Assimilating Islam, Buddha, and Ubuntu for Commoning the Community Through Education

Conceptualization

The Entire chapter evolved on three messages of three cosmovision messages.

• 1.

  You hold the rope of Islam and do not be separate, per se stay together, in solidarity.

• 2.

  The third refuge of Buddha, Sangam Sarang gacchami, stays in a hold and together, and

• 3.

  Ubuntu: I am because we are.

And all these three, of us, have a good congruence with SDGs-4 and SDGs-11.

This chapter is the first proposal of the entire book, conceptualizing the Ubuntu, Islam, and the third refuge of Budda to establish a South-North dialogue, to minimize the East-West interface, between Eastern Philosophy and Western notions of education. Perhaps, the so-called decoloniality is an analytical lens, but it is more practical as proposals that, incorporated into Western laws into education simply doing the righting wrongs and hence enable the construction of a liberating critical political-juridical order (Chowdhury et al., 2022). Based on the lessons of 3 cosmovision ways, this new order or ways that subsume modernity and, at the same time, incorporate the oppressed and excluded from Eurocentric modernity is called trans modern. We then present how the Eastern ideology including Buddha and Islam and the African philosophy of ubuntu is incorporated into Educational policies and may proselytize our policymakers and reconfigure the interpretation of traditional Eurocentric rights. We are pretty sure, this is the first time, in one cover, we put three major Eastern ideologies to cope better with SDGs-4, Education for all, and SDGs-11, sustainable communities. It is not so-called South-South cooperation, as in this globalized world, it is almost or nearly impossible to stay alone, even though South-South engagement. Concurrently, we shall demonstrate how de(s)coloniality also realizes a legal philosophy of limits, taking some cases from the Plurinational Constitutional Court of some eastern or developing nations' educational policies, like Bangladesh National Education Policy-2010, Malaysian Education Policy-2015; Brazilian Education Policy-2018. Thus, this book opens a dialogue between East and West to make the world better, harmonized, and sustainable. From this dialogue, we conclude that these three cosmovision philosophies makes the SDGs regime worthwhile when incorporated into the constitutional jurisdiction for education, meet the purposes of the SDGs philosophy of going beyond the analytical method, through the exteriority of the modern and Eurocentric legal order which is dominating and exclusive, one dimensional and partial. This seems an illusory task. But after this pandemic, we feel like everything needs an overhaul. The vision of 1600 CE to eliminate all previous philosophies is now being revived. We are at a time when Western neoliberalism has triumphed, is practiced, and is visible. Jay Bacon, and Hegel tried to erase the Eastern teachings, but their arguments are proven wrong today. Who cares about human welfare these days? We are also busy with self-interest. During this covid, or sometimes there are small glimpses of dissent on the web, they are very temporary, and so few, that they don't make it into our mainstream. Hence, it identifies imaginative routes to bring together different voices and thoughts that still find some meaning in the 21^st century to recover and reflect on multiple themes of various Eastern philosophical schools. This book is our 3^rd venture with Ubuntu. However, I have to admit, if I didn't see the kindness of the people, I wouldn't have thought about this book when the covid came.

The Seedbed Of Our Thoughts

After that, a few incidents are the seed-ground of this book.