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.