Friday, July 10, 2020

Call for Applications and Nominations - Editor, Dewey Studies (DS)


Call for Applications and Nominations - Editor, Dewey Studies (DS)
The journal, established in 2016, is an online peer-reviewed open-access international publication of the John Dewey Society. It is published twice a year. DS seeks to cover the wide and burgeoning scholarship on the philosophy of John Dewey. Its intent is to seek readers and submissions from scholaers in departments of philosophy, but also in such places as departments of literature, art, journalism, political science, communications, sociology and elsewhere. We also invite scholars located in schools and colleges and departments of education to submit articles and research note on aspects of Dewey's work not narrowly focused on education. There are three journals of the society, the other two being  Education and Culture and Journal of School and Society.
DS was founded and is edited by Leonard Waks, emeritus professor of education at Temple University and distinguished professor at Hangzhou Normal University.
The new editor would have the responsibility to publish two issues a year with the assistance of an editorial board. The new editor would seek and review articles for publication and populate and manage the editorial board as well as other reviewers.  Ideally, the new editor would have the resources to host the journal on a server. Though the position is unpaid, some editors of JDS journals have managed to negotiate course releases, graduate assistant help, and other resources from their universities. An annual written report to the officers of the society is expected.
Please send a letter of interest outlining your qualifications and your vision for the journal, and include a curriculum vitae and a letter of support from a supervisor, such as a department chair/head or dean. Term is for three years and is renewable.
A team of no more than two editors may be considered, with explanation of how the arrangement would work.
Letters of interest and supporting documents as well as questions may be sent to AG Rud, Past President, John Dewey Society and Distinguished Professor, Washington State University, ag.rud@wsu.edu. Applications are due no later than August 1, 2020 and the term of service would begin on January 1, 2021. Nominations may also be sent to Professor Rud and the nominees will be asked to apply.

Friday, August 2, 2019

Education and Culture: Journal Editor - Call for Applications

Education and Culture, a journal of the John Dewey Society, announces Call for Application for New Editor

Call for Applications: Editor, Education and Culture 

One of the journals of the John Dewey Society, Education and Culture, seeks a new editor starting in 2020. The journal is international and peer-reviewed. The editor is responsible for two issues per year, appointing members of the editorial board, getting manuscripts reviewed, and general administration of the journal. The journal is published by Purdue University Press and the editor utilizes the online manuscript management platform of Berkeley Electronic Press. Final copyediting is done at Purdue University Press, and the editor is responsible for content editing of the articles as well as final approval.

The editor's term is four years with an opportunity for one renewal. There is no compensation provided by JDS, but the past two editors have secured support from their institutions, ranging from an annual course release to a graduate student intern. The current editor, David Granger, would be available to help with a transition or for questions at this time (granger@geneseo.edu). Please submit a CV and a letter describing your interest in the position and any previous work as an editor or reviewer on an academic journal. Please indicate that your supervisor, such as your department chair and dean, approves of your taking on this duty.

Send this material to AG Rud, Immediate Past President, Chair of Publications Committee, John Dewey Society, ag.rud@wsu.edu by October 1, 2019. We hope to make an appointment by the end of 2019.

Sunday, March 3, 2019

AERA, Dewey Studies SIG, 2019

You are invited to the Dewey Studies SIG Meeting on Monday, April 8, 6:35-8:05pm in Metro Toronto Convention Centre, Rm 201E. Everyone is invited. So, definitely INVITE colleagues and students to come with you.  

Following the business meeting, Joel Westheimer, University Research Chair in Democracy & Education, University of Ottawa (Ontario, Canada) and Education columnist, CBC Ottawa Morning and Ontario Today will deliver a talk. Please stay to enjoy.

Conversation and refreshments will conclude the evening. 

And, Make Note of the following Dewey Studies SIG sessions throughout AERA:

Sat., April 6, 2019, 10:25am
Multi-Paper Session: The Art in Science and the Science in Art
Metro Toronto Convention Centre, Rm 202D
Discussant: Lora A. Bailey, Troy University
Chair: Sonya Sharififard, Pepperdine University


1.     A Deweyan Model of Studying the Learning of Artistic Techniques: Analyzing Sculptural Expression in Sloyd.  Joacim Andersson, Uppsala University, Jim Garrison, Virginia Polytechnic Institute and State University, & Leiff Olov Ostman, Uppsala University.
2.     Dewey, Freire, and the Artistic Process: Similar socio-emotional dispositions and epistemological shift.  Kerry O’Grady, John Hopkins University.
3.     Dewey’s The Sources of a Science of Education and teachers’ Status in Today’s Educational Research.  Kurt Stemhagen & Brionna Nomi, Virginia Commonwealth University.
4.     Reclaiming the Democratic Heart of STEM Education. Bob Coulter, Missouri Botanical Garden.

Sun. April 7, 2019, 11:50am.
Multi-Paper Session: Deweyan Insights for Living Well in the World with Others
Metro Toronto Convention Centre, Rm 206A
Discussant: Charles L. Lowery, Ohio University - Athens
Chair: Chetanath Gautam, Delaware State University

1.     Community and Harmony in a Post-Truth Era: Cross-Cultural Dialogues on Pragmatism.  Zitong Wei, China Women’s University.
2.     Dewey and Political Communication in the Age of Mediation.  Lance E. Mason, Indiana University-Kokomo
3.     Social Habits vs Institutional Structures: John Dewey, Hannah Arendt, and Totalitarianism. Aaron Schultz, University of Wisconsin, Milwaukee.
4.     Thinking with Dewey: Giving Access to the Democratic Deliberative Method in Schools for Peace in Our Time. Allison Sheila Taysum, University of Leicester.

Mon. April 8, 2019, 10:25am
Roundtable: Deweyan Connections
Metro Toronto Convention Centre, 800 level, Hall G
Chair: Lance E Mason, Indiana University - Kokomo

1.     Appalachian Principals’ Perception of Dewey’s My Pedagogic Creed.  Charles L. Lowery, Ohio University Athens, Michael Hess, Ohio University Athens, & Chetanath Gautam, Delaware State University.
2.     Dewey in China: Pathways to Global Understanding. Audrey Cohan, Molloy College, Charles Howlett, Molloy College, & Mariola Krol, Sewanhaka Central High School District.
3.     Dewey’s Democracy and the Potential Efficacy of Education as Transformative Agency. Patrick M. Jenlink, Austin State University.
4.     Dewey’s Socialism: Polarization, Crisis, Politics and Philosophy. Lynda Stone, University of North Carolina, Chapel Hill.
5.     The Origins of a Theory of Interpretation in Dewey’s Educational Philosophy (1882-1904).  A. C. Nikolaidis, The Ohio State University-Columbus.

Tues. April 9, 2019, 8am.
Metro Toronto Convention Centre, 800 level, Hall F
Roundtable: Deweyan Attention to Process
Chair: Patricia M. Virella, Sarah Lawrence College

1.     Action Research as Constructive Epistemology: Pragmatist Evasions in the Certain. Ali H. Hachem, Austin State University.
2.     Aesthetic Dimensions of Democracy: Deweyan Pragmatism and Confucian Candle Revolution, Wonkyung Jang, University of North Carolina-Chapel Hill.
3.     A Pragmatic Approach to Utopia. Barbara Morgan Fleming, Texas Tech University.
4.     From Rawls to Dewey: Autonomy as Growth in the Ends of Education. Nicolas Jordan Tanchuk, Teachers College, Columbia University.

Tuesday, February 19, 2019

JDS Emerging Scholars Panel - Call for Proposals


CALL FOR PROPOSALS
Emerging Scholars Panel
Due: March 10, 2019

The John Dewey Society calls for paper proposals for its panel for emerging scholars to be held at its annual meeting in conjunction with the American Educational Research Association meeting in Toronto in April 2019.

Theme — Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today

2019 marks the centennial of the start of John Dewey’s stay of two years and two months in China. This year the John Dewey Society is exploring topics related to the above theme, including nationalism, populism, John Dewey’s influence in China, the intersection of pragmatism and Confucianism, and the role of culture.

While the general call for proposals has ended, the John Dewey Society has an exciting new opportunity for those in the nascency of their academic careers. Or, simply, emerging scholars.

We call for papers, both completed and in progress, on any topic related to John Dewey. While this call is broad, papers must use Dewey as the central focus.

Once identified, each emerging scholar will be paired with a senior scholar at the John Dewey Society annual conference. There the senior scholars will workshop the paper with the emerging scholar, offer guidance for potential publication, as well as answer any questions the emerging scholar has. This is an excellent opportunity to: (1) receive invaluable mentoring from established scholars and (2) make professional and academic connections.


How to Submit
Submit all proposals (prepared per instructions below) for individual papers via email with an attachment as a Word document. All proposals are due by midnight Eastern time March 10, 2019 via email to B. Jacob Del Dotto, John Dewey Society Emerging Scholars Coordinator, Loyola University-Chicago bdeldotto@luc.edu; Any questions - contact Jacob Del Dotto directly via email.
Proposals accepted for presentation in this panel of the John Dewey Society will be notified by March 15, 2019.  Full copies of the papers to be workshopped must be submitted by March 22, 2019.

Proposal guidelines
 
Part 1 (submit in the body of your email message with the subject line JDS Emerging Scholars Proposal)

(1.) Title of your paper and theme your proposal addresses

(2.) Your name, title, institutional affiliation (if any)

(3.) Your address, phone, email

(4.) An abstract of up to 100 words

Part 2 (in an attached Word document with all identifying information removed for anonymous review)

(1.) Title of your paper

(2.) A descriptive summary of your paper (maximum length 1000 words), explaining your paper and its significance, especially in relation to your selected theme. List several references to place your contribution in the broader scholarly conversation.

About The John Dewey Society (http://www.johndeweysociety.org)

Founded in 1935, the purpose of the Society is to foster intelligent inquiry into problems pertaining to the place and function of education in social change, and to share, discuss, and disseminate the results of such inquiry.


Tuesday, January 29, 2019

JDS Annual Meeting Call for Poster Proposals 2019


Call for Poster Proposals
John Dewey Society Annual Meeting
April 5-6, 2019
Toronto, Ontario


To be considered, please submit the following to Dr. AG Rud, JDS President, Distinguished Professor, Washington State University, ag.rud@wsu.edu by March 1, 2019. In the subject line of your email state: JDS 2019 Poster Proposal.


1 Email message: List your name, position and institution if applicable, email address, and phone number.
2 Attachment: In an attached Word document submitted anonymously with no identifiers: Provide the title of your poster, its relation to the theme of the conference (see below), and its appeal to an audience of educators and philosophers at all levels, in no more than 300 words. References are not necessary and are not part of the word count. If there is more than one participant, specify how many will participate and their roles.


Proposals will be reviewed anonymously by a panel selected from JDS members. Notifications will be sent out no later than March 8, 2019. The poster session will be 11:30-1 pm on April 5, with the option to leave posters up for the rest of the meeting. The posters will be put up on tri-fold poster boards that will be on tables. Specifications will be sent to poster presenters.


John Dewey Society 2019 Theme
Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today


2019 marks the centennial of the start of John Dewey’s stay of two years and two months in China. He arrived in China at a time of cultural transformation and upheaval. There was the spread of a new vernacular called Paihua that signaled a ferment of thought. The New Culture movement and the May Fourth (1919) student uprising focused on Western science amidst a new found nationalism and populism.


Today, Dewey’s influence in China is broad and deep, though it underwent a number of shifts since that time. His early influence peaked in the decade following his visit, and he was later savagely criticized by the Communist regime shortly after his death in 1952. For many scholars, this criticism indicated the depth that Dewey’s influence still had on Chinese culture. At present there is a resurgence of Dewey in China, evidenced in part by the recent translation of the collected works of Dewey into Chinese, published in 2015, and the work of the Dewey Center at Fudan University (see the research note in the spring 2018 issue of Dewey Studies).


One of the main reasons that Dewey had such a profound influence on China was due to his pragmatism and its relation to Confucianism, which emphasizes thought for its usefulness in social situations and for living a good and proper life. Dewey’s philosophy fit with traditional Chinese culture, even though Confucianism was under attack as an old tradition during the New Culture movement at that time in China. 


However, the 20th century was a time when Chinese culture changed dramatically with the influence of Marxism and Communism. Dewey had warned against a wholesale acceptance of Marxism and Communism, and later was condemned for this way of thinking. Dewey did not call for the general rejection of Chinese culture or complete adaptation of Western culture, but for a new culture that would come about through a careful evaluation and reflection upon both cultures. He asks in his critical review of Bertrand Russell’s The Problem of China: "…what is to win in the present turmoil of change: the harsh and destructive impact of the West, or the internal recreation of Chinese culture inspired by intercourse with the West” (MW 15:218).


We call for papers that not only may take up an explicit study of Dewey in/and China, but that also deal with the themes of cultural transformation and progressive education more broadly in other worldwide contexts and in other countries, including North America. In considering Dewey together with Chinese and other cultures, we can ask a number of questions that are specific to Dewey in/and China but can be extended to other contexts elsewhere, such as: 
  • How has Chinese or other cultures been changed or transformed by Deweyan influence?
  • Was Dewey’s philosophy affected by his stay in China?
  • What are current manifestations of Deweyan philosophy in China, and other countries? How is it demonstrated in pedagogy, curriculum, and school planning and leadership?
This list is in no way exhaustive regarding Dewey in/and China, and Dewey’s influence more broadly in the world.

JDS Awards for Outstanding Achievement & Outstanding Lifetime Achievement 2019


JOHN DEWEY SOCIETY AWARD FOR OUTSTANDING
LIFETIME ACHIEVEMENT

The Award for Outstanding Lifetime Achievement will be awarded to the individual who, in the judgment of the committee, exemplifies, over a lifetime of work, the Deweyan tradition of connecting theory and practice.

Each year the Awards Committee will seek nominations, particularly from members of the Society. A short list will be drawn up from the nominations received. The committee will then decide whether and to whom the award should be given.

The award will recognize: a scholar-practitioner who, in the Deweyan tradition, connects the worlds of theory and practice in promoting the development of democratic citizens; or an exceptional explicator and interpreter of Dewey’s philosophy and educational theory.

This award is not limited to scholars working specifically in or on Dewey studies, though scholars working on Dewey will be seriously considered by the committee. This award recognizes a lifetime of accumulated scholarship that exemplifies a Deweyan approach to educational practice, educational theory, and the public sphere.

Anyone may make a nomination. A nomination is comprised of a 500- to 1000-word note that directly makes the case why a nominee should be given the award, as well as the nominee’s CV (when and where available). Other materials may be requested from the nominator at a later date.
The criteria the committee will be keeping in mind are: (1) the congruence between the work of Dewey and the work of the nominee, and (2) the achievement of a coherent body of work over a lifetime of practice and scholarship.

Questions and nominations should be sent to Kyle Greenwalt, Chair of the JDS Awards Committee, at greenwlt@msu.edu by March 15, 2019.






JOHN DEWEY SOCIETY AWARD FOR
OUTSTANDING ACHIEVEMENT

The Award for Outstanding Achievement will be awarded to that individual or those individuals who, in the judgment of the committee, has or have, over the past two calendar years, undertaken work that is innovative, groundbreaking, or pioneering in the fields of democratic citizenship or progressive education.

Each year the Awards Committee will seek nominations, particularly from members of the Society. A short list will be drawn up from the nominations received. The committee will then decide whether and to whom the award should be given.

This award is not limited to scholars. Rather, the intent of the committee is to recognize a particular achievement, in scholarship or in practice, that exemplifies, expands, develops, or contributes to Dewey’s view of education for democratic life.

Anyone may make a nomination. A nomination is comprised of a 500- to 1000-word note that directly makes the case why a nominee should be given the award, as well as the nominee’s CV (when and where available). Other materials may be requested from the nominator at a later date.

The criteria the committee will be keeping in mind are: (1) the congruence between the spirit of Dewey and the work of the nominee, and (2) a particular achievement, in scholarship or practice, that operates a powerful reconstruction of an aspect of life for democratic ends.

Questions and nominations should be sent to Kyle Greenwalt, Chair of the JDS Awards Committee, at greenwlt@msu.edu by March 15, 2019.

Tuesday, November 27, 2018

The Ethics of Memory: What Does it Mean to Apologize for Historical Wrongs - New Call for Papers

NEW CALL FOR PAPERS
Volume 14
Journal of Educational Controversy

Theme: The Ethics of Memory: What Does it Mean to Apologize for Historical Wrongs

To apologize for a wrong committed can imply any number of things: that one has committed a wrong against another, that the wrong was done intentionally, that one committed the wrong with malice, that one is consciously aware of doing the wrong, that one has remorse, that one is seeking to right the wrong, that one feels a sense of guilt over committing the wrong,  and/or that one is seeking redemption and reconciliation.  But what does it mean for a state to apologize for an historical wrong that was committed long before its present members were born, but who may still continue to derive benefits from that wrong? Recently, a university chancellor apologized for her university's role in past racial injustices and acknowledged the “profound injustices of slavery” as she sought to reconcile the past with the present and the future. College protests around confederate statues stir conflicts between arguments over historical injustices and historical heritage. 

Historical figures who laid the foundation for the enlightenment principles embedded in the founding documents are found wanting in the ethics of historical memory and identity. And the Supreme Court’s current reconsideration of affirmative action brings the issues back into the legal domain, as courts grapple with how to redress the effects of slavery and Jim Crow on educational opportunity. Alternatively, authors may find that the conceptual framework that embeds our question carries certain assumptions that ignores a framework that would center experiences like the Japanese-American internment camps or the Native American Boarding Schools rather than foregrounding them.  Would placing the experiences of those who have been wronged central to our inquiry change the very way we pose the problem.  How does the very notion of apology even look from the perspective of those who have suffered these wrongs? Words and their meanings have histories and continue through lived experiences that are named and experienced differently.  For instance, racialized and other marginalized communities often refer to ‘wronged’ as historically and generationally traumatic—perhaps a different metaphor that communicates suffering is needed?   In the midst of what is often highly contentious confrontations, this issue of the journal is seeking articles that can bring moral clarification and rigorous discernment to the topic.

Deadline for Manuscripts: June 30, 2019
https://cedar.wwu.edu/jec/

Lorraine Kasprisin
Editor, Journal of Educational Controversy

Monday, October 1, 2018

Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today (CFP)

CALL FOR PROPOSALS
John Dewey Society Panel on Dewey and Philosophy

2019 Theme — Dewey in/and China: Cultural Transformation & Progressive Education in International Settings Today

Due: November 30, 2018

The John Dewey Society calls for paper proposals for its panel on Dewey and Philosophy to be held at its annual meeting in conjunction with the American Educational Research Association meeting in Toronto in April 2019.

2019 marks the centennial of the start of John Dewey’s stay of two years and two months in China. He arrived in China at a time of cultural transformation and upheaval. There was the spread of a new vernacular called Paihua that signaled a ferment of thought. The New Culture movement and the May Fourth (1919) student uprising focused on Western science amidst a new found nationalism and populism.

Today, Dewey’s influence in China is broad and deep, though it underwent a number of shifts since that time. His early influence peaked in the decade following his visit, and he was later savagely criticized by the Communist regime shortly after his death in 1952. For many scholars, this criticism indicated the depth that Dewey’s influence still had on Chinese culture. At present there is a resurgence of Dewey in China, evidenced in part by the recent translation of the collected works of Dewey into Chinese, published in 2015, and the work of the Dewey Center at Fudan University (see the research note in the spring 2018 issue of Dewey Studies).

One of the main reasons that Dewey had such a profound influence on China was due to his pragmatism and its relation to Confucianism, which emphasizes thought for its usefulness in social situations and for living a good and proper life. Dewey’s philosophy fit with traditional Chinese culture, even though Confucianism was under attack as an old tradition during the New Culture movement at that time in China. 

However, the 20th century was a time when Chinese culture changed dramatically with the influence of Marxism and Communism. Dewey had warned against a wholesale acceptance of Marxism and Communism, and later was condemned for this way of thinking. Dewey did not call for the general rejection of Chinese culture or complete adaptation of Western culture, but for a new culture that would come about through a careful evaluation and reflection upon both cultures. He asks in his critical review of Bertrand Russell’s The Problem of China: "…what is to win in the present turmoil of change: the harsh and destructive impact of the West, or the internal recreation of Chinese culture inspired by intercourse with the West” (MW 15:218).

We call for papers that not only may take up an explicit study of Dewey in/and China, but that also deal with the themes of cultural transformation and progressive education more broadly in other worldwide contexts and in other countries, including North America. In considering Dewey together with Chinese and other cultures, we can ask a number of questions that are specific to Dewey in/and China but can be extended to other contexts elsewhere, such as: 
How has Chinese or other cultures been changed or transformed by Deweyan influence?
Was Dewey’s philosophy affected by his stay in China?
What are current manifestations of Deweyan philosophy in China, and other countries? 

How is it demonstrated in pedagogy, curriculum, and school planning and leadership?
This list is in no way exhaustive regarding Dewey in/and China, and Dewey’s influence more broadly in the world. Accepted submissions will also be considered for publication in one of the journals sponsored by the John Dewey Society, including Education & Culture, Journal of School and Society, and Dewey Studies.

How to Submit 

Submit all proposals (prepared per instructions below) for individual papers via email with an attachment as a Word document. All proposals are due by midnight Eastern time November 30, 2018, via email to Sarah Stitzlein, John Dewey Society President-Elect, Professor, University of Cincinnati, Sarah.Stitzlein@uc.edu; Any questions - contact Sarah Stitzlein directly via email.

Proposals accepted for presentation in this panel of the John Dewey Society will be notified by January 15, 2019. Full papers of up to 5000 words (excluding references) will be due no later than March 15, 2019 for the discussant to prepare remarks.

Proposal guidelines

Part 1 (submit in the body of your email message with the subject line JDS Proposal)

(1.) Title of your paper and theme your proposal addresses
(2.) Your name, title, institutional affiliation (if any)
(3.) Your address, phone, email
(4.) An abstract of up to 100 words

Part 2 (in an attached Word document with all identifying information removed for anonymous review)

(1.) Title of your paper
(2.) A descriptive summary of your paper (maximum length 1000 words), explaining your paper and its significance, especially in relation to the selected theme. List several references to place your contribution in the broader scholarly conversation.

About The John Dewey Society (http://www.johndeweysociety.org)

Founded in 1935, the purpose of the Society is to foster intelligent inquiry into problems pertaining to the place and function of education in social change, and to share, discuss, and disseminate the results of such inquiry.

Monday, September 17, 2018

Imagining Dewey: Artful Works and Dialogue about Art as Experience



We invite you to consider contributing a chapter in an edited book under contract with Brill/Sense entitled: 

Imagining Dewey: 
Artful works and dialogue about Art as Experience 

Edited by: 
Patricia L. Maarhuis, PhD & A.G. Rud, PhD 



This book will be an edited companion text to Art as Experience (AaE) by Dewey (1934/2005) that is designed as an aesthetic learning experience through an integrated doubled focus of (1) text-based narrative on philosophical analysis of themes and (2) arts-integrated analysis with interpretation of themes through artful works. Authors may contribute either #1 or #2 as a single chapter or both #1 and #2 as a single chapter. 

Books by Dewey are used as texts in university and some AP high school courses; however, AaE has not been widely accessed. The study of philosophy and arts within the AaE text can be difficult for readers to understand and pragmatically apply. The difficulty comes about when one combines the task of grappling with Deweyan philosophy and themes together with the task of envisioning and enacting artful meaning-making of those philosophical ideas in a present-day context. 

Our book purposefully takes on this doubled task by putting philosophers and artists-researchers in dialogue and on equal footing in an academic text. This meets the needs of a young university and high school audiences, who are accustomed to learning about challenging ideas through multi-media and aesthetic experience, not just through narrative text.

 Benefits of our book design: 
  • Can assist educators/instructors who have assigned the AaE text to their class, with examples of philosophical and artful perspectives and contemporary interpretations of Deweyan themes. 
  • Multi-media teaching and learning: Students and instructors can grow their own understanding and aesthetic experiences through engagement in various philosophical perspectives and interpretations via verbal discussion, creation of their own artful expressions, or responsive narrative text. 
  • Accessibility: Themes are presented in both narrative academic text and in artful multi-media interpretations. This will increase the dissemination and accessibility of Deweyan philosophy to a broader and more diverse audience within and outside of the academy. 
Layout/Design


This text will feature 5-10 selected themes based on Deweyan ideas found in AaE that are organized into sections with multiple chapters and contributors. The text-based narrative and the arts-integrated analysis with interpretive works of art will be presented either in an integrated dialogic manner in a single chapter or as separate but theme-related chapters. Each theme section will have a collection of chapters that are briefly introduced and summarized by the editors. Additionally, chapters will conclude with potential classroom and/or community projects, discussion guides or questions, links, & resources provided by the author.

Potential themes (from AaE, with reference to other Deweyan texts as needed):

o Objects of art as language                                            o Meaning in Art
Love/loving                                                                   o Permanence and change 
o The work of art                                                              o Art is not experience 
O Resistance                                                                    o Reflection & dissonance 
Nature                                                                          o Space & time (Spatial & temporal) 
Communication (listening, viewing, expression, etc)   o Harmony/disharmony
Imagination                                                                  o Representation/re-presentation/imitation 
Memory/memories                                                       o Other: As submitted by author(s) 
 
Chapters:

  • We invite unpublished chapters and transactional/ekphrasic works of art that address one of the above listed theme areas.
  • Works of art can be in a variety of forms and media including performative, literary, or visual (e.g. painting, drawing, animation, printing, poetry, music scores and performance, sculpture, photography, video, fabric arts, etc.). Performative works will be presented via links to a YouTube video, still photos, or music scores.
  • Chapter submissions should be no longer than 5000 words including references (Word documents only, APA 6th ed., Brill typeface) Please double-space your entry and references. Footnotes will be used, not endnotes.
  • All chapters will include a list of illustrations. Images must be 300 dpi minimum with 600 dpi preferred, drawing must be 600 dpi, .TIF files only. All photos, graphics and illustrations need to be numbered and submitted as a file separate from the narrative text. Clearly mark in text where each illustration needs to be inserted.
  • Please include permission letters if applicable, credit and source lines, and captions for images, audio, and performance videos.
  • If accepted, please be prepared to edit your submission as required.
  • A Brill/Sense Author Guide will be provided for detailed submission instructions to all authors upon acceptance of their abstract/chapter for inclusion in the book.


Abstract submission:

• Email your proposed submission title, chosen theme, and an abstract that includes a brief description of proposed artwork (250-350 words not including references) to maarhuis@wsu.edu by November 1, 2018.

• Selected chapter authors will be notified of the acceptance of their proposal by no later than December 1, 2018.

• Final chapter submission and all artwork are due no later than June 1, 2019.

We look forward to receiving your submission!

Sincerely,

Patricia Maarhuis, PhD                                                A.G. Rud, PhD
maarhuis@wsu.edu                                                      ag.rud@wsu.edu