UPCOMING WORKSHOPS: Social Dimensions of Cognition and Education: Interdisciplinary Perspectives

Announcing a new upcoming workshop on cognition and education this October!
Including a CALL FOR PAPERS from graduate students for an exciting pre-workshop before the event. Read below! 

When: Friday, October 27, 2017, from 9:00-17:00

Where: G32, 7 George Square, University of Edinburgh

PhD Pre-Workshop: Thursday, 26 October 2017, 14:00-17:00
PhD students working on related topics are invited to submit an abstract (500 words) on their topic for presentation and discussion at the Pre-workshop by the end of July to the organisers.


Invited Speakers:

Prof. Jan Derry, Professor of the Philosophy of Education, University College London

Dr Hanne De Jaegher, Research Fellow in Philosophy and Cognitive Science, University of the Basque Country

Dr Cath Lambert, Associate Professor of Sociology, University of Warwick

Dr Adam Linson, Research Fellow in Interactive Cognition, University of Dundee


Organised by

Dr Laura Candiotto (laura.candiotto@ed.ac.uk)

Dr Andrea R. English (andrea.english@ed.ac.uk)

Research on the social dimensions of learning has grown in recent years, showing significance for primary, secondary and tertiary educational contexts. These developments are connected not only to expanded understandings of the role of technology in classrooms, but also to new ways of thinking about the social dimensions of cognition which render more individualistic approaches to learning questionable. This workshop invites participants from diverse disciplinary backgrounds to explore questions around the intersubjective, corporeal, and affective nature of cognition, to discuss implications for learning, teaching and educational environments. 

The workshop brings together research in cognition, social epistemology and philosophy of education. In doing so, it seeks to explore possibilities for understanding the connection between contemporary accounts of cognition−the so-called 4EA approach, which discusses cognition as embodied, extended, embedded, enactive and affective within the environment−and philosophies of teaching and learning that have underscored the active, embodied, social, and dialogic aspects of teaching, learning and educational environments.  Themes in the workshop may include: the implications of social cognition for designing educational environments; the collective dimensions of epistemic emotions; group work and the extended cognition hypothesis; bodily and affective experience in teaching and learning; the role of technology for students with additional support needs.

The aim of the Workshop is to support new conversations that cross the boundaries of traditional disciplines.

Sponsored by: The Philosophy of Education Society of Great Britain; The Eidyn Research Centre; The School of Philosophy, Psychology, and Language Sciences; and, The Moray House School of Education