Shōko Suzuki Bücher

Leben und Tod sind unauflöslich miteinander verflochten. Um ein erfülltes Leben zu führen, ist eine Auseinandersetzung mit der Endlichkeit des Lebens erforderlich. Seit alters her ist daher die Kunst des Lebens mit der Kunst des Sterbens verbunden. In diesem Buch kommen asiatische und europäische Gedanken zu Worte. Sie dienen dazu, unser Verhältnis zum Leben und zum Tod besser zu begreifen. Dadurch entstehen neue Formen des Selbst- und Weltverständnisses. Unsere ähnlichen und unterschiedlichen Perspektiven eröffnen einen Raum der Reflexion und Meditation, in dem Sorge und Wehmut, aber auch Kraft und Zuversicht entstehen. Shoko Suzuki ist Professorin für Philosophie der Erziehung an der Kyoto Universität und Mitglied der Japanischen Akademie der Wissenschaften. Christoph Wulf ist Professor für Anthropologie und Erziehung an der Freien Universität Berlin und Vize-Präsident der Deutschen UNESCO-Kommission.

Takt serves as a mediator between theory and practice, aiding practitioners in making informed decisions and judgments tailored to specific situations. It facilitates timely actions aligned with theoretical frameworks, transforming theory into a repository of wisdom applicable in real-world contexts. By employing Takt, educators can nurture the inherent talents of their students effectively. This concept integrates theoretical knowledge with practical situations, yielding wisdom beneficial for everyday life. Takt's roots trace back to the ancient Greek notion of phronesis (practical wisdom). In music, it relates to rhythm, while in art, it helps create aesthetically pleasing forms in line with the golden ratio by segmenting time and space. Additionally, Takt encompasses the tactile sense, a fundamental human ability that contributes to life’s wisdom. It addresses a diverse range of challenges and is pertinent to various human activities within their environments. Observing Takt's function across different fields reveals its similarity to intuition and instinct, as it uncovers relationships among unseen elements that influence outcomes. Studies on alternative knowledge, including Michael Polanyi's work on tacit knowledge, highlight the limitations of traditional Western frameworks of reason and cognition. Concerns regarding alternative knowledge resurfaced in the 2000s, spurred by advancements in neuroscience, a renewed focus o

What does this book contribute to education? For the English speaking reader Mimesis, Poiesis, and Performativity in Education is a surprising title. What does it mean, what is its focus? The book assumes that mimetic, poietic, and performative ways of world making play an essential role in education. Mimetic processes refer to one way of world making, to the once-again-making of reality and have the creation of a relationship with somebody as prerequisite; they are mostly fictional and are often, but not necessarily characterized by creative imitation. Poietic processes are a second way of world making in which human beings produce a real world. Performative action can be understood as a third way of world making, in which the focus is on actions and interactions, on the mise-en-scène and the staging of body based interactive human practices. Any given culture and society can be analyzed as how these different ways of world making are interconnected. In educational processes there is an overlap of mimetic, poietic, and performative ways of world making, which often can only be analytically differentiated. These ways of world making do not conceive human practices as instances of rules or laws; the individual is represented not as rule-following, but as rule-producing. This position is at the core critical of rationality, without however surrendering the claim of reason to the irrational.