Tuesday, August 15, 2017

John Dewey and Critical Philosophies for Critical Political Times

John Dewey and Critical Philosophies for Critical Political Times
A UCD Dewey Studies Research Project Initiative

19th-20th October 2017 • Humanities Institute • University College Dublin 


19th October:


9.20-9.30    Welcome and Opening Remarks

9:30-11:00    Dewey and Political Activism
Ryan Musgrave (Rollins): “Democracy as a Way of Life: Exploring Feminist Pragmatism”
Jason Kosnoski (University of Michigan-Flynt): “The Rhythms of Resistance: Dewey, Deleuze, and the Experience of Critical Becoming in Occupy Wall Street”
Aaron Pratt Shepherd (Emory): “On Dewey’s Call for Independent Political Action: Then and Now”
Brendan Hogan (New York University): “Is Dewey Radical? Does it Matter?”

11:00-11:30    Coffee
  
11:30-13:00    Dewey, Democracy, and Liberalism
William Lewis (Skidmore College): “At Last, the Crisis of Liberalism!”
Paul Giladi (University College Dublin): “Dewey, Sittlichkeit, and ‘Normative Surplus’”
Daniel R. Herbert (Sheffield): “Dewey’s Democratic Faith”
Nataliya Rogach (Columbia): “Dewey on the Value of Democratic Communication”

13:00-14:00    Lunch

14:00-15:30    Dewey on the Global Stage
Shane J. Ralston (American University of Malta): “Imperialism is far too Easy: A Deweyan Critique of U.S. Foreign Policy”
Dillon Tatum (Francis Marion University): “Pragmatism and International Theory: Consensual Democracy and World Politics”
Jadumani Mahanand (JNU New Delhi): “Dalit Critique of Electoral Democracy in India: Dewey’s and Ambedkar’s Perspective”
Scott  Pratt and Erin McKenna (University of Oregon): “Dewey’s Mirror of Culture: Language v. Experience in Trump’s America”

15:30-16:00    Coffee

16:00-17:30    Deweyan Social Inquiry
Mercedes Maria Corredor (University of Michigan): “Pragmatic Reflections on Anti-Democratic Conclusions: Public Opinion, Surveys, and the Instrumental Value of Things”
John Capps (Rochester Institute of Technology): “Dewey, Truth, and Critical Philosophy”
Deron Boyles (Georgia State University): “Critical Pragmatism, Warranted Assertions, and Knowing: Dewey’s Political-Epistemic Project”
Philip Yaure (Columbia): “Common Sense and Democratic Deliberation”

18:00-19:15    Keynotes Address 1: Prof. Emeritus Charlene Haddock Seigfried (Purdue)



20th October: 

9:30-11:00    State, Institutions, and Political Theory
Edward Quish (Cornell): “Can the State be an Experiment? John Dewey on the Institutionalisation of Social Cooperation”
Kenneth W. Stikkers (Southern Illinois University Carbondale & Ca’Foscari University, Venice): “‘Growth’, Economic and Human: Reconstructing Economics through Pragmatism and the Capabilities Approach”
Quinlan Bowman (Nanyang Technological University, Singapore): “Normative Democratic Theory as a Tool for Practical Reasoning: A Deweyan Account”
Justo Serrano Zamora (Goethe Universität Frankfurt am Main): “Radicalizing Democracy through Counter-Hegemonic Problem-Solving: A Deweyan Perspective”

11:00-11:30    Coffee
  
11:30-13:00    Dewey, Power, and Social Concreteness
Dianna Taylor (John Carroll): “Dewey and Foucault in Conversation: Implications for Contemporary Feminism”
Gregory Pappas (Texas A&M): “The Need for a Reconstruction of the Pragmatists’ (Addams and Dewey) Critical Methodological Approach to Concrete Social Problems”
Adam Dorsey (Nottingham Trent University): “Dewey and Agonism: Reconstructing Democracy for a Conflictual World”
Mark Tschaepe (Prairie View A&M University): “Cultural Humility and the Problem of Polarization”

13:00-14:00    Lunch

14:00-15:15    Self, Education, and Dewey’s Ethics
Eleonora Mingarelli (KU Leuven): “Borderline Lives: Dewey, James, and the Challenge of the Other”
Joe Hoover (Centre for Global Cooperation Research): “Performative Rights and Situationist Ethics”
Benjamin Kelsey Kearl (Indiana University): “Childhood as Philosophical and Democratic Method: Walter Benjamin, John Dewey, and the Possibility of an Affirmatively Reasoned Biopolitics of Education”

15:15-15:45    Coffee

15:45-17:00    Keynote Address 2: Prof. Matthew Festenstein (University of York)


Generously supported by the Society for the Advancement of American Philosophy, the Mind Association, UCD School of Philosophy, and the UCD Humanities Institute.


https:// deweyandcriticalphilosophies. wordpress.com/2017/08/10/ conference-programme-now-up/

Sunday, June 18, 2017

Pragmatist Graduate Conference: Call for Abstracts

Pragmatist Graduate Conference 
Paris • 18-19 January, 2018

From interactions to institutions: 
pragmatism and collective experience 

Keynote speakers: 
Rosa Maria Calcaterra (University of Roma-III) 
Hans Joas (Humboldt-Universität zu Berlin / University of Chicago) 


Submission due: 10 September, 2017


The 1st Pragmatist Graduate Conference will be held in Paris on 18-19 January 2018. The conference’s aim is to give early-career philosophers and social scientists working on pragmatism an opportunity to meet and discuss their work. 

Pragmatism, understood as an intellectual movement in the history of ideas, a philosophical method, and a specific approach in contemporary social and political theory, covers a rich variety of ideas and thinkers across different fields of research. For all its diversity, one can nonetheless identify a number of common ideas shared by most pragmatists: 

1) a commitment to experience and actual practices as both the starting point and purpose of philosophical, scientific, social or political inquiries. This commitment entails an inclination towards renovated versions of empiricism and experimental method, such as fallibilism; 

2) a rejection of traditional metaphysics and its dualistic oppositions, such as the individual and the social, body and mind, thought and world, logic and psychology, theory and practice. This intellectual stance is associated with a defense of various types of naturalism; 

3) a marked interest, at least for Dewey, Mead and their followers, in social and political issues. Such an attitude often favors practical involvement at different levels of collective action, be they local or more at large, through concrete public activities. 

This graduate conference, “From interactions to institutions: pragmatism and collective experience”, will deal with key ideas in both classical and contemporary pragmatism. The emphasis on collective experience refers to the pragmatists’ committed attention to shared experience, as well as the interactional dimensions of all our concrete activities. It contrasts with the understanding of experience as merely subjective or reducible to “sense data”. The study of interactions from a pragmatist perspective covers a wide range of topics, spanning across metaphysical to social, ethical and political matters.

Suggested topics include, but are not limited to: 
- groups, publics and institutions 
- social theory, social ontology, or metaphysics of interactions 
- levels or strata of interactions and their relations/combinations 
- the organization of collective experience (theory of inquiry, social epistemology, cooperative action) - the political implications of interactions and institutions (e.g., for a theory of democracy) 

We therefore expect proposals from all areas of philosophy and the social sciences, including presentations based on case studies and fieldwork about interactions or institutions, to the extent they make explicit use of a pragmatist approach. Given the broad range of possible topics, we welcome papers in all the following fields: social and political theory, ethics, sociology and social anthropology, social psychology, social epistemology, metaphysics, history of ideas.

Deadline for submission: 10 September, 2017

Submission guidelines: 
- Word limit: 500 words 
- Prepare your abstract for blind review (your abstract should be anonymous) 
- Include a separate document with your contact information, your current academic occupation (i.e., your position or study program, or your most recent degree), and the title of your paper. 
- Abstracts can be submitted via e-mail to pragmatistgraduateconference@gmail.com 
- Take into account that you are expected to hand in a paper before the conference, so that your respondent may read it. The deadline will be communicated to accepted presenters. (Working papers and student papers are eligible.) 
- Abstracts must be written in English 
- Notification of acceptance: early October, 2017

We look forward to hearing from you, 

The organizing committee: 
- Camille Casale (Paris I) 
- Olivier Gaudin (EHESS) 
- Céline Henne (EHESS) 
- Camille Pascal (Lyon III) 

The scientific committee: 
- Nicolas Bernier (Sherbrooke University, Canada) 
- Matteo Santarelli (Università del Molise, Italy) 
- Just Serrano (Goethe Universität, Germany)

A Call for Public Scholarship: How Can Neo-Liberal Ideologies Be Resisted?

The John Dewey Society 
and 
the Journal of School & Society 
announce: 
A Call for Public Scholarship

Issue #4.2: How Can Neo-Liberal Ideologies Be Resisted?

The John Dewey Society, founded in 1935, created the Journal of 
School & Society in order to meet one of its central aims: to support a 
vibrant public education system  by fostering intelligent inquiry into 
problems pertaining to the place and function of education in social change, 
particularly among teachers, parents, and community activists.

We invite all those interested in engaged public 
scholarship to contribute to this exciting new 
venue!
_________________________

In 1935, John Dewey wrote that: 
the actual corrosive “materialism” of our times . . . springs from the notion, sedulously cultivated by the class in power, that the creative capacities of individuals can be evoked and The John Dewey Society and the Journal of School & Society announce: A Call for Public Scholarship developed only in a struggle for material possession and material gain. (1)
As true today as it was in 1935, Dewey’s critique of liberal economic theory reminds us of the profound impact that the creed of competition can have on the development of the young.

Throughout his life, Dewey stressed that it is the form of social association in which we find ourselves that shapes who we are and who we might yet become: “Liberalism that takes its profession of the importance of individuality with sincerity must be deeply concerned about the structure of human association.” (2)

Today, nearly all institutions are under threat from ideologies that stress competition over cooperation, consuming over acting, and scarcity over abundance. All of these values—as Dewey might be the first to note—have their place in a democratic society. Yet the fact remains: institutions that seek to secure shared public goods—pure water, healthy food, clean air, beautiful art and music, as well as strong bodies and intelligent minds—have come under sustained attack.

Public schools, therefore, might work towards a newly cooperative social ethos, one that takes as its primary aim the creation of a society where all are their sisters’ and brothers’ keepers. This issue of the Journal of School & Society therefore seeks to explore the creation of such an ethos in at least three realms:

Competition. Whether it be parents seeking to “opportunity hoard” for their own children; teachers who, intentionally or not, maintain grading systems where students come to see learning as a zero-sum game with “winners” and “losers;” administrators who rate faculty as “highly effective” for their compliance and high test scores; or children who view the talents of another as a threat to their own self worth—institutions that promote competitive social relations distort the human capacity for harmonious growth through humane and intelligent feedback.

We therefore seek contributions from teachers, parents, and community activists who have built educative spaces dedicated to cooperation and growth through mutually enriching dialogue.

Consumerism. Schooling has become a commodity. The aims of education have become commercialized. We go to school to get a good job, a nice home, and a large paycheck. Things that are difficult to justify in purely economic terms, such as art and music, are the first things cut from the school curriculum.

Should we appropriate the hours spent by children taking standardized tests and re-dedicate them to serving elders and neighbors, stewarding the environment, and making goods that enrich life, making it more interesting and lovely—schools would become sites of social production and entrepreneurialism.

We therefore seek contributions from teachers, parents, and community activists who have built educative spaces dedicated to making and serving.

Scarcity. Classical economics is, of course, built upon the idea of scarcity—that resources, capital, labor and time are inherently limited. To a certain extent, the rise of the “knowledge economy” has challenged this notion. Yet poets and mystics have always rejected the notion that the great goods of life are limited.

Hierarchy is, in some ways, a response to the challenges of a perceived scarcity—those at the top receive more, those at the bottom less. The rejection of hierarchy is in this sense the rejection of fear—the fear that the perception of scarcity induces.

We therefore seek contributions from teachers, parents, and community activists who have built educative spaces decided to the shared enjoyment of life’s many abundances.


1 John Dewey, Liberalism and Social Action (New York: G.P. Putnam’s Sons, 1935), 89. 
2 John Dewey, Liberalism and Social Action (New York: G.P. Putnam’s Sons, 1935), 41.
_________________________

How to Contribute to the Issue

We view our work as broadly educative, in that we want to help connect practitioners in public dialogue. To do so, we work closely with a wide range of folks working in public p-12 education, including teachers, administrators, researchers, parents, and concerned community members. The writing that will be included in each issue includes opinion pieces, experiential accounts, as well as historical and theoretical explorations of the theme as it relates to progressive education in general, as well as the writings of John Dewey in particular. 

Based on the theme of each issue, the editorial board will reach out to different actors and invite them to work with us. That said, those wishing to contribute to the journal need not wait for an invitation to do so. They may contact the Editor to communicate their interest, ask questions, and receive feedback. 

Please refer to the journal website for formatting guidelines. For manuscript submission, work is accepted via two broad paths:

Invited Pieces 

Work from educators and other communities members are welcome. This work may take either standard article form or may be submitted in alternative formats, such as a video interview or presentation. A grounding in scholarship is not necessary, although the author will want to situate their work clearly within the scope of the theme of the issue. Ordinarily, articles in this category will range from 2,000- 5,000 words, although both longer and shorter submissions may be appropriate. Authors should expect to work closely with the editorial team to produce their submissions. Therefore, those planning to write for the journal should inform the editor of their intention early in the writing process.

Peer-Reviewed Scholarly Articles 

Submissions for the peer-reviewed section of the journal are expected to conform to scholarly standards in their use of theory and research literature. Expected article length is ordinarily in the 5,000- 8,000 word range, but both longer and shorter pieces can be considered. Reports of original research are appropriate for this journal, though elaborate discussions of research methodologies and intricate reviews of specialized disciplinary fields should be avoided. 

In addition, given the flexibility offered by our online format, supporting files (in both data and audiovisual format) may be integrated with the text. In addition to the Editors, articles in this category will be read by a minimum of two peer reviewers. 

Again, authors should expect to work closely with the editorial team to produce their submissions. Therefore, those planning to write for the journal should inform the editor of their intention early in the writing process—in order to receive feedback on the general approach they plan to take for reaching a broad audience.

All statements of interest, queries, and submissions should be emailed to Kyle Greenwalt, Editor of the Journal of School & Society and Associate Professor of Teacher Education at Michigan State University. Kyle’s email is greenwlt@msu.edu

Monday, April 24, 2017

JOHN DEWEY SOCIETY ANNUAL MEETING 2017 SAN ANTONIO, TX

The John Dewey Society Annual Meeting: 2017 

Thursday, April 27 2017 Henry B. Gonzalez Center 

Room 5


Conference Theme:
Creative Democracy - The Task Before Us in the Era of Clinton v. Trump

Founded in 1935, when American education was under attack from the right, the Society aimes to keep alive John Dewey's commitment to critical and reflective intelligence in approaching pressing problems in education and culture. It is fitting, then, at the beginning of the presidency of Donald Trump, that we come together to reflect on its implications for democratic life.

What are the challenges to a vibrant and healthy democratic life? In an essay late in life, “Creative Democracy The Task Before Us” John Dewey argued that democracy was more than a political institution; it was a way of life - as dependent upon family, friendship, the school, the economy, and other strands in the fabric of civil society as on the government.

Today, in many countries including our own, democracy is under attack. Anti-democratic leaders at home and abroad stir the pot of mistrust and hate. The Secretary of Education promises to undo our commitment to the common school. It is appropriate, therefore, to return to Dewey and consider anew how democratic life and democratic education can be reclaimed.


Pre-Conference Workshop | 8am-12pm

Session 1: Theorizing Democratic Education (Roudy Hildreth, Chair) | 8am-9:45am


This panel discussion explores how Deweyan theories of democracy and education can help us make sense of and respond to the current political and educational situation. Recent events have renewed our focus on the relationship between democracy and education. Indeed, it appears that positive connections between democracy and education are under strain. We have witnessed how social media preys on Americans’ low levels of political knowledge, creating narrow channels for the flow information, and increasingly, disinformation. We have witnessed increasingly polarized political discourse and the rise of anti-democratic sentiments. We have witnessed attacks on public education. This panels gathers three outstanding scholars who will offer Deweyan interpretations of the current situation, and in his spirit, are also able speak to concerns of democratic education in practice.


Panelists:
Walter Parker, University of Washington
Paula McAvoy, University of Wisconsin Madison Kathleen Knight Abowitz, Miami University, Ohio (Other panelists to be announced)

BREAK


Session 2: Teaching About Democratic Education (Amy Shuffleton, Organizer) | 10am-11:45 am

The panel discusses approaches to teaching about “democracy and education” and works towards some common insights. While each panelist engages with John Dewey’s ideas, the workshop focuses upon democracy and education, not Dewey’s book by that title. This workshop engages with what it means pedagogically to treat creative democracy as the task before us in higher education. While developed against the background of Trump v. Clinton, and addressing current events, workshop concerns extend beyond the recent election cycle.

Panelists:
Sue Ellen Henry, Bucknell University
Kathy Hytten, University of North Carolina Greensboro
Amy Shuffelton, Loyola University
Sarah Stitzlein, University of Cincinnati
Kurt Stemhagen, Virginia Commonwealth University, Chair and Discussant

BREAK


Regular Annual JDS Meeting


JDS Symposium: Creative Democracy: Democratic Education in the Era of Clinton v. Trump | 12noon - 145pm

The panelists, all leading educational thinkers, consider the lessons to be drawn from the recent election and Trump presidency for the reconstruction of democratic education.

Panelists:

Peter Levine, Tufts University
Walter Parker, University of Washington
Winston Thompson, University of New Hampshire
Diana Hess, University of Wisconsin


BREAK

School and Society Forum | 2pm-3:45pm

Communities in Schools San Antonio (CISSA) and the John Dewey Society are proud to host the seventh annual School & Society Forum. The forum is a public space embracing dialogue, interaction, and deliberation concerning school and society issues across multiple stakeholders—P-16 teachers, policymakers, administrators, scholars, parents, students, community educators, & interest groups—drawing upon John Dewey’s commitments to democratic schooling. Students, parents, and CISSA organizers will lead a panel discussion about issues facing the San Antonio community.


Kyle Greenwalt, John Vasquez, Lauren Geraghty, & Jessica Landgraf, Organizers

BREAK

JDS Dewey Lecture: Harry Boyte | 4pm-5:45pm

Citizen Politics and Democratic Change in the Age of Trump: Beyond the Manichean Model

Harry Boyte is one of today’s most prominent democratic theorists and activists. He has worked with many foundations, and non-profit educational, and citizen organizations in the United
States and abroad concerned with community development, citizenship education, and civic renewal. In the 1960s, he worked for the Rev. Martin Luther King, Jr. as a field secretary with the Southern Christian Leadership Conference in the Civil Rights Movement.
Boyte is the author of nine books on citizenship, democracy, and community organizing, and his writings have appeared in more than 100 publications including the New York Times, Perspectives on Politics, Kettering Review, and the Wall Street Journal.

BREAK


JDS Reception | 6pm - 7:30pm


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Friday, April 28 2017 Henry B. Gonzalez Convention Center | Room 5 Meetings and Working Sessions l 8am-12 noon

Emerging Scholar Working Session (Melissa Bradleyi) | 8am-9am

Education and Action Working Group (Kathleen Knight Abowitz and Harry Boyte) | 9am-10:30am
JDS Executive Board and Directors Meeting (Leonard Wak and Peter Nelsen) | 10:30am–11:45 am

Regular Conference Sessions Dewey and Philosophy Panel I | 12noon -1:45pm
Creative Integration and Pragmatist Optimism: Dispositions for the Task Before Us,
Barbara S. Stengel, Vanderbilt University

Creative Democracy, Equality, and Religion: Bhimrao Ambedkar’s Pragmatic Reconstruction of Buddhism, Scott R. Stroud, University of Texas at Austin

Mindfulness and Creative Democracy, Kyle Greenwalt and Cuong Nguyen, Michigan State University

The (Im)Possibilities of Realizing Dewey’s Vision in the Age of Trump: Towards More Creative Democracy, Roudy Hildreth, University of Colorado Boulder

Chair: A.G. Rud, Washington State University



BREAK

Dewey through the Generations Panel (Jessica Heybach, Chair) | 2pm -3:30pm Challenges for Democracy: New Developments and Tendencies

The Secularism that Divides Us: Reframing Dewey’s Conception of Moral Education
Alexander T. K. Elnabli, Graduate Teaching Fellow, Fordham University


Democratic Faith, Chanhee Lee, Vincennes University


Preserving Dialogue and Democratic Ideals: John Dewey and Philosophy for Children,
Charles Royal Carlson, Sam Houston State University Respondant: Gregory Pappas, Texas A&M University BREAK
Dewey and Philosophy Panel II | 3:45pm - 5:15pm


Dewey’s Pragmatism and Contemporary Challenges of Media and Democracy
Lance E. Mason, Indiana University Kokomo

Dear Democracy, The 2016 Presidential Election, Love Philosophy, Daniel A. Lilly, Florida State University

Creating the Conditions for a Creative , Democracy: John Dewey and D.W. Winnicott on Democratic Living, Jane Blanken-Webb, University of Eastern Finland

Chair: A.G. Rud, Washington State University


JDS Business Meeting | 5:20pm- 6:30pm


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JOHN DEWEY SOCIETY ANNUAL MEETING

THURSDAY, APRIL 27- FRIDAY, APRIL, 28
HENRY B. GONZALEZ CONVENTION CENTER | ROOM 5
SAN ANTONIO TEXAS

CREATIVE DEMOCRACY - THE TASK BEFORE US IN THE ERA OF CLINTON V. TRUMP

PRE-CONFERENCE WORKSHOPS ON DEMOCRATIC EDUCATION
Theorizing Democratic Education | 8am-9:45am
Walter Parker, University of Washington
Paula McAvoy, University of Wisconsin, Madison
Kathleen Knight Abowitz, Miami University, Ohio
Roudy Hildreth, University of Colorado-Boulder, Chair

Teaching About Democratic Education | 10am-11:45 am
Sue Ellen Henry, Bucknell University
Kathy Hytten, University of North Carolina, Greensboro
Amy Shuffelton, Loyola University
Sarah Stitzlein, University of Cincinnati
Kurt Stemhagen, Virginia Commonwealth University, Discussant

JDS SYMPOSIUM
Creative Democracy: Democratic Education in the Era of Clinton v. Trump | 12pm-1:45pm
Peter Levine, Tufts University
Walter Parker, University of Washington
Winston Thompson, University of New Hampshire
Diana Hess, University of Wisconsin, Madison
Leonard Waks, Temple University, Chair

School and Society Forum with Communities in Schools San Antonio| 2pm-3:45pm
John Vasquez
Lauren Geraghty
Jessica Landgraf
Kyle Greenwalt, Michigan State University, Chair

DEWEY LECTURE
Harry Boyte | 4:15pm-5:45pm
Citizen Politics and Schools as Civic Centers: “Will Democracy Survive Big Data and Artificial Intelligence?”

DEWEY RECEPTION 6:15 - 7:30 pm
Everyone Welcome

FRIDAY, APRIL 28, 2017

Emerging Scholar Working Session | 8am-9am
Education and Action Working Group | 9am-10:30am 
JDS Executive Board and Directors Meeting |10:30am–11:45am

REGULAR CONFERENCE SESSIONS

Dewey and Philosophy Panel I | 12pm-1:45pm
Creative Integration and Pragmatist Optimism: Dispositions for the Task Before Us
Barbara S. Stengel, Vanderbilt University
Creative Democracy, Equality, and Religion: Bhimrao Ambedkar’s Pragmatic Reconstruction of Buddhism
Scott R. Stroud, University of Texas at Austin
Mindfulness and Creative Democracy
Kyle Greenwalt and Cuong Nguyen, Michigan State University
The (Im)Possibilities of Realizing Dewey’s Vision in the Age of Trump: Towards More Creative Democracy
Roudy Hildreth, University of Colorado Boulder
A.G. Rud, Washington State University, Chair

Dewey through the Generations Panel | 2pm -3:30pm
Challenges for Democracy: New Developments and Tendencies
The Secularism that Divides Us: Reframing Dewey’s Conception of Moral Education
Alexander T. K. Elnabli, Graduate Teaching Fellow, Fordham University
In the Surge of Authoritarianism: Democratic Faith
Chanhee Lee, Vincennes University
Preserving Dialogue and Democratic Ideals: John Dewey and Philosophy for Children
Charles Carlson, Post-Doctoral Fellow, Sam Houston State University
Respondent: Gregory Pappas, Texas A&M University
Jessica Heybach, Aurora University, Chair

Dewey and Philosophy Panel II | 33:45pm - 5:15pm
Dewey’s Pragmatism and Contemporary Challenges of Media and Democracy
Lance E. Mason, Indiana University-Kokomo
Dear Democracy, The 2016 Presidential Election, Love Philosophy
Daniel A. Lilly, Florida State University
Creating the Conditions for a Creative, Democracy: John Dewey and D.W. Winnicott on Democratic Living
Jane Blanken-Webb, University of Eastern Finland
A.G. Rud, Washington State University, Chair

 JDS Business Meeting | 5:20pm- 6:30pm