Call for Papers for both events and publications.

CFP: Symposium on higher education as a public good

Deadline: Dec 31, 2022

Call for Proposals

The Editors of Educational Philosophy and Theory and Philosophy and Theory in Higher Education (Michael Peters and John Petrovic, Eds, respectively) along with the Chair of the Philosophy and Theory of Higher Education Society (PaTHES, Søren Bengtsen) and the Vice President of the Philosophy of Education Society of Australasia (PESA, Sonja Arndt) invite you to contribute a paper to a symposium on higher education and/or the university as a public good. Papers submitted for presentation at the symposium will also be considered for publication in special issues of both journals.

The symposium will take place as an online event jointly organized by PaTHES and Philosophy of Education Society of Australasia PESA on March 28, 2023.


In a now classic explication of public goods, Paul Samuelson (1947, 1954) distinguishes between private consumption goods and collective consumption goods. Samuelson’s basic definition is that a public good is one that – having been produced for a given individual or group of individuals - can be consumed by more than those for whom it was initially intended at no extra cost. This is also known as being non- rivalrous. Another traditional characteristic of a public good is that it is non-excludable; anyone can receive its benefits. The two primary characteristics of public goods make them unamenable to market production or, at least, quite difficult to deal with through market processes.

How should we re-examine this theory, especially as it applies to education? How can we rethink the public generally and public goods specifically and how have these notions changed over the last half century? Do we need to reconsider them in late capitalism? Universities, as traditionally viewed as connected to the idea of the public good, are navigating between various expectations of knowledge production, impact, and societal partnership – not all purely linked to the notion of public goods. Universities and higher education programmes have been accused of consumerism, protectionism, extractivism and neo-nationalism. Does the idea of the university as a societal and cultural institution need to be re-enacted and perhaps even re-thought? How can thinking about higher education or the university as a public good inform such re-enactment?

For this symposium, we seek proposals that address these kinds of question and, ultimately, how such examinations inform where and how higher education fits as public goods, if they do. While not an exclusive list, we welcome proposals dealing with the following general topics around public goods:

  • Origins of public goods and the public
  • Expanding orthodox understandings of public goods
  • Implications of expanding conceptualizations of the public goods as local, global, translocal
  • The transformation of the Public Sphere / Rethinking the public sphere in the 21st century
  • Globalization & multiplicity of the public
  • Global public goods
  • Private vs Public provision of “public” goods
  • Knowledge & science as global public goods
  • Environmental public goods
  • International comparative understandings of the public and what is a public good
  • Trust and the erosion of public goods

More specifically, authors might consider some of the following guiding questions:

  • How might the concepts of 'public goods' and 'the public good' play out, either in relation to the university or the educational processes of higher education? Do they play out differently across the disciplines?
  • Which non-economic goods might come into play as far as higher education is concerned?
  • Are there significant distinctions to be observed between 'public good' and 'social good' in the context of the university?
  • What implications arise for university leadership from debates around public goods or the public good?
  • How might tensions be addressed between national and global public goods?
  • Can helpful classifications be developed to help in distinguishing different kinds of public goods for the university?
  • What pedagogical implications arise from considerations of public goods and the public good?
  • In relation to universities and higher education, are there other key concepts to be identified that are contiguous with 'public goods' and 'the public good' (such as 'public sphere'; 'public realm'; 'public mission'; 'public intellectual')?



  • Proposals should not exceed 600 words
  • Proposals can be submitted directly to This email address is being protected from spambots. You need JavaScript enabled to view it. with “Public Goods” in the subject line.
  • Proposals should have a separate cover page including author name(s), affiliations, email address, and time zone.
  • Proposals will be considered by the organizers and authors will receive notification of acceptance or rejection for presentation in the symposium.
  • A limited number of authors accepted to present will subsequently be invited to develop their presentations into articles. Invitation does not guarantee final acceptance as all articles will go through a double-blind review process.
  • The organizers assume sole authority to assign an article to one of the two journals.


  • The proposal deadline is December 31, 2022.
  • Authors will be informed of acceptance/rejection into the symposium by February 1, 2023.
  • The symposium will be held on March 28, 2023.
  • Invitation to develop the presentation into an article by April 11, 2023.
  • Authors will then be contacted by the Editor of the journal to which their article was assigned for a specific submission-to-publication timeline. The editors will provide a minimum of four months for article submission.


Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.


Deadline: Feb 20, 2023



There are many ways in which university is conceived of today. One of the most common discourses revolve around performativity, measurable accountability, excellence, learning outcomes and commodification of knowledge. The other path leads to variously understood innovations treated as an imperative of the desired changes in higher education sector that should prepare young people to ever-changing reality. Yet, another perspective relates to the critique of traditional, semi-feudal and anti-egalitarian culture of university as an institution. All these images of the university pertain to a monochromatic and exhaustive imaginary of the university. But universitas is practiced in many ways, and in numerous contexts, concerning radically different objects of study.

The conference has a double aim: the first one is to come to an understanding of how different forms of academic practices contribute to the emergence of universitas, and in what ways – if at all – they can bring about the community of a university and solidarity among its elements and beyond.

During this year’s conference we offer to focus on the universal of the university that is created within the multitude of diverse academic practices. We would like to address questions regarding the commonality of the university emerging in diverse contexts and practices.

  • Are we in solidarity with each other as academics?
  • Is the university a place of emergence of solidarity? And if so, then how do we understand this solidarity?
  • With whom and/or with what we are in solidarity as academics, researchers, scientists?

Addressing the conference theme questions requires turning to university practices and self-identifications that are usually left aside in philosophical or humanistic studies on the matter, that is, the practices, concepts and understandings developed within experimental sciences, speculative natural sciences, earth sciences, and medical sciences.

That is why we would like to invite the conference attendees, to both – submit ideas for different forms of contributions (details below) – as well as to take part in an attempt to grasp the ways in which the commonality of university is built in various places.

Therefore, we plan to arrange and facilitate discussions on the matter with the representatives of numerous scientific disciplines in various sites of the University of Gdańsk.

In this way we hope to pose the central question for our conference, that of academic solidarity, or – to put it more precisely – solidarity that is the consequence of enacting and sustaining the commonality in the diversity of our academic lives.

The link between solidarity and university is far from obvious, especially today, when most of the academic environment is rendered in terms of competition, rankings, and entrepreneurship. This was one of the reasons to invite European Solidarity Centre onboard as a co-organiser of the conference. We are delighted to announce that the first day of the conference will be held in the premises of the Centre, where the attendees will have the opportunity to visit the exhibition dedicated to the Polish ‘Solidarity’ movement.

Indeed, we seek to organise an event that would consist of multiple occasions for genuine conferring, i.e. studying together a particular issue.

The call for papers invites the participants to submit an abstract up to 500 words to one of two possible forms of presentations:

The first possibility for presentation – working papers, research reports and analyses or developed arguments related to the central issues of the conference:

  • The emergence of academic communities
  • Building solidarity in academic world
  • Policies enabling/enhancing academic solidarity
  • University in solidarity with whom/what?
  • Communality, universality, and the variety of university practices, disciplines, cultures

The second option for the presentation is the submission of the fragments of (auto)ethnographic journals, relating to the academics’ experiences of academic practices that make universitas happen.

After the acceptance of the abstract the extended versions (up to 3000 words) of submission will be uploaded to the conference website.





CFP: The Journal of Philosophy in Schools

Deadline: Dec 14, 2022

The Journal of Philosophy in Schools (JPS) is seeking articles for inclusion in a special issue entitled: “Celebrating the 30 year anniversary of FAPSA. Communities of Inquiry: Significance, Cultural Change and the Relationship to P4C.”.

The JPS ( ISSN 2204-2482) is a fully peer-reviewed, open-access online journal dedicated to research in philosophy with school-aged children. It is the official journal of The Federation of Asia-Pacific Philosophy in Schools Associations (FAPSA).

FAPSA members have been sharing Philosophy for Children across the Asia-Pacific since 1991. Our community of passionate educators came together to celebrate our 30th anniversary, hosted by the University of Melbourne's Graduate School of Education, in October 2022. Our keynote speaker Professor Maughn Gregory from IAPC, affirmed our foundations in Pragmatism and launched our theme exploring “Communities of Inquiry”. Our keynote speaker, Dr Mary Graham, provided a bridge between the work of the IAPC and Indigenous educators.

“It is a significant milestone for FAPSA to acknowledge the need for beginning dialogue on Aboriginal ways of knowing, being and doing, which have developed over tens of thousands of years of observation and interaction as custodians of the land. It is my hope that everyone who seeks to introduce philosophy into schools will collaborate with local Indigenous communities and scholars on future projects and developing curriculum.”
(Gil Burgh, October 2022)

We invite you to share this celebration of our community, past and present and help us dream of the future through this special edition of the Journal of Philosophy in Schools.

You have been contacted as a Conference presenter. All Conference presenters are welcome to submit their paper for consideration. Video recordings are available in most cases. We will also consider responses to the papers that were delivered. And we welcome further papers exploring connections between current practices and indigenous philosophy and educational practices.

We encourage submissions that consider the questions that explore themes such as:
• How are the concepts of ‘Community of Inquiry’ and ‘Philosophy for/with Children’ related? How ought this relationship be understood and how should it influence our practices?
• In what ways and to what extent is community important to the practice of philosophical inquiry?
• How ought we to understand “community”? What are the implications for what constitutes a community of inquiry in both real world and virtual settings?
• How do cultural and community experiences, particularly of non-Western P4C practitioners, inform the practices that have arisen within P4wC? Do they lead us to rethink the balance (or ‘relationship’) between the individual and the community?
• What constitutes an authentic Community of Inquiry, and what are the challenges to its implementation?
• How can we meaningfully assess communities and groups? What are the consequences for how we identify cognitive action within groups? How can this be negotiated in a culture of standardised testing? The role of developmental assessment.
• Discuss theoretical connections between pragmatism and Indigenous epistemologies. What are theoretical obstacles to dialogue between the IAPC based practices and Indigenous traditions and practices?
• Report on current practical efforts to introduce Indigenous ideas into CoI, and the CoI into indigenous educational practices.

Submission Guidelines
1. All submissions should comply with the Guidelines of the JPS.
2. Deadlines as below
3. Submissions should relate to the practice of P4C in the Asia-Pacific context.
4. Submissions should take 1 of 3 approaches
4.1. Reflect on the history and development of practice and experience of P4C in the Asia-Pacific context.
4.2. Share current practices and experiences of P4C in the Asia-Pacific context.
4.3. Share visions and possible challenges about the future of P4C practice in the Asia-Pacific.

Please send abstracts (max 200 words) for consideration to the editors:
Dr Janette Poulton (Guest) This email address is being protected from spambots. You need JavaScript enabled to view it.
Prof Andrew Peterson This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstracts due Monday 14 December 2022
Theoretical papers will be 4,000-6,000 words in length with abstract and key words.
Full papers due 01 June 2022 for double-blind peer review

Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

CFP: Educational Philosophy and Theory

Deadline: Dec 15, 2022

Education and the Social Contract
Both historically as well as conceptually, the idea of the 'social contract' represents one of the central metaphors of political theory: we can find it both in some of the 'classics' of the political tradition, e.g. with Grotius, Hobbes, Locke, von Pufendorf, Rousseau and Kant as well as with some of the most important contemporary authors including John Rawls, Carole Pateman, Charles W. Mills, David Gauthier, etc. In fact, the idea of the social contract remains an integral part of some of the central discussions in contemporary academic research, e.g. distributive justice, the minimal state, gender equality, racism, environmental justice etc. Interestingly enough, the revitalization of contemporary political philosophy initiated by John Rawls with his theoretical endeavor of ‘justice as fairness’ has been framed under the umbrella of the social contract.

The contemporary reactualization of the idea of the social contract has been the result of various factors including both theoretical 'production' on the one hand and various initiatives by some of the most prominent intergovernmental organizations, 'think-tanks' and civil society as well as by structures of institutional politics including national governments and political parties on the other. The growing inequality and the related deepening of the ‘opportunity gap’, the historical reversal in the flow of resources of modern liberal democracies and the decreasing intergenerational mobility as well as the devaluation of education within the neoliberal conception of meritocratic rationality call into question the legitimacy of the democratic political system and the fairness of its institutional framework. This and a panoply of other challenges [and related problems] simultaneously problematize the transformational function of education and the instrumental conception of its emancipatory potential.

This journal special issue of Educational Philosophy and Theory [entitled Education and the Social Contract] aims to bring together a set of contributions discussing the role of education in the social contract tradition, the mutual advantage conception of societal transformation and the importance of education as a common good.

About the Special Issue Editors
Dr. Mitja Sardoč is senior research associate at the Educational Research Institute in Ljubljana (Slovenia) where he is member of the ‘Educational Research’ program. His research interests and expertise include philosophy of education, political philosophy and education policy. He is author of scholarly articles and editor of a number of journal special issues on citizenship education, toleration, equality of opportunity, radicalization and violent extremism, patriotism, the American Dream, neoliberalism and education, talents and distributive justice. He is Managing Editor of Theory and Research in Education [], Editor-in-Chief of the Handbook of Patriotism, The Palgrave Handbook of Toleration, co-editor of The Routledge Handbook on the American Dream and editor of The Impacts of Neoliberal Discourse and Language in Education published by Routledge.

Professor Tomaž Deželan is professor of Political Science at the University of Ljubljana and its Assistant Secretary-General. Prof. Deželan is coordinator of American Studies PhD programme, is the president of the Expert council of the Centre of the University of Ljubljana for research and development of higher education, and acts as the president of the working group on employability of the Slovenian Rectors’ Conference. He holds a title of Jean Monnet Chair for citizenship education and advises a series of international organizations (EC, CoE, OSCE, International IDEA) and national governments (Slovenia, Croatia, Latvia, Czech Republic) in the field of youth, civic engagement and quality assurance. Prof. Deželan coordinated more than 17 basic and applicative research projects related to youth, teaching and learning, education policy, political participation, citizenship etc. funded by the European Commission, Slovenian national research agency and European Social Fund. He authored numerous scholarly articles, edited volumes and scientific monographs indexed in key academic database, several policy papers for governments and international organizations and contributed to several public policy documents (e.g. EU Council conclusions).

Submission Instructions
If you are interested in contributing to this Special Issue, please send your abstract as a PDF or Word document to Dr. Mitja Sardoč (This email address is being protected from spambots. You need JavaScript enabled to view it.) and Professor Tomaž Deželan (This email address is being protected from spambots. You need JavaScript enabled to view it.) by December 15, 2022. Your abstract should be up to 500 words and describe previously unpublished work. The document should also include:

  • the name and institution of the corresponding author;
  • names and institutions of other authors;
  • 50-word biographical statement of all authors;
  • email address for the corresponding author;
  • draft title for the article; and
  • a draft abstract of up to 500 words.

If abstracts are accepted, we will invite authors to submit full-length articles for peer review. Up to eight abstracts will be selected for development into an article for the special issue. Papers should be approximately 6,000 words in length, including references, tables and appendices. Final acceptance of manuscripts will be subject to peer review.

Abstract submission (up to 500 words): by 15 December 2022
Notification of acceptance: no later than 5 January 2023
Submission of full paper for review: by 31 June 2023
If you have any queries regarding this Special Issue of Educational Philosophy and Theory, please contact the Special Issue Editors, Dr. Mitja Sardoč (This email address is being protected from spambots. You need JavaScript enabled to view it.) and Professor Tomaž Deželan (This email address is being protected from spambots. You need JavaScript enabled to view it.).


Contact: This email address is being protected from spambots. You need JavaScript enabled to view it.

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