Titlebook: Comparative and Decolonial Studies in Philosophy of Education; David G. Hebert Book 2023 The Editor(s) (if applicable) and The Author(s),

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Comparative and Decolonial Studies in Philosophy of Education978-981-99-0139-5

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,Cai Yuanpei’s Vision of Aesthetic Education and His Legacy in China,ment of Republican educational philosophies and institutions, with a legacy that continues to inform education in China. Studies tend to interpret Cai Yuanpei’s approach to aesthetic education in light of his educational experience in Germany, regarding him as a Kantian scholar. However, the Confuci

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,Comparison of Self-Reflection in Humboldtian , and the Kyoto School: Rethinking Assumptions on “Refucation 2030) in light of the conceptualizations of Humboldtian .and the Kyoto School, as represented by Nishida Kitaro. Both philosophies, from the West and the East, emphasize the importance of reflective experiences in education, which is in line with the proposals of OECD Education 2030. However

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A Philosophical Perspective on the Purpose of Education in Indonesia, (1889–1959), who is regarded as the father of Indonesian education. In conceptualising education, he was influenced by his upbringing, local culture, and international influences from various educators and philosophers such as Rabindranath Tagore, Maria Montessori, and Friedrich Fr?bel. This chapte

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: Implications for Formal and Informal Learning Institutions and Settings in the Philippines, a discussion of how Sikolohiyang Pilipino can impact both educational institutions and informal institutions such as in family and community settings. The use of Sikolohiyang Pilipino as a lens through which one can view education can deepen one’s understanding of educational concepts within Filipi

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,?m?lúàbí and Asabiyyah Philosophies: Afro-Arabian Perspectives on Inclusive Education Policy in Nigr principle?that seeks to promote national cohesion and equal representation of underserved groups including?students with disabilities. Despite these efforts, significant disparities in the participation and outcomes of students with disabilities persist. The policies on disability inclusion in hig

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,The “Happy Island” of Polish Music Education: Self-Orientalization of Educational Philosophies in Prope. The mutual Orientalization of the “other” during the Cold War period in both democratic and communist camps appears to have occasioned prevailing after-effects in the field of Polish music education. This chapter discusses the above thesis in relation to the writings of three highly influentia

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