Eastern philosophies of education: Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave

David Lewin, Oren Ergas

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter provides readers with an understanding of some basic principles of selected Eastern traditions and their relation to philosophy of education. The attempt to characterize such diverse traditions and understandings of education raises numerous hermeneutical issues which can only be addressed through a pedagogical reduction as a vehicle for understanding. In this case, we have employed Plato’s cave allegory as that methodological and pedagogical vehicle. We explore aspects of the ontology, epistemology, and ethics of Buddhist, Hindu (focused on classical yoga), Daoist, and Confucian traditions, interpreting elements from Plato’s allegory in order to throw light onto the educational ideas and implications of those Eastern traditions.
LanguageEnglish
Title of host publicationInternational Handbook of Philosophy of Education
EditorsPaul Smeyers
Place of PublicationCham, Switzerland
PublisherSpringer
Pages479-497
Number of pages19
ISBN (Print)9783319727592
DOIs
Publication statusPublished - 10 Jun 2018

Fingerprint

Plato
education
epistemology
ontology
moral philosophy
philosophy
Philosophy of Education
Eastern philosophy
Daoist
Confucian
Buddhist
Education
Allegory

Keywords

  • religious education
  • eastern philosophies

Cite this

Lewin, D., & Ergas, O. (2018). Eastern philosophies of education: Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave. In P. Smeyers (Ed.), International Handbook of Philosophy of Education (pp. 479-497). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-72761-5_40
Lewin, David ; Ergas, Oren. / Eastern philosophies of education : Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave. International Handbook of Philosophy of Education. editor / Paul Smeyers. Cham, Switzerland : Springer, 2018. pp. 479-497
@inbook{db63421f3bf34be387ec5f6f217bfd15,
title = "Eastern philosophies of education: Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave",
abstract = "This chapter provides readers with an understanding of some basic principles of selected Eastern traditions and their relation to philosophy of education. The attempt to characterize such diverse traditions and understandings of education raises numerous hermeneutical issues which can only be addressed through a pedagogical reduction as a vehicle for understanding. In this case, we have employed Plato’s cave allegory as that methodological and pedagogical vehicle. We explore aspects of the ontology, epistemology, and ethics of Buddhist, Hindu (focused on classical yoga), Daoist, and Confucian traditions, interpreting elements from Plato’s allegory in order to throw light onto the educational ideas and implications of those Eastern traditions.",
keywords = "religious education, eastern philosophies",
author = "David Lewin and Oren Ergas",
year = "2018",
month = "6",
day = "10",
doi = "10.1007/978-3-319-72761-5_40",
language = "English",
isbn = "9783319727592",
pages = "479--497",
editor = "Paul Smeyers",
booktitle = "International Handbook of Philosophy of Education",
publisher = "Springer",

}

Lewin, D & Ergas, O 2018, Eastern philosophies of education: Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave. in P Smeyers (ed.), International Handbook of Philosophy of Education. Springer, Cham, Switzerland, pp. 479-497. https://doi.org/10.1007/978-3-319-72761-5_40

Eastern philosophies of education : Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave. / Lewin, David; Ergas, Oren.

International Handbook of Philosophy of Education. ed. / Paul Smeyers. Cham, Switzerland : Springer, 2018. p. 479-497.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Eastern philosophies of education

T2 - Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave

AU - Lewin, David

AU - Ergas, Oren

PY - 2018/6/10

Y1 - 2018/6/10

N2 - This chapter provides readers with an understanding of some basic principles of selected Eastern traditions and their relation to philosophy of education. The attempt to characterize such diverse traditions and understandings of education raises numerous hermeneutical issues which can only be addressed through a pedagogical reduction as a vehicle for understanding. In this case, we have employed Plato’s cave allegory as that methodological and pedagogical vehicle. We explore aspects of the ontology, epistemology, and ethics of Buddhist, Hindu (focused on classical yoga), Daoist, and Confucian traditions, interpreting elements from Plato’s allegory in order to throw light onto the educational ideas and implications of those Eastern traditions.

AB - This chapter provides readers with an understanding of some basic principles of selected Eastern traditions and their relation to philosophy of education. The attempt to characterize such diverse traditions and understandings of education raises numerous hermeneutical issues which can only be addressed through a pedagogical reduction as a vehicle for understanding. In this case, we have employed Plato’s cave allegory as that methodological and pedagogical vehicle. We explore aspects of the ontology, epistemology, and ethics of Buddhist, Hindu (focused on classical yoga), Daoist, and Confucian traditions, interpreting elements from Plato’s allegory in order to throw light onto the educational ideas and implications of those Eastern traditions.

KW - religious education

KW - eastern philosophies

UR - https://www.springer.com/gb/book/9783319727592

U2 - 10.1007/978-3-319-72761-5_40

DO - 10.1007/978-3-319-72761-5_40

M3 - Chapter

SN - 9783319727592

SP - 479

EP - 497

BT - International Handbook of Philosophy of Education

A2 - Smeyers, Paul

PB - Springer

CY - Cham, Switzerland

ER -

Lewin D, Ergas O. Eastern philosophies of education: Buddhist, Hindu, Daoist, and Confucian readings of Plato’s cave. In Smeyers P, editor, International Handbook of Philosophy of Education. Cham, Switzerland: Springer. 2018. p. 479-497 https://doi.org/10.1007/978-3-319-72761-5_40