Modeling Critical Pedagogy

Modeling Critical Pedagogy

The academic study of philosophy has always demanded rigorous theorization, including in more practically oriented subfields like ethical, social, and political philosophy. But in the face of impending environmental crises, pervasive social inequality, and growing economic disparity, scholars are called not only to do their part to bolster the ever-expanding reserve of theoretical knowledge, but also to take part in inciting real social, political, and environmental change, and to inspire their students to do the same. University educators today are increasingly willing to model committed engagement with issues facing their local communities, to pose questions of practical importance, and to engage in public dialogue about pressing issues. As scholars and teachers, how can we cultivate an atmosphere that thinks beyond the divide between theoretical, academic work and embodied, concrete practices, acting as agents of integration? This question is especially relevant in an academic context that can appear increasingly drawn toward abstraction, lacking the political will to work toward change in the public sphere, and a social context that appears increasingly drawn toward extremes and unreflective pragmatism in response to real crises of character, vision, and leadership.

We invite submissions broadly related to the following themes:
Ethics
Environmental Philosophy
Social and Political Philosophy
Critical Phenomenology
Hermeneutics
Critical Theory
Comparative Ethics
Philosophy of Education / Pedagogy

Please submit abstracts of up to 500 words. Abstracts should be submitted to [email protected]. The deadline for submission is December 9th, 2019.