Our colleague, Johan Siebers, together with Vic Seidler are convening the fortnightly seminars on Martin Buber’s Philosophy of Communication.
Martin Buber’s dialogical philosophy contains a fundamental reflection on the nature of human relations and how they can be participated in, interpreted, and studied. In this seminar we will examine Buber’s main writings, focusing on his claim that the dialogical I-Thou relation differs fundamentally from social relations, that it can only be understood on its own terms, that it exists in communicative speech (even though not always words are exchanged in concrete I-Thou instances) and that it resists all attempts at objectification. We will bring this claim into conversation with other approaches to understanding human relations and the nature of the social, e.g. Marxism, feminism, phenomenology, psychoanalysis, communication theory and contemporary social philosophy. We will ask how the interhuman and the social are related. Could a future-oriented, utopian horizon to human relationality emerge as the mediation between the interhuman and the social? How might this inform a contemporary assessment of Buber’s work? We’ll work with primary texts by Buber and others, as well as with literary and first-person accounts of relationality and dialogue.
Convenors: Johan Siebers (Bloch Centre/Middlesex University) and Vic Seidler (Goldsmiths/Leo Baeck College)
Seminars will be held fortnightly on Mondays, from 16:00-18:00 (online via Zoom). Participation is free, however advance online registration is required as only registered participants will be sent to the link to access the event.
Dates – please follow the link to register for each meeting:
My research project is to explore the role and characteristics of supplementary schools overseas. I have been researching how Japanese children learn English and maintain Japanese at a supplementary school in London. Most of my pupils will return to Japan after several years’ stay in London as they come here due to parents’ business. They are called ‘kikokushijo’ in Japanese. Their existence could challenge a stereotype of Japanese, which is they are not good at English.
I will discuss English Education in Japan and the role of supplementary schools to help such children-kikokushijo.
My name is Shino Shirama from Japan. I am a second year Mphil/PhD student at Middlesex University, supervised by Leena Robertson and Anna Charalambidou.
I set up my own supplementary school in North London in 2014 to support Japanese and dual heritage children. Currently I have been engaging in researching and teaching such children and parents.
The Language and Communication Research Seminars are free and open to all staff, students and guests. For any questions or if you would like to lead a session, contact Anna Charalambidou.
Perhaps unsurprisingly, English subject leaders feel that they and their teaching staff are little informed about changes to A-levels. In fact, the overwhelming majority of English degrees in the UK are making no (55%) or minor (33%) changes changes to the curriculum to support the transition of students who are taking the reformed A-Levels.
On a more positive note, the Lang/Lit A-level is more positively viewed in Higher Education than in schools. 95% of university English subject leaders perceive it as useful in preparing students for English degree programmes. In fact, this is tallies with our own anecdotal evidence. A couple of days ago, at a local college visit, the Lang/Lit teacher was telling how the English Literature A-Level still carries much more prestige and is more popular with staff and pupils than the Lang/Lit A-Level.
And finally, a third of English degrees do not require any of the three English A-Levels (English Language, English Literature and English Lang/Lit). It looks like we are not that unique at Middlesex!
So what can we do in higher education to help the transition of our students from secondary to tertiary education?
Billy explained the importance of connecting with secondary teachers and students, awarding bodies, even our PGCE colleagues. He also showed the importance of helping first-year undergraduate students understand how university work differs from school-level work.
Jenny Stevens (Teacher of English and freelance writer and editor) presenting the post-16 perspective on English teaching and learning suggested that HE sector can help by:
Getting involved in GCSE & A Level qualification;
Communicating with A-level student, parents and teachers via university website (podcasts/screencasts);