Rika Tsuji

This book aims to overcome the still prevailing schizophrenic divisions among sciences, humanities, the arts, and multiple forms of ecological knowledge. Discover how these seemingly disparate fields converge to shape the future of biocultural conservation and restoration. The groundbreaking book challenges the traditional divide between the sciences and humanities, offering fresh insights from ecologists, philosophers, artists, and emerging scholars. It is organized into three main parts that address the theory, practice, and communication of biocultural conservation and restoration. The first part presents philosophical concepts and issues that illuminate the ontological, epistemological, aesthetic, and ethical dimensions of biocultural conservation and restoration.. In Part II, a diverse array of art projects from around the world are presented to illuminate the values of biocultural diversity. These initiatives foster deep connections between people and their local environments, often inviting audiences to encounter, observe, touch, and appreciate the often-overlooked biodiversity –such as mosses, lichens, and insects. These artistic endeavours demonstrate that arts can be a powerful tool for communicating the ecological and aesthetic significance of biocultural diversity, and it also is a vital catalyst for positive socio-ecological changes. By engaging communities, these projects contribute to to sustainable biocultural stewardship. In Part III, different chapters emphasize pedagogical and communicative strategies for linking arts to more inclusive biocultural conservation and restoration. By integrating arts and education, this approach enhances biocultural communication. This book is oriented towards a broad public interested in the intersections of environmental issues and the arts. Because of its “interdisciplinary” nature, this volume provides valuable insights that will enhance your understanding and inspire new ideas for innovative collaborations.

The purpose of this paper is to reimagine philosophy programs in schools, such as philosophy for/with children, through a critical analysis of the work of Hannah Arendt and Judith Butler, especially in light of their understanding of the space of appearance and plurality. ​Drawing on a critical reading of Hannah Arendt along with Butler’s critique, I argue that during the enactment of the community of philosophical inquiry (CPI), the classroom becomes a space of appearance through the collective willingness of those present to be exposed to and recognize unknown others and matters in the condition of plurality. I begin by summarizing Arendt’s notions of the space of appearance and plurality. Next, I introduce Butler’s critique and reading of Arendt to focus on sociopolitical aspects of the space of appearance. Finally, I synthesize both Arendt’s and Butler’s analyses to show the phenomenological and sociopolitical aspects of the CPI.