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<strong>Asian</strong>-<strong>Arab</strong> Philosophical Dialogues on Globalization, Democracy and Human Rights Editors: Darryl R.J. Macer and Souria Saad-Zoy
Published by UNESCO Bangkok Asia and Pacific Regional Bureau for Education Mom Luang Pin Malakul Centenary Building 920 Sukhumvit Road, Prakanong, Klongtoey Bangkok 10110, Thailand © UNESCO 2010 All rights reserved ISBN 978-92-9223-313-6 (Print Version) ISBN 978-92-9223-314-3 (Electronic version) The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The authors are responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not commit the Organization. Edited by Darryl R.J. Macer Design/Layout by Alessandra Blasi (cover) and Darryl R.J. Macer, Raine Boonlong and Sirasak Chaiyasook Cover photo by © UNESCO/S. Chaiyasook Printed by UNESCO Bangkok Printed in Thailand SHS/10/OS/021-1000
Page 1: UNESCO Bangkok Regional Unit for So
Page 5 and 6: CONTENTS iv Asia-Arab</stro
Page 7 and 8: Beyond Minimal Democracy: Voices Fr
Page 9 and 10: Again like Dahl, though with modifi
Page 11 and 12: social engagement and responsibilit
Page 13 and 14: to self-rule, can also be translate
Page 15 and 16: As it appears to me, such a double
Page 17 and 18: Returning to the theme of self-rule
Page 19 and 20: The issue is to evaluate social and
Page 21 and 22: One of the challenges of globalizat
Page 23 and 24: Another significant aspect of democ
Page 25 and 26: goal can be achieved by developing
Page 27 and 28: Philosophy, Dialogue and Difference
Page 29 and 30: (4) Socrates employs methods that a
Page 31 and 32: Dialogue According to Aristotle, al
Page 33 and 34: ideas subsist in a commingled cultu
Page 35 and 36: Globalization Issa Abyad, Jordan I
Page 37 and 38: Globalization, Localization and Hyb
Page 39 and 40: Hybridization, therefore, is a natu
Page 41 and 42: Implications to Philosophical Educa
Page 43 and 44: Hegel’s vision of the “concrete
Page 45 and 46: I would like to show how we can ove
Page 47 and 48: One must not consider this debate a
Page 49 and 50: So, one of the tasks of Ara
Page 51 and 52: kings who have elevated personal di
Page 53 and 54:
Philosophy in the Context of Global
Page 55 and 56:
Conclusion Of the four views of the
Page 57 and 58:
Philosophy and Multiculturalism In-
Page 59 and 60:
Philosophy and the Modes of Human C
Page 61 and 62:
References Fink, Eugen. 1979. Grund
Page 63 and 64:
party systems, its declaration of i
Page 65 and 66:
Citizenship as a Learning Process:
Page 67 and 68:
the postmodernist demolition of pol
Page 69 and 70:
way of teaching that has been inter
Page 71 and 72:
Despite the connections between Dew
Page 73 and 74:
to facilitate an understanding of t
Page 75 and 76:
Lipman, M. 1991. Thinking in Educat
Page 77 and 78:
Hassan al-Turabi, the founder of th
Page 79 and 80:
A Philosophical Concern in Understa
Page 81 and 82:
The Method of Description in Compar
Page 83 and 84:
In Search of a Philosophy of Life i
Page 85 and 86:
human survival must be the most fun
Page 87 and 88:
Confucian-based Legislation: •y I
Page 89 and 90:
Conditions of Women in Contemporary
Page 91 and 92:
The number of women in leadership a
Page 93 and 94:
4. Since individualists are primari
Page 95 and 96:
Autonomous self For feminists, the
Page 97 and 98:
5. Women also lose their identities
Page 99 and 100:
What Philosophical Practices are Co
Page 101 and 102:
Teaching philosophy in the academic
Page 103 and 104:
Although there is student participa
Page 105 and 106:
than inquiring in the company of ot
Page 107 and 108:
Inclusive CoPI is part of the inclu
Page 109 and 110:
Inquiry-encouraging Not Outcome-lea
Page 111 and 112:
Lipman, M. 2003. Thinking in Educat
Page 113 and 114:
This results in many students of ph
Page 115 and 116:
Philosophy Education for Democracy:
Page 117 and 118:
Associated Aspects of Teaching and
Page 119 and 120:
a story of mine, called ‘Bizzy Ro
Page 121 and 122:
esponsibilities. Our generation is
Page 123 and 124:
Status of Philosophy Education in T
Page 125 and 126:
Curricula of Philosophy Education i
Page 127 and 128:
Table 3: Philosophy Teaching Staff
Page 129 and 130:
It is difficult for the students th
Page 131 and 132:
Pierre Teilhard de Chardin, French
Page 133 and 134:
Bioethics in the Transformation of
Page 135 and 136:
have little faith in any authority,
Page 137:
UNESCO Bangkok Regional Unit for So
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