2006: Msida, Malta

Philosophical Perspectives on Educational Practice in the 21st Century

03-06 August 2006

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.   

Concurrent sessions

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’.