Masamichi Ueno – författare

This book discusses how East Asia has introduced school and curricular reform to reflect democratic citizenship and globalized skills, knowledge, dispositions, and competencies in the 21st century. It also focuses on the tendencies and reasons students from Japan, China, South Korea, Taiwan, and Singapore receive the highest scores in international students’ assessment such as PISA and TIMSS; yet their curiosity and motivation for learning are the lowest internationally. Moreover, Indonesian and Vietnamese students are likely to receive the lowest testing scores, yet their motivation for learning is quite high. It is worth investigating high academic achievement in East Asia in light of the trend towards democratization. The authors consider controversial issues such as whether the goals of democratic education should be the attainment of high academic scores, consideration of whether to implement competency-based curriculums or meritocratic systems of academic competition, and the provision of equal opportunities in the community of learning. The book illuminates each country’s struggle to realise school reform on the basis of its social and cultural settings, and looks at what connects East Asia’s past, present, and future.

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.

This book considers John Dewey’s philosophy of democratic education and his theory of public sphere from the perspective of the reconstruction and redefinition of the dominant liberalist movement. By bridging art education and public sphere, and drawing upon contemporary mainstream philosophies, Ueno urges for the reconceptualization of the education of mainstream liberalism and indicates innovative visions on the public sphere of education.Focusing on Dewey’s theory of aesthetic education as an origin of the construction of public sphere, chapters explore his art education practices and involvement in the Barnes Foundation of Philadelphia, clarifying the process of school reform based on democratic practice. Dewey searched for an alternative approach to public sphere and education by reimagining the concept of educational right from a political and ethical perspective, generating a collaborative network of learning activities, and bringing imaginative meaning to human life and interaction. This book proposes educational visions for democracy and public sphere in light of Pragmatism aesthetic theory and practice. Democratic Education and the Public Sphere will be key reading for academics, researchers and postgraduate studies in the fields of the philosophy of education, curriculum theory, art education, and educational policy and politics. The book will also be of interest to policy makers and politicians who are engaged in educational reform.

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.

This edited book opens a dialogue on theories and philosophies of education between the East and the West in the era of globalisation.A great deal of research has been devoted to discussion of the ideas of Western theorists such as Plato, Aristotle, Locke, Rousseau, Kant, Fröbel, Herbert, Dewey, Piaget, and so on, and their thoughts have had a tremendous impact on Japanese educational practices. In addition, the 21st-century society has promoted international academic standardisation of knowledge, skills, and competencies for a knowledge-based economy, making great strides in educational development for globalisation. On the other hand, East Asia has retained its own unique insights and perspectives that cannot entirely be understood by Western philosophies of education alone. The contributors to this volume offer the reader insights into how Japanese and East Asian theories and philosophies of education encounter those from the West, by taking up heated and controversial issues such as education of caring, morality, nature, catastrophe, body and cultivation, art, language, politics, democracy, and modernity.The book will appeal to researchers, teachers, students, policymakers, and anyone interested in the theory and philosophy of education in the East, or those who would like to reconsider education in a multicultural society.This book won the Philosophy of Education Society of Australasia (PESA) Book Award for 2024

This edited book opens a dialogue on theories and philosophies of education between the East and the West in the era of globalisation.A great deal of research has been devoted to discussion of the ideas of Western theorists such as Plato, Aristotle, Locke, Rousseau, Kant, Fröbel, Herbert, Dewey, Piaget, and so on, and their thoughts have had a tremendous impact on Japanese educational practices. In addition, the 21st-century society has promoted international academic standardisation of knowledge, skills, and competencies for a knowledge-based economy, making great strides in educational development for globalisation. On the other hand, East Asia has retained its own unique insights and perspectives that cannot entirely be understood by Western philosophies of education alone. The contributors to this volume offer the reader insights into how Japanese and East Asian theories and philosophies of education encounter those from the West, by taking up heated and controversial issues such as education of caring, morality, nature, catastrophe, body and cultivation, art, language, politics, democracy, and modernity.The book will appeal to researchers, teachers, students, policymakers, and anyone interested in the theory and philosophy of education in the East, or those who would like to reconsider education in a multicultural society.This book won the Philosophy of Education Society of Australasia (PESA) Book Award for 2024

This book discusses how East Asia has introduced school and curricular reform to reflect democratic citizenship and globalized skills, knowledge, dispositions, and competencies in the 21st century. It also focuses on the tendencies and reasons students from Japan, China, South Korea, Taiwan, and Singapore receive the highest scores in international students’ assessment such as PISA and TIMSS; yet their curiosity and motivation for learning are the lowest internationally. Moreover, Indonesian and Vietnamese students are likely to receive the lowest testing scores, yet their motivation for learning is quite high. It is worth investigating high academic achievement in East Asia in light of the trend towards democratization. The authors consider controversial issues such as whether the goals of democratic education should be the attainment of high academic scores, consideration of whether to implement competency-based curriculums or meritocratic systems of academic competition, and the provision of equal opportunities in the community of learning. The book illuminates each country’s struggle to realise school reform on the basis of its social and cultural settings, and looks at what connects East Asia’s past, present, and future.