John Dewey Society Nominations & Awards 2021: Nominees Sought

 

Nominations & Recognition

 

JDS President-Elect & Board of Directors Nominees are sought for the office of President-Elect and Board of Directors as well as the JDS Lifetime Achievement and JDS Outstanding Achievement Awards. Any JDS member may nominate a candidate for any of the JDS awards or offices, and members are free to self-nominate. Nominees for the awards do not need to be members of JDS, but nominees for the offices must be JDS members. Please submit the nomination before June 30, 2021 to Anthony DeCeasare, chair of the Nominating Committee, at ADECESA1@depaul.edu (additional committee members include Kalyan Das and David Hildebrand). Please also include a letter explaining how the candidate qualifies for such an award/office, taking into consideration the specified criteria below.

 

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 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 such scholars obviously should be considered. Rather, the intent of the committee is to recognize a lifetime of accumulated scholarship that exemplifies a Deweyan approach to educational practice, educational theory, and the public sphere. The nominating letter for this award should include a description of the cumulative record of scholarship and/or practice that makes the nominee deserving of the award. 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. Inclusion of the nominee’s c.v. will be helpful for the committee, and additional letters of support from colleagues are encouraged.

 

 

John Dewey Society Award for Outstanding Achievement

The Awards for Outstanding Achievement will be awarded to those individuals who, in the judgment of the committee, have most strongly exemplified the Deweyan tradition of connecting theory and practice. Each year, the awards will recognize significant achievements in scholarship and/or in social, cultural, or educational practice accomplished within the two previous calendar years (January – December). This award is not limited to scholars working specifically in or on Dewey studies, though such scholars obviously should be considered. 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. The letter for this award should provide sufficient detail about the achievement and its connection to Deweyan scholarship and/or practice for the committee to make its decision, and additional letters of support from colleagues are encouraged.

 

 All replies should go to Anthony DeCeasare, chair of the Nominating Committee, at ADECESA1@depaul.edu.

 

John Dewey Memorial Conference: A Joint Meeting of the John Dewey Society and the North Eastern Philosophy of Education Society with the UVM Department of Education - Call for Proposals

John Dewey Memorial Conference
 A Joint Meeting of the John Dewey Society and the North Eastern Philosophy of Education Society with the UVM Department of Education
 

CALL FOR PROPOSALS
Due: June 1, 2021

 

 

 The John Dewey Society aims to foster intelligent inquiry into the pressing social
problems of our time, especially pertaining to the place and function of education in
resolving such problems, as well as to share, discuss, and disseminate the results of
such inquiries.

 

The John Dewey Society invites paper proposals for its annual meeting, to be held in Burlington, Vermont on October 8-9, 2021. Come join us for a weekend of scholarship, community, and experiential learning—all in the place that Dewey once called home.

To acknowledge the wide impact of Dewey’s work across philosophical scholarship, community organizing, education, and more, we issue a broad and open call. We seek submissions that take up the ideas and spirit of Dewey in new and creative ways. We welcome papers that apply Deweyan approaches to engage philosophical issues and analyze social, political, and educational situations. We request papers that use a Deweyan lens to provide directives through challenging times and environments. We invite papers that continue the Deweyan legacy by opening new conversations about the continued relevance of the American Pragmatist tradition.

Accepted submissions will also be considered for publication in one of the journals sponsored by the John Dewey Society, including Education & Culture, the Journal of School & Society, and Dewey Studies.

How to Submit

Submit all proposals via email with an attachment as a Word document. All proposals are due by midnight EST, June 1, 2021, via email to Kyle Greenwalt, John Dewey Society President-Elect, Associate Professor, Michigan State University, greenwlt@msu.edu. Any questions should be directed to Kyle. Proposals accepted for presentation will be notified no later than July 1, 2021. Full papers will be due by September 15, 2021 for the discussants to prepare remarks.

Proposal Guidelines
Part 1

Using the subject line, “JDS Proposal,” send an email to greenwlt@msu.edu with the following information included in the body of the message:

(1.) The title of your paper
(2.) Your name, title, and institutional affiliation (if any)
(3.) Your address, phone, and email address
(4.) An abstract of up to 100 words
(5.) The status of your JDS membership (current member, interested in
joining, needs more information, etc.)
(6.) Are you a graduate student who is interested in being considered for
the John Dewey Society Outstanding Graduate Student Paper Award?

Part 2
Attach a Word document to your email. That document should have all identifying information removed for anonymous review. In that Word document, please provide the following:
 

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

Learn more at: https://www.johndeweysociety.org/

Thank you for your interest in progressive education, social
amelioration, and the John Dewey Society!

On the complexity of liberal education; Or, Is BLM "radical"?

 

New blog post by me:

On the complexity of liberal education; Or is BLM "radical"?

http://technopaideia.blogspot.com/2020/09/on-complexity-of-liberal-education-or.html

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.

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.

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.

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.

JDS Annual Meeting Call for Poster Proposals 2019

Call for Poster Proposals

John Dewey Society Annual Meeting

 (http://johndeweysociety.org)

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 20^th 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.

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