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  1. Forgive, Forget or Regret? The Dao of Education in Times of Catastrophe.Ruyu Hung - 2020 - Educational Philosophy and Theory 52 (13):1358-1363.
    Volume 52, Issue 13, December 2020, Page 1358-1363.
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  2.  3
    Philosophy of Education in a New Key: East Asia.Ruyu Hung, Peng Zhengmei, Morimichi Kato, Tadashi Nishihira, Mika Okabe, Xu Di, Duck-Joo Kwak, Keumjoong Hwang, Youngkun Tschong, Cheng-His Chien, Michael A. Peters & Marek Tesar - forthcoming - Educational Philosophy and Theory:1-16.
    Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin...
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  3.  10
    Ruyu Hung. Education Between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction.Ruyu Hung, Morimichi Kato, Xu Di & Chia-Ling Wang - 2019 - Educational Philosophy and Theory 52 (14):1526-1545.
    This book review symposium aims to open a space for discussions and questions responded to the book Education between Speech and Writing: Crossing the Boundaries of Dao and Deconstruction, which is...
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  4.  4
    Ethics of Memory: Forgetfulness and Forgiveness in the Traumatic Place.Ruyu Hung - 2020 - Educational Philosophy and Theory 52 (13):1364-1374.
    Human beings tend to forget, especially when they suffer; they hope to overcome the pain of trauma to live a peaceful and happy life. The futurist attitude that can be articulated as ‘Move towards...
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  5.  2
    Philosophy of Education in a New Key.Michael A. Peters, Sonja Arndt, Marek Tesar, Liz Jackson, Ruyu Hung, Carl Mika, Janis T. Ozolins, Christoph Teschers, Janet Orchard, Rachel Buchanan, Andrew Madjar, Rene Novak, Tina Besley, Sean Sturm, Peter Roberts & Andrew Gibbons - forthcoming - Educational Philosophy and Theory:1-22.
    Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...
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  6.  21
    Chinese Ecological Pedagogy: Humanity, Nature, and Education in the Modern World.Ruyu Hung - 2019 - Educational Philosophy and Theory 51 (11):1073-1079.
    Volume 51, Issue 11, October 2019, Page 1073-1079.
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  7.  32
    The Confucian Concept of Learning Revisited for East Asian Humanistic Pedagogies.Duck-Joo Kwak, Morimichi Kato & Ruyu Hung - 2016 - Educational Philosophy and Theory 48 (1):1-6.
    The term ‘humanism’ is Western in origin. It denotes the tradition that places special emphasis on cultivation of letters for education. In the West, this tradition was originated with sophists and Isocrates, established by Cicero, and was developed by Renaissance humanists. East Asia, however, also has its own humanistic traditions with equal educational relevance. One of these is a Japanese version of Confucian humanism established by Ogyu Sorai. This tradition is based on the interpretation of Confucius as a lover of (...)
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  8.  79
    Educating For and Through Nature: A Merleau-Pontian Approach.Ruyu Hung - 2008 - Studies in Philosophy and Education 27 (5):355-367.
    This paper aims to explore the relationship between humans and nature and the implied intimacy, so-call ‘ecophilia,’ in light of the French philosopher Maurice Merleau-Ponty. It is revealed from the Merleau-Pontian view of body and nature that there may be a more harmonious relationship between humankind and nature than the commonly assumed, and an alternative understanding of education may thus arise. Following an introduction, this paper falls into three parts: an exploration of the meaning of nature, the corporeality of the (...)
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  9.  21
    To Be As Not To Be: In Search of an Alternative Humanism in the Light of Early Daoism and Deconstruction.Ruyu Hung - 2015 - Journal of Philosophy of Education 49 (3):418-434.
    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 (...)
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  10.  4
    Collective Writing: Introspective Reflections on Current Experience.Sonja Arndt, Rachel Buchanan, Andrew Gibbons, Ruyu Hung, Andrew Madjar, Rene Novak, Janet Orchard, Michael A. Peters, Sean Sturm, Marek Tesar & Nina Hood - forthcoming - Educational Philosophy and Theory:1-11.
    Sonja Arndt, Michael Peters, Marek Tesar Introspection is a key concept in epistemology, since introspective knowledge is often thought to be particularly secure, maybe even immune to skeptical dou...
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  11.  60
    Educational Hospitality and Trust in Teacher–Student Relationships: A Derridarian Visiting.Ruyu Hung - 2013 - Studies in Philosophy and Education 32 (1):87-99.
    This paper explores the meaning of teacher–student relationships in the light of Derrida’s notions of hospitality and trust. Drawing on Derrida, the author delineates two aspects of educational hospitality: hospitality without determinacy and hospitality as self-surrender. It is argued that educational hospitality is underpinned by trust. A sound teacher–student relationship, the paper concludes, consists in educational hospitality and embedded trust.
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  12.  46
    Lost in Space? Located in Place: Geo‐Phenomenological Exploration and School.Ruyu Hung & Andrew Stables - 2011 - Educational Philosophy and Theory 43 (2):193-203.
    This paper aims at revealing the various meanings of schools as more than built physical environments from a geographical-phenomenological (or ‘geo-phenomenological’) perspective. This paper consists of five sections: the first explicates the meaning of ‘geo-phenomenology’; the second reveals the meaning of ‘environment’ and a dialectics of strangeness and intimacy through geo-phenomenological analysis; the third examines the meanings of environment as ‘space’ and ‘place’ and the act of naming as the process of constructing meaning between humans and environment; the fourth section (...)
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  13. Living and Learning as Responsive Authoring: Reflections on the Feminist Critiques of Merleau-Ponty’s Anonymous Body.Ruyu Hung - 2010 - Indo-Pacific Journal of Phenomenology 10 (1):1-8.
    Merleau-Ponty’s idea of lived body has played a significant role in understanding selfconstruction and has raised issues about the relationships between the private sense and the public world. Merleau-Ponty argues that the lived body and the world are constructed reciprocally. This notion is acknowledged to be a rich source for feminist thought. Yet there is as much criticism as support of Merleau-Ponty’s philosophy from feminists such as Grosz (1994, 1995), Sullivan (1997, 2000, 2001, 2002) and Young (1989). Shannon Sullivan vigorously (...)
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  14.  18
    A Critique of Confucian Learning: On Learners and Knowledge.Ruyu Hung - 2016 - Educational Philosophy and Theory 48 (1):85-96.
    In Confucianism, the subject of learning is one of the most important concerns. For centuries, Confucian thinkers have been devoted to seeking answers to questions such as, how to be a morally noble and decent human being?, how to be a true and moral human being—a noble man? and how to learn to be a junzi? A ‘junzi’ can be described as ‘an ideal person’. For Confucian thinkers, the concept of learning is not only an epistemological problem but also, or (...)
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  15.  21
    Can We Experience Nature in the Lifeworld? An Interrogation of Husserl’s Notion of Lifeworld and its Implication for Environmental and Educational Thinking.Ruyu Hung & Andrew Stables - 2008 - Indo-Pacific Journal of Phenomenology 8 (sup1):1-8.
    Given the tendency for the “lifeworld approach” to be adopted in the domain of environmental theory and education without critical examination of the key concept “lifeworld”, this paper attempts to elucidate the ambiguity apparent in Husserl’s development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...)
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  16.  20
    Can We Experience Nature in the Lifeworld? An Interrogation of Husserl's Notion of Lifeworld and its Implication for Environmental and Educational Thinking.Ruyu Hung & Andrew Stables - 2008 - Indo-Pacific Journal of Phenomenology: Phenomenology and Education: Special Edition 8:1-8.
    Given the tendency for the "lifeworld approach" to be adopted in the domain of environmental theory and education without critical examination of the key concept "lifeworld", this paper attempts to elucidate the ambiguity apparent in Husserl's development of the notion and the implications of this for teaching and learning about nature. The paper consists of three sections. The first section deals with the meaning and limitations of the current lifeworld approach to nature and the implications for environmental and educational thinking. (...)
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  17.  23
    First Page Preview.Nesta Devine, John Freeman-Moir, Aidan Hobson, Ruyu Hung, Peter Roberts, Claudia Rozas Gomez, Elias Schwieler, Alan Scott & Richard Smith - 2013 - Educational Philosophy and Theory 45 (4):409-419.
    Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a (...)
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  18.  23
    Guest Editorial.Ruyu Hung - 2011 - Educational Philosophy and Theory 43 (9):905-907.
  19.  5
    Armageddon Versus Conservation—An East Asian Response.Ruyu Hung - 2019 - Educational Philosophy and Theory 52 (8):821-823.
    Volume 52, Issue 8, July 2020, Page 821-823.
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  20.  2
    Yin/Yang Crossing East/West.Ruyu Hung - forthcoming - Educational Philosophy and Theory:1-2.
    Michael Slote shows a variety of possibilities of integrating Chinese with Western philosophy by the notions of yin and yang. In Chinese tradition, yin and yang are two contradictory as well as com...
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  21.  16
    Inter-Cultural Learning? Comparative Philosophy of Education as an Approach.Ruyu Hung - 2015 - Educational Philosophy and Theory 47 (8):758-759.
  22.  15
    In Search of Ecopedagogy: Emplacing Nature In the Light of Proust and Thoreau.Ruyu Hung - 2014 - Educational Philosophy and Theory 46 (13):1387-1401.
    In this article I intend to explore one possible way of using place to rethink nature, the relationship between humans and nature, and the implications for education. The elucidation and discussion of the sense of place will reveal that there are profound and superficial or, placeful and placeless, senses of place. This paper examines the possibilities of thinking nature based on this particular sense of place. The profound sense of place, in the light of Jeff Malpas, Marcel Proust, and David (...)
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  23.  4
    Continue the Dialogue – Symposium of Cultivation of Self in East Asian Philosophy of Education.Ruyu Hung - 2018 - Educational Philosophy and Theory 50 (13):1169-1170.
  24.  12
    Learning as Existential Engagement With/In Place: Departing From Vandenberg and the Reams.Ruyu Hung - 2014 - Educational Philosophy and Theory 46 (10):1-13.
    This article takes Vandenberg’s critique of Ream and Ream’s view on the Deweyan learning environment as a departing point to explore the educational meaning of place. The divergence between Vandenberg and the Reams reminds us that the place is not merely a physical site for learners to be located in but also a horizon to be engaged with. Vandenberg and the Reams provide readers with inspirational understandings of Dewey in different aspects. Yet they both seem to give little attention to (...)
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  25.  3
    Postmodernism: Memory and Oblivion.Ruyu Hung - 2018 - Educational Philosophy and Theory 50 (14):1469-1470.
  26.  9
    Caring About Strangers: A Lingisian Reading of Kafka’s Metamorphosis.Ruyu Hung - 2013 - Educational Philosophy and Theory 45 (4):436-447.
    This article explores a significant question, implicit in Kafka?s novel Metamorphosis, explicitly asked by Rorty: ?Can I care about a stranger?? Alphonso Lingis?s view is adopted to overcome a mainstream belief that there is a distinction between my community and the stranger?s community, or us community and the community of those who have nothing in common. His view is thus beneficial to reveal the in-depth paradoxical meaning in the relationship between the stranger and me: I am the stranger and the (...)
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  27.  2
    Dialogues Between the Past, the Present and the Future.Ruyu Hung - 2014 - Educational Philosophy and Theory 46 (13):1383-1386.
  28.  64
    A Lifeworld Critique of ‘Nature’ in the Taiwanese Curriculum: A Perspective Derived From Husserl and Merleau‐Ponty.Ruyu Hung - 2012 - Educational Philosophy and Theory 44 (10):1121-1132.
    Learning about ‘nature’ has particular significance for education because the idea of nature is an important source of inspiring meaning‐rich experience and creation. In order to have meaningful experiences in learning and living, this paper argues for a personal subject‐related lifeworld approach to the learning of ‘nature’. Many authors claim that the lifeworld‐led learning approach helps to enrich educational experience. However, there can be various interpretations of the lifeworld approach, as the concept of lifeworld is diversely understood. This paper proposes (...)
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  29.  12
    Journeying Between Home and Nature: A Geo-Phenomenological Exploration and its Insights for Learning.Ruyu Hung - 2010 - Environmental Values 19 (2):233-251.
    ' Home ' and 'nature' are usually taken as two opposite concepts in relation to human geographical experience. However, drawing on the perspective of geo-phenomenology, this paper argues that the meanings of nature and home overlap to the extent that it is possible to experience nature as home. Moreover, it can be shown from the paradoxically interwoven senses of nature and of home that there is a dynamic process of a to and fro journey between nature and home. Fertile educational (...)
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