This article attempts to trace the continuity of Tomonobu Imamichi’s understanding of nature and its relationship with human beings in Peter Kemp’s insights on nature in the context of a cosmopolitan Philosophy of Education. The first part deals with Tomonobu Imamichi’s synthesis of the past and present relationship of the human being with nature. The second part describes Peter Kemp’s inclusion of animal nature in a cosmopolitan understanding of Nature. The article concludes with lessons learned from both philosophers in the (...) COVID-19 pandemic. (shrink)

The intent of this article is not to compare the philosophies of education of Confucius and Peter Kemp but to draw out what is perennial in Confucius’s philosophy of education and bring it to the contemporary context in Peter Kemp’s philosophy of education. The first part deals with Confucius’s teachings on education. The second part highlights Peter Kemp’s philosophy of education, the context of which is globalization and its dangers. The synthesis of both philosophies would mean that education is a (...) right that everyone is entitled to, that education is basically cultivation of character more than instruction, that the virtues of ren, righteousness, wisdom, and propriety can be adapted and applied to the demands of global citizenship. The method of teaching can be both dialogical (Confucius) and democratic (Kemp) when the teacher is passionate, engaged, knowledgeable of issues, caring for students, and an exemplar of what she teachers. (shrink)