Kevin Taylor

Preview: /Review: Steven Collins, Wisdom as a Way of Life: Theravāda Buddhism Reimagined, 304 pages./ Steven Collins was in the process of finalizing his manuscript and final academic work on Buddhism when he passed away unexpectedly at the age of sixty-six in February 2018. Although unfinished, the manuscript was in circulation among his colleagues and was near to completion. The final published version suffers hardly at all except for a somewhat abrupt end that one imagines would have seen a few more pages added to put a bow on a capstone project to a life of excellent research and truly entertaining composition.

This paper takes up Hadot’s call for more comparative work on Buddhism and Philosophy as a Way of Life by comparing Zen Master Hakuin Ekaku’s artwork Pilgrims with the graffiti artist Banksy’s The Street is in Play. Beyond the striking similarities in form and apparent tongue-in-cheek criticism of graffiti, this paper explains the context of Hakuin’s artwork and the text of his painting before exploring the importance of graffiti in the Platform Sutra of the Sixth Patriarch. I argue that by taking up Hadot’s call for more comparative work we find that Hakuin’s Zen bears fruitful points of comparison with Hadot’s account of philosophy as a way of life. Furthermore, a comparison of the two artworks of Banksy and Hakuin helps us better understand both figures via thematic elements of humor and socially disruptive writings.

Preview: /Review: Poul Andersen, The Paradox of Being: Truth, Identity, and Images in Daoism, 362 pages./ Philosophy tends to approach Daoism in degrees. One may be introduced to the Dao de Jing of Laozi and appreciate the poetic structure and appreciate the virtues of non-coercive action. When one next encounters the writings of Zhuangzi, one is struck by the difference in style, the humor, and often the difficulty in penetrating the meaning of many passages. This is frequently contrasted with Confucian philosophy. The vocabulary, upon first examination appears similar but upon further reading one discovers that not only do these traditions use shared terminology in different way but that their views of reality is stark. This is much more so with the French existentialists and yet Poul Andersen finds sympathetic understanding between Daoism and “philosophies of existence” with regards to the concept of being. Those familiar with the Dao de Jing can probably cite passages that Andersen will address as it is unmistakable in Daoism that being is said to come from and depend on non-being. The existentialist tradition has meditated on questions of being and so Andersen’s aim is to undertake an exploration of being in Daoism informed by existentialist methodology. This review seeks to emphasize the case studies Andersen utilizes in his research. While his methodological approach is informed by existentialist philosophers, his decades of research in Chinese religions provides much of the substance throughout.

In lieu of an abstract, here is a brief excerpt of the content:Guest Editors' NoteKevin Taylor (bio) and Johnathan Flowers (bio)Welcome to this special fall 2021 issue of Education & Culture. we are pleased to bring you the second installment of this special three-part issue on Deweyan approaches to contemporary issues at the intersection of data and technology.In his extensive writings on philosophy and technology, Luciano Floridi has argued that "the time has come to translate environmental ethics into terms of infosphere and informational entities, for the land we now inhabit is not just the earth."1 This may be appropriate from a Deweyan perspective as Dewey's approach to aesthetic experience focuses on the living organism within its environment and we have become digital humans in digital environments. Our digital world feels unstable because it is in constant change, but Dewey reminds us that "all interactions that effect stability and order in the whirling flux of change are rhythms. There is ebb and flow, systole and diastole: ordered change."2 The rhythms of our digital world pervade all experience in what he termed "doing and undergoing." We are swimming in a sea of data and leaving behind what investigative reporter Julia Angwin terms data pollution.3 But in the data-driven world, that data pollution is collected, analyzed, and monetized by big data tech firms in a kind of societal harm that threatens digital democracy.Whereas part one saw contributions from five scholars throwing curriculum and technology into sharp relief, this issue asks questions such as "Where ought we to begin?", "What does feminist pragmatism have to tell us about the pandemic and online teaching and learning?", and "Do the aims and means of data and technology align with human experience?"John Machielsen's "Responsible Imagineering: John Dewey's Pluralistic Ethics and Technological Innovation" seems like a good place to begin. Machielsen argues for placing Dewey's ethics at the starting point from which technological innovation can flourish. Driven by Deweyan concepts of intelligence, education, and imagination, Machielsen explores, among other themes, socially disruptive technology from the perspective of pragmatists who constantly reconstruct concepts and values through the process of Deweyan inquiry. Human beings are imaginative and plastic with regard to problem solving, and what is needed here is to keep the barriers between technology and everyday life porous so that we do not risk compartmentalizing them as distinctly different realms.In the next two essays, we turn our attention to the growing concerns surrounding intelligent technology in online educational environments. Great strides have been made in the field of artificial intelligence, and intelligent technology has inserted itself into various aspects of data and technology, such as machine learning that creates personalized learning paths for students. Whether these technologies fall under the [End Page 1] category of algorithms, machine learning, or artificial intelligence, they raise questions about their potential impact on teaching and learning.Olivier Del Fabbro is also suspicious of the current state of intelligent technology in his article, "How to Teach Machines in Artificial Intelligence: Technical Education in John Dewey, Gilbert Simondon, and Machine Learning." Citing the Google machine learning model that classified African Americans as gorillas, Del Fabbro utilizes Dewey and Gilbert Simondon to argue that the human–machine relationship is still immature and at risk of creating an alienated situation out of undesirable bad habits. Intelligent technology requires constant care by engineers and programmers to form good habits and adapt to social life if their aims are to align with Deweyan pedagogy.As Del Fabbro focuses on intelligent technology, the human dimension of online learning comes under scrutiny in two articles that adopt feminist pragmatist methods. Krissah Marga B. Taganas's article, "Feminist-Pragmatist Perspectives on Online Education: Challenging and Changing Online Educational Conversation," rightfully acknowledges how the pandemic has magnified existing inequalities in society. The rapid migration to online learning was necessarily expedited in the face of uncertainties surrounding public health, but how do educators migrate classes that were not designed with online learning in mind to begin with? Dewey emphasized schools as sites and tools for change, but how does online education provide an optimal social environment for learning? Taganas utilizes feminist pragmatism as an important philosophical resource to...

Abstract:For Dewey, growth in the educative process means education that enriches and expands one’s experience as it prepares students for not only a vocation but also entry into and transaction with the world. In few places can we see growth, generally understood, to be occurring as fast as in big data technology. This essay begins with an overview of what big data is, specifically what big data looks like in education as understood through learning management system platforms but also data as understood generally on a college campus through dataveillance, or data surveillance understood as the monitoring or possibility of monitoring of one’s data or online activity. In so doing, this essay acknowledges a selection of privacy concerns and educational challenges resulting from big data. I then proceed to the employment of intelligent technology in education with particular emphasis on algorithms and “algorithmic nudging.” I conclude with a Deweyan analysis of technology as continuous with culture and a discussion about the educational needs for technological environments to aid in the proper cultivation of individuals.

Welcome to this special theme issue of Education & Culture. We are pleased to bring you a special two-part issue on Deweyan approaches to contemporary issues at the intersection of data and technology. Education in particular finds itself in need of sober reflection given the mass migration to online and remote teaching brought on by COVID-19. The impact of social distancing and prolonged isolation during education has yet to be fully appreciated, nor has the toll the past year and a half has taken on American democracy.Famously, in Democracy and Education, Dewey observed that “persons do not become a society by living in physical proximity any more than a man ceases to be socially influenced by being so many feet...