Mittwoch, 19. Oktober 2016
CfP: Workshop zu Verletzlichkeit und Kindheit, III. Treffen des Netzwerks Philosophie & Kindheit, 16. & 17. November 2017, Universität Salzburg
Dienstag, 11. Oktober 2016
Das Buch "Kinderethik: Der moralische Status und die Rechte der Kinder" von Christoph Schickardt ist in einer zweiten, überarbeiteten und ergänzten Auflage erschienen.
Weitere Informationen zum Buch sind auf der Webseite des Mentis Verlages abrufbar.
Mittwoch, 21. September 2016
zwei Mitarbeiterstellen im Rahmen des von Prof. Christina Schües und Prof. Christoph Rehmann-Sutter geleiteten DFG-Forschungsprojektes Meanings and Practices of Prenatal Genetics in Germany and Israel (PreGGI) zu besetzen.
Weitere Informationen finden sie hier.
Dienstag, 6. September 2016
Folgende Beiträge stehen auf dem Programm:
Thomas Grote & Minkyung Kim: Kindheit - jenseits von Biologie und Kultur
Johannes Giesinger: Die soziale Konstruktion von Kindheit als Problem der Ethik
Markus Kluge & Maksim Hübenthal: Zur Möglichkeit einer ontologischen Perspektive auf Kinder und Kindheit
Rebecca Gutwald: Was ist ein Kind? Eine Capability-Perspektive
Rhea Seehaus & Eva Tolasch: Was ist ein Kind? - Verletzlichkeit als Leitkategorie in der Konstruktion von Ungeborenen
Christina Schües: Verletzlichkeit des Kindes?
Johannes Drerup: Was ist eine gute Kindheit?
Alexander Bagattini: Kindeswohl und zukunftsgerichteter Paternalismus
Michael Wutzler: Die Problematisierung des Kindeswohls
Leonhard Weiss: „Neuankömmlinge“, die Revolutionäres bringen - und Konservatives brauchen. Zum Verständnis von Kindheit und Erziehung bei Hannah Arendt
Informationen zur IV. Tagung für Praktische Philosophie finden sich hier.
Mittwoch, 8. Juni 2016
Nr 1/2017: Special Issue on Family Ethics
Guest editors: Steinar Bøyum and Espen Gamlund
Deadline for submission: November 7, 2016
The family is a central institution in most societies, including liberal democratic ones. Most importantly, it is the home of intimate relationships between parents and children. There are two main normative dimensions to this relationship. First, there is the moral relation between parents and their children, which is governed by certain duties and rights, such as the rights of children to receive care, and the corresponding duties of parents to provide care for their children. Parents are also considered to have certain rights with respect to their children, such as the right to decide what kind of education their children should receive. But what is the proper scope of these parental rights? How do we balance these rights against the interests and rights of the children?
Second, the relation between parents and children must also be seen in a wider social context. Which rights and duties do parents have with respect to their children when their decisions affect other people and society at large? What is the scope of parental partiality? How should parental rights be balanced against social justice? Should, for instance, parents be allowed to establish private schools or home-school their children, even when this contributes to social inequality?
In this special issue, we welcome papers that address normative questions concerning the relationship between parents and children in the context of the family. The papers can explore theoretical questions about the duties and rights of parenthood, or the interests and rights of children, or they can explore more applied questions about the family in the context of education, health, or social justice.
All further information on the homepage:
Montag, 2. Mai 2016
Part I The Ethics of Childhood: Autonomy, Well-Being and Paternalism
- Constructing Children’s Rights Colin Macleod (University of Victoria)
- Future-Oriented Paternalism and the Intrinsic Goods of Childhood Alexander Bagattini (University of Düsseldorf)
- Who gets to decide? Children’s competence, parental authority, and informed consent Allyn Fives (UNESCO Child and Family Research Centre)
- Capacity, Consistency and the Young Nicholas Munn (University of Waikato) Eating Disorders in Minors and the Role of the Media. An Ethical Investigation Christoph Schickhardt (University of Heidelberg)
Part II Justice for Children
- Equality of what for children Lars Lindblom (Umeå University)
- Social Policy and Justice for Children Gottfried Schweiger (University of Salzburg)/ Gunter Graf (University of Salzburg)
- The Politics of the Level Playing Field. Equality of Opportunity and Educational Justice Johannes Drerup (University of Münster)
- Child psychological abuse, public health and social justice: the Cinderella Law debate Mar Cabezas (University of Salzburg)
- Epistemic injustice and children’s well-being Christina Schües (University of Lübeck)
Part III The Politics of Childhood
- Cultural Minorities and the Lives of Children Josephine Nielsen (Queen’s University)
- Civic Education: Political or Comprehensive? Elizabeth Edenberg (Vanderbilt University)
- “I can’t tell you exactly who I am …”: The creation of childhood and adulthood in F. Scott Fitzgerald’s short story The curious case of Benjamin Button Nicole Balzer (University of Münster)
- Education for Autonomy in the Context of Consumer Culture Philip Knobloch (Ruhr University Bochum)
- “My Place”? Catholic Social Teaching and the Politics of Geborgenheit Clemens Sedmak (King’s College London/ University of Salzburg)
Donnerstag, 17. März 2016
Convenor: Johannes Drerup (University of Koblenz-Landau)
The social and cultural composition of liberal democracies is constantly changing. This is not only due to every society´s need to integrate newcomers into its socio-political order to survive across generations but also because the ethos of transformation and social change is part and parcel of the very idea of democracy. One of the major rationales of civic education in pluralistic societies, however, is to safeguard and preserve the intergenerational continuity of constitutive ideals of liberal democracies, most importantly freedom, equality, and tolerance, without neglecting the irreducible diversity of religious and cultural traditions. Since these ideals are all hotly disputed, if not essentially contested, there is considerable theoretical and political disagreement concerning the constitutive elements of good citizenship and a shared political ethos that ensure the existence and stability of liberal democracies over time. These disagreements are grounded in a diversity of competing political and philosophical traditions (e.g., different conceptions of political liberalism; republicanism; communitarianism, multiculturalism), culturally embedded narratives (e.g., `salad bowl´, `cultural mosaic´), and corresponding conceptions of civic education and citizenship (e.g., cosmopolitan vs. particularistic conceptions). This workshop aims to shed light on the complex relationship between civic education, democracy, and citizenship by focussing on questions such as the following:
- Should children have the full rights and obligations of citizens? What is the specific relation between paternalism and participation in different accounts of civic education? To what extent are attempts to encourage desirable forms of civic behaviour via `nudges´ and other social arrangements legitimate?
- What are legitimate methods and aims of civic education (e.g., tolerance, personal and/or political autonomy, respect, loyalty, helpfulness)? What kind of knowledge, skills and dispositions are constitutive of civic virtues? How should virtue ethicists respond to the situationist critique? What constitutes good citizenship? What is the specific relation between different conceptions of good citizenship and different conceptions of the good life? How should different ideals of the good citizen be justified in the context of pluralistic societies? What is the specific relation between liberal legitimacy, autonomy facilitation or promotion, and the cultivation of civic virtues?
- How should conflicts between the interests of the liberal state, communities, families and children be resolved (e.g., debates about enforcing liberalism, exit rights and entrance paths)? How should liberal democracies deal with political resistance and critique in educational institutions and with individuals and groups that do not accept basic democratic values?
- What is the legitimate role of public schools in fostering civic virtues? How should the educational systems of liberal democracies deal with different forms of social and cultural heterogeneity? What are the challenges that migration movements present for the theory and practice of civic education? Should schools teach patriotism (or cosmopolitanism or something else)? What is the role of public schools in bringing about societal change.
- How much social and evaluative cohesion is necessary for the stability of the political cultures of liberal democracies? What is the specific relationship between democratic life forms, a democratic civil society and the institutions of representative democracy?
- How should we conceptualize the differences and relations between ideal and non-ideal theorizing, between theory and practice and between philosophy and empirical research in the context of debates about civic education?