Francois Victor Tochon
Dr Tochon is a Professor in the Department of Curriculum & Instruction at the University of Wisconsin-Madison where he headed World Language Education for 6 years. He was born in Geneva, Switzerland. He has two degrees - 1) PhD in Curriculum & Instruction and 2) PhD in Educational Psychology (Ottawa University) and received the equivalent of Honorary Doctorates from two universities in Argentina and Peru.
Professor Tochon worked on intercultural issues related to bilingualism in various countries and international language policies, looking for new ways to organise language teaching and learning. He received an award from the US Department of Education to create, research and evaluate a "deep approach" to foreign language curricula that would respect a pluralistic and federative view of language policies. It allowed him to format an interface between language policies and classroom curricula and practices.
In 2008-2008, he was awarded grants from Spencer and Tubitak - National Science and Technology Foundation of Turkey - to study ways to internationise Education through e-portfolios, world languages and an intercultural approach.
With twenty five books and more than hundred articles and book chapters to his credit, Professor Tochon has also been Visiting Professor in several universities including Akershus (Norway), Arizona, Brussels (Belgium), Freiburg (Switzerland), Granada (Spain), Lyon, Paris V Sorbonne, Nanterre, Reims, Rennes, West Indies (France), Arizona and Princeton (USA), Rio Cuarto (Argentina), Yildiz (Turkey), etc. He is currently published in English, French, Italian, Portuguese, Spanish, Turkish and Vietnamese, and forthcoming translations are planned for Chinese.
Among his books are: "The Foreign Self: Truth Telling as Educational Inquiry" (Atwood); "Tropics of Teaching: Productivity, Warfare and Priesthood" at University of Toronto Press. His article "The Key to Global Understanding: World Languages Education. Why Schools Need to Adapt" published in the Review of Educational Research (79/2) received the 2010 Award of Best Review of Research from the American Educational Research Association (AERA).
Deep Education: Transdisciplinary Pedagogy and Wisdom
Unless we act to reconceptualise and rebuild the social contract on new bases, postindustrial trends might break it down. Intellectuals who work in Education should have a special role in this respect. Environmentally, socially, humanely and symbolically disempowering and destructive policies are being imposed in conjunction with financial interests propelled by the myth of productivity. Civil rights are being replaced by surveillance and control. This appalling situation legitimates new reflections on education in order to envision what could and should be done. The old logic of Right and Left inherited from the French Revolution must be altered into a politics of the human if we are to address the risks that financial monopolies have created. The demonstration here is that Education - and academic work in particular - must be reconceptualised in a transdisciplinary way that helps solve the destructive problems that humanity faces. The proposal is to reflect on the notion of caring and the development of non-foundations with such core values as biocosmopolitanism and deliberate <<decroissance>> (postdevelopmental powerdown), in the search for integrated wisdom and science with a conscience. The nature of deep education, or a pedagogy for wisdom, are examined.