Meddelelser

Nyheder december 2017-januar 2018: Om monografiserien

 

Studier i Pædagogisk Filosofi  udgiver tillige en Monografiserie. Bind i monografiserien vil ikke udkomme regelmæssigt.  

Første bind er:

Sune Frølund. Naturviden - En naturfilosofisk undersøgelse og kritik af vidensbegreber i naturvidenskab, 216 sider. Afhandlingen er udkommet ult. 2014. Den kan læses via Monografiseriens "Arkiver", eller via dette link: https://tidsskrift.dk/spfms/article/view/20252, eller http://dx.doi.org/10.7146/spfms.v1i1.20252.

 

Andet bind i Monografiserien er:

Casper Løwenstein: Den sproglige erfaring: En Heideggerlæsning, 277 sider. Denne afhandling er udkommet ult. 2017, og kan læses via dette link, http://dx.doi.org/10.7146/spfms.v1i2.103017

- eller via link til Monografiserien i bjælken ovenfor.

 
Sendt: 2018-01-03
 

Nyheder november-december 2017

 

Kære Læsere

Studier i Pædagogisk Filosofi Årg. 5, Nr. 2 (2016) er udkommet. Se nedenfor!

Et nyt nummer af Monografiserien (nr. 2, 2017) er layoutet og vil udkomme umiddelbart efter juleferien.

Vedrørende Årg. 6, (2017) nærmer nummeret om Gender sig færdiggørelse.  Gæsteredaktører: Claudia Schumann & Marie Hållander, Stockholms Universitet.

SPF vil derefter udkomme med  endnu et 2017-nummer med forskelligartede artikler. Også dette nummer forventes udgivet i begyndelsen af 2018.

En anden nyhed er, at SPF udgiver et særnummer om Knud Grue-Sørensens pædagogisk-filosofiske forfatterskab. Gæsteredaktør er Thyge Winther-Jensen, Aarhus Universitet. Deadline for bidrag: 5. januar 2018.

Deadline for bidrag til det kommende nummer om New Developments in Analytical Philosophy of Education er 1. februar 2018. Redaktører: Oliver Kauffmann og Bo Allesøe Christensen, Aarhus Universitet.

 
Sendt: 2017-11-04
 

Kommende nummer: The Politics of Gender in Education: Contemporary Philosophical Perspectives

 

The special issue collects contemporary perspectives on questions of gender and sexuality within the field of philosophy of education. With a specific emphasis on the political dimensions, preconditions and implications of these questions, we aim to take into account previous work raising topics such as ethics of care, relationality, and embodiment, while at the same time extending the on-going discussions within the area. Which questions have been overlooked or marginalized so far? Which theoretical perspectives need to be developed next?

The issue wants to bring into focus how the gendered and sexualized body becomes politicized in education. Drawing on third and fourth wave feminism, discussions on intersectionality, new materialist theorizing, queer and trans studies the issue moves beyond the binaries female/male, femininity/masculinity.

 
Sendt: 2016-06-16 Mere...
 

Kommende nummer: New Developments in Analytical Philosophy of Education

 

With this call, Studies in Philosophy Education wants to explore the influence of recent developments in analytical philosophy on the philosophy of education within the Nordic countries. 

Present day analytical philosophy has come along way since the simplified picture of it as a bloodless and pure logical-abstract endeavour connected with the logical positivism and empiricism we know from the 1920s extending into the 1940s. As chief instigators of the subsequent post-positivistic phase we might mention Wittgenstein in the Philosophical Investigations, Wilfrid Sellars in Empiricism and he Philosophy of Mind, Willard van Orman Quine in his Two dogmas of Empiricism, and John Austin in Sense and Sensibilia. If, and despite their differences, one commonality could be claimed, it would imply the impossibility of describing our language use, our cognitive processes, our perceptions, in short our epistemic make-up, without understanding the setting for these different processes as well as what these processes are about, their content.   

Recent developments spawned by this, and which will be of interest but not limited to here, is, first, social and virtue epistemology, incorporating social as well as testimonial dimensions of knowledge acquisition and already beginning to appear in philosophy of education through educational philosophers like Ben Kotzee, Jan Derry as well as Harvey Siegel. Second, the development of social ontology and collective intentionality, connected with names like John Searle, Margaret Gilbert, Michael Bratman and Raimo Tuomela, focusing on how shared attention, shared emotions, collective acceptance and joint belief are important factors in understanding collectives, hence also learning processes and outcomes in collective educational settings. More general themes relevant for this volume are, for example, the influence and relevance of specific analytical philosophers, past and present, on contemporary Nordic philosophy of education. Second, pieces discussing and analysing the present situation of analytical philosophy of education and future trajectories. 

1 oktober 2017, deadline for indsendelse af abstracts 

1 november 2017 for tilbagemelding af accepterede abstracts 

1 februar 2018 deadline for indlevering af artikler

 
Sendt: 2016-06-09 Mere...
 

Kommende numre

 

 

Årgang 5, nr. 2 (2016) har titlen Natur og pædagogik.  Gæsteredaktør: Sune Frølund (Aarhus Universitet, DPU). Udkommer efteråret 2017

Årgang 6, nr. 1 har titlen The Politics of Gender in Education: Contemporary Philosophical Perspectives. Gæsteredaktører: Claudia Schumann (Stockholms universitet) og Rebecca Adami (Södertörns högskola). Udkommer februar 2018

Årgang 6, nr. 2 vil bestå af artikler om emner uden fælles tema. udkommer februar-marts 2018

Årgang 7, nr. 1 fokuserer på Knud Grue-Sørensens pædagogiske filosofi. Gæsteredaktør: Thyge Winther-Jensen (Aarhus Universitet, DPU). Udkommer foråret 2018.

Årgang 7, nr. 2 har titlen New Developments in Analytical Philosophy. Gæsteredaktører: Bo Allesøe Christensen (Aarhus Universitet, DPU) og Oliver Kauffmann (Aarhus Universitet, DPU).

Vi modtager og bedømmer løbende artikler uden for tema. Forslag om bøger til anmeldelse sendes til wiberg@edu.au.dk.

 
Sendt: 2016-04-24
 
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