A partial timeline of the Philosophy of Education Society’s Committee on Gender, Sexuality, and the Status of Women

Today, when we look around in our universities and our societies for philosophy of education, it is normal to find women in leadership positions. But this has not always been the case. Women have faced marginalisation as not worthy philosophical subjects or as sociologists or feminist theorists when discussing a wide variety of topics deemed by the powers that be ‘unphilosophical’. The role of women in contemporary academia and philosophy of education is stronger than in the past. At conferences and in higher education, there are plenty of women ‘around’. For these reasons among others, people have questioned why some remain ‘stuck’ on interrogating gender. This special issue focuses on the history of ‘counting women’ in philosophy of education, taking up the case of the recent debate and changing of the name (and mission) of the Committee on the Status of Women (COSW) to the Committee on Gender, Sexuality and the Status of Women (CGSSW), in the Philosophy of Education Society in the United States. Do women count, if we do not count women? In what ways do women ‘count’? These are some of several vital questions raised. This essay serves as an introduction to this special issue which aims to disseminate interviews and other information from an oral history project. It will share more about the history of women in philosophy of education, before providing more context to understand the interviews and essays that follow.

Feminist Transformations

Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times

Women in India: Some Recent Perspectives Research Note W OMEN IN INDIA traditionally were members of a stratified society characterized by the ideology and practice of inequality. Caste ideology specified privileges and sanctions according to innate attri- butes, which differed by sex as well as caste. Throughout the subcon- tinent, social, economic, and political power resided with men, even in matrilineal groups or tribal communities with female farming sys- tems. With independence in 194 7 and the subsequent promulgation of the Indian Constitution, the stated equality of all citizens promised revolutionary change for women, as for other formerly subordinate categories such as untouchables. Despite progress for some women since independence, however, revolutionary or even substantial change in the conditions governing the lives of the majority of Indian women has not been achieved. The purpose of this essay is, first, to discuss some of the major problems for women in India today. A major source of information in this regard will be the recent Report of the Committee on the Status of Women in India, the best single research and advocacy work available. The essay will then go on to review other current research on women in India, pointing to areas where scholarly debate is vigorous or where further research and clarification is needed. The conclusion will assess current thinking in India about the nature of the problems for women and the solutions sought for those problems. Several factors have recently intensified interest in the problems of women in India. One was International Women's Year, proclaimed by the United Nations for 1975, while Indira Gandhi was still Prime Minister. In preparation for this year-long assessment of women's participation in the social, political, and economic activities of na- tions, the government of India produced a series of outstanding re- search reports. Among the government publications taken by Indian delegates to the official United Nations conference and the unofficial but livelier (on women's issues) Women's Tribune convened in Mex- ico City in June i 975, was Towards Equality: Report of the Committee on the Status of Women in lndia. 1 This impressive document is so well written Published by the Department of Social Welfare in December of 1974, this report was commissioned in 1971. Committee members were asked to report in two years, but the magni-

This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia (PESA). The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from scratch’, gathers wider philosophical considerations about the intersection between environment, education, and the pandemic. The second section, ‘Bump in the road or a catalyst for structural change?’, looks more closely into issues pertaining to education. The third section, ‘If you choose to fail us, we will never forgive you’, focuses to Greta Thunberg’s messages and their responses. The last section, ‘Towards a new (educational) normal’, explores future scenarios and develops recommendations for critical emancipatory action. The concluding part brings these insights together, showing that resulting synergy between the answers offers much more then the sum of articles’ parts. With its ethos of collectivity, interconnectedness, and solidarity, philosophy of education in a new key is a crucial tool for development of post-pandemic (philosophy of) education.

The departure point of this article is the assumption that the United Nations, in particular the Commission on the Status of Women (set up in 1946) and the specialized agencies of the organization, have provided decisive influence in establishing throughout the world the individual rights of women: The impact of the international community in promoting the advancement of the status of women has moved them in the course of this century into the mainstream of social change. Apparently, a new educational philosophy, related to the personal rights of women and men, will have to be formulated for the twenty‐first century. Since inter‐university co‐operation related to international teaching and research is being strengthened, why not benefit from the multilateral achievements mentioned cursorily in this article, which would allow the more efficient use of scarce resources? It therefore seems perfectly obvious that the objectives of the International Literacy Year 1990 and its follow‐up plan of action should be...

Scholars in International Relations Cite Books More Frequently than Journals: More Research is Needed to Better Understand Research Behaviour and Use

It is a great pleasure and honour for us to welcome you to this special issue on higher education as public good. The special issue is part of a cross-society collaboration between Philosophy and Theory of Higher Education Society (PaTHES) and Philosophy of Education Society Australasia (PESA), and their two associated journals Philosophy and Theory in Higher Education (PTHE) and Educational Philosophy and Theory (EPAT).

American Journal of Agricultural EconomicsVolume 64, Issue 5 p. 1065-1067 Invited Papers Session The Professional Agricultural Economics Labor Market: Discussion Linda K. Lee, Linda K. Lee assistant professor of agricultural economics Oklahoma State UniversitySearch for more papers by this author Linda K. Lee, Linda K. Lee assistant professor of agricultural economics Oklahoma State UniversitySearch for more papers by this author First published: 01 December 1982 https://doi.org/10.2307/1240785Citations: 4AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume64, Issue5December 1982Pages 1065-1067 RelatedInformation

This project was commissioned by the Round Table on Women's Issues (RTWI) at the 66th IFLA conference. The Round Table on Women's Issues is a sub-division of IFLA which concerns itself extensively with questions and issues that have special relevance for women in the library profession and in the user community. Further it develops programmes designed to enhance the opportunities and the image of these two groups of women. The Round Table on Women's Issues promotes the collection, research, publication and dissemination of information on the status of women in librarianship. Another concern is to identify discrimination in all forms, and disparities in resources, programmes, and opportunities relating to women in librarianship. At the 66th Conference, members of the Round Table discussed the Association of Research Libraries' Annual Salary Survey, 1999-2000 and noted that the average salary for female directors (USD 132,000) in United States university libraries was slightly higher than the average salary of male directors (USD 125,000) (pp. 16-18). There is now the highest number of women in top administrative positions than there has been before: 54 women out of a total of 111 directorships. This was of course the good news.The bad news was that the overall salary for women in research and academic libraries in the USA was still only 94 percent that of men. During the 19 years that statistics have been gathered women have been gradually closing the earnings gap, as in 1980 they earned only 87 percent, but it is a slow process. Overall, men represent only 35 percent of the workforce among professional librarians. The Round Table felt it would be interesting to discover how this compared with salaries in other countries and other sectors. This could form the basis for some comparative statistics if other members of the group could follow up. Although aware that delegates at IFLA conferences were not representative of the profession as a whole, it was felt that it might be possible to conduct a 'snapshot' project of delegates, women officers and committee members at IFLA's 67th conference to ascertain the status of women librarians internationally. Sandra Parker and Pat Gannon-Leary from the Information Management Research Institute, University of Northumbria School of Information Studies, obtained an IFLA small grant to undertake this work and to report on findings at the 68th IFLA conference.

Educational TheoryVolume 3, Issue 3 p. 257-268 THE DISTINCTIVE FUNCTION OF ‘PHILOSOPHY OF EDUCATION’ AS A DISCIPLINE Paul Arthur Schilpp, Paul Arthur Schilpp Professor of Philosophy at Northwestern University, Evanston, Illinois, is also Editor of The Library of Living Philosophers, Inc., publishers of numerous prominent volumes. His article was read before the Annual Meeting of the Philosophy of Education Society in Saint Louis, Missouri, on April 8, 1952. Professor Scbilpp points out that philosophy of education is a legitimate separate discipline, but that this discipline has not earned the respect of professional philosophers. He hazards an informed guess as to why this is so and then proceeds to draw concrete and straightforward conclusions which, if followed in practice, might enable courses in philosophy of education to achieve their distinctive purpose.Search for more papers by this author Paul Arthur Schilpp, Paul Arthur Schilpp Professor of Philosophy at Northwestern University, Evanston, Illinois, is also Editor of The Library of Living Philosophers, Inc., publishers of numerous prominent volumes. His article was read before the Annual Meeting of the Philosophy of Education Society in Saint Louis, Missouri, on April 8, 1952. Professor Scbilpp points out that philosophy of education is a legitimate separate discipline, but that this discipline has not earned the respect of professional philosophers. He hazards an informed guess as to why this is so and then proceeds to draw concrete and straightforward conclusions which, if followed in practice, might enable courses in philosophy of education to achieve their distinctive purpose.Search for more papers by this author First published: JULY 1953 https://doi.org/10.1111/j.1741-5446.1953.tb01057.xCitations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume3, Issue3JULY 1953Pages 257-268 RelatedInformation

Task-Based Language Teaching (TBLT) is an educational framework for the theory and practice of teaching second or foreign languages. It is based on a constellation of ideas issuing from philosophy of education, theories of second language acquisition, empirical findings on effective instructional techniques, and the exigencies of language learning in contemporary society. Though there is broad interest in the potential value of TBLT to foster worthwhile language teaching and learning, there is also considerable diversity in the theoretical scope, applied practice, and research that corresponds with the TBLT name. In concert with current interest in Task-Based Language Teaching, this book series is devoted to the dissemination of TBLT issues and practices, and to fostering improved understanding and communication across the various clines of TBLT work. As series editors, we seek to publish cutting-edge work that defines and advances the domain. Empirical research, theoretical discourse, and well-informed practical applications of TBLT constitute the core features highlighted in the series. We welcome edited as well as authored volumes, and we invite submissions related to the full diversity of language education contexts, including bi- and multi-lingual, heritage, second, foreign, child, and adult language learning. The targeted audiences for this series include students, scholars, practitioners, and policy makers around the globe. Key among these are:1. University undergraduate and graduate students engaged in courses of study related to language teaching, applied linguistics, second language studies, second language acquisition, and other fields.2. Academics conducting research and teaching on TBLT, language pedagogy, second language acquisition, and related disciplines.3. Educators and policy makers concerned with work at the interface between instructional practice and the value of language learning in schools and for the benefit of individuals and society. Invitation for proposals Book proposals are invited. For specific TBLT proposal guidelines please contact one of the series editors.

It was a great pleasure to welcome all the participants from different countries to the 2020 International Conference on Machine Learning and Computer Application (ICMLCA2020) in Shangri-La, China during September 11-13, 2020. This three-day conference was presented by AEIC Academic Exchange Information Center. This unique international conference provided a forum for about 70 academics, researchers and practitioners from many industries to exchange ideas and shared recent developments in the fields of Machine Learning, Computer Application and Robotic. We provided an opportunity to collaborate and advance the theory and practice of major trends in related fields and as a bridge for scholars to share and inspire their opinion.The conference model was divided into two sessions, including oral presentations and keynote speeches. In the first part, some scholars, whose submissions were selected as the excellent papers, were given 15 minutes to perform their oral presentations one by one. Then in the second part, keynote speakers were each allocated 30-45 minutes to hold their speeches. In this conference, we were greatly honor to have invited three distinguished experts to serve as our Conference Chairmen. They were Prof. Zhenghua Xu, from State Key Laboratory of Reliability and Intelligence of Electrical Equipment, Hebei University of Technology, Prof.Wei Wei, from Xi’an University of Technology, senior member of IEEE, and Assoc. professor Dr.Wael Yafooz, from Dean, Faculty computer and information technology, al-madinah international university, Malaysia.During the conference, we invited five industry elites to present their insightful speeches. The first keynote speaker, Prof. Xuebin Chen, from North China University of Science and Technology. His research direct on Network Security, Big Data, Data Security. Prof. Zhenghua Xu, from State Key Laboratory of Reliability and Intelligence of Electrical Equipment, Hebei University of Technology. His research focuses on topics within artificial intelligence and data mining, especially deep learning, medical artificial intelligence, health data mining, and reinforcement learning. The third keynote speaker, Prof. Ahmad T. Al-Taani, from Department of Computer Sciences, Faculty of Information Technology, Yarmouk University, IRBID, JORDAN, shared a speech on his specialty related to Part-of-Speech Tagging using Swarm Intelligence. Mr. Nirmalya Thakur presented an insightful speech on Machine Learning and its Applications for Developing Emotional Intelligence in Smart Homes. His talk aims to introduce and discuss the immense potential at the intersection of Machine Learning with Internet of Things, Human-Computer Interaction and their related disciplines. As the last keynote speaker, A.P. HAN-Teng Liao, talked about Artificial Intelligence Standardization: Implications for Machine Learning Innovation and Application. This talk summarized the challenges and opportunities, surrounding machine learning, for intelligent innovations and applications.We are glad to share with you that we received lots of submissions from the conference and we selected a bunch of high-quality papers and compiled them into the proceedings after rigorously reviewed them. These papers feature following topics but are not limited to: Machine Learning, Computer Applications, Robotic and other related topics. All the papers have been through rigorous review and process to meet the requirements of International publication standard.List of Committee member, Conference Chairman, Academic Committee Chairman, Organizing Committees, Academic Committees Member, International Technical Program Committees Member, Organization Committees Memberare availble in this pdf.

Presents an obituary for Andrea Farkas Patenaude (1946-2018). Patenaude was a pioneer in pediatric and adult psycho-oncology. Researcher, clinician, administrator, educator, mentor, and ardent patient advocate, she was a brilliant scientist-practitioner. She combined the highest academic standards with compassionate care for patients and families, demonstrating the important role psychologists can have in cutting-edge medical care. She was a founding member of the Pediatric Oncology Group Psychology Committee (later, COG Behavioral Science). At Harvard Medical School, she chaired the 2008 Joint Committee on the Status of Women. As Vice-Chair of the Psychosocial Committee, International Psycho-Oncology Society (IPOS), she worked to expose and end hospital detentions of children, to improve pediatric medical care internationally, and to increase collaboration with the International Society of Pediatric Oncology (SIOP). (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Leela Dube (1923-2012) was an Indian social anthropologist / sociologist whose primary interest was in the field of family and kinship studies. This essay traces the zig-zag process of her intellectual evolution over five decades into one of the leading feminist anthropologists of her day – in India, in the Asian region, and indeed globally. Crucial turning points in this evolution were: (i) her self-initiated field study of the accommodation of the matrilineal kinship system of the Lakshadweep islanders with the androcentric legal apparatus of Islam; (ii) her role as the ‘sociologist’ member of the famous Committee on the Status of Women in India, an experience that convinced her that the best contribution she could make to the emerging women’s studies discourse was through the conceptual and methodological resources of her own discipline, anthropology; and (iii) her self-conscious deployment of the so-called ‘comparative method’ of anthropology to explore the contrasting patterns of gender relations in strongly ‘patrilineal’ South Asia versus ‘bilateral’ Southeast Asia. She saw this ambitious comparative exercise, largely ignored by both her admirers and her critics, as enabling an emancipatory rethinking of some of the dominant paradigms of Western feminism. It was also, incidentally, a bold step in the disciplinary evolution of Indian social anthropology.