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| 1 | Reimagining Modern Education: Contributions from Modern Japanese Philosophy and Practice?显示文摘Purpose:Amidst ongoing attempts to think beyondWestern frameworks for education,there is a tendency to overlook Japan,perhaps because it appears highly modern.This is striking given that some prominent strands of Japanese philosophy have formulated an explicit and exacting challenge to the core onto-epistemic premises of modern Western thought.It is also surprising because Japanese educational practices have resulted in some of the highest achievement outcomes—both cognitive and noncognitive—found anywhere in the world and inculcate a worldview that is distinct.Design/Approach/Methods:Herein,we thus attempt to make visible the potential contribution of modern Japanese philosophy by outlining some of the core ideas,then turn to sketch resonances with and responses to other projects outlined in this Special Issue.Our approach is elucidation through relational comparison.Findings:Through this process,we suggest that the notion of self-negation as a mode of learning may be helpful in explaining why—at the empirical level—the outlook of Japanese students,and perhaps other East Asian students,diverge markedly from their Western peers.Yet we also find that an attempt,such as ours,to link divergent onto-epistemic thought to alternative empirical hypotheses quickly gives rise to various doubts and discomforts,even among otherwise sympathetic scholars.Originality/Value:In directly responding to these doubts,one original contribution of our piece is to show just how difficult it may ultimately be to divest from the symbolic foundations already laid by Western liberalism:Even if divergent thought can be imagined and different cultural narratives explored,dominant readings of empirical“realities”continue to be entrapped in the logic laid by Western liberalism. | Hikaru Komatsu Jeremy Rappleye | 2020 | ECNU Review of Education2020，3，1： | 6 |
| 2 | Beyond the Western Horizon in Educational Research: Toward a Deeper Dialogue About Our Interdependent Futures显示文摘Despite awareness that simple dichotomies are cul-de-sacs for our research imagination,these academic standoffs continue to shape cultural space and research alike.Two of the most salient,if conflicting,currents in educational research gaining momentum over the past decade have been what Mignolo(2011)has usefully termed“Rewesternization”and“Dewesternization.”The former indicates an array of projects,both theoretical and empirical,that seek to expand the scope and depth of the modern Western paradigm,in particular liberal truths and neoliberal orthodoxies.Salient examples include the Western-led expansion of international large-scale learning assessments,the apparent triumph of Knowledge Capital Theory,and the shaping of the Sustainable Development Goals toward liberal(and often neoliberal)policies long preferred in Anglo-American policy circles. | Iveta Silova Jeremy Rappleye Yun You | 2020 | ECNU Review of Education2020，3，1： | 2 |
| 3 | Frontiers of Education: Japan as ' Global Model' or ' Nation at Risk'? 显示文摘 | David Blake Wills Satoshi Yamamura and Jeremy Rappleye | 2008 | International Review of Education2008，，54： | 1 |
| 4 | Measuring What Really Matters:Education and Large-Scale Assessments in the Time of Climate Crisis显示文摘What matters in education?And how do we measure it?Historically,answers to these questions have been defined by the logic of economic growth associated with a series of industrial revolutions worldwide—from the age of mechanical production in the 18th century,to the age of mass production and science in the 19th century,to the rise of digital technology in the 20th century.Standing on the precipice of what the World Economic Forum,the World Bank,and the Organisation for Economic Co-operation and Development(OECD)herald as the“Fourth Industrial Revolution”—associated with the rise of artificial intelligence,automation,and supercomputing among many other technological inventions—education continues to be envisaged as serving the purpose of economic growth to benefit humans.Large-scale assessments(LSAs)reinforce this logic,“measuring what matters”and thus reinscribing the“natural order”of how education should be organized and administered(see Elmore,2019;see also Komatsu&Rappleye,2017). | Iveta Silova Jeremy Rappleye Hikaru Komatsu | 2019 | ECNU Review of Education2019，2，3： | 1 |
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