Philosophy of Education Research Colloquia
Professor Israel Scheffler, Director
Contact: PERC@brandeis.edu
Under the directorship of Professor Israel Scheffler, Scholar-in-Residence at the Mandel Center, PERC offers a series of colloquia that are open to the public. The series deals broadly with educational matters from a humanistic, comparative and historical perspective, exploring connections between arts and sciences, symbolism and learning, accumulated knowledge and research into the new.
On December 14th, 2005, five prominent philosophers and educators gathered at Brandeis for a colloquium honoring PERC Director Israel Scheffler, on the occasion of the publication of his 17th book, Gallery of Scholars: A Philosopher's Recollections. Read more about it, and view photos from the event.
Spring 2008
For more information about any colloquium, click the links below each listing.
THE THOUGHTFUL WILL: HOW IT WORKS AND HOW IT CAN BE EDUCATED, David Perkins
(May 6, 2008)
Presented by the Mandel Center for Studies in Jewish Education, the Brandeis Education Program, the Master of Arts in Teaching Program, the MA Program in Cultural Anthropology, & the Office of the Dean of Arts and Sciences.
OBJECT LESSONS: HOW WE LEARN FROM ART AND ARTIFACTS IN MUSEUMS, Shari Tishman
(April 15, 2008)
Presented by the Mandel Center for Studies in Jewish Education, with co-sponsorship by the Brandeis Education Program, the Master of Arts in Teaching Program, the MA Program in Cultural Anthropology, the Office of the Arts, the Fine Arts Department, the Rose Art Museum, & the Office of the Dean of Arts and Sciences.
Prior Colloquia: Spring 2007
For more information about any colloquium, click the links below each listing.
A COLLEGE PROGRAM FOR THE DEAF AND HEARING IMPAIRED IN AN INCLUSIVE PHILIPPINE ENVIRONMENT (AN EDUCATIONAL SUCCESS STORY), Rosario Lapus
(May 8, 2007)
Presented by the Mandel Center for Studies in Jewish Education, with co-sponsorship by the Brandeis Education Program, the International Center for Ethics, Justice, and Public Life, the Southeast Asia Club, and the Brandeis Asian American Student Association (BAASA).
Discussion of an inclusive college program for the deaf and hearing impaired in the Philippines, a country that traditionally has not had strong special education programs for the handicapped. Dr. Lapus suggests factors in the success of the program, focusing on the partnership between the Southeast Asian Institute for the Deaf; Miriam College, which offers the program; and Gallaudet University, which acted as consultant and evaluator. Essential were the support of the deaf child’s parents and siblings and the willingness of Miriam College to accommodate the needs of this special population. A video presentation of the program in action will be shown.
THE EMOTIONS IN CLASSICAL JEWISH SOURCES: THE CASES OF ENVY AND JEALOUSY, Solomon Schimmel
(April 30, 2007)
Presented by the Mandel Center for Studies in Jewish Education, with co-sponsorship by the Brandeis Department of Near Eastern and Judaic Studies (NEJS); Brandeis Hillel, and the Brandeis University Conservative Organization (BUCO).
Biblical, rabbinic, and medieval Jewish literatures discuss, analyze, and morally evaluate human emotions, among which envy and jealousy are prominent, beginning with the story of Cain and Abel. Particpants studied several texts (in English translation), and explored the ways in which they are, and can be, used in educational contexts. Participants also examined these Jewish reflections on envy and jealousy in the broader context of modern psychological and sociological analyses of them.
SCHOOLING AT HOME, SCHOOLING FOR SOCIETY: HOMESCHOOLING AND AMERICAN DEMOCRACY, Robert Kunzman
(March 5, 2007)
Presented by the Mandel Center for Studies in Jewish Education, with co-sponsorship by the International Center for Ethics, Justice and Public Life; the Brandeis Education Program, and the Spencer Program for Educational Research.
In recent years, homeschooling has expanded dramatically, especially among conservative Christian families. This phenomenon raises important questions, both about the development of personal autonomy and about the inculcation of civic virtues. Can state regulations help ensure these outcomes? Should they?
Robert Kunzman also spoke on "Discussing Religion in Public Schools" later in the day, at an open session of Professor Jon A. Levisohn's course, Introduction to Philosophy of Education. More information.
Prior colloquia: Fall 2006
ARAB-JEWISH YOUTH PROGRAMS: SOME REFLECTIONS ON INTENT AND GOALS, Harriet Feinberg, (November 14, 2006)
Cosponsored by the International Center for Ethics, Justice and Public Life; and the Mandel Center for Studies in Jewish Education
Abstract: For several decades a variety of programs have brought young Jews and Arabs into face-to-face contact. Typically, such programs are planned by adults for young people who would not otherwise have an intensive interaction; they engage in shared activities such as sports, music, drama, drawing, film and video, storytelling, and outings.
Within this broad rubric, the programs are quite diverse. Some take place in Israel, others in the United States, Canada, and Europe. Participants range from preschoolers to young adults. They meet at summer camps, retreats, community centers, schools, and studios. Some projects encourage discussion about the Israeli-Palestinian conflict and other contentious Middle East issues; others try to create a special atmosphere away from politics. Some programs bring together Israeli Jews and Arabs; others include young people from the whole Middle East, and still others focus on young Jewish-Americans and Arab-Americans or include an international contingent.
Could such a diverse collection of projects have in common anything other than hope – the hope that somehow these encounters are building a more peaceful future for the next generation? Perhaps there is insight to be gained from an analysis of language. This presentation will examine the stated objectives of a range of such programs for commonalities and differences. Closer analysis will focus on the ‘mission statements’ of a few programs in relation to the young participants’ activities, and then raise a number of questions about the short- and long-term goals of such programs.
Prior colloquia: Spring 2006
WHAT'S SO HARD ABOUT BEING AN HISTORIAN? ON THE ALLEGED UNNATURALNESS OF HISTORICAL THINKING, Jon A. Levisohn, (March 30, 2006)
Abstract: Some people seem to think that the only reason to study history is to accumulate knowledge of historical facts. But if one believes that students of history ought to participate in the discipline of history, then the title of this paper poses an important pedagogical question, because only if we can articulate the expertise of practicing historians can we conceptualize the goals of studying history. Sam Wineburg's influential article, "Historical Thinking and Other Unnatural Acts" tried to do just that. I will argue, however, that Wineburg's thesis needs to be refined. Rather than operating at a general level of an "openness to difference", we ought to attend to the specific disciplinary contexts of our epistemic judgments -- and of our educational goals.
THE ROLE OF ARTS TRAINING IN CHILDREN'S COGNITIVE AND BRAIN DEVELOPMENT, Ellen Winner, (April 5, 2006)
Abstract: Does studying the arts improve cognition? Does listening to music make you smarter? I will review the empirical evidence for such claims and assess their reliability and purported rationales. A recent study of my own (with Hetland, Veenema and Sheridan) leads to testable hypotheses about which kinds of skills learned in the study of the visual arts might transfer outside of the arts. Another of my studies (with Schlaug) examines potential effects of instrumental music training on children's spatial reasoning and brain development.
FOLK ART AND RITUAL DRAMA IN SOUTHERN INDIA, David W. Rudner, (April 26, 2006)
Abstract: Indian folk arts have lately become an important site for inculcating values central to environmentalism and identity formation. These folk arts also contribute to a reorganization of tradition drastically different from the locality, caste, and temple complex that remains a bulwark for traditional folk arts. I will give a historical context for understanding these processes and outline two case studies from Tamil Nadu, South India, one a vernacular art museum, the other a performance by a folk theater troupe in an agricultural village. Both cases show how folk arts traditionalize a modern environmental movement global in scope and help the community to redefine itself in the modern world.
Prior colloquia: Fall 2005
REFLECTIONS ON THE YIDDISH SECULAR SCHOOLS: A STUDY OF ETHNIC EDUCATION WITHIN A MAINSTREAM CULTURE, Sandra Aliza Parker, (September 29, 2005)
Abstract: An examination of the four Yiddish secular school movements in the United States---the Farband, The International Workers’ Order, the Sholem Aleichem, and the Workmen Circle (Socialist) from an educational rather than a socio-economic or ideological perspective. I argue that initial ideological differences, such as cultural versus territorial nationalism, Yiddish versus Hebrew, and political identification prevented the movements from making a united effort to develop the materials, methods, and structures that might have enabled the Yiddish schools to continue and to offer a qualitative ethnic education. Data on Yiddish secular schools seem to indicate that ethnicity need not be a divisive force in a heterogeneous society. Aspects of Yiddish secular schooling with relevance to all ethnic groups will be noted. Finally, I argue that the quality of American society might be improved through the preservation of ethnic education.
CONNECTING BRAIN AND MIND TO EDUCATION, Kurt W. Fischer, (November 3, 2005)
Abstract: In the current Age of Biology, society is looking to neuroscience, genetics, and cognitive science to inform and improve education. Scientists and scholars need to take responsibility for building strong connections of mind, brain, and education to provide usable research-based knowledge for education. One important arena for building such connections is research on measurement of what students learn and teachers teach.