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Kōsō-ryoku: For Innovation and Management in the Age of Para-existence
by Noboru KonnoThis book examines conceptualizing capability (kōsō-ryoku), the most important ability for thriving in the era of innovation. A new approach, "formative conceptualizing capability," is proposed as the core knowledge methodology for innovation and management, which is is a fundamental human ability that goes beyond the boundaries between cognitive and tangible realities to shape concepts and drive innovation. Traditional studies on imagination in Western philosophy are combined with knowledge creation theory based on Eastern way of thinking. The book argues the capability should be at the core of innovation management, offering insights and principles for navigating the challenges of the present age. Japan has experienced the world's earliest capitalist setback and is stuck in a prolonged stagnation. The author maintains, however, that what is needed in this coming chaotic era is not only “imagination”, as it would be called in English, but also the power of creating kōsō, the Japanese term for “formative concept”. The author has a proven track record in research and practice on knowledge creation theory, innovation management, design thinking, and scenario planning. He has reorganized and set forth in this book the perspectives he has proposed under the theme of kōsō-ryoku to present a new methodology of knowledge for living in the twenty-first century.
A Love for Nothingness, A Love for Death: The Metaphysics of Desire
by Alberto CastelliThis book aims at explaining romantic love between straight adults through literary texts of the western canon from the nineteenth and twentieth century. Each chapter comes with a multidisciplinary approach in which protagonists are mutilated in their quest for loving as alternative to annihilation. The book emphasizes love as an obsession, thus as an exploration of the mind. From the passion-myth of Tristan and Isolde to the nihilist modernist representations, the western world has created a perverse concept of love. A love for nothingness, for death. Narcissistic and at times destructive, love is gained by overcoming obstacles. If without obstacles there is no love, then love becomes love for obstacles. Within this masochistic frame, love, falling in love, being loved always stand at the edge of pathology. At its core this book narrates a love story, more precisely a story of loves, the haunting evocation of a desire that by its very nature cannot be fulfilled. Inherent in the nature of love is a subtle dialectical activity between presence and absence, between creation and destruction, reality and void. Accordingly, the narrative raises questions that the past two centuries were incapable of answering. Does love only last the time of a kiss? Is its promise fatally destined to dissolve? What about violence? Physical, emotional, temporal. Is it an ineliminable part of love or its most extreme profanation? And what is the mystery that accompanies loves that know how to last without resigning themselves to the death of desire? It is to answer some of these questions that I wrote this text. Love is an unconscious process that dominates reason and destroys it when reason cannot be a mode of communication. Hence, the amorous romance is madness and this text is written as a loud reminder.
Educational Research and the Question(s) of Time
by David R. Cole Mehri Mirzaei Rafe Gui Ying Annie Yang-HeimThis book fully explores the question(s) of time in educational research and achieves the acceleration and merging of inquiry with action to understand change and implement these findings through practice. It deals with the philosophy of education, higher education, schooling (the curriculum), time displacement, technology, the environment and policy. This book focuses on time revolution(s). It explores new ways of thinking about time, that question a linear/arrow in time, and sets into motion an educational research agenda to extract revolutions of time. Furthermore, this book figures the dimension of time in teaching and learning by extending and deepening the engagement with time in education. For example, it analyzes the climate crisis in terms of education and how the realization that the climate is changing sits parallel and adjacent to pedagogy. The climate crisis and how to do anything about it through education is an example of how considering the dimension of time opens up education beyond quick or narrow fixes and introduces a profound synthesis for the future.
A Concise History of Chinese Philosophy
by Qi Feng Weiping ChenThis book is an abridged version of Feng Qi’s two major works on the history of philosophy, The Logical Development of Ancient Chinese Philosophy and The Revolutionary Course of Modern Chinese Philosophy. It is a comprehensive history of Chinese philosophy taking the reader from ancient times to the year 1949. It illuminates the characteristics of traditional Chinese philosophy from the broader vantage point of epistemology. The book revolves around important debates including those on “Heaven and humankind” (tian ren天人), “names and actualities” (mingshi名實), “principle and vital force” (liqi理氣), “the Way and visible things” (daoqi道器), “mind and matter/things” (xinwu心物), and “knowledge and action” (zhixing知行). Through discussion of these debates, the course of Chinese philosophy unfolds. Modern Chinese philosophy has made landmark achievements in the development of historical and epistemological theory, namely the “dynamic and revolutionary theory of reflection”. However, modern Chinese philosophy is yet to construct a systematic overview of logic and methodology, as well as questions of human freedom and ideals. Amid this discussion, the question of how contemporary China is to “take the baton” from the thinkers of the modern philosophical revolution is addressed.
Comparative and Decolonial Studies in Philosophy of Education
by David G. HebertThis book introduces the educational philosophies of notable African and Asian thinkers who tend to be little recognized in Europe and North America. It offers specific resources for diversification of higher education curricula. The book expands the philosophy of education, in clear language, to include ideas of major non-western educational thinkers who are little discussed in previous publications. It includes critical analysis of non-western concepts and consideration of their relevance to schools worldwide. The book features discussions of how the work of Tagore and postcolonial thinkers offers diverse visions that increasingly inspire a decolonizing approach to education. This book offers a unique emphasis on how a decolonized philosophy of education can especially enable a rethinking of approaches to education in arts and humanities subjects.
Traditional Ethics and Contemporary Society of China
by Guojie LuoBased on the ethical thinking of the pre-Qin Dynasty, this book discusses the formation and development of traditional Chinese ethics, the refinement of the Confucian ethical normative system and the establishment of its orthodoxy, as well as the deepening and maturation of feudal ethics. The book is simple in style and clear in context. It contains not only the essence of traditional Chinese morality but also the achievements of modern civilization. It analyzes the implications of traditional Chinese ethics on the governance and moral construction of modern society and can be used as a reference for governance and revitalization of the country and moral development.
Governance in Bangladesh: Innovations in Delivery of Public Service (New Frontiers in Regional Science: Asian Perspectives #68)
by Md. Nurul Momen Jannatul FerdousThis book adopts the multidimensional nature of innovation as its point of focus and offers a comprehensive analysis of contemporary governance issues in Bangladesh. Each chapter views those issues from its own disciplinary perspective, but all share a common focus on the current process in the governance of innovation. The authors show how the processes of innovation and public service delivery are influenced while there is simultaneously a striving for a digital Bangladesh. The book presents innovation as a complex phenomenon with multidisciplinary viewpoints affecting its governance. As well, new practices, developments, and empirical research are shown here. The aim is to point out the most persistent difficulties in public administration and public service delivery, with an emphasis on how to deliver public service in Bangladesh in a sustainable manner. Although significant transformations have been made recently for a better organized public sphere, public services still must be more closely in line with what citizens need rather than what service providers are prepared to deliver. This published work speaks strongly to a wide-ranging audience, from scholars of governance and innovation management to academics, researchers, and postgraduate students interested in public service delivery innovations in Bangladesh and South Asia. Indeed, the book serves as a text and valuable resource for postgraduate courses in politics, business administration, economics, political science, development, and governance in South Asia.
Childhood, Learning & Everyday Life in Three Asia-Pacific Cities: Experiences from Melbourne, Hong Kong and Singapore (Global Childhoods in the Asia-Pacific #1)
by I-Fang Lee Sue Saltmarsh Nicola YellandThis book introduces findings from an international, cross-cultural, and interdisciplinary study of children’s everyday experiences of growing up and going to school in the context of the three global cities of Hong Kong, Singapore and Melbourne. It takes the premise that children’s learning and orientations to educational success are shaped by everyday cultural practices at home and at school, by policy contexts that both produce and respond to educational and cultural norms, and by individual and familial desires and aspirations. Drawing on research conducted with primary school-aged children in Year 4, the book considers how day-to-day routines such as going to school, engaging in extra-curricular activities outside of school, and spending time at home with family intersect with the broader milieus of education policy ideals in a changing and interconnected world. Through a combination of visual methodologies, surveys, ethnographic observations in schools, classrooms and cityscapes, re-enactments of everyday activities with children at home, and sociological education policy analysis, this book shows both the richness of children’s everyday lives and learning in global cities, as well as exploring questions that pose challenges to educational and social norms.
Effectiveness and Fairness of Chinese Higher Education Admissions Policy: Perceptions and Reforms (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Jing SunThis book explores effectiveness and fairness in higher education admissions policy. It reviews the literatures from the 1940s until the 2010s and provides a theoretical framework. The book explores comparisons between this framework and the empirical data by interviewing policymakers from the Chinese government as well as admissions officer at Chinese universities. The book contributes to providing underlying theoretical foundation on the future Chinese higher education admissions policy reform. This book appeals to policymakers on all level of education, practitioners of admissions policy, researchers on education policy, and anyone who is interested in this field.
Turmoil and Order in Regional International Politics (Evidence-Based Approaches to Peace and Conflict Studies #10)
by William R. Thompson Thomas J. VolgyThis edited book complements and follows up on the book, Thompson and Volgy et al, Regions, Power and Conflict: Constrained Capabilities, Hierarchy, and Rivalry. It is predicated in part on the paucity of published material available on comparing regional international politics. Monadic, dyadic, and systemic approaches all have their uses and have been exploited extensively. The same cannot be said about comparative regional analysis. The premise is that a great deal of international politics takes place within regional parameters. Most states simply lack the capability or interest in devoting many resources to extra-regional affairs. Yet each region is distinctive. In some, military coups remain common while they have died out as a form of political practice in others. A few have been highly conflictual and then become more pacific, while others persist in their conflict intensity. Some have powerful neighbors with intervention tendencies, while others are surrounded by relatively weak states. Some are rich; others are poor. The point is that regions, all with proper names, have attributes that can be harnessed through comparison to explain why regional behavior differs greatly across the planet. The aim is to replace the proper names with the leading variables that appear to drive behavior. For instance, to shrug and say “that’s the Middle East for you” does not take us very far. Replacing the Middle East label with conceptualization about how a set of small, weak, autocratic states behave subject to high penetration by major powers might take us farther than shrugging off regional identity. We have good reasons to think that comparative regional analysis can deliver an explanatory value-added product just as much as alternative “levels of analysis” can. Ultimately, we might desire to integrate separate levels of analysis, rather than segregating them. But in the short term, we need to encourage comparative regional analysis because it is the least developed perspective. Why that might be the case can be debated, but it stems in part from our disciplinary tendencies for some analysts to specialize in regional behavior largely in a descriptive vein while others prefer to focus on explaining universal behavior. Comparative regional behavior tends to be squeezed out by regional scholars who suspect generalization about behavior and universal scholars who suspect particular contexts such as regions. Comparative regional analysis requires analysts who are willing to explore generalization but acknowledge regional contexts more explicitly than is customary. At the same time, more general substitutes for those regional labels must be introduced if explanatory headway is to be achieved.
Indigeneity, Culture and the UN Sustainable Development Goals (Sustainable Development Goals Series)
by Dominic O’SullivanThis is the first scholarly book to examine the UN Sustainable Development Goals from an indigenous perspective and, specifically, with reference to the right to self-determination. It refers to the UN Declaration on the Rights of Indigenous Peoples and domestic instruments such as New Zealand’s Tiriti o Waitangi to suggest how the goals could be revised to support self-determination as a more far-reaching and ambitious project than the goals imagine in their current form. The book primarily draws its material from Australia, Canada, and New Zealand to support analysing the goals’ policy relevance to wealthy states and the political claims that indigenous peoples make in established liberal democracies.
Introduction to Ethics: Concepts, Theories, and Contemporary Issues
by Chhanda ChakrabortiThe book introduces the reader to western ethics as a subject, along with its three standard subdivisions. Although the book is written with university students, policymakers, and professionals in mind, the book is lucid enough to be accessible to most adult readers. The book begins with introductions to the basics of ethics. These chapters are meant to provide the reader with the background knowledge necessary for understanding the more technical chapters on metaethics, normative ethics theories, and applied ethics, the three well-known subdivisions within ethics. The chapters that follow take up core ethical issues from each of these areas. The sections focus on explanation and a critical understanding of the ethical issue. The chapters also have examples, cases, and exercises to encourage critical thinking and to enable the reader to grasp the issue better. The book has tried to bring contemporary issues, such as ethics of human organ transplantation, and contemporary theories, such as Amartya Sen’s concept of Justice and Martha Nussbaum’s Capabilities Approach, to engage the readers with ethics in the real world. The book concludes with applied ethics, but with the example of ethics of artificial intelligence. The aim is to keep ethics as a future-driven activity and to emphasize the need to understand the real-world ethical situations and dilemmas that will affect the stakeholders all around the world in the coming years as artificial intelligence and data-driven technologies change our everyday life.
The Uniqueness of Chinese Civilization in World History (China Academic Library)
by Guy S. AlittoThe book is a meticulous work in answering these questions which often occur to foreigners as well as modern Chinese themselves at the thought of the old China and its experience in modern times: What is Chinese civilization? How could it exist for several millennia and spread that far? Is there anything inherent in this civilization?From the standpoint of an “outsider” to this civilization, the author incorporates various elements, such as geographic factors, language, thoughts, with the recurrent themes along the two thousand years and changes throughout, rather than simply following a lineal progression. His historiographical approach, the methodology of eclectic common sense, as he termed it, is a new try in this field and will present a brand new perspective for both readers and researchers in that field.
A History of China in the 20th Century
by Lü PengThis book provides readers with rich context and detailed description leading to new perspectives on major historical events in China. Positioned as a thought leader and highly acclaimed arts professional in China, the author is able to give a historical account of China’s twentieth century that is richly informed by its valent fields of political economy and cultural studies. Western readers' knowledge of China’s twentieth century remains based on pioneering research of modern scholars such as Fairbank and Jonathan Spence. In recent years, however, it is rare to see a complete history of China spanning the nineteenth and twentieth centuries which also includes the first two decades of the twenty-first century. This book contributes new narrative and perspective to this span of history. Now, as the Sino-US trade conflict makes dramatic impact on a post-COVID global economy, readers have the need for a fresh understanding of how China came to be what it is today. The author’s groundbreaking work provides new insight provided by newly uncovered sources explaining how China came to be what it is today from a cultural and sociological perspective, in a historical mode.
The Never End: The Other Orwell, the Cold War, the CIA, MI6, and the Origin of Animal Farm
by John ReedThis book presents full history of the origin of Orwell’s Animal Farm, as well as a translation of the Russuian/Ukranian source work. Has George Orwell lost his saintly luster? In The Never End, rabble-rouser, dogged investigator, and consummate literary stylist John Reed collects two decades of subject-Orwell findings previously published in Pank, Guernica, Literary Hub, The Brooklyn Rail, The Rumpus, The New York Press, The Believer, Harper’s Magazine and The Paris Review. Reed’s treatment of Orwell is corrective and peerlessly contemporary; he views Orwell in a twenty-first century global context, considering Orwell’s collaboration with Cold War intelligence operations—US and UK—with unfaltering objectivity. It’s hard to imagine that Orwell—in our own moment of global doublethink—wouldn’t have wanted his devotion to contrariety applied to the literary legacy he left behind. The Never End is at once a hatchet job and a celebration. Animal Farm, based on a previously unknown Russian short story? Animal Farm, deployed by the CIA, MI6 and the Congress for Cultural Freedom? Orwell, turning over blacklists in a McCarthy-esque act of betrayal? The Cold War? Does it last forever? Russia, the “Axis of Evil,” and now China? But. Orwell. Course syllabi. Literary laurels. Snitch. Why do we keep coming back? For the wrong reasons? Or because we know Old Benjamin would want us to know the truth?
National Assembly and Legislative Effectiveness in Nigeria’s Fourth Republic
by Adebola Rafiu BAKAREThis book evaluates the legislative effectiveness of Nigeria’s National Assembly under the Fourth Republic. The assessment covers five Assemblies (4th–8th) and focuses specifically on lawmaking, cost of running the National Assembly, and the budget making process. It empirically assesses the effectiveness of the Nigerian national legislature beyond previous emotional and sentimental evaluations of the institution. It has developed a model ‘Institutional Legislative Effectiveness Score’ used in assessing the institutional performance of the National Assembly from two perspectives: first, by comparing the performances of the two chambers in the same Assembly; and second, by comparing the performances of the institution across Assemblies. Aside lawmaking, the book also covers the major topical issues that characterized public evaluation of the institution. These include: size of the institution, budgeting process, cost of funding the institution, and the debate on the appropriate way in reforming the National Assembly.
International Perspectives on School-University Partnerships: Research, Policy and Practice
by Daniela Acquaro Ondine Jayne BradburyThis book draws together international scholarship on school–university partnerships challenging thinking about purpose and sustainability as well as the power of collaboration in transcending organisational and contextual boundaries. Moving beyond transactional arrangements, the book showcase various models of school–university partnerships, and explores the role of policy, research, and practice, across the life cycle of partnerships. This edited collection presents a strong body of evidence with global significance, providing valuable insights into catalysts for partnerships, the drivers for transformational change, and generative growth resulting from authentic collaboration. An important reference for all teacher education providers, schools, and educational stakeholders, this book showcases global examples of the power of partnerships in an era necessitating cross sectoral collaboration to address contemporary societal challenges.
Teacher Development Policy in China: Multiple Dimensions (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)
by Jian Li Eryong XueThis book comprehensively explores the teacher development policy in China from multiple dimensions. It examines the leading value of 'Four Good Teachers', teacher salary management policy, teacher evaluation policy, teachers’ professional title appointment policy, teachers’ ethic policy in China’s education system, 'County management and school recruitment' policy in teacher management, teachers’ honor recognition policy, and teachers’ qualification management and policy in China. This book not only shares in-depth understanding to epitomize teacher development policies in China contextually, but also provides specific suggestions to address various challenges of teacher development policies both nationally and locally.
Reading South Vietnam's Writers: The Reception of Western Thought in Journalism and Literature (Global Vietnam: Across Time, Space and Community)
by Thomas Engelbert Chi P. PhamThis edited book examines how South Vietnam’s (formerly the Republic of Vietnam 1955-1975) literary and journalistic writers were perceived and - potentially - influenced by Western thought, led by thinkers such as Jean-Paul Sartre, Franz Kafka, Sigmund Freud, Thomas Mann, Martin Heidegger, Hermann Hesse, Edmund Husserl, Stefan Zweig, Graham Greene, and Somerset Maugham. The book reveals the dynamism and diversity of Western thought in individual literary texts, as well as among the authors themselves. The volume considers how writers and their texts engaged with issues that are socially, culturally, politically, and philosophically significant to Vietnam and beyond, past and present. This approach to South Vietnam’s literary and journalistic tradition enables an alternative plural, inclusive view of the significance of these texts, which are shown to be neither exclusively anti-Communist nor “bourgeois individualist” (cá nhân tiểu tư sản), as they have so often been interpreted both in and outside of Vietnam. Such an interpretation problematically retains the marginal position of South Vietnam’s literature in mainstream Vietnamese literature, and in the literatures of the host countries where these Vietnamese authors have migrated, settled, and continued to write following the 'Fall of Saigon'. This volume presents itself as a key text for those studying Asian and postcolonial literatures, as well as scholars in the humanities researching Vietnam – its history, politics, society, and culture.
Ethics in Social Science Research in Indonesia
by Mayling Oey-Gardiner Fandy Rahardi Canyon Keanu CanThis textbook presents ethical guidelines for conducting research in the social sciences, focused on Indonesia. As a country with a fast-growing research environment, the real-life cases of ethical issues that arise in Indonesia can teach both aspiring and established researchers how to approach the complexity of research ethics and dilemmas. With technological advancement affecting how research is conducted, the necessary ethical guidelines for research are also evolving. The instantaneous nature of information movement has made confidentiality in research data more critical than before, and any negligence in protecting research participants has an unprecedented scope of damage. The methods book synthesises hundreds of worldwide ethical guidelines and past issues that social science researchers will find highly relevant. Arranged chronologically to represent each research stage—from research preparation to post-research—the book prepares researchers to mitigate ethical crises. Relevant to all social scientists, both emerging and established, conducting research in Indonesia, this co-published textbook between Springer and OBOR is also relevant to researchers beyond the archipelago. It is also an indispensable teaching resource for lecturers in research methods and ethics across social science disciplines.
Indigenous Technology Knowledge Systems: Decolonizing the Technology Education Curriculum (Contemporary Issues in Technology Education)
by Mishack T. Gumbo P. John WilliamsThere has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.
Agency Construction and Navigation in English Learning Stories
by Qiuming LinThis book presents a longitudinal research which covers a linguistic approach to understand and observe language learner agency. It makes connections between agency in discourse analyses and agency in applied linguistics by examining how learner agency is manifested in autobiographic oral narratives and influenced by contextual factors. This book also demonstrates that agency is not a fixed entity that English learners possess, but a dynamic construct constantly negotiated by the learners with the social world. It is the result of their identity positioning and repositioning within a complex and ever-changing context. Learner identities, either actual or imagined, are significantly correlated with their investment in English and their English learning process.This book sheds new light on teaching English as a foreign language and gives inspirations for enhancing English learners’ agency in contemporary context of China. As learner agency should be treated in a dynamic and process view, a low level of agency manifested in a particular period or in a certain context may not necessarily persist in later periods or extend to other contexts. Provided with supportive contextual conditions and taking on positive and powerful identities, language learners are well on the course for higher levels of agency.
Interculturality as an Object of Research and Education: Observing, Reflecting and Critiquing (SpringerBriefs in Education)
by Fred Dervin Ning ChenThis book proposes a new method for working on the complex and polysemic notion of interculturality, aimed at scholars, students and educators who have an interest in enriching and challenging their own take on this somewhat controversial scientific notion. Multiple examples of observability made by the authors are provided to illustrate the method. The book helps readers to look at themselves as ‘producers’, ‘consumers’ and ‘promoters’ of selected knowledge of interculturality. This book represents an original contribution to the field, by introducing the importance of observation and reflexivity in building up varied epistemic engagements with the notion of interculturality.
Education in Indonesia: Critical Perspectives on Equity and Social Justice (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #70)
by Zulfa Sakhiyya Teguh Wijaya MulyaThis book offers a critical analysis on Indonesian education by drawing from various critical perspectives and theoretical frameworks to explore persistent challenges and social inequality problems in the education sector. Critical perspectives are important to reveal how education is not a neutral, mechanistic process of cultivating the knowledge and skills of future generation. Instead, it is a battleground in which competing visions, ideologies, discourses, religious values, and political interests struggle for dominance in a given society. In each of the sections, contributors draw upon specific case studies and employ critical theories to analyze power relations or to identify and destabilize underlying structures, dominant discourses, hegemonic knowledge, policies, or practices. Some authors also highlight data evidencing inequities, inequalities, or injustices in Indonesian education system. As a handbook, the emphasis on critical perspectives is useful to identify and evaluate the ‘blind spots’ of dominant policy discourses and their pedagogical consequences. The plurality of critical approaches also means that this book is necessarily multidisciplinary. A unique feature of this book is the fact that most authors are Indonesian academics who bring with them tacit knowledge of practices and issues. Overall, this book enriches the literature by bringing together different disciplinary perspectives such as political science, psychology, international relations, economics, and linguistics to critically examine important issues related to education in Indonesia.
Japanese "Judicial Imperialism" and the Origins of the Coercive Illegality of Japan's Annexation of Korea: A Study of Unequal Treaties between Korea and Japan, 1876–1910
by Kyu-hyun JoThis book explores the legacy of the Japanese empire in Korea, asking how colonialism arose as a legal idea. What was the legal process behind the establishment of colonialism as Japan's prime strategy towards Korea since the late 19th century? By addressing such questions, it is not only possible to address how Japanese colonialism in Korea was born, but also address how the process behind the making of colonialism as a judicial and legal project was illegal from its origination. As East Asia grapples with a new generation of power politics, these sober reflects lend an important historical context to the struggles of the present.