The Centre for Governance and Citizenship (CGC) held a seminar on Beyond citizenship?: Some conceptual and practical concerns, conducted by Prof. Laurance Splitter on 3 February 2010 (Wednesday), 3:30 pm to 5:00 pm, at Room D3-P-05, Tai Po Campus.
Prof. Laurance Splitter is currently CGC Senior Centre Research Fellow and Professor in the Department of International Education and Lifelong Learning, the Hong Kong Institute of Education. In this seminar, Prof. Splitter will argue that contemporary conceptions of citizenship are being pulled in various directions, and the tension produced as a result is, or should be, a matter of concern to researchers and educators. On the one hand, citizenship, as a tool of political organization, is seen as important for strengthening and safe-guarding the well-being and rights of ordinary persons, in the context of such threats as terrorism, imperialism, materialism, and “identity-confusion”. On the other hand, the dissolution of national and cultural barriers through globalization leads many to question the relevance of traditional (i.e. nationalistic) citizenship which seeks to affiliate some and divide others, in a world where we – and the problems we all face (e.g. the environment) are all, inevitably, more connected.
I do not pretend to stand outside this debate, or even on the fence. I am inclined toward the latter, “post-nationalist” perspective, but would go even further in questioning the viability of “global citizenship” and, hence, whether we – and I am thinking particularly of "we educators" – really need the concept of citizenship at all. Better, I suggest, to go with an even older concept: that of personhood, albeit considered in relational, rather than individualistic, terms.
Prof. Laurance Splitter is an international leader in the fields of philosophy in schools, and the theory and practice of communities of inquiry. He has published widely on dialogue and inquiry across the curriculum, critical and reflective thinking, dispositions, agency and motivation, identity and moral education, and concept development in children. He has also conducted philosophical conversations with students and teachers at all levels of schooling. His research agenda may be summarized as a determination to bring the tools and insights of analytic philosophy to bear on important issues of educational theory and practice. He views his papers and presentations more as invitations to dialogue than as finished products.
For seminar details please refer to the poster attached.
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