Relevant bibliographies by topics / Intercultural philosophy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Intercultural philosophy'

Author: Grafiati
Published: 20 February 2023
Last updated: 21 February 2023

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Journal articles on the topic "Intercultural philosophy"

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Stepanyants, Marietta. "Intercultural Philosophy." Philosophical anthropology 7, no. 1 (2021): 168–84. http://dx.doi.org/10.21146/2414-3715-2021-7-1-168-184.

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Intercultural philosophy emerged in the 1980s and 1990s in Germany and Austria. It has become widespread throughout the world. Geopolitical changes, which defined the nature of modernity as an era of post-colonialism and globalization, played a decisive role in its emergence. The new philosophic trend has grown from a comparative philosophy that has gone through three stages of evolution: from proving the universal "truth" of Western philosophy, to attempts to create a "synthetic philosophy" and, finally, to the recognition of autonomy and significance of non-Western philosophies. Intercultural philosophy offers a new method of thinking, which involves the rejection of claims to the ultimate truth of the philosophical tradition of its own culture, respect for the heritage of other cultures, the deployment of large-scale discourse so that to find alternative approaches to solving both purely philosophical and global problems.
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Saunders, N. "Intercultural Philosophy." Australasian Journal of Philosophy 80, no. 1 (March 2002): 132. http://dx.doi.org/10.1080/00048402.2002.10107426.

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Wu, Kuang-Ming. "Research: Philosophy Intercultural." Open Journal of Philosophy 04, no. 03 (2014): 378–89. http://dx.doi.org/10.4236/ojpp.2014.43041.

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이선필 and Hoy-Yong Kim. "Background and Idea of Intercultural Philosophy - Focusing on Mall’s intercultural philosophy -." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 58 (December 2017): 155–74. http://dx.doi.org/10.17282/ethics.2017..58.155.

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Evanoff, Richard. "Worldviews and Intercultural Philosophy." Dialogue and Universalism 26, no. 4 (2016): 119–32. http://dx.doi.org/10.5840/du201626464.

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Hansson, Sven Ove. "Philosophy and Intercultural Dialogue." Theoria 79, no. 2 (April 3, 2013): 93–95. http://dx.doi.org/10.1111/theo.12013.

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Wiredu, Kwasi. "Can Philosophy Be Intercultural?" Diogenes 46, no. 184 (December 1998): 147–67. http://dx.doi.org/10.1177/039219219804618416.

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Mikinski, Maio. "Whitehead and Intercultural Philosophy." Tattva - Journal of Philosophy 2, no. 2 (August 20, 2010): 76–82. http://dx.doi.org/10.12726/tjp.4.7.

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Łukoszek, Dominika. "Intercultural philosophy – a new approach to philosophy." Pogranicze. Studia Społeczne 17, no. 2 (2011): 203–13. http://dx.doi.org/10.15290/pss.2011.17.02.14.

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Reznik, Yuriy M. "From Philosophy over cultures towards Intercultural philosophy? (Reflection on “Intercultural philosophy: origins, methodology, problematics, prospects” by M.T. Stepanyants)." Civilization studies review 4, no. 2 (2022): 88–100. http://dx.doi.org/10.21146/2713-1483-2022-4-2-88-100.

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The article presents a review of the book by M.T. Stepanyants “Intercultural Philosophy: origins, methodology, problems, prospects” [1]. It discusses the problems of intercultural philosophy, i.e. its status, principles and rules, as well as the possibilities of intercultural cognition, including the criteria of environmental friendliness and fairness. Intercultural­ity is considered as an alternative to the policy of multiculturalism and cultural universal­ism with its Western-centrist logic. And the intercultural approach is analyzed as a new cartography of philosophy. At the same time, the author makes a number of assumptions about countering Western dominance in Russian philosophy and the need to strengthen its ideological sovereignty.
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Dissertations / Theses on the topic "Intercultural philosophy"

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Hofmeyr, Henry Murray. "Poverty, spirits and sommunity : explorations in intercultural philosophy." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2034.

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Thesis (MA (Philosophy))--University of Stellenbosch, 2009.
The Philosophy of Poverty and the Ethics of Ubuntu The question posed in this article is if and how the ethics of ubuntu could play a role in poverty eradication in a capitalist economic system. I address this question by investigating a specific poverty eradication project proposal called Pela Nambu, aimed at utilising the principle of participation that exists in the “second economy”, combined with the instruments of wealth creation of the “first economy”. After describing and expanding the Pela Nambu approach, I interrogate some of its main assumptions, and find that the ethics of ubuntu does not really have a chance to be mainstreamed as the philosophy of poverty has to reckon with the fact that the multinational corporation is the dominant institution of our time. For Pela Nambu to succeed, “first economy” participation will need to be in the form of partnerships and not charity. The present Corporate Social and Environmental Responsibility performance of companies is not encouraging. Yet, the new Broad-based Black Economic Empowerment codes and the increased marketability of differentiated products does offer an opportunity that initiatives like Pela Nambu could fruitfully explore. From hauntology to a new animism? Nature and culture in Heinz Kimmerle’s intercultural philosophy Derrida has proposed a new spectrology in an attempt to deal with the ghost of Marx. Kimmerle shows that Marx has forgotten nature, and enquires about Derrida’s forgetting Marx’s forgetting. With specific reference to African culture he asks whether a new animism should not be explored within the framework of a new spectrology. Derrida uses the concept animism, but not in terms of the being of things in and of themselves, which could positively be thought as animated. Kimmerle proposes a way in which Western philosophy could be opened to African philosophy in order to understand the problem of animated nature more adequately. African philosophy has a concept of the universe of spiritual forces, in which nature and its powers are completely integrated. This paper explores these issues in dialogue with a number of African philosophers, while linking them to certain contestations within environmental philosophy and ethics, especially Murray Bookchin’s critique of spirit-talk in Deep Ecology. Kimmerle’s work on the relationship between Africa and Hegel sets the scene for an elaboration of his re-evaluation of animism which is compared to the ground-breaking hypothesis of Bird-David. A relational epistemology is understood in ethical terms, and it is implied that such an epistemology would be more adequate for a new humanism that would be new in going beyond the western tradition, and in the process gain a more inclusive concept of ‘person’ and ‘community’. The community and the individual in Western and African thought: Implications for knowledge production The tension between the group and the individual is a pervasive condition of humanity that is resolved differently in Western and African knowledge systems. The polarity of “I think therefore I am” versus “I am because we are” does not do justice to the role of the individual in African knowledge systems, and recent attempts in Western philosophy to ormulate a “philosophy of we”. A contextual philosophy of knowledge production is concerned about the we as the carrier of traditions. It is a philosophy of the in-between cultures and knowledge systems that is engaged in dialogues aimed at the formulation of universals. Intercultural (or contextual) philosophy becomes the ‘contemporary idiom’ within which to express ‘the cluster of humanist principles which underlie the traditional African society’ (Nkrumah).
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Brundige, Lorraine Florence. "Tanisi isinisitohtamahk kitaskino : Cree philosophy akwa kayaskiacimowin /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136406.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 306-316). Also available for download via the World Wide Web; free to University of Oregon users.
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Oman, Natalie Benva. "Sharing horizons : a paradigm for political accommodation in intercultural settings." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35035.

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This dissertation examines the issue of intercultural understanding. I explore the role played by language in constituting human subjectivity in accordance with the common insights of Ludwig Wittgenstein, Martin Heidegger, and Mikhail Mikhailovich Bakhtin, in order to: (1) affirm the complexity and fragility of the process of building understanding in fight of our immersion in specific cultural-linguistic worldviews; and (2) demonstrate that human beings are ontologically predisposed to achieve understanding, and that this ontological predisposition is enhanced by a constant and inescapable process of crossing "language boundaries" in daily life. I argue that the very manner of human induction into cultural-linguistic worldviews suggests the means by which intercultural understanding might best be fostered: through the bestowal of recognition and the cultivation of dialogical relationships.
I assemble key elements of an assortment of different theories of intercultural understanding in which these techniques are assigned a central role; this exercise generates a Wittgensteinian "perspicuous representation" of the process of crafting intercultural understanding itself, and reveals the unique strengths of two convergent approaches in particular. Both the contemporary reinterpretation of the traditional ideal of intercultural understanding of the Gitxsan and Wet'suwet'en First Nations of northwestern British Columbia, and the recent writings of Charles Taylor on the subject of international human rights standards comprise variations of what I call the "shared horizons" paradigm. The great advantages of this paradigm are its ability to address the distortive effect exercised by power inequalities upon efforts to create intercultural understanding (demonstrated through a case study of the Gitzsan-Wet'suwet'en land claim), and its amenableness to a variety of distinct culture-specific normative justifications. The shared horizons approach does not offer a blueprint for achieving intercultural understanding, but rather, a modest and adaptable set of principles that can serve as the foundation for efforts to work toward the resolution of intercultural disagreements.
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Zezulkova, Marketa. "Whole person hermeneutic media learning in the primary classroom : an intercultural grounded philosophy." Thesis, Bournemouth University, 2015. http://eprints.bournemouth.ac.uk/24520/.

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Media education and media literacy research and practice arguably incline towards reductionism by being focused on a single medium (e.g. film) or a group of media (e.g. digital) and by being predominantly preoccupied with learners’ reasoning and critical thinking. Moreover, whilst literacy theory and practice is no longer seen as a causal factor but rather an enabling one (as equally discovered by this research), the direct correlation between critical and creative media literacy and individuals’ as well as society’s wellbeing seems to dominate academic, public, policy, and educational debates. Much research has therefore aimed at adapting media literacy education, which had mostly been developed at the secondary level, to younger children and primary classrooms whilst neglecting education as a staged progress and the multidimensional developmental as well as sociocultural changes novice learners arguably undergo within the first years of compulsory education. There indeed are many valuable studies about media literacy education at primary level that address these issues, yet they are often country specific and conducted in one school or one classroom. This interdisciplinary and intercultural classroom research was instead interested in the current and potential ‘media learning’ – defined as intentional and naturally occurring learning about any media with, from, in, or even without the physical presence of, any media source – and was carried out in two Czech and two US public primary (lower elementary) schools across the first three grades with six to nine/ten year olds and their teachers. The research explored media’s role in the child’s in- and outof- school collective and individual thoughts, actions, feelings, and relationships, whilst asking how the child learnt, and could learn, about media within these processes and how the teacher facilitated, and could facilitate, such media learning. ‘Grounded philosophy’ was developed as a philosophy-led, flexible and responsive research methodology suitable for intercultural inductive research that, although being grounded in participants’ individual and collective sociocultural-historical context, is capable of arriving to transferrable and holistic conceptual understanding – or ‘a grounded philosophy’ that asks ‘what is’ as well as ‘what could be’. The methodology itself represents an original contribution to knowledge. In total, twelve classrooms were observed of which the twentyfour teachers together with specialised and managerial staff were interviewed, and sixty-five children (thirty-three girls and thirty-two boys) were involved in photo-elicitation group and individual interviews. The research discovered that, firstly, the teachers aimed to holistically address the whole learner, which was believed to be achievable only through acknowledging and drawing upon the child’s unique historicity. Secondly, the child’s media life was situated within his or her holistic system in which every experience was interconnected and dialogic – their past, present and future whole being and becoming, individual and collective media experience, classroom and media learning, as well as the diverse media platforms, texts, and practices – and thus hermeneutic. Such hermeneutic experience was an unfinalisable learning experience of which long-term value is arguably difficult to immediately evaluate, and thus instead of the adult judging the child’s media life from reductionist and cause-and-effect perspectives while teaching objective truths about media, the learner shall be guided by the teacher through learning to reflect on his or her own individual and collective media experience. The original argument therefore is for replacing reductionist media-centric with holistic and hermeneutic experience-centric research and educational approach to the primary school child’s learning that blends classroom and media experiences into one continuous and dialogic whole person learning. Honouring formal education as a staged process and primary education as a foundation of lifelong learning, the proposed (media and classroom) learning proceeds critical and creative media literacy education by building a foundation for lifelong learning about media.
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Czobor-Lupp, Mihaela. "The civil power of imagination intercultural understanding and democratic politics /." Connect to Electronic Thesis (CONTENTdm), 2009. http://worldcat.org/oclc/459742052/viewonline.

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Anestopoulos, Karolina Anastazja. "Sound travels : mapping trajectories of musical recordings towards and within sites of meaning-making." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99571.

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This thesis explores how musical recordings circulate within various sites of metacultural analysis, such as print music publications, music blogs, community-based campus radio music programmes and music podcasts. Drawing on theories about cultural production, the circulation of cultural objects, and metaculture (circulation of ideas about cultural objects, rather than the objects themselves), the author traces how an independent record label discursively positions musical recordings for movement towards and within these meaning-making spheres. Print music publications and music blogs facilitate recognition and consecration of recordings in different capacities, particularly in relation to music publicity. Community-based campus (c/c) radio and music podcasts situate recordings within new cultural objects--radio texts--that engage with listeners in different ways. In this manner, all sites are stakeholders in shaping the meaning of a musical recording and propel its actual and metacultural circulation along various trajectories.
Cette thèse explore comment les enregistrements musicaux circulent à travers différents lieuxd'analyse métaculturelle, comme les publications imprimées traitant de musique, les bloguesmusicaux, les émissions de musique des radios communautaires et universitaires ainsi que lesbaladodiffusions musicales. Basé sur les théories de la création de la culture, de latransmission des objets culturels et métaculturel (la circulation d'idées à propos d'objetsculturels plutôt qu'à propos des objets eux-mêmes), l'auteur démontre les méthodesdiscursivement employées par une étiquette indépendante afin d'encourager le mouvement deses enregistrements musicaux au sein de ces sphères créatrices de sens. Les publicationsimprimées et les blogues musicaux facilitent la reconnaissance et la consécration desenregistrements musicaux, notamment à travers la promotion de la musique. Les radioscommunautaires et universitaires ainsi que les baladodiffusions musicales placent cesenregistrements à l'intérieur d'un nouvel objet culturel- le contenu radiophonique -lesquelsattirent l'attention de l'auditoire de différentes façons. Ainsi, tous ces environnementscontribuent à donner un sens à l'enregistrement musical et à le propulser, au sens propre et ausens métaculturel, vers ses trajectoires variées.
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Gutiérrez, Bonilla Juan Carlos. "Fronteras y trans-migraciones del diálogo intercultural: implicancias del acto educativo como acción estética y emancipadora." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/667000.

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La investigación <> consiste en el diseño (en el marco de la metodología de modelización ecosistémica) de un proyecto pedagógico (investigativo/interventivo) cuyo objetivo es reflexionar críticamente acerca de los elementos fundamentales de la educación en perspectiva intercultural y dialógica. En tal sentido, se documentan algunas reflexiones episte-metodo-lógicas acerca de temáticas relevantes en este campo. Éstas se han trabajado en paralelo (e interconexión) a una serie de acciones socioeducativas en ámbitos formales e informales de la ciudad de Barcelona. En relación a las temáticas de interés investigativo, se abordan (en los capítulos respectivos) una serie de cuestiones importantes, a saber, los debates acerca de las diferencias entre las tradiciones multi e intercultural; el desarrollo de la filosofía intercultural durante las últimas décadas; las formas de la inteligibilidad (en ocho metáforas) del fenómeno intercultural; la alfabetización intercultural como referente teórico de la acción socioeducativa; también lo referente entre interculturalidad, hermenéutica diatópica e intertextualidad; se propone, por otra parte, hacer explícito el marco constituyente entre cultura y alteridad entendido como fundamento de principio del pensamiento intercultural; además se realiza un compendio de las conceptualizaciones en relación a la “cultura” en las tradiciones humanista y antropológica, y su traducción pedagógica en términos de vecindad e imaginación; lo anterior a la luz de las implicaciones que tiene la noción de la experiencia para la investigación educativa, y la compresión de la metodología como una forma de tekné. Como se señaló previamente, estas inquietudes son concurrentes a la formulación y ejecución de una serie de acciones socioeducativas en la ciudad de Barcelona: 1. La participación en la fundación Migra Studium en cuatro escenarios: el grupo de visitas y monitoreo al Centro de internamiento para extranjeros (CIE) de Barcelona, la construcción del programa de parejas lingüísticas “Alliberar la paraula”, el montaje (junto al colectivo de teatro La Trilateral) de la obra “Ramon Llull a la ciutat nova”, y el diseño de los espacios de “Espai de Trobada Intercultural”. 2. La participación en la Comisión de Pedagogía de la Comunidad de Aprendizaje (Escola Coves d` En Cimany), los grupos interactivos, y la ejecución del proyecto comunitario “Las nuevas aventuras de las bacterias cromáticas”. 3. La colaboración (en la organización) y participación en el encuentro “Imaginarios desarmados. Arte y exilio”, que tuvo por objetivo apoyar los acuerdos de Paz de la Habana (entre el gobierno colombiano y las fuerzas armadas revolucionarias de Colombia) junto a un grupo de colombianos (y otros aliados) residentes en Barcelona. 4. Por último, la participación como profesor invitado a los seminarios de antropología para estudiantes de educación social y pedagogía de la UB (campus Mundet). Desde la complementariedad de estos niveles se delimita la hipótesis de trabajo de investigación, que se formuló tardíamente como <>. Esta consideración se expone en la introducción. Con base en esta hipótesis se invita a la filosofía de la educación, esto es, a la pedagogía, a convenir en un pacto donde poner entre paréntesis esas (im) posibilidades, entendidas en tanto retos pedagógicos. En otras palabras, se pone en consideración que establecer una agenda educativa sobre el diálogo intercultural se trata de un asunto que reviste unos retos significativos. De los cuales el principal sería estimar el <> pedagógico de dicha educación, dígase a propósito de los principios sobre los que se fundamenta. Esta reflexión se pone en contraste (e interlocución) con la discusión política sobre la posibilidad de una ciudadanía mundial, principalmente teniendo en cuenta algunas consideraciones acerca del arraigo, la solidaridad, la globalización y el cosmopolitismo. Acá se marca un escenario de complejidad. En el prefacio se establece que la “esperanza” pedagógica frente a las (im) posibilidades se enriquece en la analogía del “intercambio epistolar” (entendido como correspondencia en la amistad). A partir de estas consideraciones se propone a la correspondencia y la amistad como fundamentos del diálogo intercultural. En esto orden de ideas, se plantea comprender el horizonte de la interculturalidad en la perspectiva de una política de los afectos: donde los sujetos políticos son capaces de pactar alianzas. Lo que aparece de nuevo como interpelación sobre el alcance de esas alianzas, pregunta fundamental para la pedagogía que piensa la educación intercultural. Como cuando Gonzalo Arango afirmaba: “Ni usted ni yo necesitamos presentación. Tenemos tres cosas en común: esta tierra, la vida y la muerte. En eso somos semejantes, casi amigos.”
This research entitled <> points to design a pedagogical ecosystem modeling, consisting on a research/intervention project. It aims to enhance the critical pedagogical reflection on intercultural and dialogical education. Several subjects are documented to achieve it, including episte- methodological issues, which have been connected to formal and informal educational actions performed in Barcelona city. Concerning to the key conceptual topics important issues are addressed, namely, multi and intercultural discussions; last decades’ intercultural philosophy developments; eight metaphorical interculturality understandings; intercultural literacy and socio-educational action; intertextuality and diatopical hermeneutics; culture and alterity as a intercultural constituent framework; humanistic and anthropological approaches to culture, and its pedagogical translation as neighborhood and imagination based on the experience`s role on systemic modeling methodological tradition. As previously noted, these concerns were linked to a number of socio-educational actions: 1. NGOs participation on four Migra Studium scenarios: the CIE´s visit and monitoring Group, linguistics couples program “Alliberar la paraula”, design and execution on “Ramon Lllull a la Ciutat nova” social theater project, and the involvement on the intercultural space meetings “Espai de Trobada Intercultural”. 2. Learning- Community contributions on pedagogical commission, interactive groups, and the project execution “Las nuevas aventuras de las bacterias cromáticas” (supported by the school Coves d´ En Cimany and Juan Marse´s neighborhood library). 3. “Imaginarios desarmados. Arte y Exilio” collaborations, which aimed to build community alliance around the Havana Agreements between Colombian government and Farc´s Guerrilla. 4. University of Barcelona Guest Professor on Anthropology classes. Related to this complementary “between-levels” analysis, the research hypothesis, which was later formulated, is defined as follows: <>. Based on this rhetoric statement an invitation is required to pedagogy: to put in parentheses those impossibilities as if were pedagogical challenges. In other words, establishing an educational agenda concerning to intercultural dialogue poses significant challenges. The main would be estimating it´s pedagogical <> based on certain principles. To make a contrast on this idea, some political arguments about world citizenship are brought: roots, solidarity, globalization and cosmopolitism. A complex scenario is thus marked. Because of these impossibilities, a pedagogical hope is suggested: as an analogy (to an exchange symbol) based on an epistolary frame. Correspondence and friendship notions are highlighted from this idea. Furthermore, an affections politics is proposed in this sense: the political subject´s power is thus understood as the ability to pact alliances. In short, pedagogical hope is referred to solidarity and potential arrangements. Both values whose “devaluation” appears worrisome, but involve the possible, as Gonzalo Arango used to say: “Neither You nor I need an introduction. We all have three common things: the land, life and death. Places where at least We are similar, almost friends.”
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Tanchio, Paul Albert. "Transcultural aesthetics and contemporary art." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10225.

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‘Transcultural aesthetics’, in Proceedings of the Pacific Rim Conference in Transcultural Aesthetics (1998), is a generic term used by comparative philosophers and aestheticians to denote a theoretical assessment of distinctive applied aesthetic concepts and experience of cultures. This thesis is concerned with transcultural art and transcultural aesthetics, and it uses the argument put forward by comparative philosopher and aesthetician Eliot Deutsch, in his On Truth: An Ontological Theory (1979), that its practitioners’ distinctive art forms, especially Anselm Kiefer, Imants Tillers, John Young, Gao Xingjian, Helmut Federle and Lee Ufan, all bear a consistent singular presentation of intentionality – crossing boundaries that are philosophical, material and aesthetic – one that draws its relationship of unity-in-diversity (an expression of unity without uniformity and diversity without fragmentation) to pure human experience. I will analyse these art forms creation with reference to key transcultural concepts such as ‘catharsis’ (cleansing), ‘kenosis’ (emptying) and ‘homeostasis’ (harmonising into equilibrium), as drawn from the Chinese, Indian and European aesthetics traditions (commonly known as unity traditions by Philosopher Karl Jaspers) and argue that transcultural aesthetics calls for critical theoretical reflexion on the hermeneutics of discourse and action, as well as on the ‘selves-as-agents’ hermeneutic: a cultivation of insight into one’s own approach to the one regulative ideal of inter-dialogue among multiple cultures. These three key concepts of transcultural aesthetics allow practitioners to regard a form of transcultural unity as the site of their final purpose and meaning in their art and practices. Finally, the actions of practitioners in their practices are not performed in a moment of impulse, but rather they stemmed from a concerted, unified motivation.
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MANGANO, MARIA FLORA. "Relationship as a space "in between". A transcultural and transdisciplinary approach to academic teaching mediated by dialogue." Doctoral thesis, Università degli studi di Bergamo, 2017. http://hdl.handle.net/10446/77187.

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This study aims to propose a transcultural and transdisciplinary approach to academic teaching mediated by dialogue. It focuses on a transcultural and transdisciplinary perspective, rather than on the two as separate, thus on the approach to cultures and disciplines together. In particular, it presents the approach to academic teaching on the basis of the relationship among cultures and disciplines, moreover, among, across and beyond cultures and disciplines. They are the meanings of the Latin prefix trans, of “transcultural” and “transdisciplinary”, according the perspective of transdisciplinarity, proposed by Basarab Nicolescu, contemporary Romanian physicist and philosopher, to which this study refers. Furthermore, this research is focused on the relationship in terms of “a space of relationship” among, across and beyond cultures and disciplines. This space is provided by dialogue, according the perspective of the philosophy of dialogue, a branch of contemporary Anglo-European philosophy founded by Martin Buber. This study describes the application of the transdisciplinary perspective to academic teaching mediated by the philosophy of dialogue. This implies the investigation of dialogue as a space of relationship, rather than for relationship among, across and beyond cultures and disciplines. In this perspective, dialogue and relationship may become the same, as they are linked to each other, thus, this proposed approach to teaching aims to explore also the reciprocity between dialogue and relationship. The proposal of a transcultural and transdisciplinary approach mediated by dialogue at the basis of this study is investigated mainly through academic teaching. In particular, during this doctoral program, thus between 2014 and 2016, I documented teaching experiences with this approach in two contexts: courses on transcultural dialogue with undergraduates drawn from different cultures while on an Italian philosophical-theological faculty (the “St. Peter's Philosophical-Theological Institute” of Viterbo, Italy), and courses on the communication of scientific research (CSR) for young scientists drawn from different disciplines and cultures at invitation of Italian (the universities of Brescia, Milan and Viterbo) and Czech (the University of West Bohemia of Pilsen) universities. This approach to teaching seems rarely investigated, as I did not find indications in prior literature of a similar perspective, with the exception of a few notes on teaching materials for a transcultural approach or for a transdisciplinary one, but these perspectives are not explored together. A trace of the need for applying a transdisciplinary and transcultural approach to knowledge, according to the vision suggested by Nicolescu appeared recently, but not in relation to academic education, nor referring to the possible reciprocity between them. Therefore, this approach to teaching is presented in detail: the study describes each course of the two contexts (chapter 2) and the findings (chapter 3) drawn from the students’ feedback and their contributions to this proposal. The analysis of the findings may provide evidence of this approach, and suggests its possible implications in teaching (chapter 4), and also beyond the academic context. The additional aim of this study, in fact, is to consider dialogue as a space of relationship among, across and beyond cultures and disciplines which may be applied, far more broadly, to everyday life.
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Suvantola, Jaakko. "Tourist's experience of place /." Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs9672.pdf.

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Books on the topic "Intercultural philosophy"

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Mall, Ram Adhar. Intercultural philosophy. Lanham, Md: Rowman & Littlefield, 2000.

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Sweet, William. What is intercultural philosophy? Washington, D.C: Council for Research in Values and Philosophy, 2014.

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Brown, Nahum, and William Franke, eds. Transcendence, Immanence, and Intercultural Philosophy. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43092-8.

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Kurokawa, Kisho. Intercultural architecture: The philosophy of symbiosis. London: Academy Editions, 1991.

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Intercultural architecture: The philosophy of symbiosis. London: Academy Editions, 1991.

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Intercultural architecture: The philosophy of symbiosis. Washington, D.C: American Institute of Architects Press, 1991.

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Kurokawa, Kishō. Intercultural architecture: The philosophy of symbiosis. Washington, D.C: American Institute of Architects Press, 1991.

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Graneß, Anke, Edwin Etieyibo, and Franz Gmainer-Pranzl, eds. African Philosophy in an Intercultural Perspective. Stuttgart: J.B. Metzler, 2022. http://dx.doi.org/10.1007/978-3-476-05832-4.

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Fornet-Betancourt, Raúl. Hacia una filosofía intercultural latinoamericana. San José, Costa Rica: Editorial Departamento Ecuménico de Investigaciones, 1994.

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Inc, ebrary, ed. Environmental ethics: Intercultural perspectives. Amsterdam: Rodopi, 2009.

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Book chapters on the topic "Intercultural philosophy"

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Mudimbe, V. Y. "Intercultural Philosophy." In Encyclopedia of African Religions and Philosophy, 321–22. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2068-5_187.

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Fornet-Betancourt, Raúl. "Intercultural Philosophy as Philosophy for Better Human Conviviality 1." In Political Philosophy from an Intercultural Perspective, 3–12. New York, NY : Routledge, 2021. | Series: Routledge studies in contemporary philosophy: Routledge, 2021. http://dx.doi.org/10.4324/9781003014324-2.

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Schepen, Renate. "Dialogues between Art and Philosophy." In Kimmerle's Intercultural Philosophy and Beyond, 178–205. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003271246-10.

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Kimmerle, Heinz. "Living (with) Art: The African Aesthetic Worldview as an Inspiration for the Western Philosophy of Art." In Intercultural Aesthetics, 43–53. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5780-9_4.

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Schepen, Renate. "Layers of Heinz Kimmerle’s Intercultural Philosophy." In Reihe Interkulturelle Philosophie, 47–67. Stuttgart: J.B. Metzler, 2022. http://dx.doi.org/10.1007/978-3-476-05832-4_4.

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Schepen, Renate. "Dialogues as a Form of Intercultural Philosophy." In Kimmerle's Intercultural Philosophy and Beyond, 119–51. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003271246-8.

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Ames, Roger T. "Getting Past Transcendence: Determinacy, Indeterminacy, and Emergence in Chinese Natural Cosmology." In Transcendence, Immanence, and Intercultural Philosophy, 3–33. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43092-8_1.

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Eckert, Michael. "Future as Transcendence: On a Central Problem in Ernst Bloch’s Philosophy of Religion." In Transcendence, Immanence, and Intercultural Philosophy, 237–58. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43092-8_10.

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Wenning, Mario. "The Fate of Transcendence in Post-secular Societies." In Transcendence, Immanence, and Intercultural Philosophy, 259–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43092-8_11.

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Roetz, Heiner. "Who Is Engaged in the “Complicity with Power”? On the Difficulties Sinology Has with Dissent and Transcendence." In Transcendence, Immanence, and Intercultural Philosophy, 283–317. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43092-8_12.

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Conference papers on the topic "Intercultural philosophy"

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Ponizovkina, Irina. "Modern Intercultural Space and Problems of Eco-philosophy." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.156.

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Pskhu, Ruzana. "Philosophy of Yamuna and Its Subcultural Roots." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.170.

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Shutemova, Natalia. "PHILOSOPHICAL ASPECT OF THE TRANSLATION OF POETRY IN INTERCULTURAL DIALOGUE." In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s11.104.

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Anikeeva, Elena. "Shaiva-Siddhanta (Philosophy of Shaivism) and Its Social Aspect." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.180.

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Liu, Xiao, and Zhong Deng. "A Cognitive Inquiry of the Choreographic Philosophy of Process Day." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.130.

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Miao, Miao. "The Philosophy of Crime and Punishment and Existentialism in WoodymAllen s Film." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.190.

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Pskhu, Ruzana, Galina Zashchitina, and Irina Kholina. "Bringing Language and Philosophy Together through Linguistic and Philosophical Interpretation of Language Units." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.82.

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Tastemirova, Zulfiya, Mariya Pitelina, Julia Cherednichenko, Olga Bagrintseva, and Igor Vostrikov. "Education in the Context of Global Intercultural Communication: A Socio-Philosophical Analysis." In 5th International Conference on Contemporary Education, Social Sciences and Humanities - Philosophy of Being Human as the Core of Interdisciplinary Research (ICCESSH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200901.052.

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Steinschaden, Sigrid. "Philosophy of Being - The Franciscan Mission in Yuan-, late Ming-, and Early Qing- Dynasty China as an Example of Cultural and Intercultural Approaches." In 2013 International Conference on Education, Management and Social Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icemss.2013.60.

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Городилова, Татьяна. "Межкультурный диалог и поиски оснований национальной идентичности в «Германских впечатлениях» В. В. Розанова." In Россия — Германия в образовательном, научном и культурном диалоге. Конкорд, 2021. http://dx.doi.org/10.37490/de2021/008.

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Abstract:
The article considers the ideas of the Russian philosopher V. V. Rozanov in the context of the topic of intercultural interaction. Using the example of his travel essays of 1905–1910, united under the general «German impressions», it is shown that the philosopher forms a view of the country not only through a dialogue of cultures (Russian and German; Orthodox, Catholic and Protestant), but also through a «dialogue of consciousnesses». The philosopher’s reflections on the «German spirit» as the ground of «possible «hegemony» are also of interest. In these essays V. V. Rozanov demonstrates the possibilities of the empathy method as one of the tools for the formation of intercultural sensitivity and appears as a researcher who is sensitive to the character of peoples and the «spirit of the place».
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