Education for Global Understanding: Learning From Dewey's Visit to Japan

Teachers College Record

Volumn 105, Issue 9, 2003, Pages 1758-1773

  Saito, Naoko ^a  

^a UNIVERSITY OF TOKYO   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346970707     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1467-9620.2003.00308.x     Document Type: Article

References (45)

1. John Dewey, "Some Factors in Mutual National understanding," in The Middle Works of John Dewey, Vol. 13, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1983), 262 (hereafter cited as MNU).
2. John Dewey, "Creative Democracy-The Task Before Us," in The Later Works of John Dewey, Vol. 14, ed. Jo Ann Boydston (Carbondale: Southern Illinois University Press, 1988), 228 (hereafter cited as CD).
3. Tetsuya Takahashi and Akiko Miyake, "Kore wa 'Kokumin Seishin Kaizo Undo' da" ["This is the 'Movement for Reconstructing the National Spirit'"], in Sekai, No. 712 (Tokyo: Iwanami, 2003): 33-47.
4. Nel Noddings, "Global Citizenship" (a presentation given at the International Symposium Education for Citizenship: Its Tasks and Prospects at the University of Tokyo on December 18, 2002).
5. John Dewey, "Liberalism in Japan," in The Middle Works of John Dewey, Vol. 11 (1982), 171 (hereafter cited as LJ).
6. During his stay in Japan, Dewey had close contact with the Waseda Group of Liberals, which included Riichiro Hoashi and Kojiro Sugimori, Hoashi translated Dewey's Democracy and Education in 1919, and Experience and Nature in 1925 (Akihiro Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri [Review of John Dewey Studies in Japan] [Tokyo: Shu-Oh Sha, 1992], 4-7, 52; Hisao Kamidera, "Nihon ni okeru Dewey Kenkyu" ["Dewey Studies in Japan"], in Dewey Kyoiku-Riron no Sho-Mondai: Dewey Tanjo Hyaku-nen sai wo Kinen-shite [The Fundamental Problems in the Philosophy and Educational Theory of John Dewey: Essays in Commemoration of the Hundredth Anniversary of the Birth of John Dewey], ed. The John Dewey Society of Japan [Tokyo: Tokyo-Shoin Press, 1959], 248-250; Louis S. Feuer, 'John Dewey's Sojourn in Japan," in Teachers College Record, in Vol. 71, No. 1 (September 1969), 125, 130.
7. During his stay in Japan, Dewey had close contact with the Waseda Group of Liberals, which included Riichiro Hoashi and Kojiro Sugimori, Hoashi translated Dewey's Democracy and Education in 1919, and Experience and Nature in 1925 (Akihiro Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri [Review of John Dewey Studies in Japan] [Tokyo: Shu-Oh Sha, 1992], 4-7, 52; Hisao Kamidera, "Nihon ni okeru Dewey Kenkyu" ["Dewey Studies in Japan"], in Dewey Kyoiku-Riron no Sho-Mondai: Dewey Tanjo Hyaku-nen sai wo Kinen-shite [The Fundamental Problems in the Philosophy and Educational Theory of John Dewey: Essays in Commemoration of the Hundredth Anniversary of the Birth of John Dewey], ed. The John Dewey Society of Japan [Tokyo: Tokyo-Shoin Press, 1959], 248-250; Louis S. Feuer, 'John Dewey's Sojourn in Japan," in Teachers College Record, in Vol. 71, No. 1 (September 1969), 125, 130.
8. During his stay in Japan, Dewey had close contact with the Waseda Group of Liberals, which included Riichiro Hoashi and Kojiro Sugimori, Hoashi translated Dewey's Democracy and Education in 1919, and Experience and Nature in 1925 (Akihiro Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri [Review of John Dewey Studies in Japan] [Tokyo: Shu-Oh Sha, 1992], 4-7, 52; Hisao Kamidera, "Nihon ni okeru Dewey Kenkyu" ["Dewey Studies in Japan"], in Dewey Kyoiku-Riron no Sho-Mondai: Dewey Tanjo Hyaku-nen sai wo Kinen-shite [The Fundamental Problems in the Philosophy and Educational Theory of John Dewey: Essays in Commemoration of the Hundredth Anniversary of the Birth of John Dewey], ed. The John Dewey Society of Japan [Tokyo: Tokyo-Shoin Press, 1959], 248-250; Louis S. Feuer, 'John Dewey's Sojourn in Japan," in Teachers College Record, in Vol. 71, No. 1 (September 1969), 125, 130.
9. During his stay in Japan, Dewey had close contact with the Waseda Group of Liberals, which included Riichiro Hoashi and Kojiro Sugimori, Hoashi translated Dewey's Democracy and Education in 1919, and Experience and Nature in 1925 (Akihiro Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri [Review of John Dewey Studies in Japan] [Tokyo: Shu-Oh Sha, 1992], 4-7, 52; Hisao Kamidera, "Nihon ni okeru Dewey Kenkyu" ["Dewey Studies in Japan"], in Dewey Kyoiku-Riron no Sho-Mondai: Dewey Tanjo Hyaku-nen sai wo Kinen-shite [The Fundamental Problems in the Philosophy and Educational Theory of John Dewey: Essays in Commemoration of the Hundredth Anniversary of the Birth of John Dewey], ed. The John Dewey Society of Japan [Tokyo: Tokyo-Shoin Press, 1959], 248-250; Louis S. Feuer, 'John Dewey's Sojourn in Japan," in Teachers College Record, in Vol. 71, No. 1 (September 1969), 125, 130.
10. During his stay in Japan, Dewey had close contact with the Waseda Group of Liberals, which included Riichiro Hoashi and Kojiro Sugimori, Hoashi translated Dewey's Democracy and Education in 1919, and Experience and Nature in 1925 (Akihiro Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri [Review of John Dewey Studies in Japan] [Tokyo: Shu-Oh Sha, 1992], 4-7, 52; Hisao Kamidera, "Nihon ni okeru Dewey Kenkyu" ["Dewey Studies in Japan"], in Dewey Kyoiku-Riron no Sho-Mondai: Dewey Tanjo Hyaku-nen sai wo Kinen-shite [The Fundamental Problems in the Philosophy and Educational Theory of John Dewey: Essays in Commemoration of the Hundredth Anniversary of the Birth of John Dewey], ed. The John Dewey Society of Japan [Tokyo: Tokyo-Shoin Press, 1959], 248-250; Louis S. Feuer, 'John Dewey's Sojourn in Japan," in Teachers College Record, in Vol. 71, No. 1 (September 1969), 125, 130.
11. John Dewey, "Public Opinion in Japan," in The Middle Works of John Dewey, Vol. 13 (1983), 256-257 (hereafter cited as POJ).
12. Feuer, 'John Dewey's Sojourn in Japan," 139.
13. Ibid., 140.
14. Ibid., 143.
15. Robert B. Westbrook, John, Dewey and American Democracy (Ithaca: Cornell University Press, 1991), 240-242.
16. Alan Ryan, John Dewey and the High Tide of American Liberalism (New York: W. W. Norton and Company), 221-222.
17. As a symbol of difference, at the time when the emperor held sovereign power, the English word "democracy" could not be translated into Japanese (Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri). Also there is an episode that there was no translator in Dewey's eight-day lecture at the University of Tokyo, which was to be published as Reconstruction in Philosophy (1920) (Shunsuke Tsurumi, Dewey [Tokyo: Kodan-Sha, 1984], 85.)
18. As a symbol of difference, at the time when the emperor held sovereign power, the English word "democracy" could not be translated into Japanese (Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri). Also there is an episode that there was no translator in Dewey's eight-day lecture at the University of Tokyo, which was to be published as Reconstruction in Philosophy (1920) (Shunsuke Tsurumi, Dewey [Tokyo: Kodan-Sha, 1984], 85.)
19. Feuer, "Dewey's Sojourn in Japan," 141.
20. Shunsuke Tsurumi, Dewey, 85. Tsurumi observes that Dewey's influence was almost totally shut out of Japan by the emperor thought and its theoretical support given by German idealism (Ibid., 95).
21. Many Japanese researchers share this view: Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri, 4-7, 52; Kamidera, "Nihon ni okeru Dewey Kenkyu"; Nihon no Sengo Kyoiku to Dewey ([Dewey and Postwar Japanese Education]), ed. Hiroshi Sugiura (Tokyo: Sekai-Shiso-Sha, 1998).
22. Many Japanese researchers share this view: Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri, 4-7, 52; Kamidera, "Nihon ni okeru Dewey Kenkyu"; Nihon no Sengo Kyoiku to Dewey ([Dewey and Postwar Japanese Education]), ed. Hiroshi Sugiura (Tokyo: Sekai-Shiso-Sha, 1998).
23. Many Japanese researchers share this view: Mori, Nihon-ni okeru John Dewey Shiso Kenkyhu no Seiri, 4-7, 52; Kamidera, "Nihon ni okeru Dewey Kenkyu"; Nihon no Sengo Kyoiku to Dewey ([Dewey and Postwar Japanese Education]), ed. Hiroshi Sugiura (Tokyo: Sekai-Shiso-Sha, 1998).2
24. Ryan. John Dewey and the High tide of American Liberalism, 222.
25. Paul Standish in his comment to the original draft of this paper (May 2001).
26. In his personal letters to his children, it should be acknowledged, Dewey expresses his appreciation for the beauty of Japanese culture (John Dewey and Alice Chapman Dewey, Letters from China and Japan, ed. Evelyn Dewey [New York: E. P. Dutton, 1920]).
27. Richard Rorty, "Introduction: Relativism: Finding and Making," in Richard Rorty, Philosophy and Social Hope (London: Penguin Books, 1999), xxv.
28. Ibid., xxxi.
29. John Dewey, Democracy and Education, in The Middle Works of John Dewey, Vol. 9 (1980), 92, (hereafter cited as DE) cited in: James Garrison, "A Deweyan Theory of Democratic Listening," Educational Theory (1996): 429-451.
30. John Dewey, Democracy and Education, in The Middle Works of John Dewey, Vol. 9 (1980), 92, (hereafter cited as DE) cited in: James Garrison, "A Deweyan Theory of Democratic Listening," Educational Theory (1996): 429-451.
31. Monbu-sho [The Ministry of Education], Shogakko Gakushu Shido Yoryo Kaisetsu: Dodokuhen [Course of Study for the Elementary School: A volume on moral education] (Tokyo: The Ministry of Education, 1999), 120.
32. Rie Hirose in her report on my comparative education class at Tokyo University of Foreign Studies (Summer 2001).
33. Howard French, 'Japan Unsettles Returnees, Who Yearn to Leave Again," The New York Times, 3 May 2000, A1 and A 12 in the International section.
34. Ralph Waldo Emerson, "The Poet," in Ralph Waldo Emerson, ed. Richard Poirier (Oxford: Oxford University Press, 1990), 210.
35. Israel Scheffler highlights the pragmatic wisdom of Peirce's idea that "we begin in the middle of things" (Israel Scheffler, Four Pragmatists: A Critical Introduction to Peirce, James, Mead, and Dewey [New York: Humanities Press, 1974], 44); Putnam and Putnam also discuss Peirce's and Dewey's ideas of inquiry that begins and is conducted in "an indeterminate situation," a situation that is "inherently doubtful" (Hilary Putnam and Ruth Anna Putnam, "Dewey's Logic: Epistemology as Hypothesis," in Hilary Putnam, Words and Life, ed. James Conant [Cambridge, MA.: Harvard University Press, 1994], 21).
36. Israel Scheffler highlights the pragmatic wisdom of Peirce's idea that "we begin in the middle of things" (Israel Scheffler, Four Pragmatists: A Critical Introduction to Peirce, James, Mead, and Dewey [New York: Humanities Press, 1974], 44); Putnam and Putnam also discuss Peirce's and Dewey's ideas of inquiry that begins and is conducted in "an indeterminate situation," a situation that is "inherently doubtful" (Hilary Putnam and Ruth Anna Putnam, "Dewey's Logic: Epistemology as Hypothesis," in Hilary Putnam, Words and Life, ed. James Conant [Cambridge, MA.: Harvard University Press, 1994], 21).
37. Hilary Putnam with Ruth Anna Putnam, "Education for Democracy, " in Hilary Putnam, Words and Life, 237-239.
38. Rorty, "Relativism," p. xxviii.
39. John Dewey, The Public and its Problems, in The Later Works of John Dewey, vol. 2, ed. (1984), 350 (hereafter cited as PP).
40. John Dewey, Art as Experience, in The Later Works of John Dewey, vol. 10, (1987), 11 (hereafter cited as AE).
41. In connection with the theme of conversation for democracy, Garrison discusses the importance of democratic listening (Garrison, "Deweyan Theory of Democratic Listening").
42. Dewey, Democracy and Education, 93, in: Garrison, "Deweyan Theory of Democratic Listening."
43. Paul Standish, "Ethics before Equality: Moral Education after Levinas," Journal of Moral Education, 30:4 (2001), 339-347.
44. Hilary Putnam, "Must we choose between patriotism and universal reason?" in Martha C. Nussbaum, For Love of country? (Boston: Beacon Press, 1996), 97.
45. An earlier version of this article was presented to the Philosophy of Education Discussion Group at the University of Cambridge (Cambridge Branch, Philosophy of Education Society of Great Britain, February 7, 2002), and at the Biennial Meeting of International Network of Philosophers of Education (Oslo, Norway, 9 August 2002). I am grateful to those present for their comments. I also thank James Garrison and Paul Standish for their comments on this article.