CFP: Philosophical Schools After 1950 – Volume

The second half of the 20th century witnessed the flourishing of important philosophical schools, mostly in Europe and the Americas. Marxist schools such as the Praxis School, the Budapest School, and the Frankfurt School; schools of phenomenology (e.g., in Paris) and of historicism (e.g., in Naples); schools of logic such as the Polish School of Paraconsistent Logic, the Brazilian School of Paraconsistent Logic and continuators of the Lvov-Warsaw School; Thomistic schools such as Laval School in Canada and the Lublin School in Poland. Some of these schools experienced important evolutions: their topics shifted over time, their members changed, and they even underwent diasporas for political reasons.

Today, 50 years later, philosophical schools seem to have lost momentum. Most philosophy departments around the world hire scholars with highly specialized interests in diverse philosophical areas. This heterogeneity allows departments to present a richer and more attractive didactic offer. Does the current setting of Academia declare the end of philosophical schools? Or can 20th century philosophical schools invite us to reconsider the methods and practices of today’s philosophy, precisely by presenting philosophy as a collaborative endeavor? The study of philosophical schools might foster innovations in philosophy by widening our scientific horizons and academic classifications and expectations.

We invite all the scholars to contribute to the volume which aims to retrace the origins, works, and vicissitudes of philosophical schools after 1950. The purpose is to understand the nature of philosophical schools in that era, and to investigate whether the notion of philosophical school can still be relevant and useful today to improve philosophical investigations.

We encourage to investigate the following research questions:

1. What are the essential features of a philosophical school, and what determines its unity and identity (e.g., a linchpin person/teacher, a journal, a location, shared ideas, places, languages)?
2. Is it possible to present models for philosophical schools (e.g., general trajectories of development)?
3. What happened with dissenting opinions within a school? And what about international connections between schools working in the same philosophical area?
4. What current philosophical scholarship and practice can learn from the notion of philosophical school?
5. What is the future of the idea of philosophical schools?

Submission

Articles must be written in English and they should meet the conditions described here (bookmark “For Authors”): http://www.edukacja-filozoficzna.uw.edu.pl/en/do-autorow/).

The most important tip: present clearly an original statement of hypothesis and support it with arguments.

All the texts will be peer-reviewed (see the principles and procedure: http://www.edukacja-filozoficzna.uw.edu.pl/en/procedura-recenzowania/).

Please send articles to: [email protected] by September 15, 2022, the latest.

Result

All the articles accepted for publication will be included in the issue 2(74)/2022 of the journal Edukacja Filozoficzna (http://www.edukacja-filozoficzna.uw.edu.pl/en/), published by the Faculty of Philosophy of the University of Warsaw.

Editors assume that this volume will be an insteresting material for the scholars all over the World, so it will be widely spread to reach as many readers as possible.

Practical Details

The Publisher does not charge Authors and does not pay any honorary.

Every Author will get a free hard copy of the volume.

The Publisher provides copy editing.

The entire volume will be available in Open Access.

If you have any questions, please write to: [email protected]