| Friday 5th April 2002 |
| 15.45 |
Tea |
| 16.45-18.15 |
Invited Speaker
TIM OATES, Director of Research, Qualifications and Curriculum Agency
The limits of public policy: affecting change in identity formation in young people
Chair: NIGEL BLAKE |
| 18.15 |
Reception |
| 19.00 |
Dinner |
| 20.15-21.30 |
INVITED SPEAKER
PAUL STANDISH. University of Dundee
In her own voice: convention, conversion, criteria
Chair: PAT WHITE |
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| Saturday 6th April 2002 |
| 08.00 |
Breakfast |
| 09.00-10.30 |
PARALLEL SESSIONS |
| A |
STEFAAN CUYPERS
The concept of truth in educational theory
SHERRILL CONROY
Matching philosophy and method in educational research |
| B |
CHRIS DODDINGTON
How should we think of a school?
JAN STEUTEL AND BEN SPIEKER
Upbringing: an analysis of a neglected concept |
| C |
SHIRLEY PENDLEBURY AND PENNY ENSLIN
Virtues and vices in a new democracy: moral education after apartheid
TINA BESLEY
Social education and mental hygiene: Foucault, disciplinary technologies and the moral constitution of youth |
| D |
IAN MCPHERSON
Education, ethics and nihilism: towards inheritance and originality
NAOKO SAITO
Emersonian perfectionist education in an age of nihilism: transcending the tragic with Emerson and Cavell |
| E |
NESTA DEVINE
Catallactics : Hayek's 'evolutionary' theory of economics applied to public policy and education through competition and market forces
JEFF LEWIS
Jurassic management: managerialism, positivism and the sacred in education* |
| 10.30 |
Coffee |
| 11.00-12.30 |
PARALLEL SESSIONS |
| A |
TONE KVERNBEKK
On the alleged superiority and convincing power of narratives
DAVID BRIDGES
'Fiction written under oath?' Ethics, epistemology and educational research |
| B |
MIKE DEGENHARDT
Should philosophy express the self?
MICHELLE FORREST
Conceptual inquiry as art: case studies for educators* |
| C |
LEONIE LE SAGE
Moral judgement, responsibility and the concept of morality
COLIN WRINGE
The 'dragon of relativism', ethical theory and moral education* |
| D |
ILAN GUR-ZEEV
The end of academia after 11th September - a philosophical viewpoint*
HEATHER BRUNSKELL-EVANS
The personal, political and ethical issues in exercising agency as a teacher in a new university* |
| E |
JOHN WHITE
The individual and society: five critical stances towards liberal philosophy of education
DAVID BLACKER
Reason and passion in democratic education: an analogy with Hume |
| F |
STEFAN RAMAEKERS AND PAUL SMEYERS
You know what we mean, don't you! Wittgenstein and seeing unavoidable aspects in educational relationships
HOWARD CANNATELLA
Educational reflections on Nietzsche's life, tragedy and art |
| 13.00 |
Lunch |
15.30 |
Meeting for doctoral students and others to consider a possible pre-conference event for doctoral students in 2003 |
| 16.00-17.30 |
PARALLEL SESSIONS |
| A |
ROEL VAN GOOR
Beyond prescription: towards a new normativity in philosophy of education in times of epistemological uncertainty
MICHAEL PETERS
Truth telling as an educational practice of the self |
| B |
KATHRIN AUDEHM
Language, rituals and power: education as performative magic
STEPHEN DOBSON
A pedagogy of moods - towards a framework of research inspired by the work of Martin Heidegger |
| C |
MARK MASON
The ethics of cosmopolitan citizenship education in a globalized world
MUNA GOLMOHAMAD
Citizenship: is there a need for a more substantive discourse and a new mindset?* |
| D |
RICHARD SMITH, NIGEL BLAKE, PAUL SMEYERS AND PAUL STANDISH
The therapy of education
(Double paper) |
| E |
ALAN SCOTT
Who owns the problem? What prison theatre reveals about individual responsibility and social causation.
MORWENNA GRIFFITHS AND DEBORAK CHETCUTI
Ordinary difference, student self-esteem and achievements in school |
| F |
GERT VREEKE
Children at risk: a base for measures
ZDENKO KODELJA
Can punishment of innocent pupils be morally justified? |
| 17.30 |
AGM of the Society |
| 19.00 |
Dinner |
| 20.15-21.45 |
PARALLEL SESSIONS |
| A |
MICHAEL BONNETT
Nature, ICT and the human spirit: whither education?
JAMES ACZEL
Does epistemology matter for educational practice? |
| B |
GEOFF HINCHCLIFFE
Situating skills
JOHN HALLIDAY AND PAUL HAGER
Context, judgement and learning |
| C |
KATSUSHIGE KATAYAMA
Is the virtue approach to moral education viable in a plural society?
WALTER OSHEVSKY
David Carr's virtue ethics and moral education: situating the Kantian reply |
| D |
JEFFREY MORGAN
Friendship in higher education
YU-CHUNG LIU
What is the place of the individual in the world? The contrast between Chinese and Western philosophy* |
| E |
INNA SEMTESKY
Continuities: Dewey, Deleuze and the possibility of spiritual education
ZELIA GREGORIOU
Performing pedagogy with Deleuze: the rhizomatics of 'theory of education' |
| Sunday 7th April 2002 |
| 8.30 |
Breakfast |
| 9.30-10.45 |
Invited Speaker
HERBERT DREYFUS, Emeritus Professor, University of California, Berkeley
How far can distance learning take us?
With a response by NIGEL BLAKE
Chair: DAVID BRIDGES |
| 11.15-12.45 |
PARALLEL SESSIONS |
| A |
MARTIN GOUGH
Identity as a wider benefit of learning
RAFAL GODON
Understanding, personal identity and education |
| B |
ANDREW DAVIS
Learning and the social nature of mental powers
DAVID BECKETT
Inferential understanding at work |
| C |
JOHAN DE JONG AND GER SNIK
Why should states fund denominational schools?
ANNELIES BORST
The right to freedom of education: an obstacle for civic education?* |
| D |
RUTH IRWIN
The risk of thinking
JAMES CONROY AND DORET DE RUYTER
Borderlands: on education and liminality |
| E |
HANS VAN CROMBRUGGE
The Ladies' Library: Rousseau revisited
KARIN MURRIS
Opening up the space for children's philosophical thinking* |
| 13.00 |
Lunch |