social issues

Now Online - The Journal of Educational Controversy Volume 16 (2024) on the Theme: Facilitating Discussions of Controversial Issues in Difficult Times

noreply@blogger.com (Lorraine Kasprisin) — Sat, 10 Aug 2024 23:01:00 +0000

The Journal of Educational Controversy Announces Publication of Volume 16 on the theme, “Facilitating Discussions of Controversial Issues in Difficult Times”

Editorial

PDF

Facilitating Discussions of Controversial Issues in Difficult Times
Lorraine Kasprisin

Articles in Response to Controversy

PDF

Our Category Mistake: Why our Talk about Controversy is Confusing
Shannon Rodgers

PDF

Biographic-Storytelling Classrooms as a Workaround to Critical Race Theory Pushback
Lisa M. Perhamus

PDF

Conflict, Crisis, and Controversy in Schools: Critical Literacy for Educational Leadership Response and Responsibility
Charles L. Lowery

PDF

Connecting through Controversy: Disagreement as Respect
Paul Chen

PDF

Applying Relational Pedagogy in Teacher Education: Using the Case Method to Analyze Controversial Issues
Chloe Bolyard, Amber K. Howard, and Stacie Finley

Book Reviews

PDF

Book Review: Teaching Classroom Controversies: Navigating Complex Teaching Issues in the Age of Fake News and Alternative Facts by Glenn Y. Bezalel
Martha Perez-Mugg

PDF

Book Review: Critical Race Theory and Classroom Practice
William Makoyiisaaminaa

About the Authors

PDF

About the Authors

https://cedar.wwu.edu/jec/

The Journal of Educational Controversy Announces a New Call for Papers: "The University in the Crossfire: Quandaries over Neutrality, Moral Responsibility, Corporatization, and the Protection of Free Speech in Difficult Times"

noreply@blogger.com (Lorraine Kasprisin) — Mon, 01 Jul 2024 02:33:00 +0000

The Journal of Educational Controversy announces a new call for papers for Volume 17

Theme: The University in the Crossfire: Quandaries over Neutrality, Moral Responsibility, Corporatization, and the Protection of Free Speech in Difficult Times

Controversy Addressed:

Is institutional neutrality enough? Caught between students and donors, our institutions of higher learning have sought refuge from hard moral choices by moving to a role as neutral observers, facilitating the expressions of their individual members but not of the institutions themselves. Is this position adequate? Are there no universal principles the university should advocate? There are particular reasons underlying the existence of universities that differentiate them from corporations of other kinds. Have we lost our understanding of how we are distinct? Are we of such neutrality that we cannot articulate our distinct societal identity? In that identity may lie our reason for being.

We invite authors to bring clarity and understanding to this issue that again has found itself in the public debate with the recent student protests and testimony of university presidents at a contentious hearing before the U.S. Congress on the balance between neutrality, moral responsibility, and protecting free speech. We welcome papers that will elevate the public discussion of this issue.

Deadline for Manuscripts: December 15, 2024

https://cedar.wwu.edu/jec/

The Journal of Educational Controversy Announces a New Call for Papers: Facilitating Discussions of Controversial Issues in Difficult Times

noreply@blogger.com (Lorraine Kasprisin) — Wed, 26 Apr 2023 07:42:00 +0000

The Journal of Educational Controversy announces a new call for papers for Volume 16.

Theme: Facilitating Discussions of Controversial Issues in Difficult Times

Controversy Addressed:

Controlling speech in classrooms has been an issue for as long as there have been schools. Who gets to speak, what they are allowed to say, what counts as a legitimate topic for discussion, and what constitutes “truth” have always been determined by the economic and political processes that control education. Recently, these processes have become the subject of public debate and political controversy. From both the putative right and the putative left, morally inflected demands for control of classroom conversation have made headlines and have played a role in funding, legislation, lawsuits, campaigning, and voting choices. Bans on certain words, trigger warnings, a shift from politics to psychology, a focus on trauma, fear of certain theories (usually those with “critical” in their title), the struggle for control of historical narratives, the censorship of invited speakers, and the framing of identities have all become part of the discussion of what can and cannot be said in a classroom, what will and won’t get funded, and who can be fired for speech.

We invite authors to bring clarity and illumination to these issues from a conceptual, philosophical, historical, and political perspective and to offer ideas about actual classroom practices.

· What do we mean by a controversy? Do all differences of opinion count as legitimate controversies? What purpose does the discussion of controversies play in the education of democratic citizens?

· What are some effective practices in the teaching for complexity through the classroom discussion of controversial issues in the different disciplines—literature, science, social studies, history, environmental studies, mathematics, political science, economics, psychology, the arts and theater, etc.

· What is the legitimate scope of decision-making by teachers and librarians based on professional knowledge, by the democratic control of education through state legislatures and governors, by local vs. state authority, by the rights and concerns of parents.

Deadline for Manuscripts: October 15, 2023

https://cedar.wwu.edu/jec/

The Progressive City: Wright & his Chicago Contemporaries Call for 2022 Conference Papers

noreply@blogger.com (clowery316) — Sat, 22 Jan 2022 13:04:00 +0000

Chicago around 1900 was a laboratory of progressive reforms and Wright, during these years, was part of group of designers and activists increasingly alarmed by crippling widespread social inequality, public health crises, and lack of access to education, nature and affordable housing. The United States, and the Midwest in particular, was experiencing explosive growth due to the rise of industrial capitalism following the 1893 Chicago World’s Fair. The Progressive movement sought to provide better living conditions for all classes of society. The breadth of progressive reforms imagined often led to ambitious urban planning schemes. The 1893 Fair, for example, offered an alternative vision of modern cities that incorporated numerous infrastructural innovations, spaces for recreation and rationalized circulation patterns, among many improvements, later taken up by Daniel Burnham in his 1909 Plan of Chicago. Wright, together with his progressive peers, explored various planning schemes, from coordinated suburban blocks to neighborhood units, that countered the monumentality of the City Beautiful with a smaller-scale approach echoing the Garden City movement. Other interventions included the construction of playgrounds, parks, recreation centers and public schools across the city, while environmentalists founded conservation groups and designed landscapes sensitive to local ecologies.

Driving many of these interventions was the emerging field of sociology at the University of Chicago and the related settlement house movement. Many economists and sociologists at the university, such as Thorstein Veblen, John Dewey and Jenkin Lloyd Jones, advanced theories seeking to understand and overcome social inequality through education and economic reform. Similarly, settlement houses offered a range of free social programs, such as adult education, kindergarten, childcare, supervised recreation, legal counsel, job training and more. In this context, women especially—such as Jane Addams and Florence Kelley, founders of Hull House, but also many of Wright’s clients, such as Susan Lawrence Dana, Mamah Borthwick Cheney and Queene Ferry Coonley—were at the heart of widespread concerns for social justice.

The 2022 annual conference of the Frank Lloyd Wright Building Conservancy, to be held in Chicago and online, October 19-23, proposes to engage Wright in this expanded context, focusing both on his contributions to progressive reforms and on those of his peers and collaborators. Examples of possible topics to examine are: suburb vs. city center; housing the poor; the middle-class domestic ideal; roles of the City Club, Hull House, and Commercial Club; development of public transportation; building of cultural institutions; rise of consumer culture; playgrounds, parks and recreation movements; and the preservation of period facilities bearing relation to these topics. Among other figures that might be considered are Dwight Perkins, Jens Jensen, Marion Mahony, Walter Burley Griffin, Ellen Key, Irving and Allen Pond, Charles Zueblin, Charles Mulford Robinson, Robert Spencer, Herbert Croly and George Hooker.

How to submit: Proposals should present fresh material and/or interpretations. They should be submitted as an abstract of no more than one page, single-spaced, with the author’s name at the top. The text should concisely describe the focus and scope of a 20-minute presentation. The proposal should be accompanied by a one-page biography/curriculum vitae that includes: author’s full name, affiliation (if applicable), mailing address, email address and telephone number. Please also note any extraordinary audio-visual needs. PDF files are preferred and filenames should include the author’s name. Proposals must be received no later than March 16, 2022. Notification will be sent in early April 2022. Please submit proposals online at savewright.org/proposals.

About the Conservancy: The Frank Lloyd Wright Building Conservancy facilitates the preservation and stewardship of the remaining built works designed by Frank Lloyd Wright through advocacy, education, and technical services. Learn more about the Conservancy at savewright.org.

Conference on Border Justice and InterAmerican Cooperation: CALL FOR PROPOSALS

noreply@blogger.com (clowery316) — Tue, 07 Dec 2021 16:28:00 +0000

Conference on Border Justice and InterAmerican Cooperation:

A Joint Conference of the John Dewey Society,

the Latin American Philosophy of Education Society

and Alliance San Diego

CALL FOR PROPOSALS

Due: January 15, 2022

The John Dewey Society aims to foster intelligent inquiry into the pressing social problems of

our time, especially pertaining to the place and function of education in resolving such

problems, as well as to share, discuss, and disseminate the results of such inquiries.

The John Dewey Society invites paper proposals for its annual meeting, to be held in San Diego, California on April 21, 2022. Come join us for a full day of scholarship, community, and experiential learning immediately prior to the Annual Meeting of the American Educational Research Association.

To acknowledge the wide impact of Dewey’s work across philosophical scholarship, community organizing, education, and more, we issue a broad and open call. We seek submissions that take up the ideas and spirit of Dewey in new and creative ways. We welcome papers that apply Deweyan approaches to engage philosophical issues and analyze social, political, and educational situations. We request papers that use a Deweyan lens to provide directives through challenging times and environments. We invite papers that continue the Deweyan legacy by opening new conversations about the

continued relevance of the American Pragmatist tradition.

At the same time, we make note of our collaboration with LAPES and Alliance San Diego. Our theme for joint special sessions and experiential learning opportunities will focus on “Border Justice and InterAmerican Cooperation." Our John Dewey Lecturer is Professor Christopher Tirres, a Vincent de Paul Professor of Religious Studies and the Inaugural Endowed Professor of Diplomacy and Interreligious Engagement in the Grace School of Applied Diplomacy at DePaul University. The Presidential Symposium will feature Professor Wayne Yang and associates and will reflect Dr. Yang’s characteristic transgression of the border between scholarship and community concerns. Proposals aligned with these issues are welcome.

Accepted submissions will also be considered for publication in one of the journals sponsored by the John Dewey Society, including Education & Culture, the Journal of School & Society, and Dewey Studies.

How to Submit

Submit all proposals via email with an attachment as a Word document. All proposals are due by midnight EST, January 15, 2022, via email to Barbara Stengel, John Dewey Society President-Elect, Professor Emerita, Vanderbilt University, barbara.stengel@vanderbilt.edu. Any questions should be directed to Barb. Proposals accepted for presentation will be notified no later than February 15, 2022. Full papers will be due by April 7, 2022 for the discussants

to prepare remarks.

Proposal Guidelines

Part 1

Using the subject line, “JDS Proposal,” send an email to barbara.stengel@vanderbilt.edu with the following information included in the body of the message:

(1.) The title of your paper

(2.) Your name, title, and institutional affiliation (if any) (3.) Your address, phone, and email address

(4.) An abstract of up to 100 words

(5.) The status of your JDS membership (current member, interested in joining, needs more information, etc.)

(6.) Are you a graduate student who is interested in being considered for the

John Dewey Society Outstanding Graduate Student Paper Award?

Part 2

Attach a Word document to your email. That document should have all identifying information removed for anonymous review. In that Word document, please provide the following:

(1.) The title of your paper

(2.) A descriptive summary of your paper (maximum length 1000 words), explaining your paper and its significance. List several references to place your contribution in the broader scholarly conversation.

Thank you for your interest in progressive education, social

amelioration, and the pragmatist philosophy of John Dewey!

The Journal of Educational Controversy Announces a New Call for Papers: Teaching for Social Justice in a Highly Politicized Historical Moment

noreply@blogger.com (Lorraine Kasprisin) — Wed, 13 Oct 2021 01:49:00 +0000

The Journal of Educational Controversy announces a new call for papers for Volume 15.

Theme: Teaching for Social Justice in a Highly Politicized Historical Moment

Controversy Addressed:

As the nation begins to reckon with its racial past, it is now experiencing a backlash by some states implementing laws and policies that will target how civics education, controversial topics, and divisive issues will be discussed from kindergarten through higher education. From restrictions on the teaching of academic theories that analyze systemic racism to limiting other race-related discussions in the classroom, actions by these states pose not only a challenge and a danger to traditional academic freedom but also to the very definition of the role of education in a democratic society.

This issue of the Journal of Educational Controversy asks authors to contribute their thoughts on issues such as:

1. How should racism be appropriately addressed at different age levels and the college classroom? What social, historical, political, and cultural understandings should be brought to bear on the conversation? How do we defend the educational significance for the choices we make? How do we act in proactive ways to engage in such work so that we are not forced to be reactive?

2. How are we to understand the political nature of the attacks against theories like Critical Race Theory and other current political actions by states to restrict and censor discussions on race in order for us to counter them more effectively? What political dynamics and historical precedents are at play? Can incidents from the past illuminate a response today?

3. How should university professors prepare the next generation of teachers in confronting these issues?

4. What would it look like if a college of education took on the work of dismantling structural racism?

Deadline for manuscripts: February 15, 2022

Journal of Educational Controversy Website: https://cedar.wwu.edu/jec/

For questions, contact Lorraine.Kasprisin@wwu.edu

JOHN DEWEY MEMORIAL CONFERENCE|October 8th & 9th 2021

noreply@blogger.com (clowery316) — Mon, 23 Aug 2021 19:02:00 +0000

JOHN DEWEY MEMORIAL CONFERENCE|October 8th & 9th 2021

Conference Headquarters:

The University of Vermont

Old Mill Building 94 University Place

Burlington, VT 05405

Link to Interactive Campus Map and Downtown Burlington Map

University of Vermont Parking Information

University of Vermont COVID-19 Policies

Please note that we will strictly adhere to all UVM health and safety regulations as well as all CDC recommendations. All conference participants will mask while indoors.

Vaccination is strongly urged for all visitors to UVM’s campus.

Thursday, 10/7/21

6pm-8pm Cocktail party at John Dewey house, hosted by Eric & Robin Gershman

186 South Willard

Burlington, VT 05401

*Weather permitting. At 7pm, host and author Eric Gershman will be

reading from his John Dewey based story, Alive in the Basement. Sneak preview: https://www.wattpad.com/Eric_Wayne.

Friday, 10/08/21

7:30am-10:00am	Registration & Welcome Table (Old Mill Building/John Dewey Lounge)
8:00am-8:15am	Official Conference Welcome (John Dewey Lounge)
8:15am-9:45am	First Concurrent Paper Sessions
9:45am-10:00am	Coffee Break
10:00am-11:30am	Second Concurrent Paper Sessions
11:30am-12:30pm	Lunch Break (on your own)
12:30pm-1:30pm	John Dewey Memorial Symposium (John Dewey Lounge)
1:35pm-3:05pm	Cynthia Belliveau, Lisa Heldke, & Raymond Boisvert Third Concurrent Paper Sessions
3:10pm-4:40pm	Fourth Concurrent Paper Sessions
3:10pm-4:40pm	School & Society Forum (John Dewey Lounge)
4:45pm-5:45pm	NEPES Keynote Address and Coffee Reception (John Dewey Lounge)
5:45pm-6:45pm	Mariana Souto-Manning NEPES Business Meeting (John Dewey Lounge)

Saturday, 10/9

8am-9:00am Fellowship Walk of Dewey Sites with Sarah Stitzlein and Cara Furman

(Requires approximately two miles of walking total. Meet at Dewey’s gravesite beside Ira Allen Chapel on University Place for a prompt departure at 8:00am.)

9am-9:45am Tour of the Dewey Collection at UVM Billings Library (Billings Library,

48 University Place, Burlington, VT 05405)

10:00am-12noon Fifth Paper Session (John Dewey Lounge)

12noon-1:00pm Lunch Break (on your own)

1pm-2:45pm John Dewey Memorial Lecture and John Dewey Society Awards Ceremony (John Dewey Lounge)

Meira Levinson, Distilling the Spirit of Ethical Democratic Education: New Craft Cocktails of Challenges, or Old Politics in New Bottles?

In this talk, Meira Levinson will explore contemporary challenges in educational ethics, including conflicts over history and civic education, whether (and if so how) to measure COVID-related learning loss, and who should decide if (and if so, when) children and teachers should be required to attend schools in-person rather than remotely. She will argue that each of these challenges poses ethical questions that are specific to the current moment, but that they also collectively activate longer-term concerns about democratic decision-making and the distribution of power in a diverse polity. In the spirit of inclusive and Deweyan collaboration, Levinson will invite audience members to deliberate together about some of these dilemmas, in addition to offering her own ideas.

3pm-5:30pm John Dewey Society Emerging Scholars Forum (John Dewey Lounge)

6:30pm-7:30pm John Dewey Society Business Meeting & Reception (John Dewey

Lounge)

8:00pm Dinner and Drinks at local restaurant for those interested

Experiential Learning Opportunities

Saturday, 10/9

*Must Pre-Register with Kyle Greenwalt, greenwlt@msu.edu. Thanks to the generosity of our conference partners, all experiential sessions are free for participants.

**More information on the nature of experiences will be shared as it becomes available.

10am-12noon Dewey Kitchen session (must pre-register, 16 participants per session)

Marsh Life Sciences Building 109 Carrigan Drive

Burlington, VT 05405

A Day on the Farm: Experiencing Place and Sustainability in Teacher Education

3:30pm-6:00pm, 1611 Harbor Rd, Shelburne, VT 05482

Shelburne Farms is a nonprofit organization whose mission is to inspire and cultivate learning for a sustainable future. Together, Shelburne Farms and the University of Vermont are working to envision a new kind of teacher education that is place-based and attuned to global sustainability. In this workshop you will learn about the principles, pedagogies, and protocols that guide this work as we engage with the complexity of the Shelburne Farms landscape together. Dewey knew this landscape well as a child exploring the farms, forests, and mountains surrounding Lake Champlain.

*Families are invited to walk and explore the Farm during the workshop.

Number of Participants: 25 under current COVID protocols; 12 if more strict social-distancing is required. Pre-registration is first come, first serve. Participants must have their own transportation (though JDS can help with carpooling).

John Dewey Society Nominations & Awards 2021: Nominees Sought

noreply@blogger.com (clowery316) — Wed, 16 Jun 2021 15:28:00 +0000

Nominations & Recognition

JDS President-Elect & Board of Directors

Nominees are sought for the office of President-Elect and Board of Directors as well as the JDS Lifetime Achievement and JDS Outstanding Achievement Awards. Any JDS member may nominate a candidate for any of the JDS awards or offices, and members are free to self-nominate. Nominees for the awards do not need to be members of JDS, but nominees for the offices must be JDS members. Please submit the nomination before June 30, 2021 to Anthony DeCeasare, chair of the Nominating Committee, at ADECESA1@depaul.edu (additional committee members include Kalyan Das and David Hildebrand). Please also include a letter explaining how the candidate qualifies for such an award/office, taking into consideration the specified criteria below.

John Dewey Society Award for Outstanding Lifetime Achievement

The Award for Outstanding Lifetime Achievement will be awarded to the individual who, in the judgment of the committee, exemplifies, over a lifetime of work, the Deweyan tradition of connecting theory and practice. Each year, the award will recognize: a scholar-practitioner who, in the Deweyan tradition, connects the worlds of theory and practice in promoting the development of democratic citizens; or an exceptional explicator and interpreter of Dewey’s philosophy and educational theory. This award is not limited to scholars working specifically in or on Dewey studies, though such scholars obviously should be considered. Rather, the intent of the committee is to recognize a lifetime of accumulated scholarship that exemplifies a Deweyan approach to educational practice, educational theory, and the public sphere. The nominating letter for this award should include a description of the cumulative record of scholarship and/or practice that makes the nominee deserving of the award. The criteria the committee will be keeping in mind are: (1) the congruence between the work of Dewey and the work of the nominee, and (2) the achievement of a coherent body of work over a lifetime of practice and scholarship. Inclusion of the nominee’s c.v. will be helpful for the committee, and additional letters of support from colleagues are encouraged.

John Dewey Society Award for Outstanding Achievement

The Awards for Outstanding Achievement will be awarded to those individuals who, in the judgment of the committee, have most strongly exemplified the Deweyan tradition of connecting theory and practice. Each year, the awards will recognize significant achievements in scholarship and/or in social, cultural, or educational practice accomplished within the two previous calendar years (January – December). This award is not limited to scholars working specifically in or on Dewey studies, though such scholars obviously should be considered. Rather, the intent of the committee is to recognize a particular achievement, in scholarship or in practice, that exemplifies, expands, develops, or contributes to Dewey’s view of education for democratic life. The letter for this award should provide sufficient detail about the achievement and its connection to Deweyan scholarship and/or practice for the committee to make its decision, and additional letters of support from colleagues are encouraged.

All replies should go to Anthony DeCeasare, chair of the Nominating Committee, at ADECESA1@depaul.edu.

John Dewey Memorial Conference: A Joint Meeting of the John Dewey Society and the North Eastern Philosophy of Education Society with the UVM Department of Education - Call for Proposals

noreply@blogger.com (clowery316) — Wed, 17 Mar 2021 00:11:00 +0000

John Dewey Memorial Conference
A Joint Meeting of the John Dewey Society and the North Eastern Philosophy of Education Society with the UVM Department of Education

CALL FOR PROPOSALS
Due: June 1, 2021

The John Dewey Society aims to foster intelligent inquiry into the pressing social
problems of our time, especially pertaining to the place and function of education in
resolving such problems, as well as to share, discuss, and disseminate the results of
such inquiries.

The John Dewey Society invites paper proposals for its annual meeting, to be held in Burlington, Vermont on October 8-9, 2021. Come join us for a weekend of scholarship, community, and experiential learning—all in the place that Dewey once called home.

Accepted submissions will also be considered for publication in one of the journals sponsored by the John Dewey Society, including Education & Culture, the Journal of School & Society, and Dewey Studies.

How to Submit

Submit all proposals via email with an attachment as a Word document. All proposals are due by midnight EST, June 1, 2021, via email to Kyle Greenwalt, John Dewey Society President-Elect, Associate Professor, Michigan State University, greenwlt@msu.edu. Any questions should be directed to Kyle. Proposals accepted for presentation will be notified no later than July 1, 2021. Full papers will be due by September 15, 2021 for the discussants to prepare remarks.

Proposal Guidelines
Part 1

Using the subject line, “JDS Proposal,” send an email to greenwlt@msu.edu with the following information included in the body of the message:

(1.) The title of your paper
(2.) Your name, title, and institutional affiliation (if any)
(3.) Your address, phone, and email address
(4.) An abstract of up to 100 words
(5.) The status of your JDS membership (current member, interested in
joining, needs more information, etc.)
(6.) Are you a graduate student who is interested in being considered for
the John Dewey Society Outstanding Graduate Student Paper Award?

Part 2
Attach a Word document to your email. That document should have all identifying information removed for anonymous review. In that Word document, please provide the following:

(1.) The title of your paper
(2.) A descriptive summary of your paper (maximum length 1000 words), explaining your paper and its significance. List several references to place your contribution in the broader scholarly conversation.

Learn more at: https://www.johndeweysociety.org/

Thank you for your interest in progressive education, social
amelioration, and the John Dewey Society!

On the complexity of liberal education; Or, Is BLM "radical"?

noreply@blogger.com (Craig A. Cunningham) — Tue, 08 Sep 2020 17:18:00 +0000

New blog post by me:

On the complexity of liberal education; Or is BLM "radical"?

http://technopaideia.blogspot.com/2020/09/on-complexity-of-liberal-education-or.html

Call for Applications and Nominations - Editor, Dewey Studies (DS)

noreply@blogger.com (clowery316) — Fri, 10 Jul 2020 18:43:00 +0000

Call for Applications and Nominations - Editor, Dewey Studies (DS)

The journal, established in 2016, is an online peer-reviewed open-access international publication of the John Dewey Society. It is published twice a year. DS seeks to cover the wide and burgeoning scholarship on the philosophy of John Dewey. Its intent is to seek readers and submissions from scholaers in departments of philosophy, but also in such places as departments of literature, art, journalism, political science, communications, sociology and elsewhere. We also invite scholars located in schools and colleges and departments of education to submit articles and research note on aspects of Dewey's work not narrowly focused on education. There are three journals of the society, the other two being Education and Culture and Journal of School and Society.

DS was founded and is edited by Leonard Waks, emeritus professor of education at Temple University and distinguished professor at Hangzhou Normal University.

The new editor would have the responsibility to publish two issues a year with the assistance of an editorial board. The new editor would seek and review articles for publication and populate and manage the editorial board as well as other reviewers. Ideally, the new editor would have the resources to host the journal on a server. Though the position is unpaid, some editors of JDS journals have managed to negotiate course releases, graduate assistant help, and other resources from their universities. An annual written report to the officers of the society is expected.

Please send a letter of interest outlining your qualifications and your vision for the journal, and include a curriculum vitae and a letter of support from a supervisor, such as a department chair/head or dean. Term is for three years and is renewable.

A team of no more than two editors may be considered, with explanation of how the arrangement would work.

Letters of interest and supporting documents as well as questions may be sent to AG Rud, Past President, John Dewey Society and Distinguished Professor, Washington State University, ag.rud@wsu.edu. Applications are due no later than August 1, 2020 and the term of service would begin on January 1, 2021. Nominations may also be sent to Professor Rud and the nominees will be asked to apply.

Education and Culture: Journal Editor - Call for Applications

noreply@blogger.com (clowery316) — Fri, 02 Aug 2019 14:19:00 +0000

Education and Culture, a journal of the John Dewey Society, announces Call for Application for New Editor

Call for Applications: Editor, Education and Culture

One of the journals of the John Dewey Society, Education and Culture, seeks a new editor starting in 2020. The journal is international and peer-reviewed. The editor is responsible for two issues per year, appointing members of the editorial board, getting manuscripts reviewed, and general administration of the journal. The journal is published by Purdue University Press and the editor utilizes the online manuscript management platform of Berkeley Electronic Press. Final copyediting is done at Purdue University Press, and the editor is responsible for content editing of the articles as well as final approval.

The editor's term is four years with an opportunity for one renewal. There is no compensation provided by JDS, but the past two editors have secured support from their institutions, ranging from an annual course release to a graduate student intern. The current editor, David Granger, would be available to help with a transition or for questions at this time (granger@geneseo.edu). Please submit a CV and a letter describing your interest in the position and any previous work as an editor or reviewer on an academic journal. Please indicate that your supervisor, such as your department chair and dean, approves of your taking on this duty.

Send this material to AG Rud, Immediate Past President, Chair of Publications Committee, John Dewey Society, ag.rud@wsu.edu by October 1, 2019. We hope to make an appointment by the end of 2019.

AERA, Dewey Studies SIG, 2019

noreply@blogger.com (clowery316) — Mon, 04 Mar 2019 02:52:00 +0000

You are invited to the Dewey Studies SIG Meeting on Monday, April 8, 6:35-8:05pm in Metro Toronto Convention Centre, Rm 201E. Everyone is invited. So, definitely INVITE colleagues and students to come with you.

Following the business meeting, Joel Westheimer, University Research Chair in Democracy & Education, University of Ottawa (Ontario, Canada) and Education columnist, CBC Ottawa Morning and Ontario Today will deliver a talk. Please stay to enjoy.

Conversation and refreshments will conclude the evening.

And, Make Note of the following Dewey Studies SIG sessions throughout AERA:

Sat., April 6, 2019, 10:25am

Multi-Paper Session: The Art in Science and the Science in Art

Metro Toronto Convention Centre, Rm 202D

Discussant: Lora A. Bailey, Troy University
Chair: Sonya Sharififard, Pepperdine University

1. A Deweyan Model of Studying the Learning of Artistic Techniques: Analyzing Sculptural Expression in Sloyd. Joacim Andersson, Uppsala University, Jim Garrison, Virginia Polytechnic Institute and State University, & Leiff Olov Ostman, Uppsala University.

2. Dewey, Freire, and the Artistic Process: Similar socio-emotional dispositions and epistemological shift. Kerry O’Grady, John Hopkins University.

3. Dewey’s The Sources of a Science of Education and teachers’ Status in Today’s Educational Research. Kurt Stemhagen & Brionna Nomi, Virginia Commonwealth University.

4. Reclaiming the Democratic Heart of STEM Education. Bob Coulter, Missouri Botanical Garden.

Sun. April 7, 2019, 11:50am.

Multi-Paper Session: Deweyan Insights for Living Well in the World with Others

Metro Toronto Convention Centre, Rm 206A

Discussant: Charles L. Lowery, Ohio University - Athens
Chair: Chetanath Gautam, Delaware State University

1. Community and Harmony in a Post-Truth Era: Cross-Cultural Dialogues on Pragmatism. Zitong Wei, China Women’s University.

2. Dewey and Political Communication in the Age of Mediation. Lance E. Mason, Indiana University-Kokomo

3. Social Habits vs Institutional Structures: John Dewey, Hannah Arendt, and Totalitarianism. Aaron Schultz, University of Wisconsin, Milwaukee.

4. Thinking with Dewey: Giving Access to the Democratic Deliberative Method in Schools for Peace in Our Time. Allison Sheila Taysum, University of Leicester.

Mon. April 8, 2019, 10:25am

Roundtable: Deweyan Connections

Metro Toronto Convention Centre, 800 level, Hall G

Chair: Lance E Mason, Indiana University - Kokomo

1. Appalachian Principals’ Perception of Dewey’s My Pedagogic Creed. Charles L. Lowery, Ohio University Athens, Michael Hess, Ohio University Athens, & Chetanath Gautam, Delaware State University.

2. Dewey in China: Pathways to Global Understanding. Audrey Cohan, Molloy College, Charles Howlett, Molloy College, & Mariola Krol, Sewanhaka Central High School District.

3. Dewey’s Democracy and the Potential Efficacy of Education as Transformative Agency. Patrick M. Jenlink, Austin State University.

4. Dewey’s Socialism: Polarization, Crisis, Politics and Philosophy. Lynda Stone, University of North Carolina, Chapel Hill.

5. The Origins of a Theory of Interpretation in Dewey’s Educational Philosophy (1882-1904). A. C. Nikolaidis, The Ohio State University-Columbus.

Tues. April 9, 2019, 8am.

Metro Toronto Convention Centre, 800 level, Hall F

Roundtable: Deweyan Attention to Process

Chair: Patricia M. Virella, Sarah Lawrence College

1. Action Research as Constructive Epistemology: Pragmatist Evasions in the Certain. Ali H. Hachem, Austin State University.

2. Aesthetic Dimensions of Democracy: Deweyan Pragmatism and Confucian Candle Revolution, Wonkyung Jang, University of North Carolina-Chapel Hill.

3. A Pragmatic Approach to Utopia. Barbara Morgan Fleming, Texas Tech University.

4. From Rawls to Dewey: Autonomy as Growth in the Ends of Education. Nicolas Jordan Tanchuk, Teachers College, Columbia University.

JDS Emerging Scholars Panel - Call for Proposals

noreply@blogger.com (clowery316) — Tue, 19 Feb 2019 17:46:00 +0000

CALL FOR PROPOSALS
Emerging Scholars Panel
Due: March 10, 2019

The John Dewey Society calls for paper proposals for its panel for emerging scholars to be held at its annual meeting in conjunction with the American Educational Research Association meeting in Toronto in April 2019.

Theme — Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today

2019 marks the centennial of the start of John Dewey’s stay of two years and two months in China. This year the John Dewey Society is exploring topics related to the above theme, including nationalism, populism, John Dewey’s influence in China, the intersection of pragmatism and Confucianism, and the role of culture.

While the general call for proposals has ended, the John Dewey Society has an exciting new opportunity for those in the nascency of their academic careers. Or, simply, emerging scholars.

We call for papers, both completed and in progress, on any topic related to John Dewey. While this call is broad, papers must use Dewey as the central focus.

Once identified, each emerging scholar will be paired with a senior scholar at the John Dewey Society annual conference. There the senior scholars will workshop the paper with the emerging scholar, offer guidance for potential publication, as well as answer any questions the emerging scholar has. This is an excellent opportunity to: (1) receive invaluable mentoring from established scholars and (2) make professional and academic connections.

How to Submit
Submit all proposals (prepared per instructions below) for individual papers via email with an attachment as a Word document. All proposals are due by midnight Eastern time March 10, 2019 via email to B. Jacob Del Dotto, John Dewey Society Emerging Scholars Coordinator, Loyola University-Chicago bdeldotto@luc.edu; Any questions - contact Jacob Del Dotto directly via email.
Proposals accepted for presentation in this panel of the John Dewey Society will be notified by March 15, 2019. Full copies of the papers to be workshopped must be submitted by March 22, 2019.

Proposal guidelines

Part 1 (submit in the body of your email message with the subject line JDS Emerging Scholars Proposal)

(1.) Title of your paper and theme your proposal addresses

(2.) Your name, title, institutional affiliation (if any)

(3.) Your address, phone, email

(4.) An abstract of up to 100 words

Part 2 (in an attached Word document with all identifying information removed for anonymous review)

(1.) Title of your paper

(2.) A descriptive summary of your paper (maximum length 1000 words), explaining your paper and its significance, especially in relation to your selected theme. List several references to place your contribution in the broader scholarly conversation.

About The John Dewey Society (http://www.johndeweysociety.org)

Founded in 1935, the purpose of the Society is to foster intelligent inquiry into problems pertaining to the place and function of education in social change, and to share, discuss, and disseminate the results of such inquiry.

JDS Annual Meeting Call for Poster Proposals 2019

noreply@blogger.com (clowery316) — Tue, 29 Jan 2019 14:18:00 +0000

Call for Poster Proposals

John Dewey Society Annual Meeting

(http://johndeweysociety.org)

April 5-6, 2019

Toronto, Ontario

To be considered, please submit the following to Dr. AG Rud, JDS President, Distinguished Professor, Washington State University, ag.rud@wsu.edu by March 1, 2019. In the subject line of your email state: JDS 2019 Poster Proposal.

1 Email message: List your name, position and institution if applicable, email address, and phone number.

2 Attachment: In an attached Word document submitted anonymously with no identifiers: Provide the title of your poster, its relation to the theme of the conference (see below), and its appeal to an audience of educators and philosophers at all levels, in no more than 300 words. References are not necessary and are not part of the word count. If there is more than one participant, specify how many will participate and their roles.

Proposals will be reviewed anonymously by a panel selected from JDS members. Notifications will be sent out no later than March 8, 2019. The poster session will be 11:30-1 pm on April 5, with the option to leave posters up for the rest of the meeting. The posters will be put up on tri-fold poster boards that will be on tables. Specifications will be sent to poster presenters.

John Dewey Society 2019 Theme

Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today

2019 marks the centennial of the start of John Dewey’s stay of two years and two months in China. He arrived in China at a time of cultural transformation and upheaval. There was the spread of a new vernacular called Paihua that signaled a ferment of thought. The New Culture movement and the May Fourth (1919) student uprising focused on Western science amidst a new found nationalism and populism.

Today, Dewey’s influence in China is broad and deep, though it underwent a number of shifts since that time. His early influence peaked in the decade following his visit, and he was later savagely criticized by the Communist regime shortly after his death in 1952. For many scholars, this criticism indicated the depth that Dewey’s influence still had on Chinese culture. At present there is a resurgence of Dewey in China, evidenced in part by the recent translation of the collected works of Dewey into Chinese, published in 2015, and the work of the Dewey Center at Fudan University (see the research note in the spring 2018 issue of Dewey Studies).

One of the main reasons that Dewey had such a profound influence on China was due to his pragmatism and its relation to Confucianism, which emphasizes thought for its usefulness in social situations and for living a good and proper life. Dewey’s philosophy fit with traditional Chinese culture, even though Confucianism was under attack as an old tradition during the New Culture movement at that time in China.

However, the 20^th century was a time when Chinese culture changed dramatically with the influence of Marxism and Communism. Dewey had warned against a wholesale acceptance of Marxism and Communism, and later was condemned for this way of thinking. Dewey did not call for the general rejection of Chinese culture or complete adaptation of Western culture, but for a new culture that would come about through a careful evaluation and reflection upon both cultures. He asks in his critical review of Bertrand Russell’s The Problem of China: "…what is to win in the present turmoil of change: the harsh and destructive impact of the West, or the internal recreation of Chinese culture inspired by intercourse with the West” (MW 15:218).

We call for papers that not only may take up an explicit study of Dewey in/and China, but that also deal with the themes of cultural transformation and progressive education more broadly in other worldwide contexts and in other countries, including North America. In considering Dewey together with Chinese and other cultures, we can ask a number of questions that are specific to Dewey in/and China but can be extended to other contexts elsewhere, such as:

How has Chinese or other cultures been changed or transformed by Deweyan influence?
Was Dewey’s philosophy affected by his stay in China?
What are current manifestations of Deweyan philosophy in China, and other countries? How is it demonstrated in pedagogy, curriculum, and school planning and leadership?

This list is in no way exhaustive regarding Dewey in/and China, and Dewey’s influence more broadly in the world.

JDS Awards for Outstanding Achievement & Outstanding Lifetime Achievement 2019

noreply@blogger.com (clowery316) — Tue, 29 Jan 2019 14:04:00 +0000

JOHN DEWEY SOCIETY AWARD FOR OUTSTANDING

LIFETIME ACHIEVEMENT

The Award for Outstanding Lifetime Achievement will be awarded to the individual who, in the judgment of the committee, exemplifies, over a lifetime of work, the Deweyan tradition of connecting theory and practice.

Each year the Awards Committee will seek nominations, particularly from members of the Society. A short list will be drawn up from the nominations received. The committee will then decide whether and to whom the award should be given.

The award will recognize: a scholar-practitioner who, in the Deweyan tradition, connects the worlds of theory and practice in promoting the development of democratic citizens; or an exceptional explicator and interpreter of Dewey’s philosophy and educational theory.

This award is not limited to scholars working specifically in or on Dewey studies, though scholars working on Dewey will be seriously considered by the committee. This award recognizes a lifetime of accumulated scholarship that exemplifies a Deweyan approach to educational practice, educational theory, and the public sphere.

Anyone may make a nomination. A nomination is comprised of a 500- to 1000-word note that directly makes the case why a nominee should be given the award, as well as the nominee’s CV (when and where available). Other materials may be requested from the nominator at a later date.

The criteria the committee will be keeping in mind are: (1) the congruence between the work of Dewey and the work of the nominee, and (2) the achievement of a coherent body of work over a lifetime of practice and scholarship.

Questions and nominations should be sent to Kyle Greenwalt, Chair of the JDS Awards Committee, at greenwlt@msu.edu by March 15, 2019.

JOHN DEWEY SOCIETY AWARD FOR

OUTSTANDING ACHIEVEMENT

The Award for Outstanding Achievement will be awarded to that individual or those individuals who, in the judgment of the committee, has or have, over the past two calendar years, undertaken work that is innovative, groundbreaking, or pioneering in the fields of democratic citizenship or progressive education.

This award is not limited to scholars. Rather, the intent of the committee is to recognize a particular achievement, in scholarship or in practice, that exemplifies, expands, develops, or contributes to Dewey’s view of education for democratic life.

The criteria the committee will be keeping in mind are: (1) the congruence between the spirit of Dewey and the work of the nominee, and (2) a particular achievement, in scholarship or practice, that operates a powerful reconstruction of an aspect of life for democratic ends.

Questions and nominations should be sent to Kyle Greenwalt, Chair of the JDS Awards Committee, at greenwlt@msu.edu by March 15, 2019.

The Ethics of Memory: What Does it Mean to Apologize for Historical Wrongs - New Call for Papers

noreply@blogger.com (clowery316) — Wed, 28 Nov 2018 00:01:00 +0000

NEW CALL FOR PAPERS

Volume 14

Journal of Educational Controversy

Theme: The Ethics of Memory: What Does it Mean to Apologize for Historical Wrongs

To apologize for a wrong committed can imply any number of things: that one has committed a wrong against another, that the wrong was done intentionally, that one committed the wrong with malice, that one is consciously aware of doing the wrong, that one has remorse, that one is seeking to right the wrong, that one feels a sense of guilt over committing the wrong, and/or that one is seeking redemption and reconciliation. But what does it mean for a state to apologize for an historical wrong that was committed long before its present members were born, but who may still continue to derive benefits from that wrong? Recently, a university chancellor apologized for her university's role in past racial injustices and acknowledged the “profound injustices of slavery” as she sought to reconcile the past with the present and the future. College protests around confederate statues stir conflicts between arguments over historical injustices and historical heritage.

Historical figures who laid the foundation for the enlightenment principles embedded in the founding documents are found wanting in the ethics of historical memory and identity. And the Supreme Court’s current reconsideration of affirmative action brings the issues back into the legal domain, as courts grapple with how to redress the effects of slavery and Jim Crow on educational opportunity. Alternatively, authors may find that the conceptual framework that embeds our question carries certain assumptions that ignores a framework that would center experiences like the Japanese-American internment camps or the Native American Boarding Schools rather than foregrounding them. Would placing the experiences of those who have been wronged central to our inquiry change the very way we pose the problem. How does the very notion of apology even look from the perspective of those who have suffered these wrongs? Words and their meanings have histories and continue through lived experiences that are named and experienced differently. For instance, racialized and other marginalized communities often refer to ‘wronged’ as historically and generationally traumatic—perhaps a different metaphor that communicates suffering is needed? In the midst of what is often highly contentious confrontations, this issue of the journal is seeking articles that can bring moral clarification and rigorous discernment to the topic.

Deadline for Manuscripts: June 30, 2019
https://cedar.wwu.edu/jec/

Lorraine Kasprisin
Editor, Journal of Educational Controversy

Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today (CFP)

noreply@blogger.com (clowery316) — Mon, 01 Oct 2018 21:19:00 +0000

CALL FOR PROPOSALS

John Dewey Society Panel on Dewey and Philosophy

2019 Theme — Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today

Due: November 30, 2018

The John Dewey Society calls for paper proposals for its panel on Dewey and Philosophy to be held at its annual meeting in conjunction with the American Educational Research Association meeting in Toronto in April 2019.

2019 marks the centennial of the start of John Dewey’s stay of two years and two months in China. He arrived in China at a time of cultural transformation and upheaval. There was the spread of a new vernacular called Paihua that signaled a ferment of thought. The New Culture movement and the May Fourth (1919) student uprising focused on Western science amidst a new found nationalism and populism.

Today, Dewey’s influence in China is broad and deep, though it underwent a number of shifts since that time. His early influence peaked in the decade following his visit, and he was later savagely criticized by the Communist regime shortly after his death in 1952. For many scholars, this criticism indicated the depth that Dewey’s influence still had on Chinese culture. At present there is a resurgence of Dewey in China, evidenced in part by the recent translation of the collected works of Dewey into Chinese, published in 2015, and the work of the Dewey Center at Fudan University (see the research note in the spring 2018 issue of Dewey Studies).

One of the main reasons that Dewey had such a profound influence on China was due to his pragmatism and its relation to Confucianism, which emphasizes thought for its usefulness in social situations and for living a good and proper life. Dewey’s philosophy fit with traditional Chinese culture, even though Confucianism was under attack as an old tradition during the New Culture movement at that time in China.

However, the 20th century was a time when Chinese culture changed dramatically with the influence of Marxism and Communism. Dewey had warned against a wholesale acceptance of Marxism and Communism, and later was condemned for this way of thinking. Dewey did not call for the general rejection of Chinese culture or complete adaptation of Western culture, but for a new culture that would come about through a careful evaluation and reflection upon both cultures. He asks in his critical review of Bertrand Russell’s The Problem of China: "…what is to win in the present turmoil of change: the harsh and destructive impact of the West, or the internal recreation of Chinese culture inspired by intercourse with the West” (MW 15:218).

We call for papers that not only may take up an explicit study of Dewey in/and China, but that also deal with the themes of cultural transformation and progressive education more broadly in other worldwide contexts and in other countries, including North America. In considering Dewey together with Chinese and other cultures, we can ask a number of questions that are specific to Dewey in/and China but can be extended to other contexts elsewhere, such as:
• How has Chinese or other cultures been changed or transformed by Deweyan influence?
• Was Dewey’s philosophy affected by his stay in China?
• What are current manifestations of Deweyan philosophy in China, and other countries?

How is it demonstrated in pedagogy, curriculum, and school planning and leadership?
This list is in no way exhaustive regarding Dewey in/and China, and Dewey’s influence more broadly in the world. Accepted submissions will also be considered for publication in one of the journals sponsored by the John Dewey Society, including Education & Culture, Journal of School and Society, and Dewey Studies.

How to Submit

Submit all proposals (prepared per instructions below) for individual papers via email with an attachment as a Word document. All proposals are due by midnight Eastern time November 30, 2018, via email to Sarah Stitzlein, John Dewey Society President-Elect, Professor, University of Cincinnati, Sarah.Stitzlein@uc.edu; Any questions - contact Sarah Stitzlein directly via email.

Proposals accepted for presentation in this panel of the John Dewey Society will be notified by January 15, 2019. Full papers of up to 5000 words (excluding references) will be due no later than March 15, 2019 for the discussant to prepare remarks.

Proposal guidelines

Part 1 (submit in the body of your email message with the subject line JDS Proposal)

(1.) Title of your paper and theme your proposal addresses
(2.) Your name, title, institutional affiliation (if any)
(3.) Your address, phone, email
(4.) An abstract of up to 100 words

Part 2 (in an attached Word document with all identifying information removed for anonymous review)

(1.) Title of your paper
(2.) A descriptive summary of your paper (maximum length 1000 words), explaining your paper and its significance, especially in relation to the selected theme. List several references to place your contribution in the broader scholarly conversation.

About The John Dewey Society (http://www.johndeweysociety.org)

Founded in 1935, the purpose of the Society is to foster intelligent inquiry into problems pertaining to the place and function of education in social change, and to share, discuss, and disseminate the results of such inquiry.

Imagining Dewey: Artful Works and Dialogue about Art as Experience

noreply@blogger.com (clowery316) — Mon, 17 Sep 2018 13:19:00 +0000

We invite you to consider contributing a chapter in an edited book under contract with Brill/Sense entitled:

Imagining Dewey:

Artful works and dialogue about Art as Experience

Edited by:

Patricia L. Maarhuis, PhD & A.G. Rud, PhD

This book will be an edited companion text to Art as Experience (AaE) by Dewey (1934/2005) that is designed as an aesthetic learning experience through an integrated doubled focus of (1) text-based narrative on philosophical analysis of themes and (2) arts-integrated analysis with interpretation of themes through artful works. Authors may contribute either #1 or #2 as a single chapter or both #1 and #2 as a single chapter.

Books by Dewey are used as texts in university and some AP high school courses; however, AaE has not been widely accessed. The study of philosophy and arts within the AaE text can be difficult for readers to understand and pragmatically apply. The difficulty comes about when one combines the task of grappling with Deweyan philosophy and themes together with the task of envisioning and enacting artful meaning-making of those philosophical ideas in a present-day context.

Our book purposefully takes on this doubled task by putting philosophers and artists-researchers in dialogue and on equal footing in an academic text. This meets the needs of a young university and high school audiences, who are accustomed to learning about challenging ideas through multi-media and aesthetic experience, not just through narrative text.

Benefits of our book design:

Can assist educators/instructors who have assigned the AaE text to their class, with examples of philosophical and artful perspectives and contemporary interpretations of Deweyan themes.

Multi-media teaching and learning: Students and instructors can grow their own understanding and aesthetic experiences through engagement in various philosophical perspectives and interpretations via verbal discussion, creation of their own artful expressions, or responsive narrative text.

Accessibility: Themes are presented in both narrative academic text and in artful multi-media interpretations. This will increase the dissemination and accessibility of Deweyan philosophy to a broader and more diverse audience within and outside of the academy.

Layout/Design

This text will feature 5-10 selected themes based on Deweyan ideas found in AaE that are organized into sections with multiple chapters and contributors. The text-based narrative and the arts-integrated analysis with interpretive works of art will be presented either in an integrated dialogic manner in a single chapter or as separate but theme-related chapters. Each theme section will have a collection of chapters that are briefly introduced and summarized by the editors. Additionally, chapters will conclude with potential classroom and/or community projects, discussion guides or questions, links, & resources provided by the author.

Potential themes (from AaE, with reference to other Deweyan texts as needed):

o Objects of art as language o Meaning in Art

O Love/loving o Permanence and change

o The work of art o Art is not experience

O Resistance o Reflection & dissonance

O Nature o Space & time (Spatial & temporal)

O Communication (listening, viewing, expression, etc) o Harmony/disharmony

O Imagination o Representation/re-presentation/imitation

O Memory/memories o Other: As submitted by author(s)

Chapters:

We invite unpublished chapters and transactional/ekphrasic works of art that address one of the above listed theme areas.

Works of art can be in a variety of forms and media including performative, literary, or visual (e.g. painting, drawing, animation, printing, poetry, music scores and performance, sculpture, photography, video, fabric arts, etc.). Performative works will be presented via links to a YouTube video, still photos, or music scores.

Chapter submissions should be no longer than 5000 words including references (Word documents only, APA 6th ed., Brill typeface) Please double-space your entry and references. Footnotes will be used, not endnotes.

All chapters will include a list of illustrations. Images must be 300 dpi minimum with 600 dpi preferred, drawing must be 600 dpi, .TIF files only. All photos, graphics and illustrations need to be numbered and submitted as a file separate from the narrative text. Clearly mark in text where each illustration needs to be inserted.

Please include permission letters if applicable, credit and source lines, and captions for images, audio, and performance videos.

If accepted, please be prepared to edit your submission as required.

A Brill/Sense Author Guide will be provided for detailed submission instructions to all authors upon acceptance of their abstract/chapter for inclusion in the book.

Abstract submission:

• Email your proposed submission title, chosen theme, and an abstract that includes a brief description of proposed artwork (250-350 words not including references) to maarhuis@wsu.edu by November 1, 2018.

• Selected chapter authors will be notified of the acceptance of their proposal by no later than December 1, 2018.

• Final chapter submission and all artwork are due no later than June 1, 2019.

We look forward to receiving your submission!

Sincerely,

Patricia Maarhuis, PhD A.G. Rud, PhD

maarhuis@wsu.edu ag.rud@wsu.edu

Journal of School & Society: Autonomy, Public Civility, and Social Justice on Higher Education Campuses

noreply@blogger.com (clowery316) — Sat, 06 Jan 2018 01:57:00 +0000

The John Dewey Society

and the

Journal of School & Society

announce:

A Call for Public Scholarship

Issue #5.1: Student Autonomy, Public Civility, and

Social Justice on Higher Education Campuses.

SUBMISSION DEADLINE May 1, 2018

The John Dewey Society, founded in 1935, created the Journal of School & Society in order to meet one of its central aims: to support a vibrant public education system by fostering intelligent inquiry into problems pertaining to the place and function of education in social change, particularly among teachers, parents, and community activists.

We invite all those interested in engaged public

scholarship to contribute to this exciting new

venue!

Colleges and universities are struggling to maintain civic dialogue and mobilize our collective energy to create meaningful democratic change. Whether negotiating rules for civil exchange or boundaries of acceptable speech and dialogue, faculty, students, administrators, staff, and outside parties are struggling to talk and work together across difference, while resisting fundamental injustice.

As concerned citizens, teachers, students, parents, faculty, administrators, and politicians, we look to institutions of higher learning as centers of our civic life. Today, we are struggling with some of the most basic and difficult questions of democracy.

Which campus speakers support an educational experience and are interested in dialogue, and which wish to instigate conflict and further ideological entrenchment? Which speakers cause such a degree of unsafety for portions of the community as to be unwelcome on campus? What are effective expressions of solidarity?

Who gets decide what degree of distress is acceptable? What kinds of dissent against dialogue are acceptable? What does rational speech look like in the midst of crises that are often the product of social media?

For campus leadership, what does an ethical set of crisis tactics look like? What kinds of managerial thinking are necessary and important in moments of crises surrounding debate and justice on campus? How do we educate for democratic deliberation and mobilization in our campus communities?

Finally, how do we cultivate civic-minded students that are open to dialogue and committed to action on injustice?

To further ameliorate this problematic situation, we call for essays that:

Account for the dialogue, mobilization, and justice challenges on our campuses.
That reflect broadly on the larger meaning of these challenges.
That offer ameliorative solutions and strategies of response.

Administrators, students, faculty, staff, and other concerned community members, especially those who are veterans of speech conflicts, and experienced managers of well-developed deliberative environments, are all encouraged to propose a piece for this special issue.

We seek accounts of community-building. That is, we invite writing that narrates instances of pro-activity in creating vital, high-functioning, deliberative communities that value a diversity of perspectives.

This issue will be anchored by several essays from civic-minded, innovative campuses. These institutions are a part of the Consortium for Innovative Environment in Learning (CIEL). Historically, CIEL programs and campuses have welcomed student initiative and action in efforts to identify and call out local practices that inhibit justice or voice for the economically disadvantaged or underrepresented communities.

Of late, however, such action, without rich attention to the needs of multiple stakeholders, and without attention to the multiplying external effects of social media, has produced situations that seemingly inhibit the formation of constructive coalition-building or meaningful policy action. These campuses have long histories of practices that leverage student energy and initiative and provide real grounding for civil engagement and authentic deliberation.

Some of these practices need a greater spotlight; others need to be re-evaluated in a political context that often rallies external constituencies with little investment in community well-being. Across our institutional borders, we highly value a vision of student autonomy that prepares for democratic citizenship and simultaneously recognizes that increasing polarization in the public sphere potentially renders this faith naïve and in need of new preparation and contextualization.

How to Contribute to the Issue

We view our work as broadly educative, in that we want to help connect practitioners in public dialogue. To do so, we work closely with a wide range of folks working in higher education, including: teachers, administrators, researchers, parents, and concerned community members. The writing that will be included in each issue includes opinion pieces, experiential accounts, as well as historical and theoretical explorations of the theme as it relates to progressive education in general, as well as the writings of John Dewey in particular.

Based on the theme of each issue, the editorial board will reach out to different actors and invite them to work with us. That said, those wishing to contribute to the journal need not wait for an invitation to do so. They may contact the Editor to communicate their interest, ask questions, and receive feedback.

Please refer to the journal website for formatting guidelines. For manuscript submission, work is accepted via two broad paths:

Invited Pieces

Work from educators and other community members are welcome. This work may take either standard article form or may be submitted in alternative formats, such as a video interview or presentation. A grounding in scholarship is not necessary, although the author will want to situate their work clearly within the scope of the theme of the issue. Ordinarily, articles in this category will range from 2,000-5,000 words, although both longer and shorter submissions may be appropriate. Authors should expect to work closely with the editorial team to produce their submissions. Therefore, those planning to write for the journal should inform the editor of their intention early in the writing process.

Peer-Reviewed Scholarly Articles

Submissions for the peer-reviewed section of the journal are expected to conform to scholarly standards in their use of theory and research literature. Expected article length is ordinarily in the 5,000-8,000 word range, but both longer and shorter pieces can be considered. Reports of original research are appropriate for this journal, though elaborate discussions of research methodologies and intricate reviews of specialized disciplinary fields should be avoided.

In addition, given the flexibility offered by our online format, supporting files (in both data and audiovisual format) may be integrated with the text. In addition to the Editors, articles in this category will be read by a minimum of two peer reviewers.

Again, authors should expect to work closely with the editorial team to produce their submissions. Therefore, those planning to write for the journal should inform the editor of their intention early in the writing process—in order to receive feedback on the general approach they plan to take for reaching a broad audience.

All statements of interest, queries, and submissions should be emailed to the Special Guest Editors for the Journal of School & Society:

Eli Kramer, an affiliated researcher at the Department of the Philosophy of Culture, Institute of Philosophy, University of Warsaw, elikramer@siu.edu

James Hall, Executive Director of the Rochester Institute of Technology and the Consortium for Innovative Environments in Learning, jchcms@rit.edu

Submissions for this issue should be received by MAY 1, 2018.

Nationalism, War, and Peace: JDS Call for Proposals

noreply@blogger.com (clowery316) — Wed, 11 Oct 2017 20:44:00 +0000

CALL FOR PROPOSALS:

John Dewey Society Panel on Dewey and Philosophy:

2018 Theme: Nationalism, War, and Peace

Due: November 15, 2017

The John Dewey Society calls for paper proposals for its panel on Dewey and Philosophy (formerly called the Past Presidents’ Panel), to be held at its annual meeting, in conjunction with the American Educational Research Association meeting in New York City on April 12 and 13, 2018.

Is it possible to build a lasting peace? What does war accomplish? Dewey discusses such ideas and more in many writings around the time of First World War, 100 years ago. War and violence indicated for Dewey a breakdown of democratic deliberation. Nation states were at war early in the last century, and in our time, we are seeing a rise in nationalism, and at the same time, the breakdown of societies that become rife with terrorism and social chaos.

As we approach the centennial of the armistice, we invite proposals that not only address Dewey’s many writings on nationalism, war, and peace, but that use these thoughts to shed light on current concerns. Dewey wrote on the consequences of war and pointed to new social arrangements such as a “federated world government” declaring, “It is because, in the end, autocracy means uniformity as surely as democracy means diversification that the great hope lies with the latter. The former strains human nature to the breaking point; the latter releases and relieves it—such, I take it, is the ultimate sanction of democracy, for which we are fighting” (“What Are We Fighting For?” MW11: 105-106).

While this list is not exhaustive or directive, submissions might take up questions such as:

· Can we say today that we are fighting for democracy, and if so, what does that mean?

· In light of the century since Dewey’s writings on WWI, what has changed, and how relevant are Dewey’s thoughts to the conflicts in our world today?

· How is Dewey’s time both similar and different to ours regarding nationalism, war, and peace?

· What other understandings of the causes of war have we come to since Dewey’s time when he stated “Warlikeness is not of itself the cause of war; a clash of interests due to absence of organization is its cause” (“Morals and the Conduct of States,” MW11: 125).

How to Submit

Submit all proposals (prepared per instructions below) for individual papers via email with an attachment as a Word document. All proposals are due by midnight Eastern time November 15, 2017, via email to Sarah Stitzlein, John Dewey Society President-Elect, Professor, University of Cincinnati, Sarah.Stitzlein@uc.edu; Any questions - contact Sarah Stitzlein directly via email.

Proposals accepted for presentation in this panel of the John Dewey Society will be notified by January 15, 2018. Full papers of up to 5000 words (excluding references) will be due no later than April 1, 2018 for the discussant to prepare remarks.

Proposal guidelines

Part 1 (submit in the body of your email message with the subject line JDS Proposal)

(1.) Title of your paper and theme your proposal addresses

(2.) Your name, title, institutional affiliation (if any)

(3.) Your address, phone, email

(4.) An abstract of up to 100 words

Part 2 (in an attached Word document with all identifying information removed for anonymous review)

(1.) Title of your paper

(2.) A descriptive summary of your paper (maximum length 1000 words), explaining your paper and its significance, especially in relation to the selected theme. List several references to place your contribution in the broader scholarly conversation.

About The John Dewey Society (http://www.johndeweysociety.org)

Founded in 1935, the purpose of the Society is to foster intelligent inquiry into problems pertaining to the place and function of education in social change, and to share, discuss, and disseminate the results of such inquiry.

John Dewey: America's Philosopher of Democracy and His Importance to Education

noreply@blogger.com (clowery316) — Tue, 05 Sep 2017 21:39:00 +0000

John Dewey:

America's Philosopher of Democracy

and His Importance to Education

Scholar and current JDS president, A.G. Rud explains how the ideas of John Dewey—whose life spanned from the Civil War through World War II—are still very relevant to education in the 21st Century.

Rud is dean of the Washington State University College of Education and co-editor of John Dewey at 150: Reflections for a new century (Purdue University Press).

My Southern Heritage: A Perspective of a Democratic Educator from the South

noreply@blogger.com (clowery316) — Tue, 22 Aug 2017 19:18:00 +0000

My Southern Heritage

A Perspective of a Democratic Educator from the South

by Charles L. Lowery

My Southern heritage is not embedded in the so-called heroes of the Confederacy—my understanding of Southern history is not limited to the 4 years that many Southerners dissolved their political union with the United States, or the so called "right to property of slaves" that stained the Southern economy for years after most Northern state constitutions had outlawed it (Vermont was the first entering the Union in 1791 with a state constitution from 1777 that banned slavery; Pennsylvania was the last in 1850, over a decade before the Civil War).

No, instead, my Southern heritage is marked by work ethic, family values, the brotherhood of mankind, hospitality to my neighbor and visitors, and a love both for nature and for the nation. For me, the South is and always has been great only because it is a vital part of the United States of America with dedicated, hard working people of all creeds, classes, and colors who are first and foremost "Americans." If it makes me a "snowflake" simply because I take offense from racist symbols and I speak out against the atrocity of slavery, secession from the union, and a war that destroyed families and brothers, then so be it.

From my perspective being Southern and being a Texan I don't have to align with supremacists, or with any stance that attempts to justify slavery as a means to preserve the elevated socioeconomic statuses of Southern aristocrats. I don't have to associate myself with rebellious revolution or seditious secession to voice pride in my heritage.

But since there has been so much focus on Confederate battle flags and statues of Confederate Generals (who, by the way, were not considered U.S. veterans until 1958*) let us talk about this for a moment. All of the adoration for Robert E. Lee and the outspoken protests to the removal of his statue and/or name for government facilities made me start reflecting on some things. With all the focus on Lee people might think he’s the only “hero” my folks in the South have to venerate. Therefore, I wanted to talk about a heritage in the South that many people overlook or ignore--the Unionist and Abolitionist heritage of the South.

One does not have to look too hard to find major historical figures from the South that were Unionists, that neither supported secession and remained loyal to the U.S. Constitution and flag during the Civil War.

Some notable are:

Robert Jefferson Breckinridge (b. Kentucky) - Politician and Pastor

Emerson Etheridge (b. North Carolina) – Tennessee Senator and Representative

Andrew Jackson Hamilton (b. Alabama) – Texas Attorney General, Texas Representative, & 11^th Governor of Texas

Joshua Hill (b. South Carolina) – Georgia Senator

William Holden (North Carolina) – 38^th and 40^th Governor of North Carolina (Does this South Carolinian hero abolitionist have a monument? Well... it’s about the size of any other rectangular tombstone in the cemetery where he’s buried. At the very bottom of the faded grave marker are the words “A STAUNCH SOUTHERN FRIEND OF THE UNION”…).

Joseph Holt (Kentucky) – 18^th U.S. Postmaster General

Newton Knight (Mississippi) – Farmer and Confederate soldier who deserted the Confederate troops to stage resistance against them

B(artholomew) F. Moore (North Carolina) - Attorney

Montgomery C. Meigs (Georgia) – Quartermaster General of the U.S. Army during and after the Civil War (Meigs died in 1892, and was buried in Section One of Arlington Cemetery, less than one hundred feet from the rose garden that was planted by Robert E. Lee's wife).

George Henry Thomas (Virginia) – Union General, who like Lee was born in Virginia and also fought in the Mexican-American War (A petition has been made to add his name to J.E.B. Stuart High School in Fairfax Co., Virginia. If the petition were to be honored the school would be renamed Stuart-Thomas High School. Major General George H. Thomas does have a monument…not in Virginia but close. His memorial is in DC—it’s the Thomas Circle Monument).

James Madison Wells (Louisiana) – 20^th Governor of Louisiana

Sam Houston (Virginia) – 7^th Governor of Texas, Texas Senator, 1^st & 3^rd President of Texas, and 6^th Governor of Tennessee. (Sam Houston does have monuments—in Texas, in Tennessee, and in Virginia. What many people, Southerners included, do not know about Houston is that on March 16, 1861, he was evicted from his office as governor for refusing to take the oath of loyalty to the Confederacy).

Andrew Johnson (North Carolina) – 17^th President of the United States; Tennessee Representative & Senator; 15^th Governor of Tennessee (other than Sam Houston and George H. Thomas, Andrew Johnson represents the few Southern Unionists that have a major monument or memorial honoring him in the South).

But some of these names that I’ve listed did not really have what I would call “hero” status. Some of these Unionists were still notable slaveholders, for example Sam Houston and Andrew Johnson. So, this made me think instead about the strong Abolitionist heritage of the South. Some may be surprised to find out many Southerners, especially those who were Methodist, Presbyterian, and Quaker ministers, were abolitionists.

To name a few:

Moncure Conway (Virginia) - Minister

John Rankin (Tennessee) – Educator & Reverend, who would later relocate to Ohio to become a conductor on the Underground Railroad

Levi Coffin (North Carolina) – Relocated to serve on the Underground Railroad in Ohio and Indiana

James G. Birney (Kentucky) - Attorney

James Thome (Kentucky) – Pastor and professor

Charles Osborn (North Carolina) – Founded a Quaker-based Abolitionist movement in Tennessee in 1815, moved to Ohio a year later to publish an antislavery paper called "The Philanthropist."

Angelina & Sarah Grimke (South Carolina) – You’ve heard of the Brothers Grim, well meet the Sisters Grimke, these women were instrumental not only in abolitionism in the South but also women’s rights and women’s suffrage.

Hinton R. Helper (North Carolina) – Author, in 1857, he wrote and self-published a book called The Impending Crisis of the South. While Helper’s tone was not one of altruism for the freedom of slaves in and of itself, an example of his writing shows his clear stance: "Freesoilers and abolitionists are the only true friends of the South; slaveholders and slave-breeders are downright enemies of their own section. Anti-slavery men are working for the Union and for the good of the whole world; proslavery men are working for the disunion of the States, and for the good of nothing except themselves."

William Williamson (Virginia) - Reverend

John G. Fee (Kentucky) – Educator & Minister, founder of Berea College in Kentucky

John Van Zandt (Kentucky) – A former slaveholder who freed the slaves initially held in his captivity and who then moved to Ohio where he aided and harbored escaped slaves on the Underground Railroad. He is the basis of the character Van Trompe in Harriet Beecher Stowe’s Uncle Tom’s Cabin (1852)

The Lost Cause movement is not my heritage. The Lost Cause of the Confederacy, as it is often called, serves to dismiss or simply ignore the embarrassing aspects of what so many of that era tried to justify--slavery, supremacy, sedition. For Southerners, the Civil War was itself a lost cause. Slavery was a lost cause. Supremacy was and is a lost cause. In other words, the Robert E. Lees, the Albert Sidney Johnstons, and the Stonewall Jacksons were not symbols of the independence of southern states--they have been for years symbols of slavery, supremacy, and a nation divided by secession. I argue that a Southerner's heritage shouldn’t be about losing or rebellion, but instead it should be about liberty and rebuilding.

I know a lot of Southerners will read that last paragraph and say, “No! It wasn't about slavery. It was about States’ Rights” (i.e. the Lost Cause intellect). Well, I ask them this: “States’ Rights for what?” Did the States themselves not declare that it was due to the States’ Rights to Property of Slaves? I find it ironic that so many people turned off by being politically correct are the first to employ the euphemism "States' Rights" when referring to slavery. But don’t take my word for it, read the Declarations of Causes of Secession from the Confederate States themselves and those documents will make it very clear their motives. Ninety-four (94) times some form of the word “slave” is used in just the secession statements of South Carolina, Mississippi, Georgia, and Texas alone. That’s a history not easily forgotten albeit somehow too easy to ignore, when we as educators in the South do not teach this in our history classes. And I don’t see many monuments commemorating that factoid. Regardless this i not a part of history that I want defining "my heritage."

Instead I ground my heritage in the estimated 100,000 Southerners enlisted and served in the Civil War on the side of the Union. As some historians have noted, as many as 42,000 Union soldiers were from East Tennessee, 22,000 from Virginia (which then included West Virginia), and around 25,000 from North Carolina. Even 2000 young men left Texas to go serve the Union in the struggle to preserve the nation. One of the most renowned units of General William Tecumseh Sherman’s army was the First Alabama Cavalry. These Alabama Southerners fighting for the United States were instrumental in Sherman's 1864-65 campaigns through Georgia and the Carolinas.

Southerners should take pride in this heritage of loyalty to their country—as did entire geographical regions of the South. For example:

Jones County, Mississippi (historically a haven for soldiers that had grown disillusioned with the Confederacy and that had come to recognize the war as a "lost cause").

Winston County, Alabama (their delegate to Alabama’s secession convention was jailed for speaking out against secession)

Scott County, Tennessee (95% of Scott County residents voted against secession)

The Texas Hill Country (it is estimated that approximately a third of Texans continued to support the Union after secession and many of that population was among the residents of the Texas Hill Country. Many Texans of German descent viewed slavery as immoral and refused to swear loyalty to the Confederacy)

Southern Appalachia (throughout West Virginia, eastern Kentucky, eastern Tennessee, counties in the Mountain South were deeply split over secession and slavery)

Kentucky and West Virginia (Let's not forget that neither of these Southern states ever seceded from the Union, even though the Confederacy often included them as though they had)

Again, my Southern heritage is about hospitality to neighbors and visitors; it’s about Friendship (you know, the motto of Texas); it’s about fellowship and work ethic. It’s Friday night football and Sunday dinner. It’s not putting men on pedestals but humbly realizing the fact that “there but for the grace of God go I.” It's about admitting when you were wrong and taking responsibility for your mistakes--no matter how severe. These things do not depend on the names or statues of people like Robert E. Lee or Sam Houston. Instead, it honors the names and memorials of the Grimkes and the Thomes, the John Van Zandts and the John Rankins, the Montgomery Meigs and the Hinton Helpers.

It also honors the names of many other individuals that helped to make the South a prosperous place and a vital region of the U.S. But I wonder how many people in the South that claim to be concerned about Southern history know these people or what they contributed to history and our collective heritage. Do they know who Denmark Vesey was? Or what was significant about Nat Turner? How many have actually sat down and read the biography of Harriet Tubman or read Narrative of the Life of Frederick Douglass: An American Slave? How many Virginians know who William Ash was? Do my fellow Texans so concerned about their own history even know who Barbara Jordan was? Do any of them at all know who Solomon Brown was? These individuals are "Southern" heroes that are too often overlooked and too often absent from the history books.

These great Southerners are the people who overcome bias and gave their lives for justice and in doing so have given me reasons to be proud of my Southern heritage. Taking down statues of stone and changing names of sites that were named in opposition to the early stages of the civil rights movement may erase the heritage of some but will in no way even smudge mine.

* * *

Recently the University of Texas at Austin determined to remove statues of Civil War "heroes" that were, in the words of University President George L. Fenves, "erected during the period of Jim Crow and segregation [that] represent the subjugation of African Americans." A young man claiming to be a student at the University of Houston was there to protest was reported to have commented, "I hate the erasure of history and my people's history...people of European descent who built this country." It was this statement made by this unfortunately misdirected young man that prompted me to write this blog.

John Dewey and Critical Philosophies for Critical Political Times

noreply@blogger.com (clowery316) — Tue, 15 Aug 2017 12:59:00 +0000

John Dewey and Critical Philosophies for Critical Political Times

A UCD Dewey Studies Research Project Initiative

19th-20th October 2017 • Humanities Institute • University College Dublin

19th October:

9.20-9.30    Welcome and Opening Remarks

9:30-11:00    Dewey and Political Activism
Ryan Musgrave (Rollins): “Democracy as a Way of Life: Exploring Feminist Pragmatism”
Jason Kosnoski (University of Michigan-Flynt): “The Rhythms of Resistance: Dewey, Deleuze, and the Experience of Critical Becoming in Occupy Wall Street”
Aaron Pratt Shepherd (Emory): “On Dewey’s Call for Independent Political Action: Then and Now”
Brendan Hogan (New York University): “Is Dewey Radical? Does it Matter?”

11:00-11:30    Coffee

11:30-13:00    Dewey, Democracy, and Liberalism
William Lewis (Skidmore College): “At Last, the Crisis of Liberalism!”
Paul Giladi (University College Dublin): “Dewey, Sittlichkeit, and ‘Normative Surplus’”
Daniel R. Herbert (Sheffield): “Dewey’s Democratic Faith”
Nataliya Rogach (Columbia): “Dewey on the Value of Democratic Communication”

13:00-14:00    Lunch

14:00-15:30    Dewey on the Global Stage
Shane J. Ralston (American University of Malta): “Imperialism is far too Easy: A Deweyan Critique of U.S. Foreign Policy”
Dillon Tatum (Francis Marion University): “Pragmatism and International Theory: Consensual Democracy and World Politics”
Jadumani Mahanand (JNU New Delhi): “Dalit Critique of Electoral Democracy in India: Dewey’s and Ambedkar’s Perspective”
Scott Pratt and Erin McKenna (University of Oregon): “Dewey’s Mirror of Culture: Language v. Experience in Trump’s America”

15:30-16:00    Coffee

16:00-17:30    Deweyan Social Inquiry
Mercedes Maria Corredor (University of Michigan): “Pragmatic Reflections on Anti-Democratic Conclusions: Public Opinion, Surveys, and the Instrumental Value of Things”
John Capps (Rochester Institute of Technology): “Dewey, Truth, and Critical Philosophy”
Deron Boyles (Georgia State University): “Critical Pragmatism, Warranted Assertions, and Knowing: Dewey’s Political-Epistemic Project”
Philip Yaure (Columbia): “Common Sense and Democratic Deliberation”

18:00-19:15    Keynotes Address 1: Prof. Emeritus Charlene Haddock Seigfried (Purdue)

20th October:

9:30-11:00    State, Institutions, and Political Theory
Edward Quish (Cornell): “Can the State be an Experiment? John Dewey on the Institutionalisation of Social Cooperation”
Kenneth W. Stikkers (Southern Illinois University Carbondale & Ca’Foscari University, Venice): “‘Growth’, Economic and Human: Reconstructing Economics through Pragmatism and the Capabilities Approach”
Quinlan Bowman (Nanyang Technological University, Singapore): “Normative Democratic Theory as a Tool for Practical Reasoning: A Deweyan Account”
Justo Serrano Zamora (Goethe Universität Frankfurt am Main): “Radicalizing Democracy through Counter-Hegemonic Problem-Solving: A Deweyan Perspective”

11:00-11:30    Coffee

11:30-13:00    Dewey, Power, and Social Concreteness
Dianna Taylor (John Carroll): “Dewey and Foucault in Conversation: Implications for Contemporary Feminism”
Gregory Pappas (Texas A&M): “The Need for a Reconstruction of the Pragmatists’ (Addams and Dewey) Critical Methodological Approach to Concrete Social Problems”
Adam Dorsey (Nottingham Trent University): “Dewey and Agonism: Reconstructing Democracy for a Conflictual World”
Mark Tschaepe (Prairie View A&M University): “Cultural Humility and the Problem of Polarization”

13:00-14:00    Lunch

14:00-15:15    Self, Education, and Dewey’s Ethics
Eleonora Mingarelli (KU Leuven): “Borderline Lives: Dewey, James, and the Challenge of the Other”
Joe Hoover (Centre for Global Cooperation Research): “Performative Rights and Situationist Ethics”
Benjamin Kelsey Kearl (Indiana University): “Childhood as Philosophical and Democratic Method: Walter Benjamin, John Dewey, and the Possibility of an Affirmatively Reasoned Biopolitics of Education”

15:15-15:45    Coffee

15:45-17:00    Keynote Address 2: Prof. Matthew Festenstein (University of York)

Generously supported by the Society for the Advancement of American Philosophy, the Mind Association, UCD School of Philosophy, and the UCD Humanities Institute.

https:// deweyandcriticalphilosophies. wordpress.com/2017/08/10/ conference-programme-now-up/

Pragmatist Graduate Conference: Call for Abstracts

noreply@blogger.com (clowery316) — Sun, 18 Jun 2017 16:43:00 +0000

Pragmatist Graduate Conference

Paris • 18-19 January, 2018

From interactions to institutions:

pragmatism and collective experience

Keynote speakers:

Rosa Maria Calcaterra (University of Roma-III)

Hans Joas (Humboldt-Universität zu Berlin / University of Chicago)

Submission due: 10 September, 2017

The 1st Pragmatist Graduate Conference will be held in Paris on 18-19 January 2018. The conference’s aim is to give early-career philosophers and social scientists working on pragmatism an opportunity to meet and discuss their work.

Pragmatism, understood as an intellectual movement in the history of ideas, a philosophical method, and a specific approach in contemporary social and political theory, covers a rich variety of ideas and thinkers across different fields of research. For all its diversity, one can nonetheless identify a number of common ideas shared by most pragmatists:

1) a commitment to experience and actual practices as both the starting point and purpose of philosophical, scientific, social or political inquiries. This commitment entails an inclination towards renovated versions of empiricism and experimental method, such as fallibilism;

2) a rejection of traditional metaphysics and its dualistic oppositions, such as the individual and the social, body and mind, thought and world, logic and psychology, theory and practice. This intellectual stance is associated with a defense of various types of naturalism;

3) a marked interest, at least for Dewey, Mead and their followers, in social and political issues. Such an attitude often favors practical involvement at different levels of collective action, be they local or more at large, through concrete public activities.

This graduate conference, “From interactions to institutions: pragmatism and collective experience”, will deal with key ideas in both classical and contemporary pragmatism. The emphasis on collective experience refers to the pragmatists’ committed attention to shared experience, as well as the interactional dimensions of all our concrete activities. It contrasts with the understanding of experience as merely subjective or reducible to “sense data”. The study of interactions from a pragmatist perspective covers a wide range of topics, spanning across metaphysical to social, ethical and political matters.

Suggested topics include, but are not limited to:

- groups, publics and institutions

- social theory, social ontology, or metaphysics of interactions

- levels or strata of interactions and their relations/combinations

- the organization of collective experience (theory of inquiry, social epistemology, cooperative action) - the political implications of interactions and institutions (e.g., for a theory of democracy)

We therefore expect proposals from all areas of philosophy and the social sciences, including presentations based on case studies and fieldwork about interactions or institutions, to the extent they make explicit use of a pragmatist approach. Given the broad range of possible topics, we welcome papers in all the following fields: social and political theory, ethics, sociology and social anthropology, social psychology, social epistemology, metaphysics, history of ideas.

Deadline for submission: 10 September, 2017

Submission guidelines:

- Word limit: 500 words

- Prepare your abstract for blind review (your abstract should be anonymous)

- Include a separate document with your contact information, your current academic occupation (i.e., your position or study program, or your most recent degree), and the title of your paper.

- Abstracts can be submitted via e-mail to pragmatistgraduateconference@gmail.com

- Take into account that you are expected to hand in a paper before the conference, so that your respondent may read it. The deadline will be communicated to accepted presenters. (Working papers and student papers are eligible.)

- Abstracts must be written in English

- Notification of acceptance: early October, 2017

We look forward to hearing from you,

The organizing committee:

- Camille Casale (Paris I)

- Olivier Gaudin (EHESS)

- Céline Henne (EHESS)

- Camille Pascal (Lyon III)

The scientific committee:

- Nicolas Bernier (Sherbrooke University, Canada)

- Matteo Santarelli (Università del Molise, Italy)

- Just Serrano (Goethe Universität, Germany)