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<p><i>Self-concept</i> is central to human development, yet its philosophical dimensions remain underexplored in the context of hearing-impaired students. While inclusive education emphasizes academic and social participation, it often approaches <i>selfhood</i> through psychological or instrumental lenses, overlooking deeper existential, cultural, and spiritual dimensions. This paper addresses this gap by integrating <i>existential</i> and <i>phenomenological philosophies</i> with cross-civilizational insights from <i>Advaita Vedanta</i>,<i> Islamic teachings</i>, and <i>Sufi allegory</i>. Complementing these perspectives, Fariduddin Attar’s <i>Mantiq-ut-Tair</i> (<i>Conference of the Birds</i>) allegorizes the journey of self-discovery, resilience, and transcendence, further highlighting the relational and transformative dimensions of identity. Weaving these philosophical traditions together, the paper constructs a multidimensional framework for understanding <i>self-concept</i> among deaf and hard-of-hearing (DHH) students, moving beyond deficit-oriented narratives to embrace empowerment, relationality, and self-actualization. The study contributes to philosophy of education by demonstrating how integrating Western and non-Western traditions can enrich theoretical and pedagogical discourse, offering new ways to conceptualize inclusion and human flourishing. This framework has implications not only for educational practice but also for reimagining the ontology of disability, suggesting that silence, difference, and alternative modes of being can be sites of philosophical insight and transformative learning.</p>

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Unheard, Yet Whole: Cross-Cultural Philosophical Echoes of the Self

  • 期刊论文

  • 发表日期：

    2026年6月29日

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  • Nafisa Sanam,
  • Ritwika Laskar

摘要

Self-concept is central to human development, yet its philosophical dimensions remain underexplored in the context of hearing-impaired students. While inclusive education emphasizes academic and social participation, it often approaches selfhood through psychological or instrumental lenses, overlooking deeper existential, cultural, and spiritual dimensions. This paper addresses this gap by integrating existential and phenomenological philosophies with cross-civilizational insights from Advaita Vedanta, Islamic teachings, and Sufi allegory. Complementing these perspectives, Fariduddin Attar’s Mantiq-ut-Tair (Conference of the Birds) allegorizes the journey of self-discovery, resilience, and transcendence, further highlighting the relational and transformative dimensions of identity. Weaving these philosophical traditions together, the paper constructs a multidimensional framework for understanding self-concept among deaf and hard-of-hearing (DHH) students, moving beyond deficit-oriented narratives to embrace empowerment, relationality, and self-actualization. The study contributes to philosophy of education by demonstrating how integrating Western and non-Western traditions can enrich theoretical and pedagogical discourse, offering new ways to conceptualize inclusion and human flourishing. This framework has implications not only for educational practice but also for reimagining the ontology of disability, suggesting that silence, difference, and alternative modes of being can be sites of philosophical insight and transformative learning.