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DESCRIPTION:Please join us for this half-day conference\, free and open to 
 the public. Coffee\, light breakfast\, and lunch provided. Please RSVP by 
 emailing Emily Wenneborg at ecomer3@illinois.edu.\nOpen-mindedness is ordi
 narily considered an educational good and an epistemic virtue\, whereas cl
 osed-mindedness is a serious defect\, one that opens us to harsh censure i
 n the classroom. However\, in today’s world open-mindedness is itself not 
 without moral hazard. When badly false beliefs are in wide circulation\, a
 nd the rhetorical opposition cares more to win the day than to uncover sha
 red truth\, open-minded persons risk being manipulated epistemically\, eve
 n losing their grip on truth. Is more open-mindedness the answer?\nThe haz
 ards of open-mindedness in epistemically corrupting conditions present sev
 eral puzzles for advocates of open-mindedness as an educational good. How 
 open should an open mind be? Is open-mindedness virtuous or strategic in t
 he face of injustice and polarization partly characterized by extreme clos
 ed-mindedness? What are the challenges of adhering to a pedagogy of open-m
 indedness in the classroom\, particularly when engaging students in conver
 sations about obvious injustice\, and how can teachers meet them?\nThis ye
 ar’s institute\, directed by Lauren Bialystok (OISE\, University of Toront
 o) and Matt Ferkany (Michigan State University)\, brings together an inter
 national and interdisciplinary group of scholars to explore these question
 s:\n\n    Howard Curzer (Texas Tech University)\,\n    Tadashi Dozono (Lyo
 ns Community School)\n    Joseph Dunne (Dublin City University)\n    Troy 
 Richardson (Cornell University)\n    Rebecca Taylor (Emory University)\n  
   Rachel Wahl (University of Virginia)\n    Douglas Yacek (Leibniz Univers
 ität Hannover)\n\nThe conference will feature three panels\, with further 
 invited respondents\, addressing the role of open-mindedness in education\
 , including the nature of mind and truth\, the importance of open-mindedne
 ss for learners\, and methods of teaching open-mindedness.\nDirections can
  be found at https://goo.gl/maps/1oHSETU7JUU2.\nContact: Emily Wenneborg\n
 ecomer3@illinois.edu\nSponsor: Educational Theory
DTEND:20181022T180000Z
DTSTAMP:20260420T124632Z
DTSTART:20181022T130000Z
LOCATION:IL\,USA\,Champaign\,Levis Faculty Center\, Room 210 (919 W. Illino
 is St.\, Urbana)
SEQUENCE:0
SUMMARY:The Hazards and Potential of Open-Mindedness in Post-Truth Conditio
 ns
UID:RFCALITEM639122679925900746
X-ALT-DESC;FMTTYPE=text/html:<p class="eventtype">Please join us for this h
 alf-day conference\, free and open to the public. Coffee\, light breakfast
 \, and lunch provided. Please RSVP by emailing Emily Wenneborg at <a href=
 "mailto:ecomer3@illinois.edu">ecomer3@illinois.edu</a>.</p>\n<p>Open-minde
 dness is ordinarily considered an educational good and an epistemic virtue
 \, whereas closed-mindedness is a serious defect\, one that opens us to ha
 rsh censure in the classroom. However\, in today’s world open-mindedness i
 s itself not without moral hazard. When badly false beliefs are in wide ci
 rculation\, and the rhetorical opposition cares more to win the day than t
 o uncover shared truth\, open-minded persons risk being manipulated episte
 mically\, even losing their grip on truth. Is more open-mindedness the ans
 wer?</p>\n<p>The hazards of open-mindedness in epistemically corrupting co
 nditions present several puzzles for advocates of open-mindedness as an ed
 ucational good. How open should an open mind be? Is open-mindedness virtuo
 us or strategic in the face of injustice and polarization partly character
 ized by extreme closed-mindedness? What are the challenges of adhering to 
 a pedagogy of open-mindedness in the classroom\, particularly when engagin
 g students in conversations about obvious injustice\, and how can teachers
  meet them?</p>\n<p>This year’s institute\, directed by Lauren Bialystok (
 OISE\, University of Toronto) and Matt Ferkany (Michigan State University)
 \, brings together an international and interdisciplinary group of scholar
 s to explore these questions:</p>\n<ul>\n    <li>Howard Curzer (Texas Tech
  University)\,</li>\n    <li>Tadashi Dozono (Lyons Community School)</li>\
 n    <li>Joseph Dunne (Dublin City University)</li>\n    <li>Troy Richards
 on (Cornell University)</li>\n    <li>Rebecca Taylor (Emory University)</l
 i>\n    <li>Rachel Wahl (University of Virginia)</li>\n    <li>Douglas Yac
 ek (Leibniz Universität Hannover)</li>\n</ul>\n<p>The conference will feat
 ure three panels\, with further invited respondents\, addressing the role 
 of open-mindedness in education\, including the nature of mind and truth\,
  the importance of open-mindedness for learners\, and methods of teaching 
 open-mindedness.</p>\n<p>Directions can be found at <a title="Directions t
 o Levis Faculty Center in Urbana" href="https://goo.gl/maps/1oHSETU7JUU2" 
 target="_blank" rel="noopener">https://goo.gl/maps/1oHSETU7JUU2</a>.</p>\n
 <p class="contact"><span class="event-heading contact">Contact:</span> Emi
 ly Wenneborg<br>\n<a href="mailto:ecomer3@illinois.edu">ecomer3@illinois.e
 du</a></p>\n<p class="sponsor"><span class="event-heading sponsor">Sponsor
 :</span> Educational Theory</p>
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