Dr karsten kenklies

Dr Karsten Kenklies is Senior Lecturer for Systematic Pedagogy and History of Education at University of Strathclyde and ExET co-founder.

Very much rooted in the tradition of Hermeneutic Pedagogy and informed by discussions around Queer Theory and Inter- & Transculturality, his research is interested in the systematic structures of theories and practices of education and their embedment in the context of the History of Ideas, of Science, Philosophy and Art.The temporal scope hereby reaches from Antiquity to the present - along exoteric, but also esoteric lines of tradition. Being very interested in Japanese culture, a substantial part of the research is devoted to intercultural comparisons of, especially, East Asian and other approaches to education. He is author of Die Pädagogik des Sozialen und das Ethos der Vernunft: Die Konstitution der Erziehung im platonischen Dialog Nomoi (Social Pedagogy and the Ethos of Reason: The Foundation of Education in the Platonic Dialogue Nomoi) (Jena 2007), and Wissenschaft als Ethisches Programm: Robert Fludd und die Reform der Bildung im 17. Jahrhundert (Science as Ethical Endeavour: Robert Fludd and the Reform of Education in the 17th Century) (Jena 2005) and co-author (with Ralf Koerrenz, Hanna Kauhaus, Matthias Schwarzkopf) of Geschichte der Pädagogik (History of Education) (Paderborn 2017). He has edited Person und Pädagogik: Systematische und historische Zugänge zu einem Problemfeld (Person and Pedagogy: Systematic and Historical Approaches) (Bad Heilbrunn 2013) and co-edited (with Kenji Imanishi) Aufklärungen: Modernisierung in Europa und Ostasien (Enlightenments: Modernisation in Europe and East Asia) (München), (with Maximilian Waldmann) Queer Pädagogik: Annäherungen an ein Forschungsfeld (Queer Pedagogy: Approaches towards a Research Field) (Bad Heilbrunn 2016), (with Annika Blichmann) Pädagogische Kultur des Judentums als Moderne Tradition (Pedagogical Culture of Judaism as Modern Tradition) (Paderborn 2015). His latest publications include discussions of Classic Japanese forms of education, e.g. (Self-)transformation as translation: the birth of the individual from German Bildung and Japanese kata, in: Tetsugaku: International Journal of the philosophical Association of Japan, 2 (2018), p. 248-262 (http://philosophy-japan.org/wpdata/wp-content/uploads/2018/04/Tetsugaku_Vol.2_17.Kenklies.pdf), and The eternal flower of the child: the recognition of childhood in Zeami's educational theory of Noh theatre, in: Educational Philosophy and Theory (2018), doi: 10.1080/00131857.2018.1533463. (https://www.tandfonline.com/doi/abs/10.1080/00131857.2018.1533463)