Dr. Francois Victor Tochon, a Professor at the University of Wisconsin-Madison, is heading World Language Education in the Department of Curriculum & Instruction, a Department ranked #1 of its specialty for 15 years in the United States. He has a Ph.D. in Applied Linguistics (Laval), a Ph.D. in Educational Psychology (Ottawa), and has received three Honorary Doctorates from two universities in Argentina and Peru and one international Asia-Pacific association, as well as a Honorary Professorship from Henan University of Technology. With 42 books and more than 250 articles and book chapters to his credit, Professor Tochon has also been Visiting Professor in many universities in 20 countries. He is currently published in 14 languages.

Lecture 1： Deep Higher Education: A Call for Choice in the Academia

Time: 10:00-11:45am, October 25

Host: Prof. Hong Chengwen

Venue: Teaching Building No. 2, R205

The academic mindset has typically been reinforcing the status quo of social classes and has been instrumental in the perpetuation of wars, eugenics and racism, segregation and injustice, pollution, industrial mayhem and technological devastation. The way academic work has been directed so far, in a pursuit of an elusive notion of ‘knowledge’ and progress, does not provide indications that it has made life on earth more harmonious, safe, and more satisfying. Non-intellectually minded people who live in connection and peace with nature report that their life was meaningful and often filled with wisdom……Do you feel interested the new thinking and discussion on this topic in the Academia？ Come and listen what Prof Tochon think about it.

Lecture 2： Re-Conceptualizing Teacher Education for Peace

Time: 2.30-4.30pm, October 26

Host: Prof. Li Qiong

Venue: YingDong Building R614

In the United States, Foreign Language Education is reshaped at a time when 75% of language teachers have retired, leaving an unprecedented vacuum.  It is handicapped by paradoxes that prevent it from furthering its mission. Methods are often taught without epistemology, students tend to communicate without contents. Teaching of cultures is generally sanitized and stereotyped. Teacher educators professionalize student teachers who rarely understand their own cultural identity, potential foreignness and otherness. The student teachers’ reflection is enforced and their autonomy paradoxically guided. The way to deal with these contradictions is to articulate new priorities and reconceptualize the field as the inescapable branch of learning for world peace and social justice. Do you feel interested the new thinking and discussion on this topic in the Academia？ Come and listen what Prof Tochon think about it..