2008: Kyoto, Japan

Education and multicultural understanding

09-12 August 2008

Plenary / keynote presentations

Tetsuya Takahashi: Reclaiming the unconditional: thinking education in Japan.

Larry Hickman: Teaching religion in a global culture.

The McLaughlin Lecture

David Bridges:  Education and the possibility of outsider understanding. 

Concurrent sessions

Alexander M. Sidorkin: What do we want them to do? Against intrinsic motivation.

Amanda Fulford: Translation, transformation and the idea of the redesigned.

Atsuko Tsuji: Walter Benjamin’s concept of experience: education without usefulness.

Barbara J. Thayer-Bacon: Homogeneity and diversity: comparing Japanese and American perspectives on harmony and disagreement.

Barry Bull: Policy implications of social justice in education.

Carlos Mougan Rivero: Perfectionism, autonomy and pluralism: a pragmatic defence.

Chia-Ling Wang: Globalisation and the import of critical pedagogy.

Claudia Ruitenberg: The epistemological turn: the tropological uses of “ways of knowing”.

David Beckett: Diversity and opportunism: how educational policies can emerge from local judgements.

David P. Ericson: Images of the educated person in the USA and Japan.

Doug Blomberg: Multiple intelligences, judgment, and the realization of value.

Jan Masschelein: E-ducating the gaze as invitation to go walking.

Jeff Stickney: Reconciling forms of Asian humility with assessment practices and character education programs in North America.

Jeffrey A. Milligan: Complexities of belonging in democratic/democratizing societies: Islamic identity, ethnicity and citizenship in the Netherlands and Aceh.

Jessica Ching-Sze Wang: When Dewey’s Confucian admirer meets his liberal critic: Liang Shuming and Eamon Callan on John Dewey’s democracy and education.

Judith Suissa: How comprehensive is your conception of the good? Liberal parents, difference, and multicultural education.

Kai Horsthemke: Rethinking humane education.

Kathleen Knight Abowitz: Breaking nationalism’s stronghold: educational justice in shifting contexts.

Liz Jackson: Multiculturalism as nation-building.

Luise Prior McCarty and Yoshitsugu Hirata: East meets West in Japanese doctoral education: form, dependence and the strange.

Matthew Pamental: A trans-actional approach to moral development.

Matthew Pelowski: The zen koan as a tool for western art education: how can we teach our students to kill the Buddha?

Naoko Saito: Beyond monolingualism: philosophy as translation and the understanding of other cultures.

Naomi Hodgson: Educational research, governmentality and the construction of the cosmopolitan citizen.

Paul Hager: Group learning – myth or reality?

Ruth Cigman: Some problems with the measurement of self-esteem.

Sharon Bailin and Mark Battersby: Beyond the boundaries: critical thinking and differing cultural perspectives.

Sharon Todd: Educating beyond consensus: facing cross-cultural conflict as radical democratic possibility.

Shaun Gates: Why linguistic territorialism in the UK does not justify differential minority language rights.

Shelby Sheppard: School engagement: a “Danse Macabre”?

Shlomo Back and Ruth Mansur: Philosophical aspects of multiculturalism in teacher education: the case of ACE.

Stefan Ramaekers: Multicultural education: embeddedness, voice and change.

Yasuko Miyazaki: Living in the borderland of utility and sovereignty: from the theory of evil in G. Bataille.

Yusef Waghid: Education, madrassahs and the (im)possibility of radicalism.

Roundtables

 

Duck-Joo Kwak, Gicheol Han, Sang Sup Kim and Byung Hyun Nah: Three distinctive schools of philosophy of education in modern Korea: competing for indigenous educational theories.

Heesoon Bai, Avraham Cohen, Claudia Eppert, Robert Hattam and Daniel Vokey.  (Re)turning to the breath: ethical turns and Eastern philosophies.
Jan Bengtsson, Tobias Werler, Jorunn Midtsundstad, Ilmi Willberg: The idea of the future teacher in a multicultural world.

Larry Hickman, Giuseppe Spadafora and Emil Viš?ovský_ Pragmatism in the age of globalization. Cross-cultural applications for pragmatic methods.

Mitsutoshi Takayanagi, Tatsuya Ishizaki, Hanako Ikeda, Yasuko Miyazaki and Yuji Furukawa: Encountering something beyond the ordinary in education:Western philosophy and the complexity of Japan.

Steven Fesmire, Jim Garrison, Chae Young Kim: East-West comparisons in pragmatism.

Tsunemi Tanaka, Takuo Nishimura, Shoko Suzuki and Paul Standish:  Educational thoughts in the Kyoto school of philosophy: towards an East-West dialogue.

Yasushi Maruyama, Barry Bull, Mark Freakley and Richard Smith: Teaching professional ethics in teacher education: problems and solutions.

Yasushi Maruyama, Yoshitsugu Hirata, Hirotaka Sugita, Kenichiro Yamagishi and Fukutaro Watanabe: Possibilities of Wittgensteinian philosophy of education: in Japanese Context.

Ylva Boman, Tone Kvernbekk, Moira von Wright and Torill Strand: Lost in translation? Education in a globalised world of change.

Zhongying Shi, Yong-Jin Hahn and Masashi Tsujimoto: Traditions of education in East Asia and its encounter with modern educational thoughts.

Workshops and work in progress

Ahmad Shafi Maqsood and Haque Faatin: Islamism: “a perceived threat or solution for universalism?”

Amrita Zahir: Between strangers and human rights: education as cosmopolitan advocacy towards understanding as disagreement.

Andrés Mejía: Re-specifying critical thinking, for assessment: results of an exploration into the notion of assumption.

Baratali Monfaredi Raz: A problem: teaching to brain-based mind in the classroom.

Beatrice Dike and John Colbeck: Teaching children philosophy – is thoroughly critical thinking possible?

Berte van Wyk: Discourses on institutional culture in Higher Education in South Africa.

Carl Anders Säfström: Education beyond the pedagogical myth. The configuration of “the immigrant” read through Rancière’s views on political subjectification.

Carmine Ferrone: Islam and western culture at a crossroad.

Cathrine Ryther: Before/beyond democracy: multicultural education and the politics of recognition revisited.

Cecilia Ferm and Ketil Thorgersen: Impetus, imagination and shared experience in aesthetic communication.

Charlene Tan: Imagining the Muslim identity: case study of a madrassah in Singapore.

Chie Takekoshi: The nature of the tutorial system and the philosophical question it raises.

Dong Kwang Kim: The conundrum of multicultural education in Korea.

Elisabet Langmann:  Consensus, conflict, and being.

Eun-Yong Kim: The cosmopolitan experience of bilingual speakers of Korean and English.

Halvor Hoveid and Marit H. Hoveid:  Understanding the other’s teaching and learning as a model for creating multicultural understanding in education.

Hansjörg Hohr: Aesthetic emotion by John Dewey.

Herzl Baruch: On learning tolerant and pluralist attitudes.

Hiroe Terada: Interpersonal and intercultural understanding in early childhood education.

Huey-Li Li: Tricky triad: Confucianism, democracy, and global education movement.

Hunter McEwan, Liuxin Yang and Di Xu: Conceptions of teaching and learning – philosophy East and West.

Isabelle Sabau: New pedagogy for online learning.

James S. Johnston and Xuemei Li: Identity in additional language contexts: a philosophical investigation.

Jeong-Bong Cho: Multiculture, identity and education in Korea.

John McLean: Philosophy and methodology on mathematics education in Japan: interviews with the board of education.

Josef Šmajs and Emil Viš?ovský: The concept of ‘evolutionary-ontological literacy’.

Kanako Ide: The issue of tradition in the debate over patriotic education in Japan.

Karina Kleiman: An approach to the educational intersections between philosophy and literature.

Kenny Huen:  Initiation into human forms of life: difference, intention to communicate with the other and the practice standpoint.

Khosrow Bagheri Noaparast and Mohammad Zoheir Bagheri Noaparast: Comparative philosophy of education as innovative methodology.

Laura A. DeSisto and Joy S. Moini: Changing educational practices in a dynamic society: challenges faced by the Qatar University reform project.

Lesley Le Grange: The notion of ‘respect’ in multicultural learning/teaching environments.

Manami Ozaki, Yoshihiro Hayashi and Yamamoto Kayoko: Fostering awareness of connectedness in spiritual health education.

Mario Di Paolantonio: Retaining the unresolvable tension between fidelity and license: learning and understanding from that which exceeds ‘my time’.

Marjorie O’Loughlin: Revisiting the problems of culture, religion and women’s rights: some issues for education.

Mickey Dwyer, Yasushi Maruyama and Haroldo Fontaine: Philosophy of education for the 21st century- part II – the projects of Heidegger and Wittgenstein.

Mikhail Gradovski: Hans Skjervheim’s solution to the problem of symmetry/asymmetry in a dialogue.

Miriam Rodrig-Farhi: Globalization and ethics in education.

Mitsutoshi Takayanagi: Re-beginning education of mourning teachers: Emerson’s grieving and a Japanese film Maborosi.

Nancy Vansieleghem:  “Is it me or another who is speaking?” Multicultural education as experiencing the other.

Nassira Hedjerassi and Benoît Hodanou: Authority in educational practices in Watsi community in Togo today: tensions or crisis?

Nina Nalivaiko: Global and regional aspects of education development.

Oksana Mikhalina: Comparative philosophy of education as innovative methodology.

Pavel E. Sapegin and Lev Vertgeim: Democracy and education.

Peter Beets:  Rethinking assessment in a multicultural world.

Philip Higgs and Leonie Higgs: Towards multicultural understanding in education: a pluralistic problem-centred approach to philosophy of education.

Sarah Stitzlein: Disseminating dissent: cultivating civic criticality in schools.

Sefyi Kenan: Islam and the West: or, how to know one another in an authentic way?

Shigeru Asanuma: The symbolic exchange of the curriculum discourse in Japan.

Tahereh Javidi: Mullah Sadra’s idea about “existence” and “motion in substance” and its educational implications.

Tetsu Ueno: Professional ethics education for schoolteachers based on case methods in Japan.

Xia Li: Examination of ‘subjectivity’ in education: the case of China.

Yoshitsugu Hirata: How to use language: examining Wittgenstein’s rule following considerations.

Yuki Ohara: Does affirmative action in education contribute to social justice? The reservation system in India’s education.

Zdenko Kodelja: Islamic headscarves and the violation of the right of children to freedom of religion in schools.

A selection of papers from the conference was published in a Special Issue of Ethics and Education, Vol. 4, No. 2 (2009) and  Vol. 5, No. 1 (2010).

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