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PES/Educational Theory Pre-Conference Workshop: PHILOSOPHY OF EDUCATION BEYOND THE HUMAN
When: Deadline: November 1st, 2024; Workshop: March 6th, 2025
Where: Baltimore, Maryland
https://www.philosophyofeducation.org/resources/Documents/Conference_Calls/PES_Call_2025_correct.pdf
Contact: Program Chair Oded Zipory
The committee invites submissions for the Pre-Conference Workshop, "Philosophy of Education Beyond the Human." The pre-conference workshop presents a unique opportunity to engage with colleagues, with the goal of creating a shared intellectual conversation around the proposed theme.
Accepted papers will be workshopped during a series of collaborative sessions with the other contributors throughout the day on March 6, 2025, before the annual PES conference in Baltimore begins that evening. The revised papers will then be considered for publication in a special issue of Educational Theory. Hotel accommodation for the night of March 5 and all meals during the March 6 workshops will be covered by the journal.
Paper proposals (1000 words, excluding references) are due on September 16, 2024. These will undergo an anonymous review process and authors will be informed if their proposal has been accepted for the pre-conference workshop by October 11, 2024.
EPAT Special Issue & Workshop - Canonical Pluralism: New Approaches to Teaching the History of Philosophy
When: November 20, 2024
Contact: Elisabeth Widmer and Bettina Bussmann
In contrast to academic philosophy, teaching philosophy consists largely of reading philosophers from the past. This approach presupposes selecting works and authors that culminate in a ‘canon’: a set of works or authors from a specific period deemed outstanding by individuals at a later period. The formation of a canon is inherently subject to tension: While the criteria for canonical relevance reflect the outcome of a collective deliberation process, guided by philosophical experts and educators, these criteria are prone to perpetuating the social biases of a dominant tradition, social group, or class. This tension is particularly pertinent in the educational context. On one hand, philosophy educators face the task of conveying thought traditions that preserve an intellectual history. On the other hand, educators ought to minimize the risk of adopting methods that perpetuate problematic social biases. To balance these aims, this special issue explores pluralistic approaches to canonical relevance. Canonical pluralism, as we understand it, suggests that in order to minimize social biases, philosophy education requires pluralistic standards of ‘relevance,’ reflected and integrated into the content of canons and teaching methods.
Objectives
We are interested in heterodox methods in the history of philosophy and using their approaches to reflect on novel ways in how to understand ‘canonical relevance.’ We are particularly interested in three recent developments in the history of philosophy. First, various philosophers have made significant efforts to deliver interpretations sensitive the social biases in canonical authors or have argued for the importance of reading past philosophers against the backdrop of current moral and scientific standards. We aim to explore the numerous hermeneutical approaches that emerged from their goal to unveil social biases in canonical authors and works, and to redefine how we teach these authors in a socially responsible manner.
(i) Our first objective is to scrutinize the hermeneutical methods that acknowledge social biases in canonical authors and to question how these approaches alter our view of the conceptualization of canonical relevance.
Second, we are interested in new approaches to the history of philosophy that include philosophers from less privileged backgrounds, such as female authors, philosophers of colour, authors from educationally disadvantaged backgrounds, and non-Western or non-Christian philosophers. Recent years have seen historians of philosophy working to expand and change the philosophical canon. This has shifted the view on the history of philosophy in two respects: moving away from a highly individualistic approach to viewing it as a collective endeavour and including perspectives from other disciplines where marginalized authors had better access. In both cases, we observe a shift away from assessing philosophy based on logical rigor, moving towards an approach that values the novelty and influence of philosophical ideas.
(ii) Our second objective is to reflect on the philosophical presuppositions that underlie interdisciplinary and inclusive approaches to the history of philosophy. Our aim is to utilize their insights to redefine what is considered canonically relevant.
Third, we are interested in decolonial and non-Western approaches to the canon that call for a fundamental rethinking of the perspective from which we make canonical judgments. Post-colonial and critical race theorists have emphasized the importance of shifting the philosophy curriculum and canon from a hegemonic to a pluralist perspective. These movements critically point out that the concepts and notions we deal with are inherently part of a tradition that can only be combatted with a decentralized perspective.
(iii) Our third objective is to explore the insights gained from decolonial perspectives that perceive the canon as an ongoing negotiation process. We aim to understand the lessons that can be drawn when canonical relevance is defined in an inherently open manner.
SHAKING DOWN ON VISUAL PEDAGOGIES
When: December 4th, 2024 9:30 am -12 noon
Where: Tūranga, Christchurch, New Zealand
https://visualpedagogies.com/2024-seminar-series/
Contact:
In collaboration with the PESA conference, the Association for Visual Pedagogies (AVP) presents a panel discussion, followed by interactive workshops, traversing what visual pedagogies shake up and settle down. This discussion and following workshops will delve into the initiatives, innovations, integrations, and ubiquitous potentials of visualities, illustrating ways of seeing, approaching, understanding, and entangling the visual.
SCOPICASTING – DOING VISUAL METHODS TO CRAFT SOCIAL FUTURES
When: November 14th 2024 13.00 – 14:30 (DK Time)
Where: Face to Face and Online, Lancaster University, UK
https://visualpedagogies.com/2024-seminar-series/
Contact:
This is a symposium for reseachers at all stages of their career and across disciplines interested in applying and developing visual research methods and pedagogies in relation to their disciplines to inform social futures.
The symposium particularly focuses on visual methods in conjunction with speculative/futures thinking and futures methods, to underpin social transformation and change. It will feature presentations and panel discussions by leading voices in visual pedagogies and methods, such as Prof Jayne White (AVP).
VIRTUAL REALITY FORUM IMMERSIVE POSSIBILITIES OF EDUCATION IN VR
When: September 16th 2024, 6.30 pm (NZST)
Where: Online
https://visualpedagogies.com/2024-seminar-series/
Contact:
In line with the current visual technology developments The Association for Visual Pedagogies initiated a Virtual Reality Forum about and in VR. This forum welcomes any members who have an interest in VR. Our group is very diverse and is comprised of researchers, academics, gamers, students, VR enthusiasts, VR industry representatives, VR game arcade owners, people working in IT and others.This event will be held in the VR space and will be about exploring and discussing VR specific opportunities for immersive collaborations across distances.
Call for Papers: Special Issue “Educational Mosaic: Understanding BRICS States”
When: 15 November 2024
https://weraonline.org/call-for-papers-special-issue-educational-mosaic-understanding-brics-states/
The Educational Studies journal invites scholars to contribute to an upcoming special issue dedicated to exploring the multifaceted landscape of education within the BRICS countries (Brazil, Russia, India, China, South Africa, Egypt, Ethiopia, Iran, and the United Arab Emirates).
The BRICS states represent diverse educational systems, cultural contexts, and socio-economic challenges, offering rich ground for comparative analysis and original research. We welcome contributions that address various dimensions of education within the BRICS framework, including but not limited to:
- Policy and governance in education
- Cultural heritage and values in education
- Curriculum development and reform
- Extracurricular and informal education
- Equity, access, and inclusion
- Relevant evaluation and assessment metrics in education
- Teacher education and professional development
- Higher education dynamics and challenges
Symposium: The Changing Landscape of Education and ITE in Aotearoa
When: Friday 30 August, 9.30am–3.30pm
Where: Community Engagement Hub Rehua 108, Ilam Campus
Contact:
Co-hosted by Philosophy of Education Society of Australasia (PESA) and Te Kaupeka Ako Faculty of Education, this symposium brings together teachers, principals, academics and educators to draw on educational philosophy and theory to address topics of interest for practitioners in schools and centres.
Sessions:
The Changing Landscape of Education and ITE
Joce Nuttall, UC
Ethics and Decision Making in Education
Daniella Forster, Newcastle, AU
Culturally Responsive Practice
Jen Smith, Kay-Lee Jones, UC
Doing the Right Work the Right Way – Implications for Leadership Practice in Education
Panel discussion
 | Laura D’Olimpio, The Necessity of Aesthetic Education: the place of the arts on the curriculum, (Bloomsbury) 2024The Necessity of Aesthetic Education is a manifesto. That which is experienced through engagement with art, through the many various and diverse art forms and media, is uniquely and essentially valuable to the lives of human beings. In order to fully appreciate and gain the most out of the arts, which offer a variety of aesthetic experience, there are concepts, skills and techniques integral to such understanding. In this book, Laura D'Olimpio argues that aesthetic education ought to be a compulsory part of education for all school-aged students, from pre-primary to high school, on the basis of its distinctive value. Such an argument is timely, given the so-called crisis in the arts and humanities, with declining student numbers in subjects that do not have a direct vocational correlative, and increased focus on science, engineering, technology and mathematics (STEM) subjects. As funding cuts increasingly slash the support for the arts, there is a need to argue for why the arts and arts education is valuable, for their own sake, as well as for the positive contributions they can and do make to society. Through critical engagement with a range of thinkers including Maxine Greene, John Dewey and Elliot Eisner, D'Olimpio offers a unique and important contribution to aesthetic education, and to research within philosophy of education. https://www.bloomsbury.com/uk/necessity-of-aesthetic-education-9781350120907/ |
EPAT Special Issue: Naturalness and Artificiality in Education: Lessons From Fictional Texts
When: 10 July 2024
https://think.taylorandfrancis.com/special_issues/naturalness-artificiality-education/
Contact: Gideon Dishon
The special issue will thus contribute to the vivid discussion of AI and, more broadly to efforts on thinking how education should respond to ongoing global crises, focusing on changes in long-standing educational tensions and contradictions considering the emergence of new information technologies. Even more importantly, such discussions are intended to develop EPAT’s ongoing aim of thinking against the grain, examining how AI could make education more humane. To examine artificiality in education, papers will analyze such texts with both literary and traditional philosophical tools. This special issue welcomes texts that can address, but are not limited to, the following topics:
- Fictional representations of artificial intelligence (broadly construed), and their implications for thinking about education
- Literary or cinematic depictions of educational settings that include artificial students, teachers or learning
- The relationship between the natural or human and the artificial in educational practices
- The promises and dangers of artificiality as overcoming human vulnerability
- The possibility of artificial human attributes beyond intelligence (empathy, moral character, etc.)
- Analyses of narratological structures underlying engagement with artificiality in education
- Educational futures made possible by artificial intelligence, and their interplay with dominant and alternative modes of current thinking
EPAT Special Issue on Canonical Pluralism: New Approaches to Teaching the History of Philosophy
When: 20 November 2024
https://think.taylorandfrancis.com/special_issues/canonical-pluralism/
In contrast to academic philosophy, teaching philosophy consists largely of reading philosophers from the past. This approach presupposes selecting works and authors that culminate in a ‘canon’: a set of works or authors from a specific period deemed outstanding by individuals at a later period. The formation of a canon is inherently subject to tension: While the criteria for canonical relevance reflect the outcome of a collective deliberation process, guided by philosophical experts and educators, these criteria are prone to perpetuating the social biases of a dominant tradition, social group, or class. This tension is particularly pertinent in the educational context. On one hand, philosophy educators face the task of conveying thought traditions that preserve an intellectual history. On the other hand, educators ought to minimize the risk of adopting methods that perpetuate problematic social biases. To balance these aims, this special issue explores pluralistic approaches to canonical relevance. Canonical pluralism, as we understand it, suggests that in order to minimize social biases, philosophy education requires pluralistic standards of ‘relevance,’ reflected and integrated into the content of canons and teaching methods. We invite submission for this special issue aimed at its three objectives: 1. to scrutinize the hermeneutical methods that acknowledge social biases in canonical authors and to question how these approaches alter our view of the conceptualization of canonical relevance; 2. to reflect on the philosophical presuppositions that underlie interdisciplinary and inclusive approaches to the history of philosophy to redefine what is considered canonically relevant; and 3. to explore the insights gained from decolonial perspectives that perceive the canon as an ongoing negotiation process.
PESA Pub Band Seeking Members!
When: ASAP
Contact:
The PESA Pub band needs you (to Shake Your Dewey)!
Keen to be a member of the world famous PESA Pub band?
Keen to play a selection of conference theme adjacent pub band numbers at a PESA Pub event in Christchurch, 2024?
Then get in touch with the PESA Pub manager Andrew (
PESA Conference 2024 Call for Abstracts
When: 28 June 2024
https://www.pesaconference.org/call-for-abstracts-1
Contact:
We invite you to submit an abstract for an oral presentation, symposia/colloquia/workshops or poster presentation to share your research, practice knowledge and experiences and be part of the PESA programme.
We welcome abstracts which deliver on our Conference theme:
Shaking Up and Settling Down
Education, Agitation and Regeneration
Ka Rū, Ka Tau, Ka Ora