Home > philosophy of education, umontreal > Ateliers de philosophie et des théories de l’éducation : Programme d’hiver 2009. Workshops series in educational philosophy and theory: Winter programme 2009

Ateliers de philosophie et des théories de l’éducation : Programme d’hiver 2009. Workshops series in educational philosophy and theory: Winter programme 2009

January 20, 2009 Leave a comment Go to comments

Ateliers de philosophie et des théories de l’éducation : Programme d’hiver 2009.

Workshops series in educational philosophy and theory: Winter programme 2009

12.02.2009

Sarah DesRoches (McGill University, Department of Integrated Studies in Education)

“Discourses and the Self: constructing and unravelling student identities through multiple, competing, discourses”

Norman Fairclough argues that realities are constituted, as well as enabled, by our ability to affirm the presence of competing discourses. Using Dorothy Holland and Jean Lave’s “History in Person,” this paper will explore how a teacher’s use of competing discourses provides a deeper and wider experience of personal identities construction (and unravelling) for her students.

26.02.2009

Héloïse Côté (Centre de recherche en éthique de l’Université de Montréal)

« Quelles sont les finalités des partenariats éducatifs à caractère culturel? »

Plusieurs politiques éducatives favorisent les collaborations entre les artistes et les enseignants. Quelles sont les finalités de ces partenariats? L’analyse de cinq discours sur le rôle social des artistes m’a amenée à cerner sept finalités : artistique, patrimoniale, esthétique, éthique, critique, économique et politique.

12.03.2009

David Waddington (Concordia University, Department of Education)

“Looking Back, Looking Forward: Dewey’s Admiration of Jefferson”

One of Dewey’s least-known authorial endeavors is a short book that he began working on in 1939: /The Living Thoughts of Thomas Jefferson/. Perhaps surprisingly, Dewey had read very little of Jefferson’s writing prior to being commissioned to edit the book—he was asked simply in virtue of his prominence as a public intellectual. Yet despite being pressed into service as an “instant” Jefferson scholar, reading Jefferson’s writings had a significant effect on Dewey—his reading of Jefferson helped to inspire /Freedom and Culture/, as well as an essay, “Creative Democracy.” This analysis will address the question of why Jefferson’s writings resonated with Dewey, and will outline some of the connections between the views of these two thinkers. Several similarities between the educational ideas of the two men will also be highlighted; both Dewey and Jefferson recognized that there was a close, vital link between democracy and education.

02.04.2009

Bruce Maxwell (Neuroethics Unit, Insitut de recherche clinique de Montréal)

“Grounding moral education in human neurobiology: Is Integrated Ethics Education really normatively autonomous from ethics?”

Primatological research suggests that humans have evolved discrete neurologically rooted moral systems. The paper argues that neuological justifications of moral education are vulnerable to analogues of the classic philosophical objections to developmental stage theory, a finding which raises doubts about the conceptual difficulties of basing moral education on the psychological sciences.

16.04.2009

Denis Simard & Érick Falardeau (GREC, CRIFPE, Université Laval)

« La pédagogie entre vérité et pertinence »

La pédagogie n’a pas vraiment bonne presse aux yeux de nombreux intellectuels qui la considèrent comme une activité de deuxième ordre. Que la pédagogie soit l’objet d’un préjugé défavorable, cela n’est pas très nouveau, comme le soulignait déjà Émile Durkheim au début du siècle. Et les choses n’ont guère changé depuis. De nos jours, on a tendance à récuser la pédagogie au nom d’une scientificité positiviste ou d’une suffisance des savoirs disciplinaires. Comment se fait-il que la pédagogie souffre d’un tel déficit de légitimation? C’est à cette question que nous tenterons de répondre dans cette conférence, où il s’agira de situer la pédagogie entre les vérités que nous construisons sur l’éducation – sur l’apprentissage, le développement de l’enfant, l’efficacité des formes d’enseignement, les résultats de la recherche scientifique – et la nécessité où se trouve tout enseignant de considérer la pertinence de son action.

30.04.2009

Kevin McDonough (McGill University, Department of Integrated Studies in Education)

“Justice, cognitive disability and inclusive education”

This paper examines and evaluates recent attempts to justify inclusive educational policies for the intellectually disabled on the grounds that justice demands such policies.  Justifications based on utilitarian, liberal, capability theory and communitarian conceptions of justice may be considered.  In particular, the paper will focus on the insights such approaches might generate for better understanding the nature of the concept of ‘inclusion’ in education, and the nature of inclusive teaching.

Tout les conférences auront lieu les jeudis de 12:15 à 13:15 dans la salle de séminaire du CRÉUM, local 309, 2910 Édouard-Montpetit (Metro Université de Montréal).

All presentations will take place Thursdays from 12:15 to 13:15 in the CRÉUM seminar room, rm. 309, 2910 Édouard-Montpetit (Metro Université de Montréal).

For more information please contact Bruce Maxwell (bruce.maxwell@umontreal.ca)

  1. No comments yet.
  1. No trackbacks yet.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: