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BEGIN:VEVENT
DTSTAMP:20260909T084526Z
DTSTART;TZID=Europe/London:20221021T110000
DTEND;TZID=Europe/London:20221022T170000
SUMMARY:Engineering Educational Concepts: Philosophical Analysis for Educational Problems
UID:20260909T084540Z-iCalPlugin-Grails@fe80:0:0:0:f84c:d7ff:fee1:b55%3
TZID:Europe/London
LOCATION:Swansea University\, Swansea\, United Kingdom
DESCRIPTION:<p>This workshop aims to examine the role that analytic philosophy plays in educational studies. Specifically\, it will draw on recent trends in analytic philosophy that focus on conceptual engineering. Conceptual engineering\, or ameliorative analysis\, takes concepts and suggests ways of defining them to solve real-world problems. Sally Haslanger pioneered this approach in social philosophy by proposing an engineered concept of gender to advance feminist causes. Since educational research aims to solve real-world problems\, conceptual engineering seems to be a promising research model for analytic philosophy of education.</p>\n\n<p>The aim of this call for papers is to bring together a community of researchers interested in the potential of conceptual engineering in education\, and to set the groundwork for future research in this area. This workshop on engineering educational concepts will be used to develop an edited anthology on conceptual engineering in education.&nbsp\;</p>\n\n<p>Abstracts are invited exploring the following areas:</p>\n\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Philosophy as a methodology in the social sciences\, particularly education.</p>\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Worked examples of engineering educational concepts&nbsp\;<em>eg</em>&nbsp\;analyses of knowledge\, intelligence\, flourishing\, rights\, inquiry\, justice\,&nbsp\;<em>etc</em>.</p>\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Examples (theoretical or empirical) of the role that concepts play in the social sciences\, particularly education.</p>\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Criticisms of conceptual engineering in general\, and in education in particular.</p>\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Alternatives to conceptual engineering in education\, including other philosophical approaches.</p>\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Analytic and non-analytic approaches to conceptual engineering in education.</p>\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Discussion of the value of conceptual analysis and engineering.</p>\n<p>&middot\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;&nbsp\;Other: All proposals are welcome and will be fully considered.</p>\n\n<p>The cost of transport from within the UK\, and one night of accommodation in Swansea will be covered. If there is interest\, a separate online workshop will be set up for participants who are unable to travel but wish to contribute to the book.&nbsp\;</p>\n\n<p>All participants will be encouraged to submit a paper for the edited book.&nbsp\;</p>\n\n\n<p>Please send anonymised abstracts (max. 1000 words) to&nbsp\;<a href="mailto:jane.gatley@gmail.com">jane.gatley@gmail.com</a>&nbsp\;by the&nbsp\;<strong>1st&nbsp\;of September 2022</strong>.</p>
ORGANIZER;CN=Jane Gatley;CN=Christian Norefalk:
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