PESA does not sell or take commission from any of the events listed on this website.
CFP: SPECIAL ISSUE: Educational ills and the (im)possibility of utopia
Deadline: Jun 30, 2017
This is a call for papers for a special issue of the journal Educational Philosophy and Theory, to be edited by Joff P.N Bradley, Teikyo University, Tokyo, and Gerald Argenton, Tamagawa University, Tokyo. The editors of EPAT invite submission of manuscripts for publication in a forthcoming special issue of the journal.
To mark the 500th anniversary of the publication of Sir Thomas More's Utopia, EPAT is returning to the concept of utopia to extract from it responses to the current pedagogic ills plaguing higher education institutions across the planet. Central to this project is a consideration of the role of the university as a site or 'island' for the creation of 'worlds'. Faced with the bout of psychical ills assaulting the student body (social withdrawal, reduced tolerance to frustration and conflict situations resulting in violent outbursts, disindividuation [Stiegler], depression, drug and networking addiction, and, despite enhanced connectivity, widespread loneliness and indifference - leading to suicidal tendencies in worst cases), the ambition of this CFP is to extract from the concept of utopia new theoretical weapons to counteract the 'sad passions' prevalent in higher education. The thrust of this CFP is to search out traces of resistance, experimentation and creativity, counter-power and counter-thought in higher education institutions across the planet. Defending the fabulatory, utopian function of philosophy (philosophy as a form of absolute deterritorialization in Deleuze) in order to resist negativity, resignation and despair, the CFP is asking for reflections on how to make philosophy itself an immanent weapon of resistance, a force of the new, a means to unearth the forgotten or forsaken, a site for the invention of "new possibilities of life".
From an educational and philosophical point of view, we are asking for papers which critique and contest the (im)possibility of thinking utopia as such. Using concepts drawn from utopian literature, philosophy of education, continental thought as well as science fiction, cinema studies, feminism, queer studies etc, the special issue will address the question of the university's capacity to create worlds. We shall look beyond the affects of fear and hope to the sense of weapon-creation in Deleuze and what form this might take in the light of globalization or the ‘unworld’ - the sense of the world as vile and unwelcoming, the geo-trauma of the anthropocene, and the end of world-creation as we know it. By resurrecting the concept of utopia, it is envisaged that the CFP will collate original, thought-provoking and transdisciplinary contributions, thereby presenting to the reader a comprehensive, informed and invaluable new vision of what Joff Bradley has designated a geophilosophy of education.
If you have any questions, please do not hesitate to contact Joff Bradley or Gerald Argenton.
CFP: Special issue of Journal of Philosophy in Schools
Deadline: Apr 21, 2017
Future Education: Schools and Universities
The University is, increasingly, a ghostly institution. It is haunted not only by questions concerning the nature of teaching, but also by a sense of its relationship to itself and to its own past [...] Directives come from the phantom of “the centre” [...] The University is in ruins. -- Nicholas Royle, The Uncanny.
While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution it is over and done with. The buildings still stand. Students enrol and may (at times) attend lectures though let’s be clear, most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an “uncanny” spectral presence; “the nagging presence of an absence [...] a ‘spectralized amnesiac modernity with its delusional totalizing systems’” (Maddern and Adey 292). It is the remains and remnants of the university.
Simultaneously there is a complaint that students in primary and high schools are less engaged with learning in a classroom setting. Operating in a time of mass art, media and technology monopolises and mediates citizens’ access to information and images, with educational institutions and teachers playing catch-up even while governmental policies seek to test and measure everything in sight. Students are distracted and access more ‘knowledge’ (or infotainment) as independent learners that ever previously. This raises fundamental questions as to the role of the teacher and the classroom and how might philosophy of education serve to best inform pedagogical practices that help prepare students for life and future employment opportunities. Such questions are set against a time of rapid technological advancement in which the jobs of the future, the communication devices and technical wizardry including AI is such that we cannot possibly imagine today.
The ongoing neoliberalisation of public services has witnessed significant operational and structural transformations in education. The focus on outcomes and outputs sees researchers having to justify any research they do in terms of economic and political gains prior to being granted any funding, while teachers themselves are assessing, measuring and testing students incessantly from primary school age. The reductionist neoliberal agenda conveniently forgets the social, moral and personal implications of their own approach and fails to account for many of the benefits and virtues of the researchers, their work, the teachers as well as the students who operate as members of a community.
Neoliberals (and neoconservatives) believe in what Carmen Lawrence has called the just world hypothesis. “You get what you deserve and you deserve what you get.” Yet in a post-truth age, justice is not always forthcoming. Is it any surprise that the kind and extent of changes for the worse that have been wrought in higher education, as elsewhere, are often motivated by basic needs and affects (e.g., greed and power; jealousies; fear of missing out (FOMO) or of being taken advantage of; or a sense of entitlement)? Rarely acknowledged, these real underlying psychological reasons (causes) are then rationalised and transformed into public policy justifications (e.g. it is unaffordable; the sector fears change etc.).
This special issue of Journal of Philosophy in Schools seeks to address normative ethical and practical questions regarding the future of educational spaces including schools (primary and secondary) and the University. Essays should be empirically informed but largely conceptual
and argumentative. The guest editors seek essays from philosophers of education; social, political and cultural theorists; higher education administrators; leaders of granting and research bodies, students, and others. There is no constraint on the topics or kinds of issues to be discussed other than that they focus on the nature and role of the Educational Future: the Future School or University – what they will be (or already are) like, and what educationally, ethically, and practically speaking they should be like.
CFPs Abstracts by Friday April 21st 2017
Authors notified by June 1st 2017
Papers due by January 31st 2018
Double blind peer review conducted and responses given to authors. Revisions, where necessary, completed. All final versions of papers submitted by August 1st 2018.
Issue for publication November 2018. Open access, online. Topics and themes:
Are universities any longer necessary? Is the University a thing of the past and if so, what has or should have taken its place?
What are some of the social, political and personal implications of the radical changes schools (primary or secondary) or universities have already undergone and of what they are becoming?
Is there a distinctive set of what may be termed the academic virtues or virtues of teachers? If so, what are they? Is it possible to practice those virtues, to be a person of good character, in the context of the day to day life of the contemporary university or school environment? In short, is teaching at a university or school compatible with integrity?
What, if anything, is it about the nature or structure of the new managerialism in universities and schools, and perhaps neoliberalism and neo-conservatism in society at large, that may be inimical to the value and function of education?
What might the university or the school of the future look like? How will it function? What will be its role? Have any of the “traditional” values and purposes of education survived the transformations already undertaken let alone those to come?
Why teach at the Future School or University? Will teaching at the Future School or University be desirable? Can it be (remain) a vocation or is it better seen as a job?
What if anything is the relation between the fact that teachers no longer have the say (power) they once did in administration have to do with the shaping of the Future School or University?
Relatedly; supposing that, in particular, university teachers are no longer highly regarded either within society, or (arguably) by university administrators at the highest level, what are the implications of this for the Future University in terms of teaching, learning and the so-
called university experience? Similarly the pressure on teachers to ensure students get good grades has increasingly seen governments, schools and parents place the responsibility and the blame on teachers rather than on the students and their home environments. What is the implication of this on the Schools of the Future?
Must the meaning of “education” and what it means to be educated be revised and contextualized given what schools and universities have become – or are becoming?
Describe the University of the Future or describe the School of the Future. What does it see itself as becoming and how does that differ, if at all, from what it should become?
Special Issue Editors
CFP: The purpose of the future university: Philosophy of higher education conference
Deadline: Apr 3, 2017
Whether your interest in higher education research is motivated by philosophy, anthropology, sociology, psychology or another discipline if you share a concern for the purpose of the future university then this conference is for you.
The conference will play an important role in the joint international endeavour of developing and strengthening the discussions about the purpose and role of the university as an institution. The conference will, therefore, be central to the formation of an initiative to establish a lasting joint international academic venture into the philosophy of higher education. We encourage a multigenerational host of participants including PhD students, and newer and experienced researchers and scholars.
Conference themes Drawing on recent notions such as critical thinking, creativity, ethics and social conscience, the conference brings together academics whose concern is with the role of the university in and for society. Neoliberalism and the audit culture have threatened to reduce the purpose of the university as an institution in the 21st century, putting the university into a legitimation crisis. Given that the future is unpredictable and that the world is connected in ways that were unimaginable just two decades ago, we ask: how can the university as an institu- tion and the academics who work in it help to ensure that students are nurtured and adequately prepared for an active role as citizens in a world in which societal, environmental and cultural challenges are shared?
How is knowledge to be understood in the context of the contemporary university? And how might the university’s responsibilities towards society be construed, not least for a world that is yet to come? These reflections concern questioning the university itself. What does it mean to be a university today and in the future? Does the university’s own being call for particular actions and different modes of thinking? These questions suggest that the time may be right to re-think what ‘being’ the university means. We invite proposals for working papers within the following domains:
• Knowledge, critical thinking, and higher education epistemologies • Globalisation and socio-political agendas and their connection to national and local institutional and professional contexts • Entrepreneurship, agency, and the formation of students • Higher education curriculum and teaching and learning practices • Universities and responsibility; academic citizenship and societal engagement • The ontology of the university; being and becoming of the university • The idea and purpose of the future university
Date and venue The conference will take place November 6th-8th, 2017, at Aarhus University, in the city of Aarhus, Denmark. The conference begins on Monday November 6th with a welcome reception and ends on Wednesday afternoon November 8th.
Important deadlines and registration To keep discussion vibrant and to invite for collaborative thinking and learning, we encourage participants to submit their work-in-progress, and thus not finished papers. We welcome individual paper presentations, symposia, and workshops.
All submission must be made by April 3rd 2017.
Submissions made after this date will not be considered. Submissions must be made through the website. Abstracts for individual papers and workshops should not exceed 1000 words in length, including up to 5 indicative references.
For working papers, presenters will have 20 minutes to present their work, followed by 10 minutes for questions, comments, and discussion in plenum.
A symposium consists of 3-4 contributors, including the convener of the symposium. Each contributor writes a short outline not exceeding 600 words and including 3-4 indicative references, and the convener has responsibility for writing a general introduction to the symposium of 100 words. The convener should submit the introduction together with the contributors’ outlines. These will not be accepted individually.
More information about the different formats can be found at the conference website.
After April 3rd all proposals will be reviewed by the conference reviewer panel, and you will receive notice whether your proposal is accepted for presentation at the conference no later than June 5th, 2017, so that you will have ample time to arrange for travel and accommodation. Registration opens from April 3rd and closing date for registration is August 1st, 2017. All registration happens through the conference website.
The registration fee for the conference is €250 and includes participation in the evening reception on Monday 6th November and participation in the conference Tuesday 7th and Wednesday 8th November including refreshments in the breaks and lunches on Tuesday and Wednesday. There is a conference dinner on Tuesday 7th November, which participants may register for and pay separately from the registration. The conference dinner will cost €50 and can be booked online.
Accommodation and transport It is possible to find accommodation in Aarhus city centre, which is quite close to the venue (1-2 km). We suggest that you book one of the recommend hotels, which will appear on the website.
Aarhus airport (Tirstrup) is linked with a number of European cities, but some of you will need to fly to Aarhus via Copenhagen Airport (Kastrup), or arrive in Billund Airport (a local airport) and go to Aarhus by bus from there.
Organising committee and network The conference is a joint international project initiated by the steering group: Associate Professor Søren S.E. Bengtsen (Aarhus University), Associate Professor Sarah Robinson (Aarhus University), Professor Wesley Shumar (Drexel University, USA), and Associate Principal Lecturer Amanda Fulford (Leeds Trinity University).
At Aarhus University the hosts of the conference are: Centre for Teaching Development and Digital Media (TDM) Centre for Higher Education Futures (CHEF)
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.
We are pleased to welcome you to the 13th Summer Days of the Finnish Research Network on History and Philosophy, this time to be held in Tampere, Finland 7-9th June 2017! We offer an opportunity for exchanging ideas, presenting new research and connecting with old friends and new. We look forward to seeing you in Tampere.
Students are welcomed to present their theses and we strongly recommend that their participation will be recognized as part of their studies.
The meeting has no registration fee.
Research group Equality and Planetary Justice in Adult, Vocational and Higher Education
Finnish Educational Research Association
VET & Culture Network
Research programme Freedom and Responsibility of Popular Adult Education
Finnish Society for Research on Adult Education
Active Democratic Citizenship and Adult Learning
The THEME of the 13th meeting: DISCIPLINARY STRUGGLES IN THE HISTORY OF EDUCATION
The event invites senior and junior researchers, students and practitioners to discuss and debate about different kinds of disciplinary struggles in the history of education, preferably from historical and philosophical perspectives.
Discipline is a core concept in education, both in practice and in theory. Are educational practices necessarily also disciplinary despite their overt commitment to empowerment and emancipation, and how have the conceptions about discipline transformed historically and in different contexts? While justification of educational practices is increasingly based on authorized knowledge about education, how has the ownership and power of educational knowledge transformed historically and in different contexts?
The position of education as a discipline has always been controversial: is it a genuine academic
subject (science) with its distinctive categories, concepts and theories or just application of conceptual and theoretical tools from other disciplines? Has the traditional human-centered fixation to certain disciplines – such as psychology, sociology, philosophy, economy – also contributed to environmental, economic and social crisis, which endanger the continuity of human life itself? What counts as education and educational knowledge is also essential for diversification of
educational discipline into sub-fields or even new disciplines. This in turn relates closely to diversification of educational professionals, whose conceptions about education may fundamentally differ and even contradict each other.
SHOULD YOU SUBMIT A PAPER? - You do not need to be a historian or a philosopher in order to participate. What is truly important is that your argumentation is somehow based on historical or philosophical reasoning.
Even though the meeting theme is disciplinary struggles in the history of education, papers on other topics are also welcome. Here is a list of possible topics: the development or characteristics of particular educational idea, practice, institution, research paradigm, method, or conceptual framework; methodological investigations; theoretical analysis of interrelationship between education and society, gender, culture, economics, politics, media, religion, or historical figures and turning points. - These were just examples. Paper abstracts on any other area are also welcome.