Philosophy East / West: Exploring Intersections between Educational and Contemplative Practices

Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the relationships between mindfulness, evidence–based science, and wisdom traditions. This special issue from the Journal of Philosophy of Education examines the ethical, social, and cultural intersections between educational practices informed by Western philosophical traditions and the contemplative practices informed by Eastern wisdom traditions.

The authors of these essays an international group with a broad range of viewpoints move beyond simplistic explanations of Eastern and Western to explore the complexity and diversity of various wisdom traditions. To situate contemplative practice within contemporary educational theory, they use insights from important Western philosophers, including Heidegger, Levinas, and Foucault and investigate the effect of mindfulness–based curricular interventions on current educational theory and practice. Throughout they emphasize the importance of transcultural and intercultural approaches in the philosophy of education. Engaging and innovative, these essays offer exciting new perspectives on the connection between mind and body, and the practice of attention in education today.

Oren Ergas lectures at the School of Education at the Hebrew University and at a number of teacher colleges in Israel. His research focuses on curricular and pedagogical aspects of contemplative education. His work has been published widely in peer–reviewed journals and book, including Critical Studies in Education, Paideusis, The Journal of Transformative Education, The Routledge International Handbook for Education, Religion and Values (2013) and New Social Foundations: Education in Post–Secular Society (2015). 

Sharon Todd is Professor of Education at Maynooth University, Ireland. She has written extensively on ethical relations, the politics of education, feminism, and issues of cultural difference and social justice. She is the author of Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism (2009) and Learning from the Other: Levinas, Psychoanalysis and Ethical Possibilities in Education (2003) and is the co–editor of Re–imagining Educational Relationships: Ethics, Politics and Practices (Wiley, 2014).