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Open Symposium Schedule
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Date (time: 11:00 am EDT)Sponsor(s)TopicDescriptionFormatPlatformRecordingsComments
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1June 21, 2022Eugene MatusovThe teachers’ pedagogical fiduciary duty to their studentsPresentation + Discussionhttps://udel.zoom.us/my/ematusovhttps://youtu.be/-M2e2z04YQI
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2July 5, 2022Ana Marjanovic-ShaneWhat I learned about Israeli Democratic SchoolsPresentation + Discussionhttps://us02web.zoom.us/j/7178708521?pwd=9wE06y3ZU4BxBaRGfLWtRAi7_BH7M0.1 Passcode: UniSPlay1https://youtu.be/LtAT-IHokCI
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3July 19, 2022Eugene MatusovCommunity vs. society: The normative vision of sociality in joint self-educationPresentation + Discussionhttps://udel.zoom.us/my/ematusovhttps://youtu.be/-EcRXgsgPVw
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4August 2, 2022Christy MalmstenSelf-directed Higher EducationWorkshophttps://udel.zoom.us/my/ematusovhttps://youtu.be/I26yGh2xUFg
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5August 16, 2022Dina Zaretskaya & Anna KogtevaAdvantages and challenges of "Horizontal learning". This is a format I am testing with my friend where each student chooses what they want to learn and is fully responsible for his/her learning process, but they enjoy sharing their progress with other students, so there are regular meetings where people share what they have been studying and discuss various topics. Presentation + Discussionhttps://udel.zoom.us/my/ematusovhttps://youtu.be/X5ChvA-MWjU
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6August 30, 2022Melissa BradfordDialogic research methodologiesIn this symposium, Melissa will share how, during her dissertation journey, she shifted from deductively hunting for the “right” methodology for her research to following an inductive, open-ended process inspired by Daisaku Ikeda’s philosophical perspectives and practice of value-creative dialogue. We will also discuss the role of dialogue in methodologies such as narrative inquiry and duoethnography and explore other possibilities for dialogue in academic research.Presentation + Discussionhttps://udel.zoom.us/my/ematusovhttps://youtu.be/OsLTJK9yVbA
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7September 30, 2022Bryan CampbellOpposing views of teacher professionalism: Institutionalism versus Ontological, Fiduciary Agent I explore how institutionalization of teaching practices by bureaucratic administrators systematically attacks teacher professionalism as well as the challenges and consequences for teacher resistance to these attacks.Presentation + Discussionhttps://udel.zoom.us/my/ematusovhttps://youtu.be/L0wkcU7BP7o
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8October 11, 2022Ana Marjanovic-Shane and Ljubica Beljanski-RisticStudents’ academic rights in education as “cultural offer” in the “culture of partnership”Students’ academic rights in alternative and blended educational approaches of the Yugoslav/Serbian movements for the “culture of partnership in education” that was developed in the former Yugoslavia on the margins of mainstream education and through many turbulent periods. We a) present an example of a Cultural Center for preschool children, “Školigrica”; b) analyze this example in terms of the children’s social, cultural, academic, and political status, and compare it and contrast to progressive education and to democratic education approaches.Presentation + Discussionhttps://udel.zoom.us/my/ematusovhttps://youtu.be/PqaK7hsX1E8
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9October 25, 2022Eugene MatusovCurriculum for disobedience at the Kinderladen movement in
1970s West Germany: Raising children to transform adults
Discussion of the following short article (please read it in advance):
Appelbaum, P., & Davis, B. (2013). Curriculum for disobedience: Raising children to transform adults. Journal of Curriculum Theorizing, 29(1), 134-171. Retrieved from https://journal.jctonline.org/index.php/jct/article/view/420/pdf_1.
Discussionhttps://udel.zoom.us/my/ematusov https://youtu.be/K34oj85lJ4Y
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10November 9, 2022Eugene MatusovSociocultural positivism: Appraisal and critiqueI developed a critical evaluation of sociocultural positivism by contrasting it with universal positivism, on the one hand, and with unique authorial dialogism, stemming from Bakhtin’s dialogical framework, on the other hand. I brought three research vignettes to make my analysis more grounded: on universal positivism, on sociocultural positivism, and on authorial ethical dialogism. Sociocultural positivism is not rebuked or rejected, but rather it must be limited in search for the boundary of its legitimate use and existence. A complementary framework based on Bakhtin’s philosophical framework of dialogism that would deepen sociocultural positivism is proposed.

Full paper
Matusov, E. (2022). Sociocultural positivism: Critical evaluation in three research vignettes. Culture & Psychology, 1-27, doi: 10.1177/1354067X221114131. https://ematusov.soe.udel.edu/vita/Articles/Matusov,%20Sociocultural%20positivsm,%20C&P,%202022.pdf
Presentation + discussionhttps://udel.zoom.us/my/ematusovnobody came :-(
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11November 23, 2022
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12December 20, 2022Ana Marjanovic-Shane, Maša Avramović, Milica SekulovićYugoslav scholar Aleksandra "Sanda" Marjanovic in search of an open creative authorial early childhood pedagogyAna Marjanovic-Shane, Maša Avramovic, and Milica Sekulović introduce the educational and upbringing ideas of Aleksandra "Sanda" Marjanović (Ana's mother), who died in 1986. Sanda Marjanović was widely known and had a large impact on Yugoslavian Early Childhood Upbringing and Education before Yugoslavia ceased to exist as a country in the 1990s. But her publications in Serbo-Croatian stayed local and confined to the areas of former Yugoslavia. They never reached a wider international audience. However, Sanda's ideas about early childhood upbringing and education (ECUE) may be significant today for a larger world of early childhood education and care (ECEC). They may even seem innovative, as the problems of the public upbringing of children have not vanished in the period since Sanda died but intensified and became more prominent around the world. Sanda was developing an idea of creativity as the central aspect of uniquely human development, different from all other species. Upbringing should support children in the active development of the “cultural body” of their personality [ličnost] through creating their personal “life plan” in their journey to find and create their unique personalities. A part of Sanda’s scholarship was an idea of creative pedagogy where each early childhood teacher [vaspitač] could become a creative pedagogical author and a child’s supportive partner in creating their “life plan.”
Ana, Maša and Milica will present the main personal and pedagogical sources of Sanda’s ideas, the innovations she made in pedagogy, her activism and impact on Yugoslav public preschool education, and innovative “marginal” early childhood cultural programs. They will talk about her central idea that preschool education should be based on the principles of play rather than play, as a free and mutually voluntary activity, be “abducted” for the unrelated goals of educators.
Presentation and Discussionhttps://us02web.zoom.us/j/7178708521?pwd=9wE06y3ZU4BxBaRGfLWtRAi7_BH7M0.1 Passcode: UniSPlay1https://www.youtube.com/watch?v=Aci3kl-E6Y4&ab_channel=DialogicPedagogy
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13January 3, 2023Eugene MatusovCivil disobedience in democratic educationDemocratic education is often regulated by the rules democratically developed by the participants of the democratic school (students and staff), either through voting or consensus. It is expected that the participants must accept these rules or change them via the democratic process. However, personal responsibility is never excused by any rules however democratically accepted they are. I want to discuss and problematize processes, attitudes, legitimacy, circumstances, and cases of civil disobedience in democratic education.Facilitated discussionhttps://udel.zoom.us/my/ematusov https://youtu.be/eow291d_P78
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152/27/2023, MONDAY!Ana Marjanovic-ShaneIssues of Democratic and Dialogic Education in the new Special Issue of Dialogic Pedagogy JournalDialogic Pedagogy Journal (DPJ) recently published a special themed issue on Dialogic Pedagogy and Democratic education. The Symposium will be a dialogue with the authors about issues they explored in the 13 articles in this special issue: diverse forms and meanings of democratic education, problems of transition to democratic education to democratic education, values that guide teachers in democratic education, emotional and relational aspects of dialogues in democratic schools, synergies, and tensions between the democratic adn dialogic education, etc. Discussionhttps://udel.zoom.us/my/ematusov
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16Thursday, August 17, 2023Eugene MatusovEnlightenment vs. post-Enlightenment EducationComparing Enlightenment Education based on Kantian educational paternalism with post-Enlightenment education based on human dignity.Short presentation and discussionhttps://udel.zoom.us/my/ematusov
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17Tuesday, January 9, 2024Eugene MatusovIs compulsory education a universal human right?!1. Being born super immature, is paternalism biologically justified?
2. Can compulsive paternalism be a universal human right?
3. Can paternalism and education be compatible?
4. What are legitimate and illegitimate spheres for paternalism?
5. Does paternalism have its alternatives, reimaging, and diversity?
Article 26 of the Universal Declaration of Human Rights (UDHR) declares: “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory.”
Discussionhttps://udel.zoom.us/my/ematusov
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