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Luise P McCarty Profile Image

Luise P McCarty

Associate Professor in Philosophy of Education
Faculty
W.W. Wright Education Building Room EDUCATION 4236
Phone : (812) 856-8385
Fax: (812) 856-8369
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Department:  Education Leadership and Policy Studies
Affiliations:  Education Policy Studies, History, Philosophy & Comparative Education , Secondary Transition to Teaching
My website:  http://profile.educ.indiana.edu/Default.aspx?alias=profile.educ.indiana.edu/lmccarty
 
About Me | Degrees | Publications | Presentations
 

ABOUT ME

I teach Philosophy of Education courses (including seminars on Pragmatism, Aesthetics, Theories of Knowledge, Critical Theory and Postmodernism). I am also involved in Teacher Education and teach Foundations of Education courses.

DEGREES

Ph.D. Philosophy of Education, May 1990, Florida State University, Tallahassee, FL

M.S.W. Social Work, December 1981, Florida State University, Tallahassee, FL

Diplom Sozialpaedagogik in Youth and Adult Education (FH), July 1979, Fachhochschule Munich, Germany

PUBLICATIONS
  • Conference Proposal for the European Society for Research on Education of Adults. Athens, Greece, June 27-29, 2014.
  • Intentionality and Creativity in Hans Joass Theory of Action to be submitted to the international journal Philosophy and Education.
  • I am continuing to work on a monograph that delineates first the history of the Bildung concept [cultivation of the human person], embedded in the Humboldtian ideal of the modern university education. Second, it argues for the need of a contemporary reformulation of Bildung that takes into account both the inner process of self-education or perfectability and the external educational process of the citizen who is oriented toward the social and public space. Both these processes - also conceived as intrinsic and as instrumental - are then reformulated as cosmopolitan education. My book is oriented toward English-speaking scholars who might have heard of the term Bildung but are unfamiliar with its long tradition as well as the current scholarly debates in Europe.During my sabbatical leave of the fall semester 2012, I spent several weeks in Germany collecting and studying the considerable number of publications on Bildung (see e.g. monographs by Thompson 2009, Pruewer 2010) that have been published over the last few years. Also several journals devoted whole issues on a discussion of Bildung. What I learned - and what caused me considerable reconsideration of my research project was the questioning of the contemporary relevance or future of the concept. For example, Maschelein Ricken (2003) ask Do we (still) need the concept of Bildung" The answer has been a resounding yes but in affirming its continuous value, various scholars have then provided extensive criticisms and concerns and have suggsted redefinitions, reconceptualizations, or subversions of the concept. Particularly Lyotard, Foucault, and Adorno are invoked in these critical reconceptions and have caused me to extend my background readings and to rethink my project in a more dialectical fashion. Furthermore, these new lines of argument have also challenged my thinking regarding the applicability to cosmopolitan education. I do not plan to give up this idea but it appears that I need to conceive of cosmopolitan education far more in light of marginality, tensions, boundaries than of a more straightforward broadened educative process, an extension toward the global of a liberal arts education. Since most of todays undergraduate education is largely instrumental in nature, scholars such as Nussbaum, Ravitch, Appiah and others have argued recently for the necessity of liberal education as an antidote to this instrumentalized view of university education. My aim is to reformulate Bildung as a contemporary educational vision that is viable for a 21st university education as cosmopolitan education, with its social, cultural, political, aesthetic and moral dimensions. Few would argue that university education needs to be reconceived in part as the preparation of global citizens. How our students become globl citizens in a deeper sense is the aim of my book.One new chapter topic is the study of transformative learning that was stimulated by a conference attendance this past summer. I had not considered transformative processes that were not strictly philosophical in nature. Plato, Hegel and Gadamer were my main sources. The new literature on transformative learning theory, developed in the 1970s for adult learners has received new critical attention and will fill a gap in my thinking about how transformative processes take place, not just through internal processes but through external or institutional contexts. I am currently working on a conference proposal - see below - that would investigate this topic.
  • L.P. McCarty (2011) Giving You Something to Make You Wise. A Peircian joke about teaching" In G. Biesta (ed.) Philosophy of Education 2010. Champaign: Philosophy of Education Society, pp. 93-95.
  • L.P. McCarty (2010) Preparing teacher education faculty in the US and Germany: Tensions and issues old and new. In Proceedings of the International Conference on Becoming a Teacher for Teachers; Toward a Systematic Preparation for Teacher Education Faculty. Hiroshima University, Japan. March 2010, pp. 91-100.
  • McCarty, L.P. and Y. Hirata (2010). East Meets West in Doctoral Education. Form, Dependence and the Strange. Ethics and Education, Vol. 5, Nr. 1, 2010, pp. 25-39.
  • L.P. McCarty (2010). Failing to cosmopolitanize Diogenes in Montreal: A peripatetic excursion. In D. Kerdeman (ed.) Philosophy of Education 2009. Champaign: Philosophy of Education Society. pp.14-17.
  • McCarty, L.P. (2010). Cosmopolitan Education. Colleagues. Grand Valley State University College of Education, Vol. VI, Issue 1, Winter/Spring 2011, pp. 6-7.
  • McCarty, L.P. (2010). Failing to Cosmopolitanize Diogenes in Montreal: A Peripatetic Excursion. In D. Kerdeman (ed.) Philosophy of Education 2009. Champaign: University of Illinois.
  • Ortloff, D. H. McCarty, L. P. (2009) Educating for the globally competent citizen, the case of Germany. In G. Wiggan C. Hutchison (Eds.), Global issues in education: Pedagogy, policy, school practices, and the minority experience. University Press of America
  • McCarty, L.P. (2007). The Bologna Process: Higher Education Reform in Europe. Newsletter of the EU Center of Excellence at IU, Vol. 1, No. 4, pp. 1+4.

PRESENTATIONS
  • Learned to develop and teach a webinar.
  • Panel on Equity in Education
  • Attended an International Conference entitled Transformative Learning meets Bildung.
  • I attended several workshops on egrading and online teaching technology and worked on an individual basis with the staff from the Office of Instructional Technology.
  • I gave an invited talk to the Colloquium in the Philosophy of Education entitled Cosmopolitan Bildung.
  • This international conference on Formation, Transformation Reformation: The Bildung Concept in the Contemporary University. was organized by the Research Group on Cultures, Academic Values and Education in the School of Education.
  • I participated in the Institute for Curriculum and Campus Internationalization workshop as a member of the ICAB (Internationalization Collaborative Across Bloomington) Project.
  • On Cheating and Education: the Mistaken Identity of the Easily Discernible
  • Together with co-author D.C.McCarty, we submitted a 20-page manuscript to the XXII German Congress of Philosophy to be held at the Univeristy of Munich from Sept. 11-15, 2011. The paper is entitled Bildung, Reason, Self: A Logical Investigation.
  • I attended a number of workshops offered at IU:on the I-Pad initiativeon i-rubricon web-based course developmenton internationalizing teacher education
  • I submitted, together with my co-author D.C. McCarty, a 15-page manuscript entitled Bildung and Reason for presentation at the above societys next annual conference in St. Louis, MO, in March 2011.
  • As part of a panel on Cosmopolitanism at the above annual conference, held at Eastern Michigan University, Ypsilanti, MI. from Oct. 28-30, I presented on the topic Cosmopolitan Bildung as a New Ideal of University Education.
  • I was invited to join the International Collaborative Across Bloomington (ICAB) that the Center for the Study of Global Change and Ivy Tech College initiated. The gola is to develop in a community of scholars from both institutions and from various disciplines undergraduate courses with an international or global focus. This is a two-year project and I am the representative from the School of Education. We meet monthly in a workshop format and complete assignments and develop curricula and course materials.
  • I delivered an invited lecture entitled Educating the Cosmopolitan Self: from the Local to the Global and from Harmony to Conflict to the International Studies Program Lecture Series.
  • I presented a response paper entitled Giving You Something to Make You Wise. A Peircian joke about teaching" to a paper by Torrill Strand, University of Oslo, at the Annual Philosophy of Education Society Meeting from 3/19 - 3/21 in San Francisco, CA.
  • I presented a talk entitled A Cosmopolitan University Education: Updating Humboldt as part of a panel on Internationalizing Universities: Past, Present and Future Perspectives from Three Continents.
  • As part of a panel entitled Current Reforms in Japanese Higher Education: Structural, Strategic, and Ideological Responses, I presented a talk The Social and Moral Costs and Benefits of Reforming the Kouza (Chair) System at Japanese Research Universities.
  • Together with three of our Chinese doctoral students (Zheng, Cen, Han) I attended a conference The Global University: Past, Present, and Future Perspectives organized by the Worldwide Universities Network.
  • During my visit to Japan, I attended the international conferences The Changing Academic Profession in International and Quantitative Perspectives.
  • I delivered a keynote address entitled Becoming a teacher in the US and Germany: comparing current reform policies and practices at the international conference Becoming a Teacher for Teachers: Toward a Systematic Preparation for Teacher Education Faculty held at Hiroshima University in Japan.
  • McCarty, L.P. (2009, March). Comparing the Preparation for the Professoriate in Germany and the USA. Roundtable presentation on Preparing for the Professoriate in Europe. Research Seminar in Public Affairs in Public Affairs Public Policy. School of Public Environmental Affairs and West European Studies Center, Indiana University.
  • McCarty, L.P. (2010). Failing to Cosmopolitanize Diogenes in Montreal: A Peripatetic Excursion. Response to Presidential Address given at the annual meeting of the Philosophy of Education Society . Montreal, Canada.
  • McCarty, L.P. (2008, November). What is the purpose of education today Panel discussion at the School of Education Centennial Symposium and Celebration. Indiana University, Bloomington.
  • McCarty, L.P. (2008, November). Higher education reform in Japan: changing the kouza (chair) system and its effects on the preparation of the professoriate. Paper presented at the annual meeting of the American Society of Higher Education, Jacksonville, FL.
  • McCarty, L.P., Hirata, Y. (2008, August). East meets West in doctoral education: form, dependence and the strange. Paper presented at the biennial meeting of the International Network of Philosophers of Education, Kyoto, Japan.
  • McCarty, L. (2008, March) Response to the colloquium on Japanese educationResponse presented at the annual meeting of the Comparative International Education Society, New York, NY.
  • McCarty, L.P. Hirata, Y. (2008, March) The reform of doctoral education in Japan. Paper presented at the annual meeting of the Comparative International Education Society, New York, NY.
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