October 18 - 21, 2012 in Graz/Austria
This year’s conference faces special challenges. It is about the exploration, the scope and limits, the differences, correlations and in particular the mutual dependencies of cognition – emotion – communication.
In practice, the question of the relationship between these three key parameters in education and learning processes has long been a recurring theme. In theory, the discussions have become more lively, more complex and extensive. One can observe that various scientific disciplines including philosophy, psychology, sociology, linguistics, neuroscience and education - have been struggling with the complexity and dynamics of cognition – emotion - communication.
What is the cognitive content of emotions? Are emotions states, convictions or judgments? Are emotions, as traditionally believed, "opponents of reason", or do they possibly play an important role with regard to rational decisions? What role does the promotion of the "socio-organic whole" of cognition - emotion - communication play for the free development of the child?
An important aim of this conference is to identify the diversity, complexity and dynamics in the rapidly changing world of the present. This may help to establish the forms of life and ideas of children.
Children in primary school have already developed a network of hypotheses and ideas in order to explain the world to themselves.
This is a challenge for philosophy: how can it promote the cognitive and emotional development of children, their language skills, and their curiosity as well as their ability to inquire and think autonomously?
In last thirty years, Philosophy for Children has developed the major foundations for the philosophical and pedagogical process beginning in early childhood. The first major steps for children’s independent development of personality, as well as their problem-solving ability, self-criticism, conflict resolution skills and empathy, are supported in order to develop a differentiated perception.
Critical and reflective thinking and creative problem-solving are essential for all processes and applications concerning knowledge in everyday life, for art, science, technology and society. It is therefore essential to promote these key competencies early on and to enhance them through lifelong learning. The involvement of the relationships between cognition - emotion – communication is both appropriate and essential for the initiation of effective and important learning processes as well as the basis for teaching in schools. Doing philosophy involves critical, creative and caring thinking within a "community of inquiry”. This plays a central role in dealing with problems of our time. This applies especially when we consider the problems in the globalized world, when we take into account cultural diversity and validity claims of different cultures.
The ability of children and young people to participate in intercultural dialogue is basic for orientation in a globalized world. The aim of the conference is to foster the intercultural and interdisciplinary dialogue and the exchange between the different approaches and theories in the context of the contemporary world.
Doing philosophy with children and adolescents provides skills and competencies that are essential for our society. The conference will focus on issues that concern the juncture of philosophical thinking, professional scientific research, and current social problems.
The aim is to explain the basics of cognitive and emotional processes that contribute to a deeper understanding of society and to develop innovative approaches for its sustainability. The conference has a particularly important objective; to reveal insights which are scientifically profound and that can be transferred to a social and communicative level in practice.
This conference covers the following subjects:
• Cognition – Emotion – Communication: Scope and Limits
• Interdependence between Cognition – Emotion – Communication
• Community of Inquiry
• Critical, Creative and Caring Thinking
• Lifelong Learning
• Emotion as Judgement
• Intercultural Communication and Global Thinking
• Neurophilosophy as a new Orientation
• Learning Process and Value Education
info recebida via e-mail
ACPC, Austrian Centre of Philosophy for Children