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  1.  30
    Wuwei (Non-Action) Philosophy and Actions: Rethinking ‘Actions’ in School Reform.Seungho Moon - 2015 - Educational Philosophy and Theory 47 (5):455-473.
    This inquiry aims to enrich conversation regarding school reform. The author asks about what other discourses are possible when the action-oriented question of how to ‘act’ is a major approach to ‘fix’ current educational problems. Drawing from Taoist philosophy of wuwei, the author provides a frame to review current school reform movement. Political philosophy of wuwei highlights non-interference or non-intervention governance. Laozi discusses his theory of governance that a sage leader should take and explicates the paradox of non-action: By not (...)
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  2.  17
    Donghak , Self-Cultivation, and Social Transformation: Towards Diverse Curriculum Discourses on Equity and Justice.Seungho Moon - 2017 - Educational Philosophy and Theory 49 (12):1146-1160.
    This inquiry aims to advance curricular discourses on equity and social transformation by reviewing Korea’s indigenous philosophy and religion, Donghak [東學 Eastern Learning]. I explicate the ways in which the democratic ideals of equity and justice were implemented in nineteenth- and twentieth-Korean society, founded upon the “my mind is your mind” [吾心卽汝心] ontology. Three major philosophical-theological concepts are investigated, including serving God in the subject [侍天主 Shi-chun-ju], keeping a pure mind and correcting the energy [守心正氣 Sushim-jungqi], and creating a new (...)
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  3.  18
    Elusive Images of the Other: A Postcolonial Analysis of South Korean World History Textbooks.Young Chun Kim, Seungho Moon & Jaehong Joo - 2013 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 49 (3):213-246.
    South Korean educators and curriculum scholars have attempted to challenge Eurocentric points of view in history education. Despite these efforts, the dominant textbooks and teaching practices in South Korea continue to project colonial epistemologies. This article argues that postcolonial inquiry into knowledge production can help expand the debate. Grounded in a framework of postcolonial theories, we examine three Korean high school world history textbooks for the ways in which they reproduce Eurocentric colonial hegemony. To conduct our study, we developed four (...)
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  4. Three Approaches to Qualitative Research Through the Arts: Narratives of Teaching for Social Justice and Community.Seungho Moon - 2019 - Brill | Sense.
    _Three Approaches to Qualitative Research through the ARtS: Narratives of Teaching for Social Justice and Community_ incorporates aesthetic education into social justice discourses and advances qualitative research strategies through the medium of three theoretical frameworks: phenomenology, critical ethnographic research, and poststructuralist theories.
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  5.  3
    The Paradox of Post-Postmodernism.Seungho Moon - 2018 - Educational Philosophy and Theory 50 (14):1439-1440.
  6.  1
    Non‐Violencing: Imagining Non‐Violence Pedagogy with Laozi and Deleuze.Charles Tocci & Seungho Moon - 2020 - Journal of Philosophy of Education 54 (3):541-562.
    Journal of Philosophy of Education, EarlyView.
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