François Laruelle will be speaking in New York City April 7th at the Miguel Abreu Gallery. This will culminate a three-day event hosted at the gallery to celebrate the release of a new book The Concept of Non-Photography
which Urbanomic is publishing in association with Sequence Press. Sadly, though I will be in New York at the time, I will be a few hours North for the first day of the Syracuse University Future of Continental Philosophy of Religion conference. But I will be speaking at the Abreu Gallery with others, including Alexander Galloway, on the 6th for a panel that aims to introduce Laruelle’s work (yet again, I’m looking forward to when the man is introduce and we can start having deeper conversations about his work). I’m a bit type cast as the “theology guy” in the speculative philosophy world and I won’t be helping matters here since I’ll be speaking on the place of religion in Laruelle’s non-philosophy. You can find more information, including directions, at the Urbanomic website
. If you’re planning to go and you’re a reader of the blog please do say hello to me.
T. Wilson Dickinson has also sent us the CFP for a special issue of The Journal of Cultural and Religious Theory on “Pedagogical Exercises and Theories of Practice”. More information about the issue is below the fold, but the deadline for submission is December 31st 2011 and papers should be submitted to Dickinson (email@example.com).
Call for Papers for a Special Issue of
The Journal of Cultural and Religious Theory
“Pedagogical Exercises and Theories of Practice”
In recent decades an examination of “practice” has proliferated in the fields of philosophy, theology, religious studies, and cultural studies. This work has provided both theoretical insight into larger cultural practices and opened up a number of avenues by which theoretical work might bring about cultural change. Extending beyond those figures who have specifically considered practice (for example, Bourdieu, Certeau, Asad, Tanner, Ward), this discourse has been significantly developed in treatments of performativity (Derrida, Butler, Cavell), exercises (Hadot, Foucault), and spirituality or ascetical theology (Williams, Coakley).
While these developments have served to shed new light on a number of social, political, and religious practices, the specific practices that shape the classroom and the activities of study and research often have been neglected. In this special issue of the JCRT we hope to bring this recent theorization of practices to bear on pedagogical exercises and the politics of the classroom. We invite articles that rigorously engage with this cutting edge theoretical work as it relates to the concrete and practical activities of education.
In broad terms, this issue seeks to explore the implications of a shift in thinking about the “theoretical” work of philosophy and theology if it is not simply centered upon information, but if it is also involved in formative practice. How would this change the practices of the classroom, the model of the teacher as expert, or the paradigm of the scholar as researcher? What significance might this have for the character of educational communities or the objectives of teaching? Does this consideration of practice change how we look at our normal classroom practices (lecturing, evaluation, discussion, reading, writing, participation, group work)? What are the implications of incorporating other types of practices into the classroom (like service learning, spiritual exercises, dramatizations, etc.)? How are various electronic technologies changing traditional practices and structures?
We welcome articles that engage with the aforementioned theorists and those that bring other thinkers into the conversation (whether they be more recent thinkers like Rancière, Levinas, Rosenzweig, and Kierkegaard or more historical figures like Plato, Augustine, al-Ghazali, and Ibn al-‘Arabi).
Deadline for submission is December 31st 2011.
Bruce Ellis Benson, Wheaton College
Clayton Crocket, University of Central Arkansas
Claire Katz, Texas A&M University
Karmen MacKendrick, Le Moyne College
William Robert, Syracuse University