Pragmatist Philosophy and Chicago Social Science

9:00–10:00 am
Virtual Event

Apr.
1

The University of Chicago and Peking University founded in the same period. UChicago led the significant transformation of modern research universities in the 20th century. UChicago has nurtured several long-established disciplines including sociology, anthropology, economics, political science, and education, formed many “Chicago schools” in these disciplines, and shaped an academic community with international prestige. 

Graduate School of Education at Peking University, the Office of International Relations at Peking University, the University of Chicago Beijing Center, and Peking University Center in Chicago organize a series of lectures and panels on “The Social Sciences at Chicago”, inviting scholars with academic roots at the University of Chicago, together with scholars engaged in the Chicago School, to reinterpret the “Chicago School” in the sense of modern academic and educational history in the light of their own research and educational experiences. 

This series of events aims to continue this wonderful academic stream, deepen the future-oriented engagement between Peking University and the University of Chicago, promote our understanding of the history of university and the genesis of intellectual schools, and make efforts to jointly explore the direction of future research universities. 

Please click HERE to join the webinar.

SPEAKER

Daniel Huebner

Daniel Huebner is an Associate Professor of Sociology at the University of North Carolina Greensboro in the United States. His research examines the processes through which ideas and reputations develop in academic scholarship. Huebner also utilizes archival and primary document research to recover diverse points of view in the early social sciences and pragmatist social theory with the goal of providing tools for self-reflective and historically-informed sociology. He is the author of Reintroducing George Herbert Mead (Routledge, 2022) and Becoming Mead: The Social Process of Academic Knowledge (University of Chicago Press, 2014).