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  1. 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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  2.  24
    Educating For and Through Nature: A Merleau-Pontian Approach.Ruyu Hung - 2008 - Studies in Philosophy and Education 27 (5):355-367.
  3.  2
    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.
  4.  1
    A Critique of Confucian Learning: On Learners and Knowledge.Ruyu Hung - 2016 - Educational Philosophy and Theory 48 (1):85-96.
  5.  14
    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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  6.  28
    Educational Hospitality and Trust in Teacher–Student Relationships: A Derridarian Visiting.Ruyu Hung - 2013 - Studies in Philosophy and Education 32 (1):87-99.
  7.  2
    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).
  8.  7
    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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  9. 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.
  10.  7
    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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  11.  17
    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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  12.  3
    Guest Editorial.Ruyu Hung - 2011 - Educational Philosophy and Theory 43 (9):905-907.
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  13.  2
    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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  14.  1
    Inter-Cultural Learning? Comparative Philosophy of Education as an Approach.Ruyu Hung - 2015 - Educational Philosophy and Theory 47 (8):758-759.
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  15.  1
    Learning as Existential Engagement With/In Place: Departing From Vandenberg and the Reams.Ruyu Hung - 2014 - Educational Philosophy and Theory 46 (10):1-13.
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  16. Dialogues Between the Past, the Present and the Future.Ruyu Hung - 2014 - Educational Philosophy and Theory 46 (13):1383-1386.
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  17. In Search of Ecopedagogy: Emplacing Nature In the Light of Proust and Thoreau.Ruyu Hung - 2014 - Educational Philosophy and Theory 46 (13):1387-1401.
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