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CFP: SPECIAL ISSUE: MORAL VALUES AND EDUCATION FOR A LIBERAL DEMOCRATIC SOCIETY
Deadline: Dec 15, 2017
Moral and/or values education is a controversial topic in contemporary society because there is little consensus about what should be taught, how it should be taught, when it should be taught, who should teach it, or if it should be taught at all. In many minds, moral education is connected to religious education, so that religious instruction in schools is justified for the contribution it makes to the inculcation of moral values. For others, the teaching of moral values can be done just as well through the teaching of ethics, and, especially in state run schools, ought to replace religious instruction, citing state neutrality in relation to the teaching of religion in state schools. This raises challenging questions about the role of religious education in moral education, particularly within education and schooling systems.
Apart from this, a variety of issues arise when we talk of moral and/or values education. It is evident that teaching or instructing students in moral values will have no lasting effect if it does not result in students making moral commitments. Indeed, to paraphrase Aristotle’s statement about moral development, pupils are brought to the threshold of moral commitment through the halls of habituation to the virtues. This suggests that there is no neutral stance to be taken in relation to moral values because it is not simply a matter of values clarification in which students choose their own from a smorgasbord of values. There are the cardinal virtues of temperance, courage, justice and prudence that can be mentioned, but there are other ways of characterising the virtues also. So it raises the question of which virtues are the most important for human flourishing. In addition to these, there are the virtues and values required of citizens in a liberal democratic society, such as tolerance, individual autonomy and respect for persons, which are required in the public space.
A number of questions naturally arise, for instance: Is moral education synonymous with the teaching of ethics? Do moral values need to be founded on universal principles? What role does religion play in moral and/or values education? What moral values are required in a liberal democracy? Should schools concentrate only on those values required in the public space or develop rounded human beings? Does the state need to be neutral in relation to the teaching of moral values?
This special issue of Educational Philosophy and Theory calls for papers addressing these and related questions about moral values in a liberal democratic society.
Any questions should be directed to the guest co‐editors at the email addresses found below:
Australian Catholic University, Australia
La Trobe University, Australia
CFP: AVPC 2016: Visual Pedagogies and Digital Cultures - Deadline 1 Feb
During the past decades, traditional media have undergone major transformations. Hierarchical models of one-way dissemination of information, knowledge and culture have been replaced by horizontal models of two-way communication, and everyone has become a producer and a consumer. One by one, traditional media gave in to new modes of production and dissemination.
In the beginning, the Internet enabled people to produce and share text. Soon after,technological development enabled people to produce and share images and music. Finally, following rapid increase in computing power and bandwith, video has joined the long line of digitally transformed media.
The Association of Visual Pedagogies Conference AVPC 2016: Visual Pedagogies and Digital Cultures explores these transformations in the context of human learning around three broad dialectically intertwined themes. The first theme is concerned with practical issues. How to produce suitable video learning materials? When, and under which conditions, can we videotape children? The second theme is related to video pedagogies. What is the role of video in physical and virtual classrooms? How to seize the pedagogical potentials of video? Finally, the third theme is related to digital cultures, politics, and emancipation. What is the new role of video in production and dissemination of culture and knowledge? What are the unique features of video research metodologies? What is the role of visual cultures in new social movements and social transformations at large?
We invite contributors to join the debate about various aspects of the new movement towards visual cultures in education and academic publishing. Working at the intersection of technology, psychology, sociology, history, politics, philosophy, and visual arts, we welcome contributions from wide range of disciplines and inter-, trans- and anti- disciplinary research methodologies. Possible ideas and areas of involvement include:
• Visual cultures and (academic) publishing • The concept of video articles • Video production • Video ethics • Visual cultures and research • Visual methodologies • Visual pedagogies • Visual culturesand the society • Philosophy of visual cultures
Peer reviewed conference articles will be published in The Video Journal of Education & Pedagogy (Springer) and a invited selection from the conference will be published as a special issue by conference organisers in consultation with the Editor-in-Chief, Michael A. Peters.
2ND INTERNATIONAL CONFERENCE PAULO FREIRE: THE GLOBAL LEGACY
Where: BELO HORIZONTE, BRASIL
When: Apr 28, 2018 - May 1, 2018
Paulo Freire is one of the most influential educators in the 20th century and a leading advocate of education for social justice. This conference, which was organized for the first time in 2012 in New Zealand, is appropriate for those who are interested in sharing ideas and practices about social justice education as well as discussing about Freire’s work.
Belo Horizonte is the capital of the state of Minas Gerais. For getting a taste of this charming city in Brasil, please, watch this video below:
We are looking forward to seeing you in “Belo”!