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List of Papers
Anton SEVILLA-LIU Last modified date：2023.11.28

Associate Professor / Division for Humanities and Social Sciences / Faculty of Arts and Science


Papers
1. Sevilla-Liu, Anton, "Potential Applications of Schema Pedagogy in Japanese University Education", Bulletin of KIKAN Education, https://doi.org/10.15017/6769087, 9, 33-52, 2022.03.
2. Sevilla-Liu, Anton, "Non-Theistic Ethics.", Encyclopedia of Religious Ethics, ed. William Schweiker, https://doi.org/10.1002/9781118499528.ch5, 2022.10, [URL], What is the meaning of “non-theistic ethics?” The first part of this entry builds on Franklin Gamwell's distinction between non-religious and religious approaches to ethics. However, for Gamwell religious ethics is often associated with theism. The second part examines how it is possible to have a non-theistic religious ethics. Three strategies that are found in the “philosophy of nothingness” of Japan are explored: the first is transforming subjectivity, a strategy employed in Nishitani Keiji's (1982) interpretation of Zen Buddhism. Second is ethics as absolute mediation, which is exemplified by Tanabe Hajime (1986) in his philosophy of Pure Land Buddhism. Finally, there is communitarian religiosity, as demonstrated in Watsuji Tetsurô's Confucian-inspired ethics. The third part of the entry ends with a caveat – non-theistic religions can lead to ethics, but as Sueki Fumihiko points out, religion is also fundamentally in tension with ethics. The history of religious ethics is also a history of the “trans-ethical” manifestations of religion..
3. Sevilla-Liu, Anton, "Buddhist Philosophical Approaches to Human Dignity.", Human Dignity in Asia: Dialogue between Law and Culture, ed. Jimmy Chia-Shin Hsu, 2022.11.
4. Sevilla-Liu, Anton, "Understanding Self-Compassion within Narrative Identity: The Struggles of Japanese Students with Measuring Up.", The Qualitative Report, https://doi.org/10.46743/2160-3715/2022.5602, 27, 10, 2230-2250, 2022.10, [URL].
5. Sevilla-Liu, Anton, "ACT and the Kyoto School of Philosophy: Interdisciplinary Dialogues on Personhood, Ethics, and Becoming.", Journal of Contextual Behavioral Science, https://doi.org/10.1016/j.jcbs.2022.09.008, 26, 173-180, 2022.09, [URL], This paper examines the connections between Acceptance and Commitment Therapy (ACT) and Kyoto School Philosopher Mori Akira (1915–1976), in order to see how ACT and functional contextualism can engage other subfields in academic philosophy like philosophy of the human person, ethics, and philosophy of human becoming, and other areas such as eastern and continental philosophy. It first examines Mori's model of the layers of human existence (organic, conscious, reflective, and self-aware) and how it connects to ACT's views of the human person (workability, languaging, self-processes), presenting how these potentially critique modern ideas of the human being as a merely rational animal. It then proceeds to ACT and Mori's ethics of freely-chosen values and how these can critique utilitarian and deontological ethics. Finally, it proceeds to the philosophy of human becoming and how ACT and Mori can contribute to a contextual-existential view of the path of human development..
6. Sevilla-Liu, Anton, "Acceptance and Commitment Therapy and Narrative Practice: A Practically Grounded Examination of Theories and Worldviews.", Journal of Systemic Therapies, https://doi.org/10.1521/jsyt.2022.41.2.17, 41, 2, 17-39, 2022.09, [URL].
7. Anton Sevilla-Liu, "From Mori Akira to Narrative Education: Weaving the Tapestry of Narrative Philosophy, Analysis, Therapy, Pedagogy, and Research", Human Arenas, https://doi.org/10.1007/s42087-021-00202-5, 2021.03, [URL], The narrative approach has developed in various directions—philosophy, qualitative analysis, therapy, pedagogy, research methodology—but these various directions are often isolated from each other. This article weaves together these five threads of narrative in order to suggest a novel way for how narrative can be used in the classroom. This is done through narratively expressed action research (Jean Clandinin) on the experiences of the author, a university teacher in Japan, and his attempts to incorporate narrative elements into career education classes. This article begins with its theoretical foundations, the narrative philosophy of education of Mori Akira, and how it was applied to pedagogically support the growth of self-awareness S1 (social identity) in a university orientation class. It then explores the design principles of this class, drawing from Dan P. McAdams’s narrative analysis and modified using narrative therapy (Michael White & David Epston). Next, it narrates the teacher’s experience of reading and responding to students’ narratives in two parts: the first five sessions where students write autobiographical exercises (looking at the “authored self”), and the last two sessions where students reflect on the texts they have written (highlighting the “authoring self”). I conclude with several design principles that seek to weave together narrative pedagogy, analysis, and therapy..
8. Anton Sevilla-Liu, "Mori Akira's Education for Self-Awareness: Lessons from the Kyoto School for Mindful Education", Journal of Philosophy of Education, 2021.02, What does it mean to educate for self-awareness? This is a key question for the mindful education (or contemplative pedagogy) movement. In order to address this question, this article examines the philosophy of education of Mori Akira (1915-1976). It closely analyses his philosophy of self-awareness (jikaku), while drawing comparisons to the other Kyoto School philosophers. In order to fully understand Mori’s particular conception of self-awareness, it traces how this idea developed throughout his entire career: From his first book, The Philosophical Quest for Educational Ideals (1948), which focuses on the questing self-awareness of the teacher, to the early-middle period (particularly The Practicality and Inwardness of Education, 1955 and Philosophical Anthropology of Education 1961), which develops a systematic view of the self-awareness of students, to his final book, The Fundamental Principles of Human Formation (1977), which re-examines generativity in light of uncertainty and death. What this narrative shows is a view of education centred on self-awareness and dynamically wrestling with key educational paradoxes, potentially deepening the philosophical grounding of mindful education..
9. Sevilla-Liu Anton, Honda Teruhiko, Mizokami Atsuko, Nakayama Hiroaki, "Experiences of Mindful Education: Phenomenological Analysis of MBCT Exercises in a Graduate Class Context", The Journal of Contemplative Inquiry, 7, 1, 195-221, 2021.01.
10. Anton Sevilla-Liu, "Japanese Philosophy of Moral Education: From Watsuji Tetsuro to Mori Akira", Budhi: A Journal of Ideas and Culture, 23, 3, 95-142, 2020.07.
11. Sueki Fumihiko, Sevilla Anton Luis (trans.), "The Philosophy of Myoken: The Ethics of the Dead and Bodhisattvas", International Journal of Asian Studies, https://doi.org/10.1017/S1479591420000145, 17, 57-73, 2020.04.
12. Sevilla, Anton Luis. "Aida (Inter-) as Narrative: A Re-Reading of Watsuji Tetsuro's Ethics of Aidagara", Polylog 41 (2019): 57-78., [URL].
13. Anton Luis SEVILLA, "Mindful Education and the Kyoto School: Contemplative Pedagogy, Enactivism, and the Philosophy of Nothingness", Advances in Cognitive Neurodynamics (VI), ed. José M. Delgado-García et al, 2018.07.
14. Sevilla, Anton Luis, “Seito Shidô (Guidance) as a Space for Philosophy in Translation.”, Tetsugaku, 2, 294-310, 2018.04.
15. Sevilla, Anton Luis, “Cultural-Moral Difference in Global Education: Rethinking Theory and Praxis via Watsuji Tetsurô”, Educational Studies in Japan: International Yearbook, 12, 23-34, 2018.03.
16. Anton Luis SEVILLA, "Educational Ideals in Pre and Post-War Japan: From Imperial Subject to Deweyan Democratic Citizen", Budhi: A Journal of Ideas and Culture, 21, 2, 75-119, 2017.11, [URL].
17. Anton Luis SEVILLA, "The Buddhist Roots of Watsuji Tetsuro’s Ethics of Emptiness", Journal of Religious Ethics, 44, 4, 606-635, 2016.06.
18. Anton Luis SEVILLA, "Education and Empty Relationality: Thoughts on Education and the Kyoto School of Philosophy", Journal of Philosophy of Education, 50, 4, 639-654, 2016.11.
19. "The Ethical and the Trans-Ethical in the Ethics of Emptiness: Beyond Sueki Fumihiko's Critique of Watsuji Tetsuro." [In Japanese.] Annals of the Nishida Philosophy Association 13: 101-115..
20. Anton Luis SEVILLA, "The Ethics of Engaged Pedagogy: A Comparative Study of Watsuji Tetsurô and bell hooks", Kritike: An Online Journal of Philosophy, 10, 1, 124-145, 2016.06, This article is a comparative study of bell hooks’s “engaged pedagogy” with Watsuji Tetsurô’s systematic ethics. The purpose of this comparison is twofold: First is to examine the relational view of ethics that underlies hooks’s thought, in order to explore her deliberately “un-academic” work in a philosophically rigorous way. Second is to examine the fundamental connections of Watsuji’s ethics of human existence to an education for human becoming. This comparison will be carried out in two stages. First, I will examine the connections of hooks and Watsuji on the level of society and relational structures. Second, I will delve deeper into the existential/spiritual level, in the ethics/education of emptiness..
21. Anton Luis SEVILLA, Catherine JAO, "Buddhist Ethics and Counseling: Nishitani Keiji and Kawai Hayao", Record of Clinical-Philosophical Pedagogy (臨床教育人間学), 13, 61-76, 2015.04.
22. "Ethical Universality and Particularity in Watsuji Tetsuro's Global Ethics." [In Japanese.] Comparative Thought Research 42: 81-89. .
23. "Watsuji’s 'Ethics of Emptiness' and Comparative Buddhist Theory." [In Japanese.] In Japanese Buddhism Seen from Comparative Thought. Edited by Sueki Fumihiko..


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