1996: Johannesburg, South-Africa

Conflict and Consensus: Educational, Moral and Political Dimensions

20-23 August 1996

Plenary / keynote presentations

David Aspin: Lifelong learning for all: Concept and conceptions

Paul Hager: Lifelong education: From conflict to consensus

Kenneth Strike: Liberalism, citizenship and the private interest in schooling (reply by Terence McLaughlin)

Concurrent sessions

David Carr: Common and personal values in moral education

Rosemary Chamberlin: The relationship between democracy and education

HeImut Danner: Existential responsibility – the  civic virtue

Andrew Davis: Assessment, accountability and transfer

Penny Enslin: Globalisation: Cosmopolitanism and Civic Virtue

Karen Franzen: A consensus approach to the evaluation of teachers

James Garrison: The prehistory of postmodemism, the Death of Man, and Deweyan Freedom

Padraig Hogan: The politics of identity and the experience of learning

Anthony Holiday: Prohibited pictures: Political education and Platonic elitism

Karl Hostetler: Toward a perfectionist response to ethical conflict

Daniel Lechner: Actants, networks and the modem constitution: Towards a pedagogy beyond the endless play of signifiers

Joseph Levy: Choice of language in schools

Terence Lovat & Neville Schofield: Knowledge and values in Australian civics education

Terence McLaughlin: Education, Multiculturalism and the Demands of Recognition

James Marshall: Information on ‘information’: Recent curriculum reform

Mark Mason: Towards consensus on foundational moral obligations in pluralist societies

James & Dorothy McClellan: Democracy, schools and prisons: The case for postmodernism

Darrel Moellendorf: Political constructivism and cosmopolitanism.

Wally Morrow: Teacher education and the ugly lines of segregation in South Africa

Ntomboxolo Mqumbisa: Apartheid, social cohesion and multicultural education

Barbara Norman: A postmodern endeavour: From “Being There” in conflict to “Being There” in democracy

Marjorie O’Loughlin: Overcoming the problems of difference:empathy as intercorporeality

Victor Quinn Bias: Pluralism and resolving conflict: Moves towards reasoned consensus

G T Ray Ecological consciousness and responsible stewardship: An anthropocentric contradiction.

Timothy Reagan: Language Diversity, language conflict and education

John Roe: Professional ethics in education: new dimensions in a widening field

Steven Segal: The anxiety of strangers and the fear of enemies

Scott Styles: Undergraduate humanities curricula and multiple recognition

George Subotzky: Towards a way out of the equality and difference conundrum: A response to Morrow

Roy T Tsao: Homosexuality, democratic education, and the conditions of autonomy

Donald Vandenburg: The dialectic of education for democracy

Granville: Whittle Difference-blindness and the memory of who we are

Nelleke Bakker: From manipulation to persuasion: an attempt to undermine a ‘stakeholder’s’ view of education

Nelly Boiadjieva: Art and elementary school education

Sabri Buyukduvenci: Aftermath of education: Decline of educational thought as a redemptive paradigm

Tatiana Buiko: Is education in ‘The Postmodern Condition’ in Belarus?

John Darling: John Stuart Mill on education and the state

Roy Evans & Mary Hall: Education for empowerment in a democratic society

John Halliday: Value conflicts and economic imperatives

Alison Joy Harper: Juggling purpose and hope: Implementing a new curriculum

Elizabeth Henning:Practical wisdom: a component of the professional landscape for in-service teacher education in community schools

Mike Kissack: Conflict and consensus in educational dialogue: A re-assessment of the status of critique

Wendy Kohli:  A Foucauldian look at democratic discourse

Tone Kvernbekk: and A metatheory of the role of theory and experience in

Stephen P Norris: developing teacher competence

Patricia Meyer: Particularism and the burden of the universal: Multiculturalism and the paradoxes of South African education

Susan Meyer: False consciousness? The concern with quality in current South African education debates

Oliver Lincoln: Mills Moral education and the dynamics of moral development in pluralist societies

Brian Murison: Down-to-earth ethics

Jana Noel: A concentration of differences designed to extend our horizons

Dirk Postma: Education as instigation

Malcolm Purkey: Cosmopolitanism and the primacy of culture

Eric Richardson: The importance of ‘public speech’

Klavdia Sapundjieva: Religion, upbringing and the Bulgarian school

Susan Schalekamp: Conflict and consensus: A validity issue in educational research

Kholofelo Sedibe: The reconstruction of civic virtues in post-apartheid South Africa through education

Rosalie Small: Pluralism and narrative

Dimitre Tzevetkov: Some principles stimulating consensus in the field of educational sciences

Ursula van Harmelen: Theory, form and content: South Aftica’s mismatch and Jaap Kuiper in education

Elna van Heerden: Changes in moral awareness and the production of knowledge

Eliza Venter: A pluralistic approach in philosophy of education in a new South Africa

Charles ViIjoen: The indigenisation of education in South Africa: An ongoing debate

Yusef Waghid: Moral education and the dynamics of moral development in pluralistic societies

A selection of papers from the conference was published in a Special Issue of Studies in Philosophy and Education, Vol 17 No 4 (1998) edited by Shirley Pendlebury: “Conflict and Consensus: Educational, Moral and Political Dimensions”