image: A coastal landscape of Minamata city, Japan at sunset. The image reflects the study’s call for an approach to education that recognizes uncertainty, vulnerability and the complex relationship between people and the world around them.
Credit: Professor Fumio Ono from Doshisha University
Modern education is predominantly shaped by approaches that emphasize efficiency, measurable achievement, prediction, and the ability to solve problems through rational intervention. This approach is associated with what is known as “technological rationality” and is valuable for organizing educational processes, but can fall short when dealing with experiences such as suffering, loss, illness, disaster, and vulnerability that cannot be predicted or controlled.
Against this backdrop, Professor Fumio Ono from the Faculty of Global and Regional Studies, Doshisha University, Japan, explored how educational philosophy might respond to experiences of suffering. His study, published online in Educational Philosophy and Theory on September 1, 2026, particularly draws attention to Japanese philosophy as a tradition shaped through continuing intersections between Eastern and Western thought. The study questions how these intellectual resources might contribute to a philosophy capable of responding to events of global catastrophe.
Speaking about the inspiration behind the study, Prof. Ono explains, “The devastating events of March 2011, including the Great East Japan Earthquake and the Fukushima nuclear disaster, made me realize that it was necessary to develop a form of thought capable of responding to such unexpected and catastrophic events.”
Prof. Ono develops his argument through philosophical analysis. He brings together Augustin Berque’s mesology (fūdo-gaku), which explores the relationship between people and their environment, and Tokuryu Yamauchi’s “logic of lemma,” a non-Aristotelian approach grounded in Nāgārjuna’s Madhyamaka philosophy that allows for a “middle” path beyond conventional binary distinctions. Drawing on these perspectives, the author develops the idea of “knowledge of pathos,” an approach that recognizes passivity, suffering, vulnerability, fragility and the uncontrollable aspects of human existence.
The proposed philosophy of pathos could have implications for schools, universities, counselling, healthcare, and welfare. Instead of focusing only on “What should be done to solve a problem?”, practitioners could focus on “What is a person experiencing?”. This approach encourages a deeper engagement with experiences of suffering, recognizing them as meaningful aspects of human life rather than simply problems to be eliminated.
The philosophy also draws attention to experiences that do not fit neatly into categories such as strong or weak, success or failure, normal or abnormal, or victim or perpetrator, making space for the complexity and contradictions of human experiences.
Furthermore, the study also considers what happens after catastrophe and loss. Disasters, war, bereavement, illness, and social crises can disrupt people’s established values and understanding of the world. The study suggests that education can play a role not only in restoring knowledge and skills, but also in helping people make sense of what they have experienced and rebuild their understanding of themselves and the world around them.
“Through the proposed philosophy of pathos, education can be understood not only as a way of developing people’s abilities, but also as a way to help people make sense of suffering and reconfigure their relationship with the world,” notes Prof. Ono.
Looking ahead, Prof. Ono suggests that this perspective could contribute to a long-term transformation of the educational culture. Over the next five to ten years, educational practice could place greater value on educators' ability not only to solve problems quickly but also to respond to suffering and remain in situations where no easy answers exist. It could also encourage a shift away from individualizing suffering associated with failure, illness, loss, and disaster, recognizing these as social and relational experiences.
The study calls for a broader understanding of educational values. Beyond measurable achievement, efficiency and the development of abilities, education could also recognize sensitivity to others, meaning-making, personal transformation, and the restoration of relationships. By bringing Japanese philosophical ideas into dialogue with wider Eastern and Western traditions, the study proposes a philosophy of education that can respond not only to individual suffering, but also to belief and value systems challenged by global catastrophes and crises.
About Professor Fumio Ono from Doshisha University, Japan
Dr. Fumio Ono is a Professor in the Faculty of Global and Regional Studies at Doshisha University, Japan. He specializes in philosophy of education, philosophy and ethics, and Jewish thought. He holds a PhD in Education from Kyoto University and has authored more than 70 publications on education, ethics, science and technology, and human existence. His current research explores questions of suffering, vulnerability, and the limits of technological rationality.
Funding information
NA
Media contact:
Organization for Research Innovation
Doshisha University
Kyotanabe, Kyoto 610-0394, JAPAN
E-mail：jt-ura@mail.doshisha.ac.jp
Journal
Educational Philosophy and Theory
Method of Research
Commentary/editorial
Subject of Research
Not applicable
Article Title
Conceptualizing a philosophy of education in response to suffering experiences: Technological rationality, logic of lemma, and the philosophy of pathos
Article Publication Date
1-Sep-2026
COI Statement
No potential conflict of interest was reported by the author(s).