Mori Arimasa’s Concept of Experience

The article introduces and reconstructs the main ideas of the book Experience and Thought by Mori Arimasa. Released in the form of journal publications in 1970–1972, it has never been translated into European languages. The Japanese philosopher who spent a large part of his life in France undertakes a comparative analysis of the socio-cultural and linguistic foundations of the experience of the Japanese and Europeans. The article examines the main aspects of Mori’s concept of experience: understanding experience as a reality and as a subject, separation of two forms of experience — universal and personal, the relationship between experience and language and between experience and thought, the theory of binary connections and second person world, designed to identify and explain the underlying prerequisites that determine the specific character of the experience of the Japanese. The author of the article shows that Mori confirms his own thesis that the primary experience of a person is conditioned by original cultural deep predisposition and linguistic affiliation. Notwithstanding his life abroad and passion for Western philosophy, Mori thinks in about the same way as his fellow philosophers who lived in Japan, sharing their empiricism, understanding the subject as a relatum, perceiving an individual subjective experience as a segment of the universal experience, interpreting a subject as a sum total of relations. In conclusion, Mori’s ideas are assessed in terms of ethno-epistemological approaches. Undoubtedly, Mori’s analysis of the experience provides arguments for epistemological pluralism. It allows us to talk about the variability of the perception of reality in different cultural and historical contexts and about the possibility of different ways and perspectives of its comprehension, the spatial and temporal dynamics of epistemological terminology, despite the apparent commonality. Mori Arimasa taking experience as the starting point and the main task of his analysis, by his own example, demonstrated the importance of the empirical form of acquiring knowledge for Japanese epistemic culture, along with its inherent specificity of understanding experience. His linguistic studies of the structures of the native language resulted in the creation of a memorable image of the second person world and outlined the field of joint collective experience without a clearly expressed single autonomous subject of cognitive activity. Mori demonstrated an approach to cognition, in which the knower feels oneself a part of the cognized reality, and is not alienated from it, as a result the cognition turns into self-cognition of reality.

The Illustrated Chicano: Chicano Border Methodology in Practice

<p>What is Chicano Border Methodology? In my thesis I am answering this question by showing that this is a key part of my practice, and revisiting my past work and experiences to re-construct the development of this methodology. Chicano Border Methodology is a living methodology based on lived experience that is constantly in praxis, and not just theoretical. It is rooted in a knowledge space that is specific to a locality, La Frontera/US-Mexico border. I began to assemble the methodology using epistemological pluralism as the framework and modified this framework to produce a decolonising epistemological pluralism. Using the colonial matrix of power, this position questions the assumption of epistemic privilege of western knowledge production. Using a personal narrative structure, I start the re-construction process by describing the beginnings of my decolonising process with the re-discovery of my Chicano identity. I then describe the knowledge space developed along La Frontera/US-Mexico Border and how it shows up in my art practice. Looking at the concepts of decolonisation process, practice-led research, performative research and Kaupapa Māori, I contrast and analyse the position of my Chicano Border Methodology, highlighting the differences that make my Chicano Border Methodology unique. I go on to describe and analyse how I applied this methodology to the production of The Illustrated Chicano, an art installation that looks at issues of place, home and immigration in Aotearoa New Zealand. The Illustrated Chicano, as a practical application of the Chicano Border Methodology, revealed that this methodology is robust and can be modified by Chicanos to match the specific needs of research areas, where a decolonising approach is required or beneficial to the outcome. I also explore how the community reacted to my installation built through the Chicano Border Methodology lens by documenting and analysing the community’s reaction to this work. I conclude with a discussion of the significance of local knowledge spaces, the value of different methodological models, and the flexibility of a decolonising epistemological pluralism framework, such as the Chicano Border Methodology.</p>

The Illustrated Chicano: Chicano Border Methodology in Practice

<p>What is Chicano Border Methodology? In my thesis I am answering this question by showing that this is a key part of my practice, and revisiting my past work and experiences to re-construct the development of this methodology. Chicano Border Methodology is a living methodology based on lived experience that is constantly in praxis, and not just theoretical. It is rooted in a knowledge space that is specific to a locality, La Frontera/US-Mexico border. I began to assemble the methodology using epistemological pluralism as the framework and modified this framework to produce a decolonising epistemological pluralism. Using the colonial matrix of power, this position questions the assumption of epistemic privilege of western knowledge production. Using a personal narrative structure, I start the re-construction process by describing the beginnings of my decolonising process with the re-discovery of my Chicano identity. I then describe the knowledge space developed along La Frontera/US-Mexico Border and how it shows up in my art practice. Looking at the concepts of decolonisation process, practice-led research, performative research and Kaupapa Māori, I contrast and analyse the position of my Chicano Border Methodology, highlighting the differences that make my Chicano Border Methodology unique. I go on to describe and analyse how I applied this methodology to the production of The Illustrated Chicano, an art installation that looks at issues of place, home and immigration in Aotearoa New Zealand. The Illustrated Chicano, as a practical application of the Chicano Border Methodology, revealed that this methodology is robust and can be modified by Chicanos to match the specific needs of research areas, where a decolonising approach is required or beneficial to the outcome. I also explore how the community reacted to my installation built through the Chicano Border Methodology lens by documenting and analysing the community’s reaction to this work. I conclude with a discussion of the significance of local knowledge spaces, the value of different methodological models, and the flexibility of a decolonising epistemological pluralism framework, such as the Chicano Border Methodology.</p>

The Boundaries of Knowledge: The Unity of Rabbi Joseph B. Soloveitchik’s Jewish Philosophy in Light of His Doctoral Dissertation

Two philosophical positions adopted by Soloveitchik in his doctoral dissertation continued to inform his Jewish philosophical writings throughout his career. The first position, epistemological pluralism, stands behind Soloveitchik’s approach to the religious view of causality and repentance in his writings during the 1940s–1960s. It also grounds his consistent use of the dialectical method. The second position, the eternal mystery of the unknown, comes from the Marburg neo-Kantian Paul Natorp; this idea is a consistent thread throughout Soloveitchik’s writings and a foundation of his existentialist writings through the late 1970s. The conclusion suggests how these two positions might be related to one another.

Dialogue-Based Learning: A Framework for Inclusive Science Education and Applied Ethics

Dialogue-based learning is an inclusive pedagogy that leverages epistemological pluralism in the classroom to enhance cross-cultural education, encourage critical thinking across modes of inquiry, and promote novel contributions in applied ethics. The framework emerged from the Buddhism-science dialogue and our experiences teaching science courses for Tibetan Buddhists in India through the Emory-Tibet Science Initiative. Buddhism and science are two modes of inquiry that emphasize critical inquiry and empiricism, yet navigating complementarities and points of friction is challenging. Our proposed framework aims to raise awareness of onto-epistemological assumptions to convert them from obstacles into assets in dialogue. In drawing attention to epistemological orientations, our framework demonstrates that receptivity to other ways of knowing fosters clarity in one’s own views while creating space for new and enriching perspectives. In this article, we contextualize the Buddhism-science dialogue, explore the development of our dialogue-based learning framework, and demonstrate its application to a novel exchange about the COVID-19 pandemic. Broader aims of the framework include increasing scientific literacy and advancing transdisciplinary research.

He Rawe Tona Kakahu/She Wore a Becoming Dress: Performing the Hyphen

<p>In the British settler nations of the United States, New Zealand, Australia and Canada, there continues to be debate about how to conduct research across the coloniser-indigene hyphen. Various indigenous scholars have discussed, at length, how western scholarship has been and continues to be implicated in the colonisation of indigenous peoples. While some progress has been made, it continues to be an unresolved issue. As a white American woman, I have responded to this situation by conducting my doctoral research using a decolonising epistemological pluralism that I developed through my practice as an artist and performer. This methodology, which is critical and performative, seeks to dismantle the colonial matrix of power and the dualisms that underpin the hegemony of western knowledge and casts a critical eye on power relations as they manifest out in the world and as they reproduce themselves inside individuals. It is my belief that such an approach will decentre the settler and facilitate working across the hyphen. As an example of how such a methodology could function, I undertook a collaborative and performative research project with Anahera Gildea, a Māori writer and performer from the iwi (tribe) of Ngāti Raukawa ki te Tonga. Our research examined the intersection of gender and colonisation. The knowledge systems that we chose to use arose naturally out of who we are and what we know. We are both Butoh performers. We both practice Nichiren Buddhism and use it to guide our daily lives. The outcome of our research was He rawe tona kakahu/She Wore A Becoming Dress, a multimedia Butoh performance, which was performed for two nights at the Film Archive in Wellington, New Zealand in 2009. As a collaboration that worked across the hyphen, we both engaged with critical and decolonising theory from our respective positions on the hyphen, as well as brought our respective world views—I, white American and Anahera, Te Ao Māori . This thesis is an attempt to provide a practice-based understanding of what it was like to undertake research using such a decolonising epistemological pluralism.</p>

He Rawe Tona Kakahu/She Wore a Becoming Dress: Performing the Hyphen

<p>In the British settler nations of the United States, New Zealand, Australia and Canada, there continues to be debate about how to conduct research across the coloniser-indigene hyphen. Various indigenous scholars have discussed, at length, how western scholarship has been and continues to be implicated in the colonisation of indigenous peoples. While some progress has been made, it continues to be an unresolved issue. As a white American woman, I have responded to this situation by conducting my doctoral research using a decolonising epistemological pluralism that I developed through my practice as an artist and performer. This methodology, which is critical and performative, seeks to dismantle the colonial matrix of power and the dualisms that underpin the hegemony of western knowledge and casts a critical eye on power relations as they manifest out in the world and as they reproduce themselves inside individuals. It is my belief that such an approach will decentre the settler and facilitate working across the hyphen. As an example of how such a methodology could function, I undertook a collaborative and performative research project with Anahera Gildea, a Māori writer and performer from the iwi (tribe) of Ngāti Raukawa ki te Tonga. Our research examined the intersection of gender and colonisation. The knowledge systems that we chose to use arose naturally out of who we are and what we know. We are both Butoh performers. We both practice Nichiren Buddhism and use it to guide our daily lives. The outcome of our research was He rawe tona kakahu/She Wore A Becoming Dress, a multimedia Butoh performance, which was performed for two nights at the Film Archive in Wellington, New Zealand in 2009. As a collaboration that worked across the hyphen, we both engaged with critical and decolonising theory from our respective positions on the hyphen, as well as brought our respective world views—I, white American and Anahera, Te Ao Māori . This thesis is an attempt to provide a practice-based understanding of what it was like to undertake research using such a decolonising epistemological pluralism.</p>

Zhang Dongsun`s epistemological theory

The article is a study on Zhang Dongsun’s “theory of epistemological pluralism” based on his book called “The Theory of Knowledge” (认识论). Zhang Dongsun was one of the first Chinese philosophers of the 20th century to create a holistic epistemological theory, and also one of the first intercultural philosophers. In the Russian scholarly literature, Zhang Dongsun’s “theory of epistemological pluralism” is under-researched. The article aims to give a detailed account of the epistemological theory of Zhang Dongsun as comes from his book “The Theory of Knowledge”. The article, which uses comparative and systematic approaches is also supported by a significant number of specialist works written both by Russian and foreign scholars. The author outlines the Zhang Dongsun theory regarding epistemological pluralism and his views on cosmology and the evolution theory. Equally, she presents the Zhang Dongsun views on the impact of culture on the phenomenon of knowledge. The author also considers the Western philosophical categories, which could have influenced the formation of Zhang Dongsun’s theory of epistemological pluralism.

Considering Indigenous Research Methodologies: Bicultural Accountability and the Protection of Community Held Knowledge

As part of a continuing conversation related to Indigenous methodologies in Western academic contexts, this manuscript includes a summary of the scholarly dialogue by providing background information and situatedness to an exchange that is positioned in the academy and Indigenous community simultaneously. The dialogue thus far includes a keynote presentation and a series of manuscripts that collectively help explain Indigenous research methodologies (IRMs) and delineates important considerations for practitioners and communities who relate to Indigenous research. The authors share where they agree, and where they diverge as well as their rationale for continuing the discourse in an academic forum. The paper concludes with an alternative method for dissemination (a winter count), that reimagines epistemological pluralism and knowledge protection through bicultural accountability. We consider the repatriation of Indigenous knowledge to be paramount in this process.

River Co-governance and Co-management in Aotearoa New Zealand: Enabling Indigenous Ways of Knowing and Being

Legislation emerging from Treaty of Waitangi settlements provide Māori, the Indigenous people of Aotearoa New Zealand, with new opportunities to destabilize and decolonize the colonial knowledge, processes and practices that contribute towards negative material and metaphysical impacts on their rohe [traditional lands and waters]. In this article we focus our attention on the Nga Wai o Maniapoto (Waipa River) Act 2012 and the Deed of Settlement signed between the Crown (the New Zealand government) and Ngāti Maniapoto (the tribal group with ancestral authority over the Waipā River) as an example of how the law in Aotearoa New Zealand is increasingly stretched beyond settler-colonial confines to embrace legal and ontological pluralism. We illustrate how this Act serves as the foundation upon which Ngāti Maniapoto are seeking to restore, manage, and enhance the health of their river. Such legislation, we argue, provides a far higher degree of recognition of Māori rights and interests both as an outcome of the settlement process and by strengthening provisions under the Resource Management Act 1991 regarding the role of Māori in resource management. We conclude by suggesting that co-governance and co-management arrangements hold great potential for transforming river management by recognizing and accommodating ontological and epistemological pluralism, which moves Aotearoa New Zealand closer to achieving sustainable and just river futures for all.