Asian-Arab philosophical dialogues on globalization, democracy ...

More documents

Recommendations

Info

CONTENTS Preface.........................................................................................................................................................v Beyond Minimal Democracy: Voices From East and West........................................................1 Fred Dallmayr, USA Poverty and Globalization................................................................................................................. 12 Ali Benmakhlouf, Morocco Philosophical Concerns in Understanding Democracy and Sustainable Development......................................................................................................................................... 16 Sivanandam Panneerselvam, India Philosophy, Dialogue and Difference............................................................................................ 21 Philip Cam, Australia Globalization.......................................................................................................................................... 29 Issa Abyad, Jordan Globalization, Localization and Hybridization........................................................................... 31 Rainier A. Ibana, The Philippines Public Debate, Shûra, (overlapping) Consensus, Ijma’: Toward a Global Concept of Democracy.............................................................................................................................................. 38 Soumaya Mestiri, Tunisia Between Cultural Exchange and Globalization: a Reading of <strong>Arab</strong>ic Mirrors for Princes....................................................................................................................................................... 42 Syrine Snoussi, Tunisia Philosophy in the Context of Globalization................................................................................ 47 Daniel Nesy, India Philosophy: A Challenge to Globalization and Democracy................................................... 50 Abdessamad Tamouro, Morocco Philosophy and Multiculturalism.................................................................................................... 51 In-Suk Cha, Republic of Korea Problems of Citizenship and Human Rights in the Modernization of Japan.................. 56 Naoshi Yamawaki , Japan Citizenship as a Learning Process: Democratic Education without Foundationalism................................................................................................................................... 59 Gilbert Burgh , Australia Islam and Modernity............................................................................................................................ 70 Abdessalam Benmaissa, Morocco A Philosophical Concern in Understanding Democracy and Sustainable Development in the Global Context.............................................................................................. 73 Sivanandam Panneerselvam, India Asia-<strong>Arab</strong> Philosophical Dialogues on Globalization, Democracy and Human Rights iii
CONTENTS iv Asia-<strong>Arab</strong> Philosophical Dialogues on Globalization, Democracy and Human Rights The Method of Description in Comparative Philosophy: Justice and Recognition...... 75 Ali Benmakhlouf, Morocco In Search of a Philosophy of Life in Contemporary Society: an Introduction................. 77 Masahiro Morioka, Japan Conditions of Women and Their Philosophical Interpretation............................................. 80 Tran Han Giang, Viet Nam The Feminist Concept of the Self and Modernity..................................................................... 86 Xiao Wei, People’s Republic of China What Philosophical Practices are Conducive for Philosophy Education for Democracy?............................................................................................................................................ 93 Clinton Golding, Australia Doing and Teaching Philosophy in the Cambodian Context..............................................106 Chanroeun Pa, Cambodia Philosophy Education for Democracy: From Theory to Practice.......................................109 Philip Cam, Australia Education, Democracy and Philosophy......................................................................................114 Daniel Nesy, India Status of Philosophy Education in Thailand..............................................................................117 Plubplung Kongchana, Thailand Reflections on the Universal Declaration of Human Rights ...............................................124 Souria Saad-Zoy, UNESCO Rabat Bioethics in the Transformation of Democratic Public Policy.............................................127 Darryl Macer, Japan; UNESCO Bangkok About the Contributors ...................................................................................................................130
Page 1 and 2: UNESCO Bangkok Regional Unit for So
Page 3: Published by UNESCO Bangkok Asia an
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
show all

Asian-Arab philosophical dialogues on globalization, democracy ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?