We are sorry to inform you that we are forced to cancel the 8th International Conference on Ethics Education (originally scheduled for July 3-5, 2020 in Zagreb) due to COVID-19 pandemic and the earthquake which hit Zagreb on March 22, 2020, and severely damaged building of the Andrija Štampar School of Public Health (as a Conference venue) and many other buildings of the University of Zagreb which could host the conference.
We wish you all the best in these hard times!
Scientific Committee and Organisation Committee of
the 8th International Conference on Ethics Education
The core focus of the 8th International Conference on Ethics Education, titled Ethics Education, Interdisciplinarity and Pluriperspectivism, will be on bringing together different scientific and cultural perspectives in the field of ethics education.
The role of ethics always was and still is to offer the life orientation (or meaning), the orientation within the entire sphere of knowledge, and the orientation in everyday situations in which moral dilemmas arise and moral decisions are demanded. It was and still is, also, the role of ethics education, which is more complex inasmuch as the ethics education presupposes mindful and systematic introducing into the ethical reflection and action. In the age of accelerated development of science, biotechnologies, and information-communication technologies, as well as data and information overflow, and social, political and economic turmoil, such role of ethics and ethics education becomes more important than ever.
Therefore, it is crucial to develop the models of ethics and ethics education which would be able to respond to challenges of the time. In that sense, concepts of interdisciplinarity and pluriperspectivism may serve as a basis for ethical reflection, discussion and decision-making on complex problems which can be neither articulated nor solved from perspective of a single science or worldview. Interdisciplinarity refers to gathering of and dialogue between various scientific disciplines and areas (natural sciences, technical sciences, biomedical and health sciences, biotechnical sciences, social sciences, humanities), as well as finding a way in which these disciplines would collaborate and overcoming of their mutual differences, while pluriperspectivism refers to the incorporation and mediation through dialogue of not only scientific but also of non-scientific (so-called cultural) contributions, including different modes of reflection, different traditions of thought and culture, i.e. diverse views that rest on cultural, gender, religious, political and other specificities.
Such interdisciplinary and pluriperspectivist approach does not underestimate and reject the usefulness and necessity of “instrumental knowledge”, inherent to so-called exact sciences, but it emphasises the importance of “orientation knowledge” (Jürgen Mittelstrass), which is, essentially, ethically impregnated. How to establish such form of knowledge, promote it throughout the sciences and communicate it through education – are the possible starting questions in re-thinking the topic Ethics Education, Interdisciplinarity and Pluriperspectivism.
This general framework leaves room enough for issues such as:
• Meaning and aims of ethics education
• Philosophical theories and approaches in ethics education
• Methods of ethics education
• Ethics education between science, philosophy and religion
• Scope and implications of the concepts of interdisciplinarity and pluriperspectivism
• Possibilities of and obstacles to the interdisciplinary communication and collaboration
• Cultural differences and the problem of cultural and ethical relativism
• Historical approaches to ethics education
• Economic and political aspects of ethics and ethics education
• Classical and contemporary approaches to the relationship between theory, practice and poiesis
• Relationship between data, information and knowledge
• Relationship between knowledge, science and truth
• Critical thinking in ethics education
• Ethics education and the bioethical challenges in (bio)medicine
• Ethics education and the bioethical challenges in ecology
• Ethics education in context of the nature vs. nurture debate
• (Ethical) education vs. (moral) enhancement: nurture vs. nature debate in a new context
• Similarities and differences between primary school, secondary school and high school ethics education
• Ethics education in the curricula of the studies of natural, technical, biotechnical, biomedical and health sciences
• Psychological presuppositions of ethics education
• Education sciences and ethics education
• Ethics education for educators
• Ethics education for engineers
• Ethics education for the ethics committees’ members
• Ethics education for journalists
• Intersection of law and ethics in ethics education
• Ethics education and the issues of human rights, active citizenship and social engagement
• Role of artistic creativity and particular kinds of art in ethics education
• Role of physical activities and sport in ethics education
The thematic hints listed above by no means exhaust the spectrum of possible ideas the topic of the Conference may generate.