1 Introduction: Positioning, Encountering, Translating, Reflecting -- Positions -- 2 Filial Piety, Zhixing, and The Water Margin -- 3 Western Image of the Teacher and the Confucian Jūnzǐ -- 4 Being-in-the-World: To Love or To Tolerate. Rethinking the Self-Other Relation in the Light of the Mahāyāna Buddhist Idea of Interbeing -- 5 Cultivation through Asian Form-Based Martial Arts Pedagogy -- Encounters -- 6 Tu Weiming, Liberal Education, and the Dialogue of the Humanities -- 7 Quiet Minding and Investing in Loss: An Essay on Chu Hsi, Kierkegaard, and Indirect Pedagogy in Chinese Martial Arts -- 8 Alienation and In-Habitation: The Educating Journey in West and East -- 9 Western and Eastern practices of literacy initiation. Thinking about the gesture of writing with and beyond Flusser -- 10 Education in and through Ikiru: From Mu to MacIntyre -- 11 Freedom in security or by recognition? Educational considerations on Emotional dependence by Takeo Doi and Axel Honneth -- Translations -- 12 From comparison to translation: Mutual learning between East and West -- 13 Sumie Kobayashi and Petersen’s Jena-Plan. A Typical Case of the Acceptance of Western Pedagogy in Japan -- Reflections -- 14 The Tradition of Invention: On Authenticity in Traditional Asian Martial Arts.

This book opens up philosophical spaces for comparative discussions of education across ‘East and West’. It develops an intercultural dialogue by exploring the Anglo-American traditions of educational trans-/formation and European constructions of Bildung, alongside East Asian traditions of trans-/formation and development. Comparatively little research has been done in this area, and many questions concerning the commensurability of North American, European and East Asian pedagogies remain. Despite this dearth of theoretical research, there is ample evidence of continued interest in (self-)formation through various East Asian practices, from martial arts to health and spiritual practices (e.g. Aikido, Tai Chi, Yoga, mindfulness etc.), suggesting that these ‘traditional’ practices and pedagogical relations have something important to offer, despite their marginal standing in educational discourse. This book will appeal to all researchers and students of comparative education studies with an interest in issues of interpretation and translation between different traditions and cultures.