Rethinking Self-Other and Neoliberalism From Eastern Epistemology

• In Event: A Decolonized Curriculum Future: Toward Geopolitical Traditions of Educational and Cultural Criticism

Abstract

Objectives
This presentation investigates Eastern epistemology in order to rethink neoliberalism-informed educational reform and practice. The presenter examines the ontology of Donghak [東學Eastern Learning] and provides a framework to rethink competition and market-oriented curriculum discourse. The overarching research question is: How can educators investigate a different epistemology and ontology of Donghak when social, economic, and opportunity inequity are increasing continuously with alarming severity?

Perspective(s) or Theoretical Framework
Donghak, Korea’s indigenous philosophy and theology, emerged in the 19th century. The founder of Donghak, Choi Je-u (1824-1864), theorized philosophy drawing from Korea’s traditional epistemology of Neo-Confucianism, Buddhism, Taoism, and Shamanism. Choi promoted equity and social transformation inspired by unique liberation theology: that is, “my heart-mind is your heart-mind (吾心卽汝心).”

Methods, Techniques, or Modes of Inquiry
This research is grounded in a critical philosophical inquiry and analyzes the ways in which Donghak’s epistemology and ontology have influenced the interpretations and understandings of equity and social transformation. Haggerson (1991) defines critical philosophical inquiry as one which utilizes reflexive thinking and critical analysis on educational phenomena in order to improve educational practices. Guided by Haggerson’s methodology, I read and analyze two primary sources and multiple secondary sources, which provide critical analysis for the text, aided by my self-reflections (Kallander, 2013). Among the key terms of Donghak, I focus on the notion of Gak-ja-we-shim (各自爲心) as the focal point of this inquiry. Additionally, I highlight Donghak’s vision for social transformation by creating a Cosmological Community (Dong-gui-ilche 同歸一體).

Findings
Choi analyzed social ills as being generated from the selfish mind of the individual that does not consider the cosmic energy that creates harmonious community. He urged people to cultivate the pure mind of God in order to overcome the selfish mind (gak-ja-wi-shim 各自爲). Gak-ja-wishim is the phenomenon that occurs when people forget God within themselves and follow their habitual life patterns. Returning together as One-ness is returning to the pure mind of God and creates a cosmological community. Choi coins the term, Dong-gui-il-che (同歸一體), as the final goal of self-cultivation that creates a harmonious cosmological community. The movement for Ultimate Energy’s historical balance is a day-to-day form of resistance, and it is exemplified by the rebounding self-creative life force of the oppressed multitude.

Scholarly Significance
This presentation enriches educational theories and practices that are currently driven by market-oriented educational reform. Donghak provides the provocative idea of returning to self and community in considering the truth and knowledge, which is an important new direction in the current test-oriented educational reform. The audience will have the opportunity to examine diverse approaches to equity pedagogy and the frame of deciding important knowledge.

References
Haggerson, N. L. (1991). Philosophical inquiry: Ampliative criticism. In E. C. Short (Ed.), Forms of curriculum inquiry (pp. 43-59). Albany, NY: SUNY Press.

Kallander, G. L. (2013). Salvation through dissent: Tonghak heterodoxy and early modern Korea. Honolulu: University of Hawaii Press.

Author

• Seungho Moon, Loyola University Chicago