Plenary / keynote presentations
David E. Cooper: Teaching and Truthfulness.
Marianna Papastephanou: Dystopian Reality, Utopian Thought and Educational Practice.
Kenneth Wain: The Future of Education … and its Philosophy.
David Beckett: A Useful Theory of Agency at Work.
David Bridges: Adaptive preference, justice and identity in the context of widening participation in higher education.
Barry Bull: A Politically Liberal Conception of Civic Education.
Denise Egéa-Kuehne: The Teaching of Philosophy: Of Rights and Responsibilities.
Paul Hager and John Halliday: Learning and the Multidimensionality of Context.
Bruce Haynes: Trust or Method?
Gregory Heath: Exploring the Imagination to establish frameworks of learning.
Elizabeth Heilman: The Ethical Intentions of Global Education.
Geoffrey Hinchliffe: Truth and the Capability of Learning.
Kai Horsthemke and Penny Enslin: African Philosophy of Education: New wine in old bottles?
Kai Horsthemke and Mike Kissack: Vorleben: Educational Practice Beyond Prescription.
Halvor Hoveid and Marit Honerød Hoveid: Teachers’ Identity, Self and the Process of Learning.
Liz Jackson: Reconsidering Dialogue as a Good for the Disadvantaged.
James Scott Johnston: First Generation Rights in Educational Programs of Social Justice.
James D Marshall: Developing the Self in the Knowledge Economy.
Andrés Mejía D.: Can empirical research help construct theories to improve practice? Some Davidsonian notes on the philosophy of educational research.
Shirley Pendlebury: Truth, Truthfulness and Capabilities in Teaching and Learning.
Hongmei Peng: Education and Associated Living: Confucius on the Ideal of Self and Community.
Michael Peters and Tina Besley: Building Knowledge Cultures.
Naoko Saito: Philosophy as Translation: Education for inter/intra-cultural understanding with Cavell and Thoreau.
Andrew Stables: Semiosis and the Myth of Learning.
Paul Standish: Who is my Neighbour? Scepticism and the Claims of Alterity.
Judith Suissa: Teaching and Doing Philosophy of Education: A Question of Style
Barbara J. Thayer-Bacon: Beyond Liberal Democracy: Lacau and Mouffe’s Radical Democracy.
Yusef Waghid: Friendship in Education.
Workshops and Work in Progress
Maria G. Amilburu and Marta Ruiz: A critical look at the European space for higher education.
Sharon Bailin: Educating the Emotions.
Jean Barr and Morwenna Griffiths: The nature of knowledge and lifelong learning.
Peter Beets and Lesley Le Grange: Some perspectives on assessment as an educational practice.
Doug Blomberg: Educating ‘the whole person’.
John Colbeck: Culture or corruption? power in education.
James C. Conroy: Childhood, Political Literacy and the Purposes of Education.
Goele Cornelissen: What’s public about public education?
John Donald: Greek ideals and neoliberal education.
Joseph Dunne: Childhood: Modern Construct, Postmodern Casualty?
Silvia Edling: Identity and justice in teaching and learning.
Peter Erlandson: The Reflection Metaphor.
Paul Farber: Authority, complicity, and the virtues of truth.
Roger Folikoué and Nassira Hedjerassi: Educational implications of a philosophy of ‘co-being’ : What place for a constructive alterity in philosophy education in school?
Eevastiina Gjerstad: Philosophical problems in background assumptions of educational power research.
Rosario Herrera Guido: The (Po)ethics of Education.
Kenny Huen: Agency in normative practice: attribution practice, child-centeredness, responsibility and growth.
Tahereh Javidi: Democratic philosophy of education in i.r. of Iran and its implications for secondary school curricula.
Gonzalo Jover: The place of ethics in a client-oriented university.A.O. Karpov: Education in the knowledge society: concepts.
Zdenko Kodelja: Lifelong learning – from freedom to necessity.
Tone Kvernbekk: A Batesonian conception of practice.
Lesley Le Grange: (Re)thinking outcomes-based education: from arborescent to rhizomatic conceptions of outcomes.
Huey-li Li: Ecofeminism as a pedagogical project.
Lars Løvlie: Education and freedom in ‘the perspective from within’.
Yasushi Maruyama: Teaching the professional ethics of teaching.
Mark Mason: Philosophical and methodological issues in comparing education across cultures.
Oksana Mikahalina: The problems of borrowing of experience in education: comparative philosophical aspects.
Nina Nalivaiko: The problems of violence-nonviolence in modern education.
Ivan November: Engendering citizenship (as identity) for a deep democracy through reasonableness and imagination in South African education : Implications for teaching and learning.
Trevor Norris and Hossein Mesbahian: A philosopher’s journey: from hermeneutics of the ancient text to the possibilities of emancipatory politics.
Trevor Norris: The public and its image, or, schooling before the sign.
Alis Oancea: Can there be a philosophical dimension of research assessment? the case of educational research conducted in, with and/or for practice.
Irina Polyakova: A ‘pluralistic model’ of philosophical education in Russia.
John P. Portelli, Erin Irish and Trevor Norris: Challenging predominant discourse of students ‘at risk’: Toward a critical stance.
James Ryan: Leadership for inclusion.
Carl Anders Säfström: What is private and what is public in young people’s learning of democracy?
Isabelle Sabau: Promoting visual literacy in e-learning environments.
Lynda Stone: Case studies of building theoretical relationships across research in philosophy and history of education (A two-session workshop with six contributions):
Lynda Stone: Ethics in everyday life and education: an exploratory workshop.
Helena Theodoropoulou: Philosophy of Education: A Philosophical Observation Post?
Edward Trezise and Gert Biesta: Can management ethics be taught ethically? A Levinasian exploration
Sharon Todd: Justice for my neighbour: on the place of judgement in cosmopolitan education.
Susan Van Rensburg: How palatable is the South African education pudding?
Nancy Vansieleghem: ‘Be(come) what you want!’ a note on the possibility of self-reflection in education today.
Berte van Wyk: Knowledge construction and an African lifeworld.
Moira von Wright: Theory in education: possibilities, limits and challenges (A two-session workshop with four contributions):
Amrit Zahir: Teaching as relational work: authority and vulnerability in the classroom.
A selection of papers from the conference was published in a Special Issue of Studies in Philosophy and Education, Vol. 27, Nos. 2-3 (2008) edited by Pádraig Hogan: ‘Philosophical Perspectives on Educational Practice in the 21st Century’.