Theme: Values Education and Emotional Learning: Broader Implications for Holistic Curriculum &
Schooling during and beyond the COVID-19
Virtually through Zoom
Date: 18-20 November 2021
CALL FOR SUBMISSIONS
4TH WCCES Symposium (Virtually through Zoom)
Co-conveners: Ali Mazrui Center for Higher Education Studies (AMCHES), University of Johannesburg, South Africa Association Francophone d'Education Comparée (AFEC), 38th International Conference China Comparative Education Society (CCES) Comparative and International Education Society - USA (CIES) Comparative and International Education Society of Canada (CIESC) Council on Comparative Education in Kazakhstan (CCEK) Czech Pedagogical Society - Comparative Education Section (CPS-CES) Global Africa Comparative and International Education Society (Global Africa CIES), 5th International Conference The Gulf Comparative Education Society (GCES) Indian Ocean Comparative Education Society (IOCES), 7th International Conference Israel Comparative Education Society (ICES) Japan Comparative Education Society (JCES) Mondial Association for Peace by Comparative Education (MaPE), 2nd International Conference Nederlandstalig Genootschap voor de Vergelijkende studie (Dutch Speaking Society of Comparative Education) (NGVO) Oceania Comparative and International Education Society (OCIES) Portuguese Society of Education Sciences - Section of Comparative Education (SPCE-SEC), 4th Conference Sociedade Brasileira de Educação Comparada (SBEC) Sociedad Uruguaya de Educación Comparada y Internacional (SUECI)
Hosted by: Cornell University, USA Co-sponsored by: Mario Einaudi Center for International Studies The College of Arts and Sciences Africana Studies and Research Center Institute for African Development (IAD) Co-hosted by: UNESCO International Bureau of Education Switzerland
“The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education” - Dr. Martin Luther King Background and Rationale For more than a year, the COVID-19 pandemic has continued its devastation in the world despite the advent of vaccines. The inequalities on the bases of race, gender, social class, ethnicity, national origin, religion and a broader set of grounds of social differentiation, within and between nations, have been further exposed by the ravages of the pandemic. For instance, despite promises, vaccines have been hoarded by wealthy nations while leaving the developing nations with limited capacities in managing this global crisis within their respective borders. This pandemic has also tested the leadership almost everywhere in the world by bringing their morals, values and priorities on the forefront. The reality in which communities and nation-states interact and scientific facts indicate that it must be eradicated globally to ensure the safety of all everywhere.
Humanity has always faced the fundamental questions of values, calamities/adversities. However, historical facts indicate that this global pandemic is unprecedented. Social distancing norms imperative for controlling the spread of this pandemic have challenged the way people relate to, and care or fail to care of each other. Continual or repeated lockdowns in various parts of the world in tandem with the so-called “waves” of the pandemic have resulted in closures of all schools from the lower levels to the institutions of higher learning. Learners of all age groups and levels have been deprived of the traditional modes of education, and the socio-emotional environment of learning has been greatly impacted. Children, confined in their homes due to fears of the raging pandemic are emotionally, socially, and physically constrained. The need to have an internal compass to guide themselves through this time of crisis is felt strongly at this time. A firm foundation of values and emotional competencies can contribute to providing this internal and societal compass.
A compartmentalized conception and application of education has limited capacity to help achieve the holistic education of learners, to be well-rounded graduates in any disciplines with relevant tools to be productive participants in society. Value-based education and emotional learning provide tools for critical and creative thinking. They also provide the instruments for navigating the educational space for optimal learning of cognitive skills. They equip the learners with the tools that later in life help them in their working/ broader social environment at the local and global level. Foundational literacy and numeracy (FLN) learning is critical at the beginning of a life journey of knowledge acquisition. Starting and reinforcing strong foundation of cognitive learning is not mutually exclusive with value-based and emotional learning. In fact, values education and emotional learning are essential in unleashing the cognitive potential and capacity of the learners of all social origins at all the levels of education, particularly at the defining foundational level at the beginning of the learning process. Having acquired solid holistic foundation including cognitive skills as well as values education and emotional learning, the learners would then be prepared to participate in a compassionate world as both local and global citizens. Therefore, rather than a dichotomy of cognitive viz. value-based education and emotional learning, it is more promising to envision a holistic curriculum and schooling that encompass both.
Furthermore, literally the need for values education and emotional learning as essential in developing capacity to acquire cognitive skills has become evident under the circumstances ensued by various dimensions of the ongoing COVID crisis. More broadly, what has been referred to in education theory, curriculum and pedagogy as social-emotional learning helps not only as a coping tool, but a philosophy and acquisition of skills in the areas of interpersonal communication and self-awareness that are major determinants of successful acquisition of educational cognitive and attitudinal skills, results, outputs and outcomes. These skills acquired through values education and emotional learning are as important as the cognitive acquisitions and are fundamental and instrumental throughout life. It is critically important that scholars and practitioners of comparative education engage more systematically in research, leading to knowledge production and its application in these areas of a holistic education process. Since, to date the work by academics/ teaching professionals, policymakers, and practitioners have put more emphasis on cognitive learning, there is a relative vacuum regarding the important component of values education and emotional learning that must be addressed. The participants of this symposium will shed light on these less commonly addressed yet important parts of the education process.
Questions for Consideration A number of questions, including (but not limited to) the following are raised as guiding threads for this symposium: - How can comparative education rise to the call in the SDGs towards the promotion of the idea and requirements to nurture shared values caring for our local and global, social and physical environment in recognition of our common humanity? - What processes are taking place and/or can be envisioned to leverage the constructive impact of the education systems in different parts of the world during and beyond the Covid-19 pandemic? - How can education be re-conceptualized through the curriculum and delivered as an effective tool that can help achieve the humanistic values and goals? - How can emotional learning become an integral part of education systems? - How can emotional learning help in inculcating universal values in human beings? - What is the state of current research on cognitive viz. values education and emotional learning? - What are the future research trails to systematically engage in better understanding and application of this holistic approach to curriculum and schooling?
Modalities for Submissions Submissions of 300 words abstract (in Microsoft Word) for individual presentations or 500 words abstract (in Microsoft Word) for panels in any of the following languages: Arabic, Chinese, English, French, Kazakh, Portuguese, Russian or Spanish are invited. The extended deadline for submissions is October 10, 2021. Submit through this link. The symposium will be held virtually through Zoom.
The 4th WCCES Symposium is in a recently established series of yearly symposia between the WCCES World Congresses organized every three years. The XVIII World Congress is scheduled to be held in Bangalore (India) in 2023.
Payment of Registration Fee The registration fee has been waived off for participants hailing from low and lower-middle income countries (World Bank List of Economies, July 2021) and students from anywhere in the world. For other participants, the registration fee is USD 50.
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Final Detailed Schedule Version 5
Please download the final detailed schedule V5 from the below link. All the times mentioned therein are Eastern Standard Time (EST), USA. However, when you click on any time in the document, you will be able to see the equivalent time in your respective time zones. Likewise, specific Zoom links have been inserted as hyperlinks in the Plenaries, Parallel Sessions/ Highlighted Panels/ Special Sessions throughout this document. You can enter/exit anytime a Zoom Breakout Room of your choice as mentioned against each of them in the Program Overview.
We shall upload the updated/final versions of the schedule here till the symposium conclusion. Therefore, you are requested to refer to the latest version of the schedule during the symposium.
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WCCES is a non-profit association under Art 60ff ZGB of Swiss law and a tax-exempt non-profit association under section 501(c)(3) of Title 26 of the Code of Laws of the United States of America.
Image Attribution: NASA Earth Observatory (NASA Goddard Space Flight Center), Public domain, via Wikimedia Commons