Second International Seminar on Philosophy of Education

May 12-14, 2014 at the NIAS campus, Bangalore. 

Azim Premji University, Bangalore announces its Second International Seminar on Philosophy of Education. The Seminar is proposed to deliberate on philosophical issues related to 4 themes – Social Justice and Education, Nature of Educational Studies, Indian philosophical thought and Education and Policy and Education. Students, Educationists, Philosophers, people interested and/or working in education are invited.

Click here to register for the seminar. 

Public talks (all are welcome):

Prof. Stephen Phillips will speak on “An Ethics of Testimony and Naiyayika Reading of  Gita 3.21″ at 11am, 15th May 2014 at Azim Premji University

Prof. Heinz-Dieter Meyer will speak on “Dangerous Neglects: How the Absence of Context and Culture in International Education Assessments Undermines their Validity” at 6pm, 15th May 2014 at Bhartiya Vidya Bhavan auditorium (Race Course Road, Bangalore)

International seminar programme schedule

(Click here to read abstracts)

 

Day 1: 12 May, 2014

8:00 to 9:00

Registration

9:00 to 9:15

Welcome address – Anurag Behar, Vice Chancellor, Azim Premji University

9:15 to 9:30

Introduction to the Seminar – Rohit Dhankar

 

Plenary Session: Social Justice and Education

9:30 to 10:30

Gopal Guru – Two Conceptions of Education: Gandhi and Ambedkar

10:30 to 11:30

Theodore Lewis – The Continuing American Struggle to Realize Dewey’s Democratic Ideal through Education

11:30 to 11:45

Tea

 

Parallel Sessions: Education and Social Justice

Parallel Sessions: Teachers and Teaching

11:45 to 12:35

Neera Chandhoke – Thinking Through Social Justice

Poonam – PoE and teacher education (To be decided)

12:35 to 1:25

Krassimir Stojanov – Educational Inequalities and Educational Justice

Ajay Sharma – Neoliberal Ontology of Teaching: A Critique

1:25 to 2:25

Lunch

2:25 to 3:15

Amman Madan – Unpacking Intersectionality: Conceptual

Explorations of Convergences and Divergences of Class, Caste

and Gender in Education in the 66th NSS Survey

Milbrey McLaughlin – Teaching as a Learning Profession

3:15 to 4:05

Manohar Kumar and Daniele Santoro – Bound to Fail.

Epistemic Injustice and Educational Opportunities

Meera Gopichandran – Teacher’s Work and Identity – A Case for Strengthening Knowledge Relations

4:05 to 4:20

Tea

4:20 to 5:10

Rudolph C Heredia – Transformative Education for a Just Society

Devaki L – Teacher Accountability

5:10 to 6:00

Sadhna Saxena – Is there a Disjunction between

Philosophy of Education and the Access Discourse?

Aruna B. – Philosophical Explorations of the Teacher-Pupil Relationship

     
 

Day 2: 13 May, 2014

 

Plenary Session: Indian Philosophical thought/thinkers and Education

9:00 to 10:00

Steven H Phillips – Classical Indian Philosophy’s Knowledge Sources (Pramana) as Educational Methods

10:00 to 11:00

Sundar Sarukkai – The relationship between learning and language: Some perspectives from Indian philosophical traditions

11:00 to 11:15

Tea

 

Parallel Session: Classical Indian Philosophy and Philosophy of Education

Parallel Session: Contemporary Indian Philosophy and Philosophy of Education

11:15 to 12:05

Parimal G Patil- Philosophy, Pedagogy, and Truth

in Late Indian Buddhism

Stephen Deguilos – Power and Aesthetics: Rabindranath Tagore’s Decolonizing Pedagogy

12:05 to 12:55

Nand Kishore Acharya – Learning is Liberation:

Indian View of Education

Ashwani Kumar – Awareness as Meditative Inquiry: Broadening and Deepening the Concept of “Awareness” in Educational Theory

12:55 to 1:55

Lunch

1:55 to 2:45

Srinivasa Varakhedi- Authoring Textbook :

Ancient Indian Methodology

Mohammad Talib – Pedagogic Authority and Self-directed Learning: Some Thoughts and Encounters in the learning-unlearning divide

2:45 to 3:35

Heeraman Tiwari – Context and Text:

Commentary and Dialogue as Education in Ancient India

Rajashree Srinivasan – Peace Education

3:35 to 3:50

Tea

3:50 to 4:40

Arindam Chakarabarti – Conversing about Conversation, for Truth against Power: Sulabha’s pedagogy of Parrhesia

Amitabha Mukherjee – Mathematics learning in pre-colonial India

4:40 to 5:30

Huma Ansari – Vidyā and Avidyā-

Underlying Harmony in the Fundamental Opposites

Vijaya Verma – The revolution in Physics in the last hundred years

     
 

Day 3: 14 May, 2014

 

Plenary Session: The nature of Education Studies

9:00 to 10:00

John Furlong – The ‘Discipline’ of Education – Rescuing the University Project.

10:00 to 11:00

Rohit Dhankar – Education studies: Exploring the possibility of an adequate and coherent conception

11:00 to 11:15

Tea

 

Parallel Session: Education Studies

Parallel Session: Issues in Assessment

11:15 to 12:05

Sebastian Rudas Nyara – Liberalism and Religion:

On Separation and Anticlericalism

Geoffrey Hinchliffe – The Space of Reasons: The role of academic judgement in assessment

12:05 to 12:55

Christopher Winch – The assessment of professional knowledge:

How do we know that someone knows how

Heinz-Dieter Meyer – The Limits of Measurement

12:55 to 1:55

Lunch

 

Plenary Session: Policy issues in Education

1:55 to 2:55

Sudhir Krishnaswamy – Policy and Education: Reflections on RTE

2:55 to 3:55

Padma Sarangapani – Why is teacher education difficult to regulate? Reflections on the perpetually changing character of Education Studies

3:55 to 4:10

Tea

 

Parallel Session:

Parallel Session: Politics, Religion and Indoctrination

4:10 to 5:00

Venu Narayan – Education and Emotions

Elizabeth Rata – Epistemic Knowledge and Democratic Politics

5:00 to 5:50

Ravi Subramaniam – Conceptions of knowledge informing

education theory and practice

Manuel Amodo – The Analytical tradition and the distinction between education and indoctrination

5:50 to 6:10

Vote of Thanks – Dileep Ranjekar, CEO, Azim Premji Foundation

 

Theme descriptions

  • Social Justice and Education: Social justice has always been an important concern in philosophy of education.In India cultural, ethnic and religious diversity coupled with socio-economic disparities makes it especially relevant at present times when privatization of education is on an ascending curve. This theme seeks to explore the questions pertaining to the social role of education and equality.
  • Indian Philosophical Thoughts/ Thinkers and Education: This theme seeks to establish dialogues between Indian philosophical traditions and modern concerns of philosophy of education. Such an engagement promises to enrich philosophy of education through the infusion of fresh philosophical perspectives. The dialogue could also pertain to Indian thinkers/philosophers (both ancient and modern) and their take on education.Further, the elements of Philosophy of Education could be explored in the traditions of Indian Philosophy.
  • Nature of Educational Studies : Curricular and Pedagogic Issues: Many universities in India now are offering Master of Arts in Education or Master of Arts in Educational Studies. These programmes are different from traditional Master of Education (M.Ed.) programmes. The nature and scope of curricula for MA in Education or MA in Educational Studies programmes give rise to many questions that need philosophical considerations For instance, the characterisation of educational studies as a field of liberal study requires resolution before a curriculum with reasonably clear principles of unity can be formulated. This theme is an invitation to explore these and similar questions.
  • Policy Issues in Education : Measurement and Assessment,Accountability, Quality in Education: Educational policies in recent times have shown an unprecedented tilt towards nurturing certain kinds of regimes with a claim to ensure better provision and outcomes of education. Some examples are teacher accountability, quality as placement opportunities in higher education and securing admission in college education for school education. Moreover, we are witnessing a refinement of the social purposes of education under the pressure of a globalized economy.Exploration of aims of education in the emerging reform and policy initiatives is itself an important sub theme under the overall theme of policy issues. It is worthwhile to examine the interplay of these issues in education. It is important to examine these concepts from the perspective of what implications they will have on education.