Unlearning as (Japanese) learning
Unlearning as (Japanese) learning
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DOI：
10.1080/00131857.2021.1906644
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发表时间：
2021-04
影响因子：
2
通讯作者：
Tadashi Nishihira;Jeremy Rappleye
中科院分区：
文献类型：
--
作者：
Tadashi Nishihira;Jeremy Rappleye
摘要 忘记学习是日本一个反复出现的主题。为了进一步理解这意味着什么，我们重点关注一位受人尊敬的 13 世纪禅宗剧作家提出的学习观。对于世阿弥来说，学习涉及从习得技能到忘却技能的过程，中间夹杂着无神体验，然后是创造性的重新出现。为了加深对这种忘却模型的理解，我们将其与西方文献中最近的讨论进行比较，重点是受贝特森启发的双环学习和学习 III。贝特森引用了几处禅宗参考文献来解释《学习 III》，它似乎向泽阿米设想的学习的替代标点符号表示了欢迎，尽管差异仍然存在。然后，我们转而重点关注当代日本学校教育的实证工作，重点介绍表明世阿弥式世界观元素继续存在于日本学习文化中的实践。当忘却被视为嵌入文化中的一种活生生的传统，而不仅仅是一种前现代的过去或未来的哲学可能性时，有助于为我们如何学习的跨国、跨学科对话奠定基础。我们进行了自己的延伸对话，最终形成了这篇文章，我们将这种参与模式视为方法论创新，同时我们努力忘却过去的狭隘主义。
Abstract Unlearning is a recurrent theme in Japan. To further understanding of what this entails, we focus on the view of learning laid out by a revered 13th century Zen-inspired playwright. For Zeami, learning involved a movement from the acquisition to unlearning of skills, punctuated by an experience of mushin, followed by creative reemergence. To deepen understandings of this unlearning model, we turn to draw comparison with recent discussions in the Western literature, focusing on Double-Loop Learning and Learning III, both inspired by Bateson. Learning III, which Bateson utilized several Zen references to explicate, appears to gesture towards the alternative punctuation of learning envisaged by Zeami, although differences remain. We then shift to highlight empirical work on contemporary Japanese schooling, highlighting practices which suggest elements of a Zeami-like worldview continue to live on in Japan’s learning culture. Unlearning, when viewed as a living tradition embedded in culture, rather than merely a premodern past or future philosophical possibility, help sets the stage for a transnational, transdisciplinary dialogue on how we learn. We perform our own extended dialogue that led to this piece, a mode of engagement we view as methodological innovation, as we work to unlearn our past parochialisms.