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DTSTAMP:20260712T235435Z
DTSTART;TZID=America/New_York:20260801T234500
DTEND;TZID=America/New_York:20260801T234500
SUMMARY:2027 Eastern AAPT-APA Teaching Hub: "Teaching Philosophy in the Age of AI: Labor\, Judgment\, and Resistance"
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TZID:America/New_York
LOCATION:Hilton Boston Park Plaza\, Boston\, United States
DESCRIPTION:Teaching Philosophy in the Age of AI: Labor\, Judgment\, and Resistance\n<p>SESSION GOALS: While much of the conversation about generative AI in higher education has centered on students\, this session shifts focus to the other side of the desk: how institutional mandates to adopt gen AI are transforming the work of philosophy educators. Instructors are increasingly under pressure from top-down institutional directives to implement AI solutions amid diminishing resources\, expanding class sizes\, and administrative calls for greater efficiency. Recent AAUP data show that 90% of faculty report that their institutions have initiated AI projects related to teaching\, research\, or work\, yet many faculty\, staff\, and students have been largely excluded from decisions about these initiatives. Marketed as a way to save labor on grading and content creation\, AI threatens to automate precisely the moments where pedagogical and philosophical judgment matter most &mdash\; such as providing tailored feedback on students' arguments.</p>\n<p>This session provides an opportunity for philosophy instructors to reflect collectively on how these pressures are affecting teaching methods and daily classroom experiences\, and to share practical strategies\, tools\, and hard-earned lessons for safeguarding their students\, pedagogy\, and themselves during this AI-oriented time.</p>\n<p>We invite proposals that bring philosophical resources to bear on these questions and offer practical\, concrete strategies for navigating\, managing\, and\, where necessary\, resisting the pressures that AI adoption places on teaching philosophy in higher education. Possible directions include:</p>\n<ul>\n<li>What concrete strategies or collective practices can instructors use to navigate or resist top-down institutional AI mandates?</li>\n<li>What habits\, tools\, or practices have helped you resist the shift from teaching to auditing machine output\, and protect your time and well-being against institutional demands for AI-driven &ldquo\;efficiency&rdquo\;?</li>\n<li>When is refusing or limiting AI adoption the right response &mdash\; because it doesn't actually work well pedagogically\, because it erodes something intrinsic to teaching philosophy\, or both &mdash\; and how do you draw that line in practice?</li>\n<li>Where do teachers disagree about what counts as a legitimate use of AI as a pedagogical tool\, and what's actually at stake in that disagreement?</li>\n<li>How do institutional AI mandates bear differently on graduate students and contingent faculty\, and what obligations do more secure members of the profession have toward those who are not?</li>\n<li>What is distinctive about philosophy pedagogy that resists delegation\, and how should this shape the profession's response to institutional pressure to adopt generative AI?</li>\n</ul>\n<p>FORMAT: Rather than a traditional paper presentation\, Teaching Hub sessions are expected to be highly interactive. Proposals should indicate how audience members will participate in the session. The primary goal for the Teaching Hub is for attendees to walk away with something concrete to deploy in their own classrooms/teaching context.&nbsp\;</p>\n<p>What does the Teaching Hub mean by &ldquo\;highly interactive&rdquo\;? This includes (but is not limited to) the following:</p>\n<ul>\n<li>Presenters focusing less time on arguments for teaching some content or teaching a particular way\, and more time on what it would actually look like to teach that content or teach in that way.</li>\n<li>Presenters thinking of the audience as their students and themselves as the facilitator/teacher. How could you cover the same content in a way that your audience participates in active learning activities during the session time?</li>\n<li>Presenters offering and demonstrating clear\, practical examples of teaching methods\, classroom activities\, policies\, practices\, etc.</li>\n<li>Presenters conceptualizing of themselves as a facilitator\, not giving traditional philosophical only talk-style presentation.&nbsp\;</li>\n</ul>\n<p>DEADLINE FOR PROPOSALS: August 1\, 2026</p>\n<p>SUBMISSIONS:</p>\n<ul>\n<li>Proposals should be sent to mcarr@bu.edu</a> and/or kelsey.boor@bc.edu</a> by August 1\, 2026\, with the subject line &ldquo\;Teaching Philosophy in the Age of AI &mdash\; AAPT-APA TH 2027.&rdquo\;</li>\n<li>In the body of the email\, please include your name\, institutional affiliation (if any)\, position (if any)\, and email contact information.</li>\n<li>Attached to the email\, please include anonymized submission of 500&ndash\;750 words (.doc\, .docx\, or .pdf) detailing the following: (1) describe the focus of your session\, (2) an overview of how you plan to use your session time\, including how you will make the session highly interactive\, (3) what you hope the audience will take away from your session\, and (4) whether you are requesting a 25- or 50-minute session.</li>\n<li>We aim to select presenters by August 15\, 2026.</li>\n</ul>\n<p>Questions about this session should be directed to mcarr@bu.edu</a> and/or kelsey.boor@bc.edu</a>. For general information about the AAPT-APA Teaching Hub\, please visit the Teaching Hub page</a>. For specific information about the Teaching Hub at the 2027 Eastern APA meeting in Boston\, MA\, please contact co-chairs Jordan Kokot (jkokot@uccs.edu</a>) and Rebeccah Leiby (leiby.philo@gmail.com</a>).</p>
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DTSTAMP:20260712T235435Z
DTSTART;TZID=America/New_York:20270113T090000
DTEND;TZID=America/New_York:20270116T170000
SUMMARY:2027 Eastern AAPT-APA Teaching Hub: "Teaching Philosophy in the Age of AI: Labor\, Judgment\, and Resistance"
UID:20260713T192657Z-iCalPlugin-Grails@fe80:0:0:0:5864:16ff:fe1a:92fe%3
TZID:America/New_York
LOCATION:Hilton Boston Park Plaza\, Boston\, United States
DESCRIPTION:<p>The AAPT-APA Teaching Hub is a series of interactive workshops and conversations designed specifically for philosophers and created to celebrate teaching within the context of the APA divisional meetings. Jointly organized by the APA Committee on the Teaching of Philosophy (CTP) and the American Association of Philosophy Teachers (AAPT)\, the Teaching Hub aims to offer a range of high quality and inclusive development opportunities that address the teaching of philosophy at all levels\, pre-college though graduate school.</p>\n<p>Sessions include:</p>\n<ul>\n<li>Developing Foundational Skills in Underprepared &amp\; Underprivileged Students (Open Call)</li>\n<li>Teaching Philosophy in the Age of AI: Labor\, Judgment\, and Resistance (Open Call)</li>\n<li>Navigating Threatening Teaching Environments (Open Call)</li>\n<li>Decolonial and Non-Western Pedagogy (Invited)</li>\n<li>Graduate Student Counsel Panel (Invited)</li>\n<li>Undergraduate Poster Session</li>\n</ul>\n<p><strong>Please note that you must be registered as an APA attendee in order to attend the AAPT-APA Teaching Hub.</strong> Please contact 2027 Eastern Division Teaching Hub Co-Chairs Jordan Kokot (jkokot@uccs.edu) and/or Rebeccah Leiby (leiby.philo@gmail.com) with questions or concerns!</p>
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