GSC provided an opportunity for students to present papers in progress. Tomas Rocha presented a first sketch of 'Brief Reflections on a Course in Latin American Philosophy of Education' which outlines a behind the scenes look at the tensions of developing a new course within our program. A number of those present had taken the course in the spring 2017. Hannah Erickson presented an outline of her Masters thesis in development, titled 'Dualism: this is water'. Her presentation explored the ways that the Materialist philosophical conception of consciousness as argued by Daniel Dennett (2017) is beyond immediate grasp due to a Dualistic bias in ordinary language. Thanks to Karl Joyner for coordinating.
Nicholas Limerick, from Anthropology and Education, Teachers College presented Making Indigenous Languages and the Politics of Educational Activism in Ecuador, a central chapter of his forthcoming book. Introduced by Rashad Moore. Limerick's talk focused on his extensive fieldwork in Ecuador (25 months) with planners within the Ministry of Education (among others) working to revitalise the Kichwa (aka Quechua) language. The fieldwork uncovered deep tensions between state-actor conceptions of a language and how this transformed the very language they aimed to revitalise, making the language strangely unfamiliar to everyday speakers. Referring to James C. Scott's concept of seeing like a state, Limerick's work raises questions about what it means to 'speak like a state' and what this might mean for educational/liberation projects based on language revitalisation.
Logic Club - Session 2. Hosted by GSC and led by Hannah Erickson & Karl Joyner, a follow up introduction to Logic. P1: P & L, P2: (P > F) & (F > P), C: F. Guess what symbols mean (in the comments).
Introduced by Qifan Zhang, Kip Kline presented Jean Baudrillard, Youth, and American Film: Fatal Theory and Education followed by a response from James Stillwaggon. Kline proposes that Baudrillard's conception of the hyper-real (where one is incapable of distinguishing between reality and simulations or representations) can help explain negative perceptions of youth. In a case of the map preceding the territory, our representations are more deeply miseducative because we fail to see them as representations. For Baudrillard, the problem becomes worse as 'technique' becomes increasingly perfected. Educators must beware of the way that simulations 'colonise' our experience, not only of our perceptions of our students but also our perceptions of teaching as a practice (such as heroic teacher tropes).
TC Graduate Student Panel on Bakhtin at OVPES: Unfinalizable Dialogue. Sara Hardman, Karl Joyner, Philip Twining, Abram de Bruyn. Post-panel conversations with TC-alumnus colleagues, including Alexandros Nikolaidis, Julie Fitz, John Fantuzzo, Jas Dhesi. (Also pictured: Eileen Gallagher, Rebecca Sullivan who presented their panel during the same session.) Sunday, Oct 15th, 2017.
Megan Laverty, presenting the keynote 'Phil Smith' Lecture at OVPES 2017. Professor Laverty spoke, in philosophical terms, of the possibility of friendship between Adult-Child. Her position is in contrast to both negative (ie deficiency) and positive (ie golden age of innocence) conceptions of childhood. Laverty argues that moments of friendship are possible across persons from different life stages, but are necessarily fleeting and wonderous encounters.
Fall Colloquium Series 2. With an introduction from Rory Varrato (phd candidate), Prof. Sigal Ben-Porath from Penn Graduate School of Education, gave a provocative talk titled Free Speech on Campus in which she outlined 'Inclusive Freedom' as a guiding concept for campus based speech policy.
Logic Club - Led by Hannah Erickson, Thursday 28th September. #logicclub #teacherscollege Beer, Pizza, Logic. First session explored the basics of syllogisms, enthymemes, and distinctions between sentential/propositional and predicate logic.
Fall Colloquium Series: Shilpi Sinha (upper left), Adelphi University; and Shaireen Rasheed (bottom right), Long Island University. Deconstructing Privilege in the Classroom: Teaching as a Racialized Pedagogy The first Philosophy Colloquium of the season, two papers by Alumni from the program (2006, 2001 respectively), exploring a Derridean conception of friendship and hospitality (after Levinas) in tension with white privilege/ignorance. After a brief Q/A session, and following tradition, questions were posed to be left unanswered: to stir the air and conversation with more friendship, and wine.
Presenting the keynote at the Japanese John Dewey Society. Pictured: Professor David Hansen with Professor Takayuki Sato and two of his students. #teacherscollegeabroad #cosmopolitanism #guestlecturer #TheExaminedLife
This weekend, our very own Professor David Hansen delivered the keynote lecture to the Japanese John Dewey Society, in Tokyo. Titled: Rethinking the Ethical and Political Purposes of the School in the 21st Century. Pictured: Professor David Hansen (Teachers College) with Professor Kanako Ide (Soka University) at Waseda University for the Japanese John Dewey Society, Sunday September 17th, 2017. #teacherscollege #cosmopolitanism #thecalltolecture
GSC organised a lovely afternoon in the park with a game of kickball. As the sun set, margaritas at Amigos completed the occasion.