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DTSTART;TZID=Europe/London:20260410T080000
DTEND;TZID=Europe/London:20260410T170000
DTSTAMP:20260513T205849
CREATED:20260410T162300Z
LAST-MODIFIED:20260410T162300Z
UID:186-1775808000-1775840400@www.pedagogicaltheory.co.uk
SUMMARY:Brilliant Yet Shadowed Seminar Series - 3
DESCRIPTION:The SERA Theory and Philosophy network are pleased to welcome you to the third event in the Brilliant Yet Shadowed series\, which aims to foreground otherwise overlooked philosophers and theorists of education. \nThis event is held online on Friday 24th April 2026 at 1PM (UK time). Anyone is welcome to attend and no registration is required. Please see below for the link and details of presentations and speakers. \nLink to join: \nhttps://teams.microsoft.com/meet/355964582802519?p=4GArJ1ugy8qXIx8NeC  \n\nPresentations and Speakers:\n\n\nPopular philosophical school of Simón Rodriguez  \nProfessor Samuel Mendonça\, PUC Campinas/CNPq/Brazil \nSimón Rodríguez was an 18th century thinker who was born in Caracas\, Venezuela. Critical of the Spanish hegemony that resulted from colonization\, Rodríguez founded a popular philosophical school in the city of Chuquisaca\, Bolivia\, in the 19th century. For him\, the school should be a place for blacks and whites\, the poor and the rich\, men and women. This advanced vision for the 19th century was met with barriers from hegemonic and economic groups who did not allow the school to prosper. Rodríguez was a teacher of Simón Bolívar\, the Latin American revolutionary and liberator. In addition to his forceful defense of philosophy with students in training\, with an emphasis on the construction of questions\, his school also privileged free time. The article aims to look at biographical aspects of Simón Rodríguez and his relationship with Simón Bolívar\, but above all to emphasize what underpins his definition of a popular philosophical school. The research problem can be understood through the question: does Simón Rodríguez’s popular philosophical school have a place in the 21st century\, given the emphasis on skills and even on learning? The hypothesis of the text is that schools in general guided by rankings and learning policies\, does not offer space for a school that emphasizes the act of asking questions\, the fundamental basis of Simón Rodríguez’s popular philosophical school. In an attempt to resolve this impasse\, the text aims to present a solution for building a popular philosophical school along the lines of the Chuquisaca model. \nSamuel Mendonça is a professor and researcher in the field of Philosophy of Education at PUC-Campinas\, Brazil. He has extensive experience in teacher education and educational theory\, with a particular focus on ethics\, human rights\, and critical perspectives on education. He has served as coordinator of a graduate program in education and has been involved in international research activities\, including as a visiting scholar at Teachers College\, Columbia University. He is co-editor\, with Nuraan Davids\, of the recent volume Teaching Ethically in the Global South (Springer\, 2026)\, which brings together perspectives from the Global South to rethink ethical frameworks in education. His work explores the intersections between education\, culture\, ethics\, and social transformation. \n  \nPhilosophy and historical Consciousness in Gerardo Marotta’s Thinking on Education \nMilena Cuccurullo\, Department of Education\, University of Warwick \nGerardo Marotta has been the president of the Italian Institute for Philosophical Studies from 1975 until his death in 2018. The Institute has been a unique experiment\, in the Italian recent cultural scene\, of a multidisciplinary programme in higher education\, offering to students a yearly programme of seminars\, free of charge\, on a variety of specialist subject matters and research projects conducted by international academics and experts. Next to philosophers\, the Institute used to host scientists\, scholars in the history of science and medicine\, linguists\, economists\, psychologists and mathematicians\, while keeping conferences\, lectures and seminars constantly open to the public. At the heart of this peculiar institution lied Marotta’s ideal of a well-rounded and historically affected education\, as well as his commitment to attend at the ethical preparation of future leaders\, according to democratic values stemming from the Republican experience of the Neapolitan Revolution 1799. Historic consciousness and memory are the main features of Marotta’ pedagogical thinking\, which however has remained unacknowledged\, since he left no specialist publications on his own thinking. His educational ideals have been laid out in public speeches – some of them transcribed by students or videorecorded. The educational opportunities that the Institute offered to thousands of students and researchers between 1975-2018 remain the most accurate testament of his pedagogical utopia. As the world hangs on the brink of another nuclear war\, I wish to shed some light on Marotta’s thinking about the education of future leaders\, in the hope of preserving it from obliviousness. \n\nMilena Cuccurullo is a PhD student in Education at University of Warwick. Previously a research fellow at the Italian Institute for Philosophical Studies (Italy)\, her background is in philosophy of education\, education policy and Hermeneutics. Her current research focuses on Hans-Georg Gadamer’s thought. She is interested in developing Gadamer’s notions of language\, experience and self-education (sich-bilden) to re-think higher education and lifelong learning away from discourses of instrumentality of knowledge and educational performativity. \n  \nThe modern Chinese educationalist: Chang Po-ling 张伯苓 (1876-1951) \nYuting Jia \nChang Po-ling 张伯苓 (1876-1951)\, he was one of the founders of 南开大学Nankai University and served as its president from 1919 to 1948 (Esherick & Wa\, 1995). The pronunciation of ‘南 nan south’ is the same as ‘难 nan difficult’. It also expresses the attitude that the more difficult it is\, the more it opens the way. Further\, he was the earliest advocate of the Olympic movement in China. Currently\, there are few descriptions of him in Anglophone. \nThe motto of the Nankai Series of Academies is 允公允能 日新月异 Dedication to public interests\, acquisition of all-round capability\, and aspiration for progress with each passing day. Mirror Motto of Nankai for the person’s dress code and body posture requirements\, the academy[1] proposed: 面必净，发必理，衣必整，纽必结. 头容正，肩容平，胸容宽，背容直. 气象：勿傲、勿暴、勿怠. 颜色：宜和、宜静、宜庄. To correct the appearance\, cultivate the temperament\, build up the morality\, and complete the personality. \n[1] 严修Yan Xiu \nYuting Jia is a Chinese philosopher of education working at the early twentieth-century Chinese philosophy and the intellectual history of education in modern China\, and it engages with contemporary (global) philosophy of education. His research focuses on educology as the meta-theory of education. Currently\, he is engaged in two related projects. The first\, Wang Yangming as a Pedagogue. The second project\, John Dewey and Carsun Chang: On the Reconstruction of Life and Education. \n  \n 
URL:https://www.pedagogicaltheory.co.uk/event/brilliant-yet-shadowed-seminar-series-3/
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260320T130000
DTEND;TZID=Europe/London:20260320T140000
DTSTAMP:20260513T205849
CREATED:20260310T140015Z
LAST-MODIFIED:20260310T141949Z
UID:179-1774011600-1774015200@www.pedagogicaltheory.co.uk
SUMMARY:Brilliant Yet Shadowed Seminar Series - Event 2
DESCRIPTION:The Scottish Educational Research Association (SERA) Theory and Philosophy Network is pleased to present the second event in this seminar series that attempts to shine a light on educational thinkers who are otherwise overlooked. \nThe event takes place at 1PM UK time on Friday 20 March\, and will be online. To join\, please use the following link: \nJoin: https://teams.microsoft.com/meet/3139134937828?p=HyNh3ZXbvxgdQ6dZsw\nMeeting ID: 313 913 493 782 8\nPasscode: EQ3nA7Lu\n(Please note that if you do not have MS Teams installed on your system\, you can select to join via your browser)\n\nFull details of presentations and presenters can be found below:\n\n\n\nHatano’s Adaptive Expertise: An Overlooked Educational Insight \nDr Jonathan Firth\, Strathclyde Institute of Education \nThe concept of adaptive expertise\, developed by Giyoo Hatano\, contrasts with routine expertise which is more often the result of educational practice. Routine experts perform procedures efficiently in familiar contexts\, whereas adaptive experts flexibly apply and modify their knowledge to address novel problems\, making it more relevant to real-world situations and to creativity. This work suggests a move away from educational instruction that focuses on repetition and efficiency and towards variation and conceptual understanding (Hatano & Oura\, 2003). Hatano also contributed to theories of learning\, building on but diverging from Piaget’s work for example in recognising that expert thinking can happen among children. This short session outlines the key ideas\, their context\, and their implications. \nReferences \nHatano\, G.\, & Inagaki\, K. (1994). Young children’s naive theory of biology. Cognition\, 50(1–3)\, 171–188. \nHatano\, G.\, & Oura\, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher\, 32(8)\, 26–29. \n\n\nDr Jonathan Firth is a principal teaching fellow at the University of Strathclyde\, and previously worked as a secondary school teacher. His research interests include the psychology of cognition and metacognition\, study skills\, learning theories\, and the cognitive basis of creativity. He has written several education support books\, including ‘Psychology in the Classroom’ (with Marc Smith)\, ‘How to Learn’\, and ‘What Teachers Need to Know About Memory’. Jonathan also sends a free weekly newsletter on memory and metacognition which can be found at firth.substack.com. \nHenriette Herz: Influential Salonnière \nLouis Waterman Quist\, University of Tromso/Karlsruhe University of Education \nHenriette Julie Herz (1764-1847) was a Jewish woman at the centre of Romanticism – the period in which pedagogy established itself as an autonomous discipline – whose Berlin salon was the site of social gatherings that would go on to shape the course of educational thinking. Herz’s talents were numerous: she was intelligent and studious\, particularly as a linguist (she learned over 10 languages); she was full of social charm and wit that she used to keep company with many of the leading thinkers of the time; and she had a goddess-like demeanour with captivating looks that continually aroused suspicions amongst Berlin’s gossip- hungry society\n(Bilski & Braun\, 2005). Collectively\, these talents made Herz the perfect salonnière\, and Herz’s salon was attended by many leading thinkers associated with Romanticism\, such as Friedrich\, August and Dorothea Schlegel\, Alexander and Wilhelm von Humboldt and Friedrich Schleiermacher. But whilst significant attention has been drawn to the male protagonists in the history of ideas\, Herz’s role – and indeed other salonnières such as Rahel Varnhagen and Madame de Tecin – is less well-known5. This short piece instead places Henriette Herz at the centre of the story as one of the leading conductors of Romanticism\, a symphony of fragmented harmonisation and dissonance brought about by collaborative thinking\, convivial discussion and dynamic productivity across all artistic forms that has had a large legacy on how we humans understand ourselves and our relations\, particularly regarding educational theory. \n\n\nLouis Waterman Quist is a doctoral candidate in Education Studies. His PhD research explores the concepts of education and nature through what he terms “Romantic Pedagogy”\, with a focus on the work of F.D.E. Schleiermacher. Louis is affiliated with Karlsruhe University of Education\, Germany for his PhD\, but he lives in Tromsø and works at UiT The Arctic University of Norway as an Advisor. More broadly\, Louis is interested in hermeneutic and philosophical approaches to education studies\, particularly those which are inter-/transcultural. He is a member of the ExET and New Northern Pedagogies international research networks\, as well as the Philosophy of Education and ICRED research groups at UiT\, Tromsø. \nJanusz Korczak: To Live a Philosophy of Education \nWalker Ballard\, The Ohio State University \nThe name Janusz Korczak rarely makes a list of ‘visionary educational thinkers of the twentieth century.’ Among his roles as a pediatrician\, orphanage director\, and revolutionary pedagogue\, Korczak is most well-known\, in Poland anyway\, as a renowned author of children’s literature. Despite insightful writings in educational philosophy\, his corpus has been largely ignored by educational theorists\, barring a handful of contemporary scholars. Living in Warsaw in 1939\, Korczak’s story and philosophy intertwine with the darkest moments in human history. Despite being offered multiple opportunities to escape the Warsaw ghetto\, he refused to abandon his pupils\, ultimately facing their same fate at Treblinka. What he left behind was not only written educational theory\, but a profoundly lived philosophy of education. He forwards the simplistic notion that children have the right to be children. Amidst a modern educational landscape that prioritizes future-oriented action\, Korczak’s present-mindedness proves to beparticularly provocative. In urging us to view children as more than underdeveloped adults\, he prompts us to consider the ways in which\, “…it is precisely children who are the princes ofemotion\, poets and thinkers.”[1] The essence of his philosophy is grounded in a radical conception of educational relationships based in trust\, forgiveness\, and respect for the student. While similar ideas are often attributed to more mainstream progressive thinkers\, Korczak provides a heroic example of philosophy-in-action. His legacy serves as an inspiration for those committed to humanistic relationship-focused teaching and a haunting reminder of the importance of those relationships in our darkest times. \n[1] Korczak\, Janusz. “A Child’s Right to Respect.” In How to Love a Child and Other Selected Works\, edited by Anna Maria Czernow\, translated by Sean Gasper Bye\, Vol. 1. Vallentine Mitchell\, 2018\, p. 329. \nWalker Ballard is a Ph.D. candidate in Educational Studies at The Ohio State University\, where his work sits at the intersection of educational philosophy\, ethics\, and democratic education. His research examines educator identity and democratic practice with particular attention to how teachers understand and enact ethical commitments in everyday school life. Drawing on critical theory and international/comparative perspectives\, his work explores how democratic ideals are lived and sustained within educational institutions. Ballard holds a B.M. in Music Education and a B.A. in German Language and Literature from Appalachian State University\, as well as a M.A. in Educational Studies from The Ohio State University. He has taught undergraduate courses in philosophy\, history\, and sociology of education at Ohio State. \n 
URL:https://www.pedagogicaltheory.co.uk/event/brilliant-yet-shadowed-seminar-series-event-2/
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BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260309T090000
DTEND;TZID=Europe/London:20260309T170000
DTSTAMP:20260513T205849
CREATED:20251121T145404Z
LAST-MODIFIED:20260113T153154Z
UID:149-1773046800-1773075600@www.pedagogicaltheory.co.uk
SUMMARY:Resonance in Education? Rethinking Encounter\, Attunement\, and Transformation
DESCRIPTION:In recent years\, resonance has emerged as a compelling concept for educators to rethink how students encounter the world and how educators might cultivate transformative experiences. Hartmut Rosa’s theory of resonance has sparked much of this renewed interest. Essentially\, Rosa asks us to consider the many different ways in which we establish relationship to the world; to deaccelerate and form a different sense of ‘quality of life’ in a world obsessed with growth and progress. Rosa’s work speaks to diverse efforts to wrestle education from marketised models and to re-centre teachers as bringing students in connection with the world\, others\, and themselves. But resonance is not a new concept. Many other traditions speak\, implicitly or explicitly\, in resonant terms: phenomenology\, dialogical pedagogy\, theology\, continental philosophy\, new materialism\, sociology\, and the theory of Bildung offer diverse accounts of attunement\, responsiveness\, and the event of the world’s address. We wish to maintain the plurality of this term in deliberation of its usefulness in and toward education. Also\, applying the concept of resonance to education raises certain critical questions: \n·       What does it mean to ‘encounter the world’ in educational contexts\, and what assumptions about subject\, world\, and relation are carried by this phrase? \n·       To what extent can resonance be fostered through pedagogical design\, and when does the attempt to orchestrate resonance risk undermining its conditions? \n·       How might different traditions (e.g. phenomenological\, dialogical\, theological\, sociological\, technological) conceptualise resonance\, and what tensions or contradictions emerge between them? \n·       What forms of resonance or dissonance arise within contemporary educational institutions framed by marketisation\, accountability\, and digital mediation? \n·       Are moments of resonance inherently positive\, or can these encounters be disruptive\, disorienting\, or ethically troubling? \nThis one-day seminar brings together scholars (academics\, students\, practitioners) to examine the conceptual\, pedagogical\, ethical\, and political implications of resonance in education. We invite contributions to critically explore resonance as a theoretical resource for understanding formation\, subjectivity\, relationality\, and transformation within educational contexts. Presentation slots will be around 30 minutes. \nWe are delighted to announce that our keynote speaker will be Dr Johannes Rytzler\, Senior Lecturer in Education at Mälardalen University\, Sweden. \nFull information and call for papers available at Resonance in Education? Rethinking Encounter\, Attunement\, and Transformation — Experiments in Education Theory \nRegistration required\, please register here: Resonance in Education? Rethinking Encounter\, Attunement and Transformation Tickets\, Mon\, Mar 9\, 2026 at 9:00 AM | Eventbrite
URL:https://www.pedagogicaltheory.co.uk/event/resonance-in-education-rethinking-encounter-attunement-and-transformation/
LOCATION:Advanced Research Centre (ARC)\, University of Glasgow
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BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260306T100000
DTEND;TZID=Europe/London:20260306T170000
DTSTAMP:20260513T205849
CREATED:20260216T204623Z
LAST-MODIFIED:20260227T115431Z
UID:170-1772791200-1772816400@www.pedagogicaltheory.co.uk
SUMMARY:What's the 'Use' in Higher Education - Symposium 3 - Future
DESCRIPTION:Register for in person or virtual attendance here: What’s the ‘use’ in Higher Education? Event Registration – Fill out form \nThe third and final symposium in this SES-funded research project speculates on the notion of ‘use’ as it may present itself in the future. How might emerging technologies change how we view what is useful and what is obsolete? What will be the study trends of the future as students seek to optimise the ‘usefulness’ of their qualifications? Should universities be taking steps to enshrine their status as a public good? \nThis event is free to attend for anyone with an interest in HE\, from any institution\, discipline\, student or professional at any level. Lunch and refreshments will be provided for in person attendees. \nProgramme Schedule: \n10.00am Arrival and Coffee \n10.30am Introduction: Nicola Robertson and Karsten Kenklies \n11.00am Short Paper 1: Dr Shone Surendran\, Kings College London \nWhat Counts as ‘Useful’ Knowledge in Higher Education? An Inferentialist Perspective \n11.30am Short Paper 2: Manaar Hamed Al Namani\, University of Strathclyde \nRethinking learning in the age of Generative AI: Student use and pedagogical change in \nhigher education \n12.00 Lunch \n13.00 Short paper: Prof Steven Jones\, University of Manchester \nReconciling ‘use’ and public value in Higher Education \n13.30 Short paper: Vijayita Prajapati\, University of Strathclyde \nThe Future of Higher Education: Using Science Fiction to Reimagine Possibility \n14.00 Short paper: Prof Debs Robinson\, University of Strathclyde \nRegimes of Usefulness: Power/Knowledge and the University’s Public Purpose \n14.30 Coffee \n15.00 Keynote: Prof John Mitchell\, University College London \nHow useful is an engineering education? \n16.00 Panel discussion featuring all presenters
URL:https://www.pedagogicaltheory.co.uk/event/whats-the-use-in-higher-education-symposium-3-future/
LOCATION:Nelson Mandela Auditorium\, University of Strathclyde\, Teaching and Learning Building\, Ground Floor\, Richmond Street\, Glasgow\, United Kingdom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260220T130000
DTEND;TZID=Europe/London:20260220T140000
DTSTAMP:20260513T205849
CREATED:20260206T103954Z
LAST-MODIFIED:20260206T104750Z
UID:165-1771592400-1771596000@www.pedagogicaltheory.co.uk
SUMMARY:Brilliant Yet Shadowed Seminar Series 1
DESCRIPTION:The SERA Theory and Philosophy Network is pleased to present a seminar series building on their latest publication Brilliant Yet Shadowed\, which aims to foreground educational thinkers whose valuable contributions to the field otherwise exist at the margins of educational philosophy and theory. \nThe first seminar in the series takes place online on February 20th 2026 at 1PM UK time (full information below) and features two authors from the special issue. Please follow us on LinkedIn for more events in this series\, as well as other news from the network. \nSeminar 1 – February 20th\, 1PM\nJoin here:\nhttps://strath.zoom.us/j/84041296349 \nMeeting ID: 840 4129 6349\nPassword: 286486 \nNicola Robertson\, University of Strathclyde \nMotoko Hani and the Jiyu Gakuen \nMotoko Hani earned her accolade as a pioneer by becoming Japan’s first ever female journalist; however\, she would come to cement her place in Japanese educational history by founding the Jiyu Gakuen – the “freedom school” that remains a going concern over 100 years after its inception. This presentation will consider the foundation of this school against Motoko’s own conceptualisations of liberty\, unity\, and authority. It will also consider how these philosophies are baked into the school’s physical construction\, aided by the design of noted architect Frank Lloyd Wright. \nNicola Robertson is a lecturer in education at the Strathclyde Institute of Education. Her research sits at the intersection of philosophy of education\, technology\, and popular culture studies. She is co-editor of Autobiography\, Fan Fiction\, and Education (Bloomsbury\, 2025) and author of forthcoming monograph Pedagogical Propaganda: The Power of Image (Peter Lang). \nLu Sophia Leng\, Jinan University \n“Xing” (行Action): Tao Xingzhi’s Educational Philosophy – Integrating Knowledge\, Action\, \nand Social Reform for Educational Excellence \nTAO Xingzhi (陶行知1891-1946)\, a former student of John Dewey at Colombia Teachers’ College\, was a well-known educational thinker and leader in 20th-century China and is still well-recognized today. He innovatively used education as the engine and tool to save and transform his country. Yet he remains a largely undiscovered figure in the global educational discourse. This paper examines Tao’s distinctive philosophy of “Xing” (行\, action/practice)\, and his central beliefs of “life as education” (生活教育) and “society as school” (社会即学校) (Mao\, 1984\, p.610-612). Adhered to his dedication of “coming with a heart full of passion and leaving without taking even a single blade of grass”( 捧着一颗心来，不带半根草去) (Zhang\, 2011)\, Tao has lived and manifested his philosophy and taken pragmatism to a new level of impact and transformation. By exploring Tao’s educational philosophy and practice\, we gain new insights into the role of education in shaping a more just and equitable society\, not only continuously in China but also in its powerful potential and impact in the world. \nLu Sophia Leng is an Associate Professor at the School of Foreign Studies\, Jinan University\, Guangzhou China. She earned her PhD from the College of Education\, University of Hawaii at Manoa\, USA. Her research focuses on educational psychology\, English language education\, Philosophy for Children\, and educational philosophy. She has been engaged in educational philosophy\, teacher development and empirical studies on language teaching in recent years.
URL:https://www.pedagogicaltheory.co.uk/event/brilliant-yet-shadowed-seminar-series-1/
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BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260116T100000
DTEND;TZID=Europe/London:20260116T170000
DTSTAMP:20260513T205849
CREATED:20260106T152507Z
LAST-MODIFIED:20260113T160134Z
UID:157-1768557600-1768582800@www.pedagogicaltheory.co.uk
SUMMARY:What's the 'Use' in Higher Education? Symposium 2 - Present
DESCRIPTION:Register for in person or virtual attendance here: What’s the ‘use’ in Higher Education? Event Registration – Fill out form \nThe second symposium in this SES-funded research project addresses the notion of ‘use’ as it presents itself in contemporary institutions. What do we consider as ‘useful’ now? How do these ideas of ‘use’ frame the way in which we work and study? And crucially\, how are these ideas shaped\, or come to shape\, the precarious situation of Higher Education in the 21st century? \nThis event is free to attend for anyone with an interest in HE\, from any institution\, discipline\, student or professional at any level. Lunch and refreshments will be provided for in person attendees. \nEvent Programme: \n10.30 – Arrival\, Coffee\, and Introduction \n11.00 – Introduction \n11.30 Short papers \nAmanda Corrigan – Countering the deficit narrative around international students in the UK \nGillian Marshall – The Death of the Classroom: Reimagining Learning from Childhood to Higher Education \n12.30 Lunch \n13.30 1 Short paper \nDr Jane Essex & Michael Murray – The ‘uses’ of energy \n14.00 Keynote 2: Dr Mariya Ivancheva – The Digitalisation\, Outsourcing and Casualisation of Academic Labour \n15.00 Coffee \n15.30 Panel discussion
URL:https://www.pedagogicaltheory.co.uk/event/whats-the-use-in-higher-education-symposium-2-present-2/
LOCATION:Nelson Mandela Auditorium\, University of Strathclyde\, Teaching and Learning Building\, Ground Floor\, Richmond Street\, Glasgow\, United Kingdom
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END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20251106T090000
DTEND;TZID=Europe/London:20251106T170000
DTSTAMP:20260513T205849
CREATED:20250910T085117Z
LAST-MODIFIED:20250910T085117Z
UID:138-1762419600-1762448400@www.pedagogicaltheory.co.uk
SUMMARY:Seminar: Educational Ease and Desirable Difficulties
DESCRIPTION:Any pedagogical process involves certain adjustments on the part of educators to support learning. Often\, these make matters easier for the learner\, with accommodations such as slowing down or simplifying explanations\, scaffolding\, or the provision of examples. However\, simplification may at times conflict with the value of challenges and depth in education. This seminar aims to stimulate philosophical and theoretical discussion of educational simplifications and difficulties with a view to informing theory and praxis.\n\nWe invite abstracts of approx 300 words for oral presentations on this theme. Example questions relevant to this call for papers include: the level of challenge in the curriculum; pedagogical choices over scaffolding and/or differentiation; resistance or discomfort inherent in transformational learning; issues around the use of technology in simplifying or easing educational processes. Many other issues could also be considered via the lens of ease/support versus difficulty/challenge.\n\nDeadline for proposals: Friday 3rd October\, 2025. Seminar date and venue: Thursday 6th November 2025 at the University of Strathclyde\, Glasgow\, Scotland. Organised by the Advanced Pedagogical Theory subtheme.\nFull Call for Papers available at https://www.pedagogicaltheory.co.uk/educational-ease-and-desirable-difficulties/
URL:https://www.pedagogicaltheory.co.uk/event/seminar-educational-ease-and-desirable-difficulties/
LOCATION:University of Strathclyde\, United Kingdom
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BEGIN:VEVENT
DTSTART;TZID=Europe/London:20251010T090000
DTEND;TZID=Europe/London:20251010T170000
DTSTAMP:20260513T205849
CREATED:20250704T092334Z
LAST-MODIFIED:20250919T091256Z
UID:117-1760086800-1760115600@www.pedagogicaltheory.co.uk
SUMMARY:What's the 'use' in Higher Education? Symposium 1 - Past
DESCRIPTION:Register here:  https://forms.office.com/e/eshwZzVMk7 \nThis event is free\, and available to attend in person and online. Registration is essential for catering purposes (tea\, coffee\, and lunch will be provided). \nThis first symposium of this research project will address the question of how ‘use’ was conceptualised in Higher Education in the past. Invited speakers\, and history of education scholars\, Professor Bob Davis (University of Glasgow)\, and Dr Karsten Kenklies (University of Strathclyde) will head the discussions with reference to the will of John Anderson\, founder of what would eventually become the University of Strathclyde – the place of useful learning. \nFurther questions for discussion may include: \nHow can the idea of use be historically contextualised in the establishment and activities of Higher Education institutions\, departments\, and subject across the centuries? \nWhat social\, political\, and religious influences shaped notions of usefulness at these times? \nProgramme Schedule: \n9.00 Arrival & Coffee \n9.30 Introduction – David Lewin and Nicola Robertson\, University of Strathclyde \n10.00 Keynote 1: Dr Karsten Kenklies\, University of Strathclyde \n11.00 Coffee \n11.30 Short papers: \nBreadth of Knowledge\, Transfer\, and Usefulness in Higher Education (Jonathan Firth\, University of Strathclyde) \nUseful to Whom? A Historical Analysis of the Relationship Between the UK and Black African International Students. (Ogonna Nnamoko\, University of Strathclyde) \n12.30 Lunch \n13.30 Short paper: \n“….to excel all the rest in usefulness…“ Hugh of St. Victor on Useful Pedagogical Knowledge (Sebastian Engelmann\, PH Karlsruhe) \n14.00 Keynote 2: Professor Robert Davis\, University of Glasgow \n15.00 Coffee \n15.30 Panel discussion featuring all presenters \n 
URL:https://www.pedagogicaltheory.co.uk/event/useful-learning-1/
LOCATION:Nelson Mandela Auditorium\, University of Strathclyde\, Teaching and Learning Building\, Ground Floor\, Richmond Street\, Glasgow\, United Kingdom
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DTSTART;TZID=Europe/London:20250923T170000
DTEND;TZID=Europe/London:20250923T183000
DTSTAMP:20260513T205849
CREATED:20250704T100324Z
LAST-MODIFIED:20250902T143507Z
UID:120-1758646800-1758652200@www.pedagogicaltheory.co.uk
SUMMARY:Autobiography\, Fan Fiction\, and Education - Book Launch
DESCRIPTION:Join the editors and contributors of Autobiography\, Fan Fiction\, and Education – due for release by Bloomsbury in September 2025 – to find out more\, and spark discussion\, about how elements of fan culture and life writing can illuminate\, and be illuminated by\, educational endeavour. More information and link to join is available below: \nAutobiography\, Fan Fiction\, and Education \nNicola Robertson and Yueling Chen (editors) \n This book illuminates the relationship between autobiography\, fan fiction\, and education via philosophical\, pedagogical\, and formative perspectives. \nHow might we consider autobiography and fan fiction writing to be educational? How can we harness the potential of fan fiction writing for pedagogical use? How does the practice of creating and consuming fan fiction/autobiographical texts support the formation of identity? This book brings together contributors from across the world to consider the answers to these questions\, and more\, with the resulting interpretations and perspectives offering something novel in the linking of these three concepts. Separated into three distinct sections\, the chapters in this book look first at philosophical perspectives\, moving on to pedagogical approaches\, and\, finally\, the role of fan fiction and autobiography in the formation of individual and social identities. The eclectic mix of arguments\, methods\, and styles aims to provide insights to readers interested in life writing\, popular culture and media studies\, and those engaged in the multiple sub-disciplines of education studies. \nThis event will take place over Zoom: \nhttps://strath.zoom.us/j/89746345814\nPasscode: 126961
URL:https://www.pedagogicaltheory.co.uk/event/autobiography-fan-fiction-and-education-book-launch/
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DTSTART;TZID=Europe/London:20250901T170000
DTEND;TZID=Europe/London:20250901T190000
DTSTAMP:20260513T205849
CREATED:20250701T080039Z
LAST-MODIFIED:20250701T080039Z
UID:90-1756746000-1756753200@www.pedagogicaltheory.co.uk
SUMMARY:Poetics and Paideia: Professor Catherine Pickstock
DESCRIPTION:Strathclyde Institute of Education is delighted to welcome the Philosophy of Education Society of Great Britain Distinguished Lecture Series. As part of the series the Institute will host a distinguished lecture by Professor Catherine Pickstock\, Norris Hulse Professor of Divinity at the University of Cambridge. The talk will be followed by a drinks reception. All are welcome (registration below). \nPoetics and paideia: the transmission of knowledge as production \nSeptember 1st 2025\, 17.00-19.00 \nSW105 (Stenhouse Wing)\, University of Strathclyde \nRegistration: https://www.eventbrite.co.uk/e/pesgb-distinguished-lecture-prof-catherine-pickstock-tickets-1420477780279?utm-campaign=social&utm-content=attendeeshare&utm-medium=discovery&utm-term=listing&utm-source=cp&aff=ebdsshcopyurl \nArtificial Intelligence presents education with a crisis\, that brings to the surface a deeper cultural problem. All the time we act in public and private life as if the soul\, freedom\, feeling\, beauty and goodness were real\, and yet our science seems to cast doubt on that. Indeed\, it may cast doubt even on the truth of ‘truth’ which it would itself seem to require. Meanwhile AI seems to be able to mimic or even initiate the ‘creative’ residue of human thought that we might have hoped was unique. But insofar as it does so (imperfectly for now)\, this does not imply something reductive\, but rather the reverse: as with quantum physics\, a spontaneous predilection for order apparently beyond the pre-programmed. This does not mean that machines think or are conscious\, but perhaps instead that even artificial contrivances can start to reveal that they also belong to an underlying nature that is inventive and teleological\, just as it seems to open itself up infinitely to our mental comprehension both theoretical and practical. \nIn this way and surprisingly\, computing itself (as Margaret Masterman intimated) may point us back to the poetic as irreducible. On a reductive view\, our thought just ‘represents’ given reality. In that case\, we can be replaced by dead machines and there is no point in education. In fact\, there is only any point in a humanistic education if we have souls or spirits to which nature and machines only approximate. The knowledge that is irreducible we can now see is always religious\, philosophical or poetic knowledge. This is because knowledge always has a practical dimension. Pragmatism is also speculative because to know what to do\, as an individual or a society\, we have to ask what to aim for\, and that involves an ‘impossible’ attempt to ask things like what is real\, what is the whole. There are two linked approaches to this: philosophy tries to know how all the many finite things relate to the one infinite thing. That is an impossible question\, but without it\, there is no philosophy\, which has to explain how it is that there is spirit and consciousness as well as matter. Otherwise\, if we merely collect data on passing matter and see how we can control it better\, we only need a scientific explanation. \nYet because philosophy has to ‘guess’ about the whole to a certain degree\, it also needs poetry and something like religion: it needs to recognise how the whole of reality\, ultimate truth\, discloses itself in instants and a series of instants in the life of individuals and of societies in history.  For this reason\, humanistic education\, in the wake of Plato in the case of the West\, requires literary critical reflection on poetry\, as well as philosophy. Philosophy is abstract poetry. Poetry is concrete philosophy. In the face of AI\, we can only retain a humanistic education if we put philosophy and poetry at its core and see their inseparable nature.
URL:https://www.pedagogicaltheory.co.uk/event/poetics-and-paideia-professor-catherine-pickstock/
LOCATION:University of Strathclyde\, United Kingdom
ATTACH;FMTTYPE=image/jpeg:https://www.pedagogicaltheory.co.uk/files/2025/06/pickstock2-300x300-1.jpg
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DTSTART;TZID=Europe/London:20250710T160000
DTEND;TZID=Europe/London:20250710T173000
DTSTAMP:20260513T205849
CREATED:20250701T075246Z
LAST-MODIFIED:20250701T075246Z
UID:88-1752163200-1752168600@www.pedagogicaltheory.co.uk
SUMMARY:Queer joy as method? Exploring religion\, queerness and education.
DESCRIPTION:Speaker: Dr Sean Henry (Edge Hill University) \n10th July 2025\, 4PM\, Room TL651 \nThe intersections of religion\, queerness\, and education can often be fraught for teachers and students in schools\, with discussions in this space often marked by polarising discourses and entrenched perspectives. In an effort to move beyond the risks posed by such polarisations\, the purpose of this presentation is to explore the potential role queer joy might play as a method for engaging religion\, queerness\, and education. Emphasis is placed on engaging queerness\, religion\, and education in ways that are conducive to queer and trans liberation in schools and society.  \n\nThe event is graciously sponsored by the Philosophy of Education Society of Great Britain (PESGB). \nAs usual\, we will go for dinner afterwards. This has to be self-paid. Please register until Monday 7th noon if you would come along so that a reservation can be made. \nEveryone is welcome to this free event\, but registration is requested\, see Eventbrite link below (for catering purposes and restaurant reservation – two different tickets): \nhttps://www.eventbrite.co.uk/e/queer-joy-as-method-exploring-religion-queerness-and-education-tickets-1431516918639?aff=oddtdtcreator
URL:https://www.pedagogicaltheory.co.uk/event/queer-joy-as-method-exploring-religion-queerness-and-education/
LOCATION:University of Strathclyde\, United Kingdom
ATTACH;FMTTYPE=image/png:https://www.pedagogicaltheory.co.uk/files/2025/05/PESGB.png
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DTSTART;TZID=Europe/London:20250623T120000
DTEND;TZID=Europe/London:20250627T130000
DTSTAMP:20260513T205849
CREATED:20250528T083242Z
LAST-MODIFIED:20250528T083242Z
UID:46-1750680000-1751029200@www.pedagogicaltheory.co.uk
SUMMARY:PESGB Summer School 2025
DESCRIPTION:The University of Strathclyde will be hosting the Summer School in Philosophy of Education from Monday 23 June to Friday 27 June 2025 on the John Anderson Campus in the centre of Glasgow. The Summer School involves five days of lectures\, seminar discussions and social activities. \nThe theme for the Summer School is ‘Education and Philosophy between Cultures’. Cultural and intercultural awareness\, communication and competence are at the heart of the postgraduate researcher development at universities across the sector. It is a general expectation that postgraduate research students engage beyond their conceptually and culturally familiar contexts\, to broaden their horizons and ways of thinking\, crossing borders of language and philosophical traditions when thinking about education. This expectation aligns with moves to internationalise higher education. \nAlthough inspiring\, these expectations are also challenging as they quickly expose underlying problems that accompany attempts to cross borders. English may be the lingua franca of academia offering a common tongue for human connection and economic mobility\, but this comes at a price: monolingual academic cultures and set conventions of translating (e.g. in UK universities) may not only gloss over students’ multilingual identities (and rich translingual resources)\, but also overlook the difficult art of translation itself\, e.g. when considering the historicity of concepts (and language in general). These critical challenges are central to Philosophy of Education\, whose fundamental notions or concepts – e.g. education\, or philosophy – should not be taken for granted. \nTherefore\, the 2025 Summer School at the University of Strathclyde will offer opportunities for all doctoral researchers engaging in theoretical and philosophical research in education to explore fundamental educational concepts from a methodological perspective. Particular attention will be paid to questions that interculturality poses: how do we do “philosophy of education” within and between cultures? \nStudents will explore not only the specific questions that such intercultural discussions and encounters create\, but they will also be given opportunities to formulate responses. Beginning with a more methodological exploration into intercultural philosophical work on the first day\, over the course of five days\, participants will engage in specific aspects of this field.
URL:https://www.pedagogicaltheory.co.uk/event/pesgb-summer-school-2025/
LOCATION:University of Strathclyde\, United Kingdom
ATTACH;FMTTYPE=image/png:https://www.pedagogicaltheory.co.uk/files/2025/05/PESGB.png
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