Exploring an East~West epistemological convergence of embodied democracy in education through cultural humanism in Confucius~Makiguchi~Dewey

Abstract

This article explores an East~West epistemological convergence of embodied democracy in education through cultural humanism illuminated in five main themes in the works of John Dewey (1859–1952), Confucius (551–479 B.C.), and Tsunesaburo Makiguchi (1871–1944): human–nature interconnection, self-cultivation, value creation, associated living, and joy of learning/happiness of living. The cultural humanism, embedded in languages and cultures, flourishes with the ideal of embodied democracy that aims for educating for creative, harmonious, associative, joyful and worthwhile living for all in an increasingly diversified, complicated and contested world.

Keywords:

• East~West epistemological convergence
• embodied democracy and education
• cultural humanism
• Confucius~Makiguchi~Dewey

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

I deliberately use the symbol ~ rather than – to convey a sense of fluidity, constancy and in-betweenness.

Additional information

Notes on contributors

Ming Fang He

Ming Fang He is professor of Curriculum Studies in the Department of Curriculum, Foundations, and Reading, College of Education, Georgia Southern University, Post Office Box 8144, Statesboro, GA 30460-8144, USA; e-mail: [email protected]. Her current research is expanded to the education of ethnic minority and disenfranchised individuals, groups, tribes, and societies and immigrant education in the United States, Canada, Hong Kong, Mainland China, and other international contexts.