Description
Book SynopsisIn Education as Mutual Translation, the author recounts recent research conducted at a UK Art School, then examines and applies Hindu Vedantist (Ancient Indian) and Yoruba (West African) philosophical concepts of self and mutuality with others to an environment that expects high levels of individuality. Yoruba and Vedantic analyses of mind are shown to have startling resonance with each other, with Paulo Freire’s critical consciousness, and Ronald Barnett’s student being. Placing these sources in theoretical dialogue with each other the author proposes “critical autobiographic reflection” as a tool for locating cultural, political and ontological self; she suggests that a more resilient original voice emerges from awareness of society and community than from individualism, and that genuine pedagogic exchange changes student, tutor, and the work of both.
Table of ContentsAcknowledgements Glossary List of Figures and Tables Introduction: Time and Translation 1 The “Will to Learn” and Metaphor of Mutual Translation 2 The 4 Minds Research Project 3 Self Reflection 4 Problems with Vedantic and Yoruba Thought as Theoretical Grounding for This Research 1 Education as Mutual Translation 1 Origins 2 The Transcultural Subject in Art School 3 Tracing and Voicing Influences – Then and Now 4 Hybridity, Interstice, and Mutual Translation 5 The Metaphysical Self, the “Will to Learn”, Vedantic and Yoruba Threads 6 A Retrospective Research Log 2 Vedanta, Self and Education 1 The Texts of Vedanta 2 The Upanishads and Their Sources 3 The Atmabodh (Self-Knowledge) of Sankaracharya 4 Atman as Consciousness 5 Mind and the Subtle Body 6 Sankara on Karma (Action) 7 Dharma (Duty) and Its Relationship to Karma (Action) 8 Viveka (Discrimination/Discernment) 9 Ahamkar (Ego) in Education 10 Humility, Skill, and Self Assertion 11 Teacher and Taught 12 Caveats and Aspirations 3 Yoruba, Self and Education 1 Traditional Yoruba Ethics and Morals 2 Yoruba Philosophy of Education 3 Humanity as Author of Gods and Transitional Space 4 The Mind in Yoruba Thought 5 Agency and the Myth of Ogun – An Illustration of Yoruba Ideas on Power, Space, and Time 6 The Inevitability of Flaws in Humanity and Gods 7 The Yoruba Social Contract 4 Vedantic and Yoruba Thought in Relation to Barnett’s Will to Learn and Freire’s Critical Consciousness 1 An Ontological Vocabulary for Learning and Teaching 2 Qualities, Dispositions, Authenticity, Ori, Jiva-Atman, and Karma Yoga 3 The Fragility of the Will to Learn 4 The Will to Learn and Cultural Specif?ics 5 Viveka, Temporality and Paulo Freire’s “True Dialogue” 5 Ethos, Structure and Methodology of the 4Minds Research Project 1 Structural Context of the Yoruba/Vedanta Course 2 Practical Overview of the 4Minds Project 6 Case Study Narratives Section 1: Process 1 The Critical Autobiographical Diagram – A Phenomenological Device Developed for This Thesis 2 Student Data 3 Chapter Structure Section 2: Narrative 1 Student J 1 Finding and Def?ining the Self through Peer Learning 2 Finding and Def?ining the Self through Resilience 3 Finding and Def?ining the Self through Pedagogic Strategies Applied by Tutors Section 3: Narrative 2 Student C 1 Finding and Def?ining the Self through Peer Learning 2 Finding and Def?ining the Self through Resilience 3 Finding and Def?ining the Self through Pedagogic Strategies Applied by Tutors Narrative 3 Students A, B, D, E, F, G, H, K 1 Finding and Def?ining the Self through Peer Learning 2 Finding and Def?ining the Self through Resilience 3 Finding and Def?ining the Self through Pedagogic Strategies Applied by Tutors 4 The Metaphysical Self 5 Summary 7 Reflection on the Yoruba/Vedanta Course and 4Minds in Relation to Main Sources 1 Pedagogic Strategies and Principles Arising 2 Fear of Causing Offfence through Working with Ideas Encountered on the Course 3 Breadth of Information on the Course and Time 4 Self, Society and Personal Endeavour 8 Analysis of the Research Project and Card as Pedagogic Tool 1 Reflections 2 Stafff Responses and Feedback 3 The Self 4 The Critical Autobiographical Diagram – A Phenomenological Device Developed for This Thesis 9 Conclusions 1 Pedagogy of Mutual Translation Appendix 1: Key Texts and Tenets of the Schools of Vedanta and Their Sources Appendix 2: Contents and Structure of Undergraduate Course “Yoruba and Ancient Indian Ideas on Space, Creativity, and Self” Appendix 3: 4Minds Project Timeline Appendix 4: Table of Sources of Student Research Team Data Appendix 5: Table of Sources of Staff Research Team Data Appendix 6: First Year Students’ Exhibition 2010 References Index
