{"id":4000,"date":"2025-03-11T10:59:00","date_gmt":"2025-03-11T10:59:00","guid":{"rendered":"https:\/\/sites.manchester.ac.uk\/mancept\/?page_id=4000"},"modified":"2025-09-03T08:50:39","modified_gmt":"2025-09-03T07:50:39","slug":"education-in-childhood-and-beyond","status":"publish","type":"page","link":"https:\/\/sites.manchester.ac.uk\/mancept\/mancept-workshops\/list-of-panels-a-z-2025\/education-in-childhood-and-beyond\/","title":{"rendered":"Education in Childhood and Beyond"},"content":{"rendered":"

[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” _builder_version=”3.0.47″ next_background_color=”#000000″ global_module=”322″][et_pb_fullwidth_menu global_parent=”322″ menu_id=”8″ submenu_direction=”downwards” fullwidth_menu=”off” module_class=”main-navigation” _builder_version=”3.17.6″ background_layout=”dark” \/][\/et_pb_section][et_pb_section bb_built=”1″ module_class=”header-image-section” _builder_version=”3.0.74″ custom_padding=”0px||0px|” custom_css_main_element=”padding-top:0px” transparent_background=”off” prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_row custom_padding=”||0px|” custom_margin=”||0px|” parallax_method_1=”off” module_class=”header-image” _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_image src=”https:\/\/sites.manchester.ac.uk\/mancept\/wp-content\/uploads\/sites\/257\/2022\/02\/Oxford-Roadcrop.jpg” show_bottom_space=”off” _builder_version=”3.17.6″ border_color_all=”#ffffff” custom_margin=”0px|||” animation_direction=”left” use_border_color=”off” \/][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ _builder_version=”3.0.74″ custom_padding=”||0px|” transparent_background=”off” prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_row custom_padding=”||0px|” custom_margin=”||0px|” parallax_method_1=”off” module_class=”breadcrumbs-row” _builder_version=”3.0.47″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_text admin_label=”Breadcrumbs (do not remove)” module_class=”breadcrumbs” _builder_version=”3.17.6″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” module_alignment=”left” custom_css_main_element=”border-bottom: 1px solid #ececed;” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\nMANCEPT<\/a><\/span><\/span>\n

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Education in Childhood and Beyond<\/h1>\n

Room – Roscoe 4.3<\/em><\/p>\n

Tammy Harel Ben Shahar (University of Haifa)<\/span><\/span><\/strong><\/p>\n

Philosophical discussions of education and schooling have traditionally focused on childhood. Children were historically considered \u201cadults in the making\u201d, and schools were considered central in their cognitive, professional, and moral development. Recent years have seen significant changes in these discussions, branching out in at least two interesting directions.<\/p>\n

The first involves blurring of the boundaries of childhood and adulthood, extending philosophical inquiries in education to adult education and lifelong learning. In certain aspects, children are more mature and developed than ever before. Yet, in other aspects childhood is also consistently extending into adulthood, and with it the years of education and training needed for adult life. Corresponding the extension of childhood, philosophical questions that focused exclusively on K-12 education, are increasingly explored with regard to post-secondary education. For example, philosophers engage in discussions around widening and equalizing access to higher education, including a defense of a universal right to higher education. There is also growing interest in the aims of higher education and the division of labor between K-12 and higher education in promoting the individual and social goals of education. Additionally, the principles and duties of educational justice are being applied, mutatis mutandis<\/em>, to institutions of higher education, raising interesting debates about the support universities are required to provide students, regulation of student life on campus, campus free speech, desirable educational outcomes, and more.\u00a0<\/p>\n

Another direction in which the philosophical discussion of education has developed involves the growing literature on the nature of childhood and its implications for education. Thus, philosophers have debated whether there are unique goods associated with childhood, what they consist in, and what duties they create. Another issue involves children\u2019s developing capacities and autonomy, and how these should be considered in decision-making. These debates (and others) have significant implications for core issues in the philosophy of education. For, obviously, our account of childhood will affect how we conceptualize schools and their goals; how we design schools and educational practices within them; how we envision relations between children and adults (parents, educators) in schools; what powers children should have in educational decision-making; how we should accommodate individual differences in development and talent; how we should balance school and play; and more.\u00a0<\/p>\n

Drawing on emerging\u00a0 perspectives on education as a lifelong preoccupation, the workshop aims to provide a friendly and supportive forum for exploring issues related to education in childhood and beyond.<\/p>\n

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Wednesday 3rd<\/sup> September<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

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11:00-12:30<\/p>\n<\/td>\n

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Registration<\/p>\n<\/td>\n<\/tr>\n

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12:30-13:30<\/p>\n<\/td>\n

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Lunch<\/p>\n<\/td>\n<\/tr>\n

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13:30-14:00<\/p>\n<\/td>\n

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Welcome Speech<\/p>\n<\/td>\n<\/tr>\n

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14:00-16:00<\/p>\n<\/td>\n

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Session 1<\/strong><\/p>\n

Nethanel Lipshitz: Educational Interests and Egalitarian Distributive Justice: The Case of Gifted\u00a0Children (full paper)<\/strong><\/p>\n

Asa Melander: Promoting fruitful discussion on equity in education that includes potential high achievers<\/p>\n<\/td>\n<\/tr>\n

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16:00-16:30<\/p>\n<\/td>\n

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Tea and Coffee Break (optional)<\/p>\n<\/td>\n<\/tr>\n

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16:30-17:30<\/p>\n<\/td>\n

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Session 1 (continued)<\/strong><\/p>\n

Tammy Harel Ben Shahar: The temporal aspects of ability development<\/p>\n<\/td>\n<\/tr>\n

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17:45-19:00<\/p>\n<\/td>\n

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Wine Reception<\/p>\n<\/td>\n<\/tr>\n

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19:30<\/p>\n<\/td>\n

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Conference Dinner<\/p>\n<\/td>\n<\/tr>\n

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Thursday 4th<\/sup> September<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

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9:30-11:30<\/p>\n<\/td>\n

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Session 2<\/strong><\/p>\n

Ram Rivlin, Proxy-Consent and Moral Education in Children and (other) Incapacitated Persons<\/p>\n

Darius Weil: Justifying the Practice of Teaching in K-12 American Schools (full paper)<\/strong><\/p>\n<\/td>\n<\/tr>\n

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11:30-12:00<\/p>\n<\/td>\n

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Tea and Coffee Break (optional)<\/p>\n<\/td>\n<\/tr>\n

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12:00-13:00<\/p>\n<\/td>\n

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Session 2 (continued)<\/strong><\/p>\n

Iason Papaioannou-Turner: On the Pursuit of Intrapersonal Excellence and Education (full paper)<\/strong><\/p>\n

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13:00-14:00<\/p>\n<\/td>\n

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Lunch<\/p>\n<\/td>\n<\/tr>\n

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14:00-16:00<\/p>\n<\/td>\n

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Session 3<\/strong><\/p>\n

Adam Weiller Gur-Arye: Teacher-student relations and moral education in Socrates’ geometry lesson to the slave-boy (full paper)<\/strong><\/p>\n

Matthew Clayton: Moral Education and Self-Rule<\/p>\n<\/td>\n<\/tr>\n

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16:00-16:30<\/p>\n<\/td>\n

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Tea and Coffee Break (optional)<\/p>\n<\/td>\n<\/tr>\n

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Friday 5th<\/sup> September<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

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9:30-11:30<\/p>\n<\/td>\n

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Session 4<\/strong><\/p>\n

Nynke Douma: Supplementary Education and Equality of Opportunity in Education: Exploring the Concept, Assumptions and Impact<\/p>\n

Adam Swift: Discussion<\/p>\n<\/td>\n<\/tr>\n

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11:30-12:00<\/p>\n<\/td>\n

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Tea and Coffee Break (optional)<\/p>\n<\/td>\n<\/tr>\n

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13:00-14:00<\/p>\n<\/td>\n

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Lunch<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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+44 (0) 161 306 6000<\/p>\n

mancept-workshops@manchester.ac.uk<\/a><\/p>\n

\u00a0<\/p>\n

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The University of Manchester
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UK<\/a><\/p>\n

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