Keynote Speakers
Paul Standish
Paul Standish is Professor and Head of the Centre for Philosophy of Education at UCL Institute of Education. His work is characterized by a broadly phenomenological approach to education, with particular regard to language. His philosophical work draws on an extensive background in teaching in schools and colleges, prior to his university career. Throughout his career he has experimented with teaching through film. He is the author or editor of some twenty books, recent examples of which are Stanley Cavell and Philosophy as Translation (Rowman & Littlefield, 2017) and Democracy and Education from Dewey to Cavell (Wiley, 2022), both in collaboration with Naoko Saito, and On Not Sparing Others the Trouble of Thinking: Wittgenstein and Education (Wiley, 2022), co-edited with Adrian Skilbeck. He is interim Co-Editor and was Editor (2001-2011) of the Journal of Philosophy of Education. He was Chair of the Philosophy of Education Society of Great Britain (2017-2020) and in 2021 was elected its life President.
Megan Jane Laverty
Laverty Megan Jane is an Associate Professor of Philosophy and Education in the Department of Arts and Humanities Teachers College of Columbia University in New York. Holder of Ph.D. in philosophy of the University of New South Wales at Sydney (Australia, 2000) and holder of master degree in philosophy of University of Melbourne (Australia, 1993) with first class honors. She has a B.A. with honors in Anthropology (first place, 1988) and in Philosophy (first place, 1989) from the University of Melbourne (Australia).
Indicative publications:
Books:
- Laverty, M., J., Rousseau, or on Education (Springer; under contract).
- Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, the Child’s Philosopher, London and New York: Routledge, 2022.
- Laverty, M., J. (ed.), Philosophy of Education 2018, Urbana IL: Philosophy of Education Society, 2019.
- Gregory, M., R. & Laverty, , J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Childhood and Education, London and New York: Routledge, 2017.
- [Reviewed in Analytic Teaching and Philosophical Praxis, Childhood & Philosophy, Education and Culture, Educational Philosophy and Theory (twice), Educational Theory, Hypatia: A Journal of Feminist Philosophy, Journal of Philosophy in Schools, Metaphilosophy, Philosophical Inquiry in Education, Teaching Philosophy & Theory and Research in Education].
- Lewis, T. & Laverty, M., J. (eds.), Art’s Teaching, Teaching’s Arts: Philosophical, Critical &Educational Musings, USA: Springer, 2015.
- Laverty, M., J., Iris Murdoch’s Ethics: A Consideration of her Romantic Vision, New York and London: Continuum, 2000. [Reviewed in International Journal of Philosophical Studies, Philosophy in Review, and Iris Murdoch Review].
Edited Series:
- Gregory, M., R. & Laverty, , J. Philosophy for Children Founders (Routledge).
- Laverty, M., J. & Hansen, , T., A History of Western Philosophy of Education, five volumes (Bloomsbury 2021).
- Arcilla, R., V. & Laverty, M., J., Philosophies of Education in Art, Cinema, and Literature, (Bloomsbury).
Maughn Rollins Gregory
Maughn Gregory is a Professor of Educational Foundations at Montclair State University since September of 1997. During the period of 2002- 2009 and from 2013 until today, he held and holds the position of the director of the Institute for the Advancement of Philosophy for Children (IAPC) and since 2016 is also the vice president for Personnel / Grievance Officer (American Federation of Teachers Local 1904). Holder of ph.D. thesis in philosophy, with concentration in philosophy for children (Universidad Iberoamericana, 1997) and a holder of master degree in eastern and western comparative philosophy (University of Hawaii, 1992). In 1988 he graduated as a J.D. from the Reuben Clark Law School.
Ιndicative Publications:
- Gregory, M., R. & Laverty, M., J. (eds.), Gareth B. Matthews, The Child’s Philosopher, New York: Routledge, 2022.
- Gregory, M., R. & Laverty, M., J. (eds.), In Community of Inquiry with Ann Margaret Sharp: Philosophy, Children and Education, New York: Routledge, 2018.
- Gregory, M. & Oliverio, S., «Philosophy for/with Children, Religious Education and Education for Spirituality», in: García, F., Duthie, E. & Robles, R. (eds.), Parecidos de familia. Propuestas actuales en Filosofía para Niños / Family resemblances. Current proposals in Philosophy for Children,Madrid, Spain: Anaya, 2018, 279-96.
- Gregory, M., «Ethics education and the practice of wisdom», in: Theodoropoulou, Ε., Didier, Μ. & Gohier, C. (eds.), Ethics in Education: Philosophical tracings and clearings, Rhodes, Greece: Laboratory of Research on Practical and Applied Philosophy (L.R.P.A.Ph.), University of the Aegean, 2018, 199-234.
- Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge, 2017.
- Gregory, M., «Philosophy for Children: Where Are We Now?», in: Saeed, N. & Rosnani, H. (eds.), History, Theory and Practices of Philosophy for Children: International Perspectives, New York: Routledge, 2017, 207-221.
- Glaser, J. & Gregory, M., «Education, Identity Construction and Cultural Renewal: The Case of Philosophical Inquiry with Jewish Bible», in: Gregory, M., Haynes, J. & Murris, K. (eds.), The Routledge International Handbook of Philosophy for Children, New York: Routledge,2017, 180-188.
- Laverty, M.,J. & Gregory, M.,R., «Pragmatism and the Unlearning of Learnification», Childhood and Philosophy, 13(28), 2017, pp. 521-36.
- Gregory, M. (ed.), Precollege Ethics Education [Special issue]. Teaching Ethics 15(1). (Gregory, M.: «Ethics Education as Philosophical Practice: The Case from Socratic, Critical and Contemplative Pedagogies», introductory essay, 2015, 19-34).
- Gregory, M., «Éducation morale et pratique de la sagesse [Moral education and the practice of wisdom]», in: Grosjean, M. (ed.), La philosophie au cœur de l’éducation autour de Matthew Lipman [Philosophy at the heart of education according to Matthew Lipman], Paris, France: Librairie Philosophique J. Vrin, 2014, pp. 37-66.
- Gregory, M., «The Procedurally Directive Approach to Teaching Controversial Issues», Educational Theory 64(6), pp. 627-648; DOI: 10.1111/edth.12087, 2014.
- Reznitskaya, A. & Gregory, M., «Student thought and classroom language: Examining the mechanisms of change in dialogic teaching», Educational Psychologist, 48(2), pp. 114-133, 2013.
- Gregory, M., «Επιστημολογικές Εναλλακτικές στην Κοινότητα έρευνας [Epistemological Alternatives in the Community of Inquiry]», in: Theodoropoulou, E. (Ed.) Φιλοσοφία, φιλοσοφία, είσαι εκεί; Κάνοντας φιλοσοφία με τα παιδιά [Philosophy, philosophy, are you there? Doing philosophy with children]. Zefiri, Greece: Diadrassi Publishers, 2013, pp. 53-82.
- Gregory, M. & Granger, D. (eds.), «John Dewey and the child as philosopher [Special issue]», Education and Culture: The Journal of the John Dewey Society, 28(2). (Gregory, M. & Granger, D.: «John Dewey on Philosophy and Childhood», introductory essay), 2012, pp. 1-25.
- Gregory, M. & Laverty, M. (eds.), «Philosophy, education and the care of the self [Special issue]», Thinking: The Journal of Philosophy for Children, 19(4). (Gregory, M. & Laverty, M.: “Philosophy, education and the care of the self,” introductory essay) 2010, pp. 3-9.