Humility in educational philosophy and theory

Abstract

Humility is regarded as beneficial for individuals, relationships, and society. It is believed to increase well-being and tolerance of difference and enhance interpersonal relationships. Educating for humility could be regarded as an important element and goal of education as it helps students realise their limitations and consider different (even opposite) perspectives. However, as with other virtues, humility may be conceptualised and expressed differently across diverse cultural communities. Similarly, how to educate for humility may look different in schools around the world. This special issue includes varied explorations of the philosophical and theoretical roots underpinning different conceptions of humility and their implications for education. Taken together, the papers in this issue provide a foundation for understanding the importance of humility across cultural and historical traditions of past and present, particularly those of western and Chinese societies. As such, this special issue can be informative to colleagues in virtue ethics, comparative philosophy, and moral education, as well as others who are interested in understanding contexts and meanings of humility around the world, in society and education today.

Keywords:

• Humility
• philosophy
• Chinese philosophy
• Confucianism
• moral education
• virtues

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Liz Jackson

Liz Jackson, is Professor of International Education at the Education University of Hong Kong. She is the immediate past president of the Philosophy of Education Society of Australasia and the former director of the Comparative Education Research Centre at the University of Hong Kong. She is Deputy Editor for Educational Philosophy and Theory. Her recent authored books include Contesting Education and Identity in Hong Kong (Routledge, 2021), Beyond Virtue: The Politics of Educating Emotions (Cambridge University Press, 2020), and Questioning Allegiance: Resituating Civic Education (Routledge, 2019). Her current research is focused on comparative views of emotions and virtues in philosophy and education.

Jae Park

Jae Park, reads at the Education University of Hong Kong. His research interests are in sociology and philosophy of education, particularly sociological aspects of technological development and sustainability. He published in New Media & Society, Educational Technology Research and Development, Educational Philosophy and Theory, International Studies in Sociology of Education and Ethics & Behavior. He serves as the President of the Comparative Education Society of Hong Kong. He is the Editor-in-Chief of the International Journal of Comparative Education and Development.