Dear colleagues,
some of you may be interested in this special issue on the rhetoric of
philosophy.
Please distribute the call to others as well.
Doreen
Call for Papers for Special Issue 2007/8
Educational Philosophy and Theory will publish a special issue on
Academic Writing, Genres and Philosophy, to appear in 2008.
Guest Editors: Michael A Peters and John Elliot
Philosophy takes both oral and written forms. Philosophy is practiced in
a variety of pedagogical contexts whose oral forms have been with us for
a long time: the seminar, the lecture, the oral defense, the tutorial.
Philosophical texts are also written in a variety of literary forms.
There are many different philosophical genres that have developed over
the years that are peculiar to and transcend their age: letters, the
treatise, the thesis, the confession, the meditation, the allegory, the
essay, the soliloquy, the symposium, the dialogue, the consolation, the
commentary, the disputation, and the dialogue, to name a few. Some of
these forms of philosophy and what have become the basis of academic
writing (and assessment) within both the university, and higher
education more generally, have both oral (performative) and written
elements. Some forms and their associated 'styles' are individual and
some collective. Since the cultural, linguistic (discursive), and
practice turns of the 1960s and in subsequent decades greater attention
has been paid to the relations between academic writing, genres and
philosophy, and also to questions of style, genre, form and their
historicity and materiality. There are themes strongly pursued by some
of the leading philosophers of the age, including, Jacques Derrida (on
philosophy and literature) and Richard Rorty (on post-analytic genres in
philosophy). These themes and related questions also have been pursued
in relation to geopolitics and to new hybrid electronic forms of
academic discourse. This special issue takes these questions, in part,
as central and significant to understanding and investigating pedagogy
and the history and future of its institutions.
Papers should be in the range of 6000 words. First submissions are due
by January 1st, 2007 and will be subject to review. Final versions will
be expected by 1 May, 2007. EPAT will not consider work that has already
been published elsewhere.
Contributors should send an expression of interest to the editor (see
below for contact details) of this special issue giving name,
affiliation, address, title of paper and a 300-word abstract. Abstracts
should do more than state the author's intentions in the paper, and
should, as far as possible and where appropriate, indicate the problem
and question addressed in the paper, the author's thesis, aims and
argument, and the conclusions, outcomes and significance of the paper.
Authors should aim for clarity and accessibility to a field that is
relatively new and hence probably unfamiliar to many of the journal's
readers.
Contributors should consult the journal website under Author Guidelines
<http://www.blackwellpublishing.com/submit.asp?ref=0013-1857> for
editorial information including house style.
Michael A. Peters
Professor of Education
University of Illinois at Urbana-Champaign
360 Education Building
1310 South Sixth Street
Champaign, IL 61820, USA
Phone: (217) 244 0753
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http://www.blackwellpublishing.com/journal.asp?ref=0013-1857
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