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Call for Papers for Special Issue of Educational Philosophy and Theory
Deadline for Abstracts: 31 July 2018
Title: Bernard Stiegler as philosopher of education
Editors: Joff P.N. Bradley & David Kennedy
This is a call for papers for the special issue of the journal Educational Philosophy and Theory, to be edited by Joff P.N Bradley, Teikyo University, and David Kennedy of Nihon University, both situated in Tokyo, Japan. The editors are of the view that we are in the midst of a techno-cultural revolution, historic in proportion, which is radically transforming the nature of intelligence and memory. It thus behoves the philosophy of education to understand this fundamentally, at base, and to undertake a "destruction" of its meaning. In this call for papers, the editors wish to tackle this issue through a focus on the contemporary French philosopher Bernard Stiegler. We want to put Stiegler to work not only to inform the Deleuzian turn in the philosophy of education but to see how his philosophy might be construed as an update, extension and critique of Felix Guattari’s and Gilles Deleuze’s individual and collaborative endeavours and indeed of John Dewey's pragmatist philosophy. This task ahead is to show the enduring critical and heuristic import in explaining the current crises afflicting the media-saturated youth of today. Concepts and philosophical tools to be explicated upon include "cognitive and affective proletarianization" as a destruction of knowledge in higher education institutions; the question of frustration, disruption and shock within our current hyper-industrial milieu; and the proliferation of short-term, drive-based addictions. This issue seeks to explore the meaning of the struggle against proletarianization and the risks involved in the exteriorization of knowledge in modern technologies, the growth of alienation, endemic unhappiness and loneliness and what all of this means for the protentional possibilities through higher education. To this end, we shall extend Stiegler's criticism of the general proletarianization of both workers and consumers to that of students in higher education institutions. This perspective shall also be evaluated in terms of ongoing debates about the anthropocene and the psychical effects on youth. Finally, this issue shall consider Stiegler's demand for the revision of "the axioms of what knowledge itself is", the call for an "economy of contribution", and the cultivation of noesis (understanding or reason) to contest the destruction of the subject or what he designates as the nihilistic process of disindividuation. This issue shall investigate this return to the "base of knowledge" in terms of Stiegler’s invocation to: 1) construct restorative transindividuating circuits between the generations (between teacher and student); 2) build a therapeutic economy of knowledge and contribution; 3) affirm the construction of a materialistic "ecology of the spirit".
Final papers for peer review should be no more than 6,000 words in length, including references. Submitted papers should not have been previously published nor currently under consideration for publication elsewhere. A guide for authors, sample issues, and other relevant information is available on the EPAT website https://pesa.org.au/our-publications.
If you have any questions, please do not hesitate to contact Joff P.N. Bradley or David Kennedy.
Please send an abstract for your paper by July 31st 2018 to
CFP: SPECIAL ISSUE: MORAL VALUES AND EDUCATION FOR A LIBERAL DEMOCRATIC SOCIETY
Deadline: 30 June 2018 (Note new deadline)
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: Prof. Janis (John) Ozolins email@example.com Australian Catholic University, Australia Dr. Steven Stolz firstname.lastname@example.org La Trobe University, Australia
Student being and becoming in the future university
Where: Philosophy of Higher Education Conference (PHEC)
Whether your interest in Higher Education research is motivated by philosophy, anthropology, sociology, psychology or another discipline, if you share a concern for student being and becoming in the future university then this conference is for you.
This year’s Philosophy of Higher Education Conference (PHEC) turns its focus from the future university as an institution (the theme of last year’s conference) towards students’ being and becoming in the future university.
The conference will play an important role in the fast developing joint international venture into the social theory and philosophy of higher education, and we encourage a multigenerational host of participants including PhD students, and newer and experienced researchers and scholars.
Conference themes In a time where the future of universities and higher education institutions is heatedly debated, the scholars and researchers of higher education futures often focus on the impending changes for the researchers themselves and the wider academic communities in the departments and divisions of universities. Not often is the focus turned towards the future curriculum and the future students, who are per definition themselves the future members of universities and higher education institutions. Instead of expecting that students should automatically take over present day socio-political discourses about knowledge workers, social capital, and globalization strategies, we need to explore and discuss what it will mean to be and become a student in the future university.
Will the term ‘student’ even be appropriate in future universities, and how do students see themselves as members of the wider societal context? What does it mean to be and become a student in the 21st century? Here, terms like academic citizenship and formation seem to be of key importance. We need to address the focus of the future academic and the future curriculum and to understand better how deep knowledge, critical thinking and learning, societal membership and citizenship, and cultural value play together in students’ being and becoming. These questions suggest that the time is right to re-think what it means to be and become a student in the future university. We invite proposals for working papers within the following domains:
• Student voices, experiences, and identity formation in higher education • Student freedom and responsibility; academic citizenship and societal engagement • Student bodies; emotion, feeling, and desire in higher education • Entrepreneurship, student agency, and the formation of students • Digital students, digital universities, and digital worlds • Knowledge, critical thinking, and higher education epistemologies • Students as researchers and students as teachers • The future academic and the future curriculum
Date and venue The conference will take place September 10th-12th, 2018, in the United Kingdom. You will be updated about the exact venue as soon as possible.
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 submissions must be made by May 1st 2018. Submissions made after this date will not be considered. Submissions should be send as a word-document attached to an email to Søren Bengtsen: email@example.com
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 on the conference website shortly.
After May 1st, 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 1st, 2018, so that you will have ample time to arrange for travel and accommodation. Registration opens from May 1st and the closing date for registration is August 1st, 2018. All registration happens through the conference website.
The registration fee will be settled shortly and you shall be updated as soon as possible.
Organising committee The conference is a joint international project organized and led by: Professor Paul Gibbs (Middlesex University, UK), Associate Principal Lecturer Amanda Fulford (Leeds Trinity University), Associate Professor Søren S.E. Bengtsen (Aarhus University), and Associate Professor Sarah Robinson (Aarhus University).
Contact For further info please see the conference website, which will contain more detailed information as we approach the time of the conference. The website will be up and running shortly.
If you have any questions or queries about the conference please do not hesitate to contact us at: Søren S.E. Bengtsen: firstname.lastname@example.org