After: Your shared planet’, 2011 Olafur Eliasson, source: http://www.designboom.com/
Conference and workshops, internship as observers at schools, round table discussions Re-thinking the idea of university and scholarly life means to critically examine the conditions for teaching in terms of the current policy discourses and freely develop an idea of university out of an international perspective. University does not exist simply to convey information or expertise. It is a society in which everyone is responsible for in a reflected way participating in diverse relationships to him-/herself, to others and to the world, and, based on diverse forms of knowledge and representation, actively forming them. In this conference combined with other spaces for discussion a perspective on university as a place for social development will be opened up by academic scholars as well as by professionals in the fields of school as well as of art.
Responsible: Anja Kraus (Educational Science, LNU)
Margareta Wallin Wictorin (Cultural Sciences, Karlstad University)
Globalization, Interculturality and Interdependence
Today we live in a space of intense proximity; the economic, ecologic and human interdependence of the diverse nations and cultures becomes more and more obvious. In future fast and profound changes and new chances are expected. A sustainable way of dealing with these challenges presupposes intercultural and ecological thinking, characterized by openness and flexibility and by the knowledge about the entanglements and the interdependences of diverse values, cultures and species transcending the national borders and continents. In a pedagogical sense, the knowledge to be learnt is always related to the ability of connecting and applying it to challenges at hand, sustainably caring for oneself, for others and for the environment in the wide sense.
Diversity and Gender
Today, the idea of scientifically valid representation taking a reflexive place outside of the real by referring to the abstraction of a European masculine being as the template for conceptualizing the individual is confronted by a research on people’s knowledge in a world of cultural diversity and diverse forms of self-representation. Feminist approaches regard a social context as formed by performative references to subjectivity and generality. They deal with the question of how objectivity is constructed, reasoned and fixed. In our forum we will deal with the concepts of diversity, gender and education and critique against norms that operate in education and society.
Humanism and Democracy
Cultural performance is always performance of a community in handling and interpretation of verbalized and non-verbalized significant characters. It comes into effect in the medium of the physically expressive, namely, when symbols and their sensual presence appear together. Cultural meanings would become evident in the enforcement character of (social and other) events and actions. The question is how values, agency and critical thinking of individuals can be emphasized, individually and collectively, without overstressing rationalism, naturalism and empiricism or faith.
Visual Culture and Media
Not only education, also art is about relation rather than outcome. Art is about meeting and interpreting; and it can be a way to investigate the world and put things at stake. Contemporary art, academic research and education are successively converging as ways of searching for knowledge, and all can function as methods to broaden the mind. The artes liberales are considered essential for a person in order to know how to take an active and responsible part in civic life; new social and public media unfold own dynamics that enforce or hinder from such participation.
Feiwel Kupferberg, Katarina Elam, Margareta Wallin Victorin, Rasoul Nejadmehr, Tarja Karlsson Häikiö, Marie-Louise Hansson Stenhammar: Is intercultural pedagogy possible? Identifying and overcoming intellectual barriers to intercultural education in the interface of epistemology and aesthetic learning