David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Journal of Philosophy of Education 42 (2):249-268 (2008)
This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of 'the East' in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed 'the East' through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found the solution to his despair. This paper argues that he has not, at least not in the fullest sense Hesse came to see was possible. H.H. relies too heavily on faith and abandons reason too quickly in seeking to become 'absorbed' into the Other that he regards as his higher self. An answer to H.H.'s existential angst can be found in Hesse's final novel, The Glass Bead Game, where educational growth through the development of a critical, questioning, inquiring attitude is a central theme.
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References found in this work BETA
Martha Craven Nussbaum (1990). Love's Knowledge: Essays on Philosophy and Literature. Oxford University Press.
Mikhail Bakhtin (1984). Problems of Dostoevskys Poetics. Univ of Minnesota Press.
Friedrich Wilhelm Nietzsche (1997). Daybreak: Thoughts on the Prejudices of Morality. Cambridge University Press.
Plato (1894). The Republic. Courier Dover Publications.
Citations of this work BETA
Peter Roberts (2012). Introduction: Educative Strangeness. Educational Philosophy and Theory 45 (4):355-359.
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