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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: 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.