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  1.  17
    The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson.Naoko Saito - 2005 - Fordham University Press.
    In the name of efficiency, the practice of education has come to be dominated by neoliberal ideology and procedures of standardization and quantification. Such attempts to make all aspects of practice transparent and subject to systematic accounting lack sensitivity to the invisible and the silent, to something in the human condition that cannot readily be expressed in an either-or form. Seeking alternatives to such trends, Saito reads Dewey’s idea of progressive education through the lens of Emersonian moral perfectionism (to borrow (...)
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  2.  43
    Ourselves in Translation: Stanley Cavell and Philosophy as Autobiography.Naoko Saito - 2009 - Journal of Philosophy of Education 43 (2):253-267.
    This paper offers a different approach to writing about oneself—Stanley Cavell's idea of philosophy as autobiography. In Cavell's understanding, the acknowledgement of the partiality of the self is an essential condition for achieving the universal. In the apparently paradoxical combination of the 'philosophical' and the 'autobiographical', Cavell shows us a way of focusing on the self and yet always transcending the self. The task requires, however, a reconstruction of the notions of philosophy and autobiography, and at the same time the (...)
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  3.  32
    Philosophy as Translation: Democracy and Education From Dewey to Cavell.Naoko Saito - 2007 - Educational Theory 57 (3):261-275.
    Dewey’s idea of “mutual national understanding” faces new challenges in the age of globalization, especially in education for global understanding. In this essay Naoko Saito aims to find an alternative idea and language for “mutual national understanding,” one that is more attuned to the sensibility of our times. She argues for Stanley Cavell’s idea of philosophy as translation as such an alternative. Based upon Cavell’s rereading of Thoreau’s Walden, Saito represents Thoreau as a cross‐cultural figure who transcends cultural and national (...)
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  4.  4
    Criticism of Criticisms.Naoko Saito - 2017 - Educational Theory 67 (5):599-604.
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  5. Citizenship Without Inclusion: Religious Democracy After Dewey, Emerson, and Thoreau.Naoko Saito - 2004 - Journal of Speculative Philosophy 18 (3):203-215.
  6.  23
    Crossing Borders Within: Stanley Cavell and the Politics of Interpretation.Naoko Saito & Paul Standish - 2010 - Educational Theory 60 (4):419-433.
  7.  19
    Truth is Translated: Cavell's Thoreau and the Transcendence of America.Naoko Saito - 2007 - Journal of Speculative Philosophy 21 (2):124 - 132.
  8.  8
    What’s the Problem with Problem-Solving? Language, Skepticism, and Pragmatism.Naoko Saito & Paul Standish - 2009 - Contemporary Pragmatism 6 (1):153-167.
    We critically examine pragmatism's approach to skepticism and try to elucidate its certain limits. The central questions to be addressed are: whether “skepticism” interpreted through the lens of problem-solving does justice to the human condition; and whether the problem-solving approach to skepticism can do justice to pragmatism's self-proclaimed anti-foundationalism. We then examine Stanley Cavell's criticism of Dewey's “problem-solving” approach. We propose a shift from the problem-solving approach's eagerness for solutions to a more Wittgensteinian and Emersonian project of dissolution.
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  9.  18
    Stanley Cavell and the Education of Grownups.Naoko Saito & Paul Standish (eds.) - 2011 - Fordham University Press.
    This book takes Stanley Cavell's much-quoted, yet enigmatic phrase as the provocation for a series of explorations into themes of education that run throughout his work - through his response to Wittgenstein, Austin and ordinary language ...
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  10.  38
    From Meritocracy to Aristocracy: Towards a Just Society for the 'Great Man'.Naoko Saito - 2011 - Journal of Philosophy of Education 45 (1):95-109.
    In the practice of education and educational reforms today ‘meritocracy’ is a prevalent mode of thinking and discourse. Behind political and economic debates over the just distribution of education benefits, other kinds of philosophical issues, concerning the question of democracy, await to be addressed. As a means of evoking a language more subtle than what is offered by political and economic solutions, I shall discuss Ralph Waldo Emerson's idea of perfectionism, particularly his ideas of the ‘gleam of light’ and ‘genius’, (...)
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  11.  17
    Quiet Desperation, Secret Melancholy: Polemos and Passion in Citizenship Education.Naoko Saito - 2011 - Ethics and Education 6 (1):3 - 14.
    Contemporary scenes of democracy and education exemplify a real scepticism about the point of political participation, and by implication about one's place in society in relation to others. What is called for is a recovery of desire per se ? of people's desire to say what they want to say and their desire to participate in the creation of the public. In response, this article examines Stanley Cavell's ordinary language philosophy. The way he reconstructs philosophy from the perspective of ordinary (...)
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  12.  18
    Pragmatism and the Tragic Sense: Deweyan Growth in an Age of Nihilism.Naoko Saito - 2002 - Journal of Philosophy of Education 36 (2):247–263.
  13.  3
    What Measures Justice? What Justifies Happiness? Emersonian Moral Perfectionism and the Cultivation of Political Emotions.Naoko Saito - forthcoming - Educational Philosophy and Theory:1-10.
    This article will highlight the distinctive role of Cavell in renewing a dawn of American philosophy. Following Emerson’s remark, ‘the inmost in due time becomes the outmost’, Cavell develops his distinctive line of antifoundationalist thought. To show how unique and valuable Cavell’s endeavor to resuscitate Emerson’s and Thoreau’s voice in American philosophy is, this paper discusses the political implications of Cavell’s Emersonian moral perfectionism. This involves a reconsideration of what measures justice and what justifies happiness. While Cavell is sometimes said (...)
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  14.  42
    Philosophy as Education and Education as Philosophy: Democracy and Education From Dewey to Cavell.Naoko Saito - 2006 - Journal of Philosophy of Education 40 (3):345–356.
    In the contemporary culture of accountability and the ‘economy’ of education this generates, pragmatism, as a philosophy for ordinary practice, needs to resist the totalising force of an ideology of practice, one that distracts us from the rich qualities of daily experience. In response to this need, and in mobilising Dewey's pragmatism, this paper introduces another standpoint in American philosophy: Stanley Cavell's account of the economy of living in Thoreau's Walden. By discussing some aspects of Cavell's The Senses of Walden (...)
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  15.  25
    Perfectionism and the Love of Humanity: Democracy as a Way of Life After Dewey, Thoreau, and Cavell.Naoko Saito - 2006 - Journal of Speculative Philosophy 20 (2):93-105.
  16.  29
    Awakening My Voice: Learning From Cavell's Perfectionist Education.Naoko Saito - 2004 - Educational Philosophy and Theory 36 (1):79–89.
  17.  28
    Reconsidering the Sense of the “Text-as-Friend”: Reply to Granger.Naoko Saito - 2008 - Studies in Philosophy and Education 27 (6):481-484.
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  18.  1
    Pragmatism, Analysis, and Inspiration.Naoko Saito - 2017 - Graduate Faculty Philosophy Journal 38 (2):445-460.
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  19.  29
    Reawakening Global Awareness: Deweyan Religious Democracy Reconsidered in the Age of Globalization. [REVIEW]Naoko Saito - 2006 - Studies in Philosophy and Education 25 (1-2):129-144.
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  20.  41
    Beyond Monolingualism: Philosophy as Translation and the Understanding of Other Cultures.Naoko Saito - 2009 - Ethics and Education 4 (2):131-139.
    Beyond a monolingual mentality and beyond the language that is typically observed in the prevalent discourse of education for understanding other cultures, this article tries to present another approach: Stanley Cavell's idea of philosophy as translation . This Cavellian approach shows that understanding foreign cultures involves a relation to other cultures already within one's native culture. Foreshadowing the Cavellian sense of tragedy, Emerson's 'Devil's child' helps us detect the sources of repression and blindness that are hidden behind the foundationalist approach (...)
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  21.  34
    Reconstruction in Dewey's Pragmatism: Home, Neighborhood, and Otherness.Naoko Saito - 2009 - Education and Culture 25 (2):pp. 101-114.
  22.  3
    Translation on its Own Terms? Toward Education for Global Culture.Naoko Saito - 2017 - Ethics and Education 12 (1):18-22.
    Roger Ames’ keynote provides a powerful orientation for thinking about translation. Against the background of his outstanding research career as a mediator between East and West, he offers a clear vision of global cultivation through what he calls ‘cultural translation.’ Encouraging and insightful as Ames’ account of translation is, and although I am sympathetic to his attempt to do justice to the excluded, peripheral voice of philosophy in the canon of global culture, I would like to address some further philosophical (...)
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  23.  2
    Introduction: Philosophy as Translation and the Understanding of Other Cultures.Naoko Saito & Naomi Hodgson - 2017 - Ethics and Education 12 (1):1-4.
    The 15th Biennial Meeting of the International Network of Philosophers of Education was held from 17 to 20 August 2016, at the University of Warsaw. The conference theme was ‘Philosophy as Translation and the Understanding of Other Cultures’, and we take this as the title for this Special Issue of Ethics and Education. The articles included in this volume are representative of the dynamism of the conference, reflecting a diversity of initiatives and interventions in what might be thought of as (...)
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  24.  6
    Taking a Chance: Education for Aesthetic Judgment and the Criticism of Culture.Naoko Saito - 2015 - Ethics and Education 10 (1):96-104.
    This article explores the possibilities of the antifoundationalist thought of Cavell with a particular focus on his idea of chance in aesthetic experience, as a framework through which to destabilize the prevailing discourse of education centering on freedom and control. I try to present the idea of chance in a particular way, which does not identify it with chaos or limitlessness but takes it rather as a condition of meaning-making, and more generally of a perfecting of culture, of a conscientious (...)
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  25.  1
    Acknowledgment.Naoko Saito - 2017 - Ethics and Education 12 (1):5-5.
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  26. Philosophy, Translation and the Anxieties of Inclusion.Naoko Saito - forthcoming - Journal of Philosophy of Education.
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  27. Stanley Cavell and Philosophy as Translation: The Truth is Translated.Naoko Saito & Paul Standish (eds.) - 2017 - Rowman & Littlefield International.
    This book explores the idea of translation as a philosophical theme and as an important feature of philosophy and practical life, in the context of a searching examination of aspects of the work of Stanley Cavell. Furthermore it demonstrates the broader significance of these philosophical questions for education and life as a whole.
     
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  28.  11
    Reconstructing Deweyan Pragmatism in Dialogue with Emerson and Cavell.Naoko Saito - 2001 - Transactions of the Charles S. Peirce Society 37 (3):389 - 406.
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