Bildung and Erziehung, indicating a way of engaging with the ‘reality’ of education that is quite different from what is possible with the single word ‘education.’ There are similar issues with the German words Didaktik and Pädagogik, which, although they have equivalents in the English language – ‘didactics’ and ‘pedagogy,’ respectively – actually contain quite different meanings from how ‘didactics’ and ‘pedagogy’ are commonly understood. And finally, all this is not just a mat- ter of words, concepts, and language but also impacts on the social organisa- tion of the field where, for example, in the English-speaking world ‘education studies’ is generally configured as a multidisciplinary applied field of study, whereas in the German-speaking world and countries influenced by Germanic traditions, ‘education’ has established itself as an academic discipline in its own right (see Biesta, 2011).
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