From the Kyoto School to a pragmatic philosophy of awakening
Journal of Philosophy of Education July 31, 2026 DOI: 10.1093/jopedu/qhag026 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that Nishida's and Dewey's accounts of whole-person education diverge on learning from consequences and existential self-awareness, and proposes a pragmatic philosophy of awakening that combines their views to answer charges that Kyoto School holistic education is developmentalist and mystical. |
Abstract
Abstract The purpose of this article is to examine the education of the whole person from the Kyoto School of Philosophy founder Nishida Kitarō’s (1932) ‘On Education’ as compared with John Dewey’s pragmatism. Using the Kyoto School pragmatist Mori Akira as a mediator, this article examines three facets of the issue: the non-dual starting point of education between abstract materialism and idealism, the fundamentally relational nature of the person, and the creative formation of history. This analysis reveals tensions between Nishida and Dewey with regard to learning from consequences and existential self-awareness. This article concludes with an attempt at a pragmatic philosophy of awakening, demonstrating the value of combining these views and thus addressing the criticism that the ‘holistic education’ of the Kyoto School is developmentalist and mystical.