General news and announcements relevant to the philosophy of education community.
PESA member wins prestigious award
Congratulations to Marek Tesar for being awarded a University of Auckland ECREA - Early Career Research Excellence Award
PESA Scholarship Deadline looms
If you think you meet the criteria for the prestigious PESA Scholarship, or believe you have a student who does, this is a reminder of the EXTENDED CLOSING DATE of 30th April 2015.
AAP statement on gender
The AAP has produced the second of a series of notes that will collectively
make up an AAP statement on gender: see http://aap.org.au/Gender-Statement
All AAP members -- and, indeed, everyone associated with philosophy
in Australia, New Zealand, and Singapore -- are asked to think carefully about the
further material that is linked to the note, and about the content of the
Chair, AAP Council
Waikato Professor Receives Accolade from Denmark University
University of Waikato Professor Michael Adrian Peters has accepted an Honorary Doctorate from Denmark’s University of Aalborg, Faculty of Humanities. He will receive the degree at Aalborg’s April 17 awards ceremony.
Prof. Peters is being recognised for research that explores the role that institutions of knowledge and education play in contemporary society. Professor Palle Rasmussen, chairman of Aalborg University’s assessment committee stated; “The versatility and quality of Michael A. Peters’ research contribution and his continuous work on location, tracing and confronting key issues in the intersection of education, philosophy and policy is impressive and important.”
Prof. Peters is an established academic author, editor of national and international journals and written about areas such as social equity in higher education. He has held professorships in NZ and overseas, including an Emertius Professorship from the University of Ilinois and Doctor of Letters (honoris causa) from State University of New York. At Waikato he is the Associate Director for the Centre for Global Studies in Education and teaches and researches on the subject.
The Video Journal of Education & Pedagogy (VJEP)
A New Springer Journal
To be launched 2016
Universities of Waikato (NZ), Chapman (US), Aalborg (Denmark), Massey (NZ), Philosophy of Educational Society of Australasia (PESA) and other institutions pending
At its meeting at Annual Conference 2015 held at the Kingsgate Hotel in Hamilton the Executive unanimously voted to become an institutional member of the consortia of institutions associated with The Video Journal of Education & Pedagogy
An overview of the journal – aims and scope
The Video Journal of Education and Pedagogy initiates a new movement in academic publishing in the field of Education by establishing the first video journal in the field and a database of video articles that captures the latest developments in educational practice, including teacher education, classroom teacher and child observation. The journal provides a database of video articles that is dedicated to teaching and education fundamentals through simple and easy to understand demonstrations. The journal will also use the video medium and research on new visualization methodologies to provide structured interviews with leading scholars.
Practice-based accounts conceptualize education and pedagogy as capturing the practitioner knowledge and situated knowledges, stressing the negotiated and performative character of not only of practice but also of education policy. The “practice turn” in educational studies has a long history that emerges with the birth of educational research and the influence exerted by pragmatists thinkers like Ludwig Wittgenstein and John Dewey.
The concept of practice
The concept of practiceis the neglected underlying concept that signals a whole host of elements concerning the so-called “new pedagogy”. The notion of educational practices includes the emphasis on social constructionism that gels with a constellation of new emphasis in educational studies more generally: the central importance of cultures in relation learning and knowledge cultures, evidence-based cultures, organisational cultures, and youth cultures. The term also implies a central focus on “the practitioner” and practitioner knowledge dating from the work of Donald Schön and Chris Argyris. This use is also common to the notion of ‘communities of practice’ and associated notions of ‘situated learning’. The cultural turn and the reflective practitioner have been used to signal the priority of the practical over the theoretical in educational activities. This means, among others things, that education activities are primarily engagements-with-others-in-the-world implying that learning and teaching are fundamentally social activities, ‘doings’ or performances without ‘inner’ processes.
1. integrate visual approaches to educational research and practitioner knowledge
2. provide rapid spread and open access to video pedagogy demonstrations in an international and comparative context
3. provide a platform for education research in teacher education and demonstrated pedagogy
4. provide a ready means to capture and globally share practitioner knowledge
5. establish a new frontier in education publishing and scientific communication
This journal will be the first video journal in the field of Education to utilize the medium of the video clip to scientifically examine, critique and problematize teaching moments in a multimedia format based on a 15 minute clip supported by text materials such as teaching notes, theory explanations, literature review, and a full set of references (for full submission see below).
All manuscripts submitted to VJEP are subject to peer review and editing. Each substantive manuscript is reviewed by at least two experts in the field, who may also be members of the Editorial Board. The decision of the Editors-in-Chief is final. The Corresponding Author is notified of the decision by e-mail, with reviewer comments, if applicable. The reviewers of the journal are all education experts in their respective field.
The journal is Springer owned but articles will remain the copyright of the authors. The journal is based on a funded (gold road) open access model based on a standard SpringerOpen platform with the intention that sponsorship will be used to pay for the open access fees of articles at the discretion of the Editorial Board and Editor.
- Foundation institutional members have agreed to provide $10,000 (US). This will be paid into a ring-fenced trust account held by Springer but administered and used solely by the Editorial Board and Editorial team at the discretion of the Board.
- The one-off membership fee provides a voice on the Editorial Board which sets editorial policy and adminsiters the research fund.
- In addition, the foundational membership fee grants member institutions the right to appoint up to three reviewers that will comprise the Reviewers and also two video article waivers.
- The journal website will carry logos of the sponsoring institutions.
- It is anticipated that there will be ten institutional members as of late 2014 (Waikato, Chapman, Aalborg, PESA, Massey and others pending).
- The $10,000 (US) will be used for scholarship and research purposes only and controlled and audited by the Editorial Board.
- The fund will be used to assist the publication of research video articles (by paying the open access fee), assist with research expenses and commissioning state of the art research.
Benefits to PESA Members
- VJEP will provide new publishing opportunities for members
- VJEP will provide new publishing opportunities for the Society
- VJEP will promote the relationship between philosophy, education and visual culture and hence endorses the aim of PESA
- VJEP will provide opportunities for PESA members to become reviewers and editors in a new area of journal scholarship
- VJEP will encourage PESA to become part of an international research collaboration providing new research directions, experimentation with new visualization methodologies, and new forms of engagements with other researchers
- VJEP will provide new areas for philosophers of education to develop expertise in areas of visual culture, especially as the social media landscape moves increasingly toward video-text-sound configurations.
There will be a one-day conference on the journal on May 18th 2015 at the University of Waikato.
Editor-in-Chief: Michael A. Peters
Associate Editors: Tina Besley, Jayne White
Open Review of Educational Research
Routledge is soon launching its new Open Access Open Review of Educational Research.
It's a very broad reach Educational journal, launching next year. For more details, follow the link.
Collaborate session recording with Prof M. Peters and Prof. J.T. Ozolins from 14.08.2014
In this Collaborate session recording taken from Thursday 14th August 2014 two guest experts (Prof Michael Peters (University of Waikato, NZ) and Prof Janis (John) Ozolins (ACU, Australia)) in the field of educational philosophy and theory with international standing in the academic community discuss a broad range of issues on the topic of educational philosophy and theory with Dr Steven Stolz from La Trobe University (Australia) as part of a blended learning mode subject which he coordinates for the Graduate Diploma of Education (Secondary) students.
This discussion session is recorded using Blackboard Collaborate. To view the recording you will need to download open the web start launcher which will automatically download when you click the link below. Please note that the laucher requires Java to be installed and enabled on your computer in order to run.
New Directions in the Philosophy of Education
Series Editor: Michael A Peters, Gert Biesta
A new book in the series has just been published. We would be interested to receive proposal for the series from PESA members.
Thomas Jefferson's Philosophy of Education
A utopian dream
By M. Andrew Holowchak
This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglo-centric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not routed in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself. Can this be done through a turn to intercultural philosophy? To indigenous forms of philosophy and philosophizing? Does it need a post-Wittgensteinian philosophy of education? A postpostmodern philosophy? Or should it perhaps leave the whole construction of 'post'-positions behind?
In addition to the question of the intellectual resources for the future of philosophy of education, what are the issues and concerns that philosophers of education should engage with? How should they position themselves? What is their specific contribution? What kind of intellectual and strategic alliances should they pursue? Should philosophy of education become more global, and if so, what would the shape of that be? Should it become more cosmopolitan or perhaps more decentred? Perhaps most importantly in the digital age, the time of the global knowledge economy that reprofiles education as privatized human capital and simultaneously in terms of an historic openness, is there a philosophy of education that grows out of education itself, out of the concerns for new forms of teaching, studying, learning and speaking that can provide comment on ethical and epistemological configurations of economics and politics of knowledge? Can and should this imply a reconnection with questions of democracy and justice?
This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.
Routledge Education Arena - Expert Panel Picks
Read the articles authored and recommended by Michael A. Peters, our Philosophy of Education Expert.
These articles are freely available to access online and include:
- Beyond the philosophy of the subject: liberalism, education and the critique of individualism
Michael A. Peters & James Marshall
- Kinds of thinking, styles of reasoning
Michael A. Peters
- 'What it makes sense to say’: Wittgenstein, rule‐following and the nature of education
Nicholas C. Burbules & Richard Smith
Routledge Education Arena - Expert Panel 2014
RoutledgeEducation Arena is pleased to announce the all new Expert Panel of editors and authors from across current academic education research.
The panel have been selected as experts in their field to support forthcoming initiatives and content on the Arena. The experts will also help us further develop the Arena to meet your needs, as well as offering you top tips about education research and publication. We welcome the panel to the Education Arena community!
Michael A. Peters
Read the work of our Expert Panel.
These articles are all free to access online until 31st December, 2014.
Bakhtinian Pedagogy in Historical Perspective
Professor Craig Brandist, University of Sheffield
(PESA Sponsored Keynote at the Conference "Perspectives and Limits of Dialogism in Mikhail Bakhtin". Waikato, Jan 2014)
Although formal educational processes appear very seldom in the ideas of the Bakhtin Circle, a much more general, social, educational process permeates all Bakhtin’s writings on culture. This is the heritage of a concern with what was known as ‘social pedagogy’ and Bildung that formed a central part of the Kulturkritik and neo-Kantian philosophy that lay behind his attempt to create a non-psychologstic humanism. Particularly important is Paul Natorp’s Social Pedagogy (1904) in which neo-Kantianism was fused with an ethical socialism and the pedagogical ideas of von Humboldt and Pestalozzi. The heritage of Natorp’s ideas is ambiguous and, along with the ideas of the American philosopher, psychologist and educational reformer John Dewey, they formed one of the theoretical perspectives that gained a significant amount of influence among educational reformers in the early Soviet period. All members of the Circle were involved in the radical educational reforms of the immediate post-Revolutionary period. The revolutionary context served to bring to the surface the radical, democratic potential of the new pedagogical ideas, and they were combined with new, radical ideas in language and psychology. Towards the end of the 1920s, however, some of the other sides of the approach began to come to the fore, limiting demotic voices and leading to a paternalism which ended up saturating the whole Soviet discourse of kul′turnost′ (the quality of being cultured). Bakhtin’s works of the 1930s and beyond have an ambiguous relationship to these developments, in some respects seeming to celebrate the enfranchisement of voices ‘from below’, but also subordinating them to the allegedly benevolent judgement of the intellectual. How are we to understand these tensions? What significance do they have for applications of Bakhtinian ideas in the context of formal education? What are the dangers of an uncritical adoption of Bakhtinian perspectives in this area? What can we do to ensure the productive potential implicit in Bakhtinian thought is retained while the paternalist dangers are minimized? Such questions require a historical investigation of some of the roots of Bakhtinian ideas, and a willingness to revise and supplement the ideas in the light of that investigation. Such will be the focus of this lecture.