Journal of Philosophy of Education 49 (3):418-434 (2015)

Humanism and humanistic education have been recognised as an issue of the utmost importance, whether in the East or in the West. Underpinning the Eastern and Western humanism is a common belief that there is an essence or essences of humanness. In the Confucian tradition, the core of humanity lies in the idea of ‘ren’; in the Platonic tradition, ‘rationality’. For some critics, this belief may lead to violence as much as justice. One way to be aware of the danger is not to follow the line of traditional humanism without question. The strategy that the early Daoists and the contemporary philosopher Derrida use is to challenge, question, rethink, re-examine, and reposition the meaning of self. In this article, I will first argue that the idea of non-I in early Daoism is indeed a ‘question of the self’ as well as a doubt cast upon the ‘junzi’ or sage in Confucian orthodoxy. Then, I explore the concept of human subject in Derrida. The consonance between the Daoist undoing of the self and Derrida's deconstructing subject sheds new light on our understanding of humanistic education
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DOI 10.1111/1467-9752.12115
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References found in this work BETA

Positions.Jacques Derrida - 2004 - Continuum.
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The Post-Modern Condition: A Report on Knowledge.Jean-Francois Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
The Open: Man and Animal.Giorgio Agamben - 2004 - Stanford University Press.

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