CRITICAL PEDAGOGIES AND PHILOSOPHIES OF EDUCATION CONFERENCE
Liverpool Hope University
Dates of Event: 12th June 2014 – 13th June 2014
Last Booking Date for this Event: 30th April 2014
Conference includes, refreshments, two lunches and conference dinner, no drinks are included.
If you require accommodation, you can add this further along with your booking.
Conveners: Alex Guilherme, David Lewin, Morgan White and David Lundie
Paul Smeyers (University of Leuven)
Gert Biesta (University of Luxembourg)
John Holmwood (University of Nottingham)
Craig Calhoun (LondonSchool of Economics)
From the first moment of life, men ought to begin learning to deserve to live; and, as at the instant of birth we partake of the rights of citizenship, that instant ought to be the beginning of the exercise of our duty. If there are laws for the age of maturity, there ought to be laws for infancy, teaching obedience to others: and as the reason of each man is not left to be the sole arbiter of his duties, government ought the less indiscriminately to abandon to the intelligence and prejudices of fathers the education of their children, as that education is of still greater importance to the State than to the fathers: for, according to the course of nature, the death of the father often deprives him of the final fruits of education; but his country sooner or later perceives its effects. Families dissolve but the State remains. (Rousseau, A Discourse on Political Economy, 1755: 148-9)
Critical pedagogy and Philosophies of Education can be traced as far back as to the time of Plato and Socrates. These two Greek philosophers recognised the importance of dialogue for human interaction and for education. In the Republic, Socrates challenged his student, Plato, to think critically about educational, social and philosophical issues, and advocates overtly, through the figure of philosopher-kings, that philosophers are a ‘special kind’ for their capacity to critically analyse issues. It is arguable Rousseau’s Emile is, after Plato’s Republic, the next most influential text on education if we follow a historical timeline. In this work, Rousseau deals with the relationship between individual and society, and how the individual might retain its original innate goodness while being part of a corrupting community – which are views he already expressed in the Social Contract.
This tradition of critical thinkers in education remains strong and influential, and has in the likes of Paulo Freire and John Dewey two of its most important proponents and educationists of the 20th century. Michael Apple and Henry Giroux are, perhaps, the most recent proponents of this school of thought. That said, is there a lack of attention being paid by governments and the wider society to the thought of dominant thinkers on the relations between the individual and state, and its implications for education?
Cold Hands & Quarter Moon, ‘Stagnant’ at: http://www.youtube.com/watch?v=YkP_Mi5ideo
‘Cheerful Sin’ – a song by Victor Rikowski: http://www.youtube.com/watch?v=tIbX5aKUjO8
Posted here by Glenn Rikowski
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