Monthly Archives: June 2013

CFP: Naturalism in German Idealism

The New York German Idealism Workshop

a joint undertaking of the Philosophy departments of

Columbia University and New School for Social Research presents a Conference on


Naturalism in German Idealism

October 25-26 2013

Invited speakers:

Robert Brandom (University of Pittsburg), Eckart Förster (Johns Hopkins University),

Terry Pinkard (Georgetown University), Rachel Zuckert (Northwestern University)


We invite submission of high quality papers from dissertation phase PhD students to the ‘Naturalism in German Idealism’ Conference.


Questions concerning Naturalism hover over much of contemporary philosophy.  To what degree does responsible epistemic and ethical enquiry presuppose Naturalism?  On what basis might we commit to a world lacking supernatural entities or features?  To what extent is our world discoverable through systematic empirical enquiry?  How do we understand second nature as falling within a Naturalist picture?  Naturalism has become a hallmark of a reasonable and rational philosophical view, and yet articulating a clear and substantive notion of Naturalism remains both a difficult and highly controversial affair.


Equally contested is the relation between German Idealism and such contemporary commitments to Naturalism.  Thinkers ranging from Kant, Fichte and Hegel, to romanticists such as Schelling, Hölderlin, Schlegel, were concerned to articulate our place in the world, developing and critiquing accounts of the individual, scientific enquiry and the nature of systematic philosophy.  But what is far from clear is whether these philosophers articulated their views in a way consistent with contemporary commitments to Naturalism.  Or rather: do their own projects expand and deepen contemporary thinking about these issues?  Do we dilute what is radical and challenging in these views, when we take them to be committed to a naturalistic project?  Do they help us understand Naturalism in a way that takes us beyond scientism?  Or help us negotiate the relationship between the space of laws and the space of reasons, between the commitments of science and normative engagement in the world?


We welcome submissions that explore such questions, or more generally deal with the relationship between German Idealism, broadly construed, and Naturalism.  Papers may concern the commitments of a specific figure in the tradition, or treat the topic more generally.  We also welcome papers that consider the work of more contemporary philosophers, such as Pierce, Dewey, McDowell, Brandom, insofar as they concern themselves with these broader themes.


Submissions should be suitable for blind refereeing and consist in:

•   An extended abstract of 500-750 words (in .doc, .docx, or .pdf format).

•   A paper of 3500-4000 words, suitable for a 30 minute talk.

•   A separate cover sheet including name, title of paper, affiliation, email address and contact details.


Submissions should be sent to no later than June 15, 2013.  Notification of acceptance will be sent in mid July.  Further details, including a provisional program, will be posted as they become available.  Please check our website for updates:


If you have any questions, please contact the workshop organizers at

CFP: Learning to Love: Understanding the Virtue of Love

Call for papers on the theme Learning to Love: Understanding the Virtue of Love

The journal of Analytic Teaching and Philosophical Praxis seeks article submissions that explore the ethical, philosophical and pedagogical assumptions and challenges in understanding the virtue of love.


Direct submissions to: Dr. Jason J. Howard, Editor, Analytic Teaching and Philosophical Praxis, Viterbo University, e-mail:

Submissions should follow a standardized reference format (Chicago manual of style- format references as endnotes or APA or MLA).  Articles should be approximately 4000-8000 words, e-mailed as a word document or RTF, and prepared for ‘blind-review’ (with author’s name and institutional affiliation appearing on a separate page).

The deadline for article submissions is Sep. 15, 2013. Accepted articles should appear in Vol. 34 of Analytic Teaching and Philosophical Praxis in late fall of 2013.
Analytic Teaching and Philosophical Praxis (ATPP) is an on-line, peer-reviewed, academic journal published out of Viterbo University (La Crosse, WI) dedicated to exploring the deeper philosophical, political, and ethical implications of education.  It can be accessed at




Dr. Jason J. Howard

Associate Professor of Philosophy

Chief Editor, Analytic Teaching and Philosophical Praxis

Research Fellow of the D.B. Reinhart Institute for Ethics in Leadership

Viterbo University

900 Viterbo Dr., La Crosse, WI.

(608) 796-3700

CFA: Experiential Learning in the Philosophy Classroom

Call for Abstracts
Experiential Learning in the Philosophy Classroom
Due date for abstracts: July 19, 2013
Edited by Julinna C. Oxley, Associate Professor of Philosophy, Coastal Carolina University

The purpose of this edited collection is to articulate and examine pedagogical practices that focus on student engagement, by showcasing different models of experiential learning (such as service learning) in the discipline of Philosophy. While many university administrators praise MOOCs (massive open online courses) and distance learning courses, research on student learning reveals that students learn the most – in the sense that they acquire long-term knowledge and practical understanding – when the course involves experiential learning.  Experiential learning is a pedagogy that emphasizes student engagement outside the classroom structure, as in traditional service learning or internships, or the practical application of knowledge in a reflective, creative and rigorous way, as in collaborative projects like creating websites and videos.  Experiential learning is one of the few instructional strategies that are considered “high impact educational practices” – along with first-year seminars, learning communities, and undergraduate research.  Experiential learning enables students to apply what they are learning in a Philosophy course beyond the classroom, and thus enables them to prepare for jobs in different sectors of society. This volume will examine different methods of experiential learning currently used in Philosophy, including service learning, civic engagement, and activism. It will thus be a timely reflection on best practices for teaching Philosophy and an anticipation of the ways in which pedagogical practices will continue to evolve in the 21st century.

Chapter proposals may include, but are not limited to, the following types of experiential learning:
·     Internships, Service Learning and Volunteer Work
·     Experiential Learning (Site Visits, Performances, Guest Speakers, Reflections)
·     Political Activism and Social Change (Demonstrations or Letter-writing Campaigns)
·     Community Action or Campus Project
·     Creative Artifacts (a zine, pamphlet or PSA)
·     Collaborative Projects such as creating websites, videos, skits, or games

Contributions from the following types of courses are desirable:
·     Lower division courses, Upper-division courses, and Graduate courses
·     Internships and Capstone Seminars
·     Study abroad courses

Courses may be related to any area of Philosophy:
·     Metaphysics or Epistemology (including Philosophy of Language, Philosophy of Mind, or Philosophy of Religion)
·     Philosophy of Science (including Philosophy of Biology, Philosophy of Physics or Philosophy of Mathematics)
·     Ethics (Normative Ethics, Applied Ethics, Meta-Ethics) and Political Philosophy (including Philosophy of Law)
·     Aesthetics
·     Logic
·     Feminist Philosophy
·     Philosophy of Race
·     History of Philosophy
·     Special Topics in Philosophy

Solicited by: Lexington Books (A Division of Rowman & Littlefield) though other academic presses will be explored

Abstracts of 500-700 words should include:
(1) A brief overview of the course and its learning outcomes or goals
(2) A summary of the experiential learning activity
(3) A short description of the relationship between course readings and the proposed activity
(4) Assessment tools and guidelines
(5) The outcomes of the experiential learning activity

Submission Guidelines:
(1) Submission deadline for abstracts (500-700 words): July 19, 2013. Submissions should be prepared for blind-review (with author’s name and institutional affiliation appearing on a separate page) in a Word or PDF document and sent via email to: Julinna Oxley at <> .
(2) Notification of Acceptance: September 2013.
(3) Due date for drafts of accepted papers (c. 5,000 words):  March 15, 2014.
(4) Publication date:  Fall 2014.

Inquiries regarding topics, pedagogical activities, submissions or deadlines are welcome, and should be directed to Julinna Oxley at <> .

Julinna C. Oxley, Ph.D.
Director, Women’s and Gender Studies Program
Associate Professor of Philosophy
279 EHFA
Coastal Carolina University
P.O. Box 261954
Conway SC 29528
(843) 349-6548

CFA WMU Bioethics/Medical Humanities Conference, Sept. 26-27

FWD: from AGSP listserv

[To whom it may concern,]

I just wanted to send word along to your department (especially graduate students) regarding a bioethics/medical humanities conference nearby at Western Michigan University in Kalamazoo. It’s only 2-2.5 hours drive from Chicago. The conference takes place September 26-27, and they’re accepting abstracts through July 15.

The primary focus “will be on emergent technologies in health care and humanities, and how these affect patient care, the patient experience, and the effectiveness of the practice of health care, though proposals in any area of medical humanities are welcome.” I’ve attached the full CFA.



Alex B. Neitzke

Department of Philosophy

Michigan State University