Prof. Dr. Rainer Forst is a Research Professor of Political Theory at the WZB Berlin Social Science Center (since 2009) and a Full Professor of Political Theory and Philosophy at the Institute of Political Science, Goethe University Frankfurt (since 2004). He is the Co-Director of the Research Centre 'Justitia Amplificata' (since 2009) and Co-Speaker of the Cluster of Excellence 'The Formation of Normative Orders' (since 2007). His visiting positions include Thomas Mann Fellowship (2021) , Harris Distinguished Visiting Professor (2009) , and Visiting Professorships at the University of Washington (2015) and Rice University (2015) . Education: Habilitation (2003) and PhD (1993) in Philosophy from Goethe University Frankfurt. Research Interests: Forst’s work centers on political philosophy , critical theory , and the normative foundations of justice and human rights . He explores concepts like toleration , democratic legitimacy , and transnational (in)justice , emphasizing the right to justification as a core ethical principle. His scholarship bridges Kantian constructivism , Marxist critique , and modern democratic theory , addressing crises in democracy and solidarity in contemporary contexts. Publications: His recent work spans toleration , transnational justice , and democratic theory , with a focus on critical theory and normative orders . Books like Normativity and Power (2017) and Justification and Critique (2014) reflect his interdisciplinary approach, integrating philosophy , political theory , and global ethics . Scientific Awards: Recipient of the prestigious Leibniz Prize (2012) , Thomas Mann Fellowship (2021) , and Heisenberg-Scholar (2003–2004) , underscoring his influence in political philosophy . Labs/Teams: Co-leads the Research Centre 'Justitia Amplificata' and the Cluster of Excellence 'The Formation of Normative Orders' , fostering collaborative research on justice, democracy, and global ethics.
Sharon Street is a Professor of Philosophy and Department Chair at New York University, affiliated with the Department of Philosophy in the College of Arts & Science. She holds a B.A. from Amherst College (1995) and a Ph.D. from Harvard University (2003). Her research focuses on metaethics, particularly reconciling normativity with scientific worldviews, emphasizing evolutionary biology's role in understanding practical and epistemic reasons. Her work challenges traditional realist theories of value and explores constructivist frameworks to address ethical and epistemic challenges. Her recent publications (2015–2022) investigate themes like normative relativism, the implications of theism on moral skepticism, and the contingency of value. Articles such as A Darwinian Dilemma for Realist Theories of Value (2006) and Evolution and the Nature of Reasons (2003) underscore her long-standing engagement with evolutionary perspectives in ethics. She critiques quasi-realism and defends constructivist accounts of practical reason, often addressing tensions between biological contingency and normative commitments. No scientific awards were explicitly listed. Her advising and grant activities are not detailed in the provided text. She is affiliated with NYU's Philosophy Department at 5 Washington Place, NYC.
Jeffrey T. Checkel is a Full-time Professor in the Department of Political and Social Sciences at the European University Institute (EUI). He joined EUI in 2020 and previously held positions at Simon Fraser University, the University of Pittsburgh, and the University of Oslo. He earned his PhD in Political Science from MIT and a first degree in Applied Physics from Cornell University. His research focuses on international relations theory, qualitative methods, and identity formation. Key areas include constructivism, international institutions, civil war dynamics, and processual methods. He teaches courses on IR theory, qualitative methods, and philosophies of social science. Checkel's recent work explores 'Institutions at Bay? Regional Integration and Identity,' analyzing how regional organizations shape identity through local and national dynamics. He is Co-Editor-in-Chief of QMMR: Qualitative and Multi-Method Research and President of the APSA Qualitative and Multi-Method Research Organized Section. Education: PhD in Political Science (MIT), B.S. in Applied Physics (Cornell University) Research Interests: Identity formation, process tracing, constructivism, international institutions, civil war, qualitative methodologies. He advises numerous PhD students and post-doctoral fellows, leading working groups on IR theory and qualitative fieldwork. His publications span over 99 works, with a focus on bridging theoretical and methodological divides in social science.
Paulo Blikstein serves as Associate Professor of Communications, Media and Learning Technology Design at Columbia University. Previously, he was Assistant Professor of Education and (by courtesy) Computer Science at Stanford University and co-founded the Lemann Center for Brazilian Education (2008-2018). Education: Ph.D. in Learning Sciences, Northwestern University (2009) M.A. in Media Arts & Sciences, MIT Media Lab (2002) M.Eng. in Electronic Engineering, University of São Paulo (2000) B.S. in Metallurgical Engineering, University of São Paulo (1998) His research pioneers constructionist learning environments through digital fabrication, educational robotics, and tangible interfaces—focusing on equitable access for underserved communities. Inspired by Paulo Freire and Seymour Papert, he develops open-source tools like the GoGo Board robotics platform and leads the global FabLab@School initiative establishing fabrication labs in schools across four continents. Current work emphasizes multimodal learning analytics to study student interactions in maker-centered classrooms. Publications reveal strong focus on democratizing invention through maker education, with recurring themes in constructionist theory application, multimodal assessment, and context-specific technology adaptation. Brazilian education reform and low-cost computational solutions form significant threads, particularly in 2016-2017 publications. Scientific Awards: Two Google Faculty Awards National Science Foundation Early Career Award (highest U.S. government honor for early-career scientists) Blikstein directs the Transformative Learning Technologies Lab (TLTL) and co-founded Stanford's Center for Educational Entrepreneurship and Innovation in Brazil. His FabLearn conference established the first academic forum on Maker Movement applications in education. While specific grant details aren't listed, the NSF CAREER Award signifies major federal research funding. He spearheads the FabLab@School project deploying advanced fabrication labs in K-12 institutions worldwide and founded the FabLearn conference series. His work integrates teams of engineers, educators, and designers to create scalable solutions for resource-constrained learning environments.
Dr. Pedro Nava is an Associate Professor and Director of Educational Leadership in the School of Education and Counseling Psychology at Santa Clara University. His scholarship centers on educational equity for Chicanx/Latinx and immigrant communities, combining critical race theory, participatory action research, and community-engaged methodologies. Education Ph.D. in Urban Schooling – University of California, Los Angeles, 2012 Ed.M. in Administration, Planning, and Social Policy – Harvard University, 2003 B.A. – California State University, Fresno, 1996 Research Interests Dr. Nava’s research interrogates systemic inequalities in urban and rural schooling, emphasizing critical pedagogy and critical race theory . He investigates how immigration status intersects with educational opportunity, and he collaborates with families and communities to co-construct transformative practices through participatory action research . His work also explores family-school-community engagement , leveraging community cultural wealth frameworks to amplify migrant and undocumented voices in educational policy and practice. Publication Trajectory Across more than two decades, Dr. Nava’s publications trace the evolution of critical scholarship in education. Early works examine institutional barriers for Chicano students, while recent studies integrate quantitative ethnography and testimonio methodologies to illuminate intersectional experiences of Latinx youth, undocumented graduate students, and farmworker families. Scientific & Community Awards No formal awards are enumerated in the provided text. Advising & Grants While specific grants and advisees are not listed, Dr. Nava’s leadership role as Director of Educational Leadership implies extensive mentoring of master’s and doctoral students, as well as oversight of grant-funded initiatives that advance equity-focused leadership preparation. Labs, Teams & Centers Dr. Nava directs the Educational Leadership programs within the School of Education and Counseling Psychology, fostering interdisciplinary collaboration and community-engaged research teams that partner with local schools, nonprofits, and migrant organizations.
Alexander Wendt is the Mershon Professor of International Security and Professor of Political Science at The Ohio State University. He holds a PhD from the University of Minnesota (1989) and has taught at Yale University, Dartmouth College, and the University of Chicago before joining OSU in 2004. His work is foundational to constructivism in international relations, notably through his 1992 article Anarchy is What States Make of It and his 1999 book Social Theory of International Politics , which earned the Best Book of the Decade Award (2006). He is widely recognized, including as the most influential IR scholar over 20 years (TRIP Survey, 2017) and recipient of the 2023 Johan Skytte Prize for advancing constructivism with Martha Finnemore. Wendt’s research bridges philosophy and social science, exploring quantum theory’s implications for decision-making and social science in works like Quantum Mind and Social Science (2015). His current projects include a book on UAP and human security, responding to the Pentagon’s 2021 confirmation of UAP as a threat. His career spans theoretical innovations in agency-structure interactions, norms, and sovereignty, with a focus on redefining international relations through interdisciplinary lenses. Awards include the prestigious Skytte Prize (2023) and sustained recognition for transforming constructivism into a leading paradigm. His work challenges classical social science frameworks, proposing quantum theory as a revolutionary baseline for understanding human cognition and societal systems.
Dr. Julia Costa López is an Assistant Professor (tenured) in History and Theory of International Relations at the Department of International Relations and International Organisation, Faculty of Arts, University of Groningen. Her work bridges international relations, history, and political thought, focusing on how historical frameworks shape modern disciplinary concepts. PhD from University of Oxford Lecturer at St Hilda's College Fulbright scholar at University of Denver's Josef Korbel School Graduate studies at University of Cambridge Research spans medieval political authority, sovereignty emergence, racialized medievalisms in extremism, and translation politics in global scholarship. Key projects include Routledge Handbook of Historical International Relations (2021) and the Oxford Handbook of History and International Relations (2023). Publications address Eurocentrism, conspiratorial ideology, and ritual's role in authority production. Scientific contributions appear in Cambridge Review of International Affairs , International Organization , and European Journal of International Law . Awards include the Fulbright scholarship. Recent work explores terraqueous relations and premodern world conceptualizations, challenging simplistic land-sea dichotomies in IR.
Jonathan Quong is a Professor of Philosophy and Law at the University of Southern California (USC), affiliated with the USC Dornsife College of Letters, Arts and Sciences. He previously taught at the University of Manchester (2003–2013) and held visiting positions at institutions like the Australian National University and Princeton University. Quong earned his D.Phil from Nuffield College, Oxford (2004), following an M.A. (2000) and B.A. (1999) from the University of British Columbia. Education: Ph.D., University of Oxford (2004) M.A., University of British Columbia (2000) B.A., University of British Columbia (1999) His research focuses on moral and political philosophy , particularly issues of public reason, distributive justice, defensive force, and liberalism. He has authored influential books such as Liberalism Without Perfection (2011) and The Morality of Defensive Force (2020), and his work engages with contractualism, deontology, and consequentialism. Quong’s articles address topics like fair equality of opportunity, paternalism, and the legitimacy of state coercion. His editorial roles include associate editorships at Free & Equal: A Journal of Ethics and Public Affairs , Philosophy & Public Affairs , and Stanford Encyclopedia of Philosophy . Quong’s recent publications (2020–2026) emphasize debates around legitimate injustice, group paternalism, and the gendered division of labor, reflecting his commitment to bridging theory and practical ethical dilemmas. Quong’s contributions to political philosophy explore foundational questions about justice, rights, and the moral limits of state authority. His work intersects with legal theory, democratic governance, and multiculturalism, making him a leading voice in contemporary moral and political discourse.
Nancy Hirschmann is the Geraldine R. Segal Professor in American Social Thought at the University of Pennsylvania’s School of Arts & Sciences, Department of Political Science. Her work focuses on political theory, disability rights, feminist theory, and the intersection of gender with public policy. A former Vice-President of the American Political Science Association, she has held leadership roles in academic institutions and research centers globally. Her research examines freedom through a disability lens, analyzing how bodily constraints shape political thought. Key contributions include *Gender, Class, and Freedom in Modern Political Theory* (2008) and *The Subject of Liberty* (2003), which won the 2004 Victoria Schuck Award. Hirschmann has held prestigious fellowships at the National Humanities Center, Stanford University, and Princeton University’s Institute for Advanced Study. Teaching spans modern political theory, feminist theory, and disability studies. She previously taught at Cornell University and Swarthmore College. Her recent projects include exploring disability’s role in citizenship and analyzing populism’s impact on democratic processes. Office hours are available via email despite sabbatical leaves. Education Background: Extensive academic career with prior roles at Cornell and Swarthmore before joining Penn in 2002. Research Interests: Disability theory, gender policy, political thought history, and public policy frameworks. Awards: 2004 Victoria Schuck Award for *The Subject of Liberty*. Grants & Fellowships: ACLS, National Humanities Center, Stanford Center for Advanced Study. Labs/Teams: Collaborates with interdisciplinary groups on disability studies and feminist political theory.
Samia Khan is a Professor in the Department of Curriculum & Pedagogy at the University of British Columbia's Faculty of Education, where she also serves as Associate Dean of Research. Her academic work bridges educational technology, science education, and teacher preparation across K-16 contexts. Dr. Khan earned her PhD from the University of Massachusetts. Her educational background informs her interdisciplinary approach to learning sciences and technology integration. Her research centers on how digital technologies transform science learning , with emphases on model-based teaching , visualization tools , and equitable participation in STEM . She investigates simulation technologies, future-state modeling, and strategies to broaden science engagement through interpretive and mixed-methods research. Her work particularly examines teacher epistemologies, scientific reasoning development, and socio-cultural factors in technology-mediated learning environments. Analysis of her recent publications reveals three dominant trends: (1) International comparative studies of science curricula across Southeast Asia, (2) Efficacy of digital tools (PhET, GeoGebra, Symbolab) in conceptual understanding, and (3) Pre-service teacher development in model-based science instruction. Her research spans diverse contexts from Canadian classrooms to Rwandan and Vietnamese educational settings. Dr. Khan's contributions have been recognized through: New Scholar Award from the Canadian Society for Study in Education Prime Minister’s Award of Canada for Teaching Excellence in Science, Technology, and Mathematics As former MET Director (2021-2022) and author of foundational courses ETEC 530/533, she has significantly shaped UBC's educational technology programs. Her Faculty Associate role at the Institute of Resources, Environment, and Sustainability demonstrates cross-disciplinary engagement with sustainability education. Her research appears in leading journals including Journal of Technology and Teacher Education, Computers and Education, and Educational Technology Research and Development, with consistent citation as field-shaping work in educational technology.
Luis Botella Garcia Del Cid is a Full Professor at the Department of Psychology and Speech Therapy, Faculty of Psychology, Educational Sciences and Sports, Ramon Llull University. His work focuses on therapeutic alliance, constructivism, and clinical psychology. University: Ramon Llull University School: Faculty of Psychology, Educational Sciences and Sports Department: Psychology and Speech Therapy Email: lluisbg@blanquerna.url.edu His research spans therapeutic alliance, psychometrics, constructivist approaches, and clinical psychology. He investigates therapist personal style, team solutions in psychotherapy, and adolescent interactions with social media influencers. His recent projects include ACM Psicopersona and Proceso Terapéutico funded by AGAUR. Key publications (2022-2023) address dyadic coping during the pandemic, fuzzy cognitive mapping in clinical supervision, and teamwork in psychotherapy. Articles span interdisciplinary collaborations across 27 countries with a focus on psychological distress and relationship quality. He collaborates with the Psicopersona research group and participates in systems-thinking-based clinical models. His work integrates constructivist theory with practical applications in therapeutic contexts and adolescent digital behavior.
Yasmin Kafai is a Professor at the University of Pennsylvania's Graduate School of Education (GSE), Department of Learning Sciences. Her research focuses on computational thinking, AI education, and equitable K-12 computing pedagogy. She has pioneered work on integrating electronic textiles (e-textiles) and participatory design into STEM education to engage youth in critical perspectives of technology. Kafai's recent work emphasizes algorithmic literacy, youth-led auditing of machine learning systems, and bridging technical and societal dimensions of computing. Key research areas include: computational empowerment, AI ethics in education, youth agency in technology design, and culturally responsive computing curricula. Her projects often involve hands-on making activities, such as constructing generative AI models or debugging e-textile systems, to foster both technical and critical understandings. Publications from 2024-2025 highlight trends in youth engagement with generative AI, algorithm auditing frameworks, and the intersection of physical computing with growth mindset practices. She has also explored the role of storytelling methodologies in reimagining computing narratives for marginalized groups. Kafai collaborates extensively with teachers to develop scalable professional development programs addressing equity in CS education. Her work frequently appears in learning sciences and computing education journals, with a focus on practical classroom implementations and systemic educational reforms. Ongoing efforts include designing 'Hour of Code' activities that integrate critical AI literacy and fostering youth as co-designers of ethical technology solutions.
Yasmin B. Kafai is the Lori and Michael Milken President's Distinguished Professor at the University of Pennsylvania's Graduate School of Education. Her work focuses on empowering students through computational tools such as Scratch, electronic textiles, and biomaking, aiming to broaden participation in computing and promote equity in STEM education. Affiliations: Editor of the Journal of the Learning Sciences Former President of the International Society of the Learning Sciences Recipient of NSF Early Career Award and Rosenfield Community Prize Her research explores youth engagement with digital media, including gaming, coding, and creative technologies. She co-developed Scratch, a foundational platform for youth programming, and pioneered curricula integrating electronic textiles and biodesign in K-12 education. Key contributions include analyzing the societal impacts of virtual worlds, algorithmic literacy, and culturally responsive pedagogy. Publications & Awards: Author of award-winning books like Connected Gaming and Makeology Contributed to national policy reports, including the 2010 U.S. Department of Education's National Educational Technology Plan Recognized as a Fellow of the American Educational Research Association Her outreach initiatives include mentoring partnerships with the City of Los Angeles and collaborations with community tech centers like the Computer Clubhouse network. Current projects emphasize algorithmic justice, AI literacy, and equity-focused maker education.
Mark Lance is a Professor in the Philosophy Department at Georgetown University and co-founded the Program on Justice and Peace , where he also holds a professorial appointment. His academic career includes a three-year post-doctoral fellowship at Syracuse University after earning his Ph.D. at the University of Pittsburgh and a B.A. from the Ohio State University . Education Ph.D., University of Pittsburgh B.A., Ohio State University Lance's research spans Philosophy of Language , Epistemology , and Metaphysics , with a focus on Normative Pragmatics , Anarchist Theory , and Social Justice Activism . He collaborates with Rebecca Kukla on projects examining intersubjective norms, such as in his work ‘Yo!’ and ‘Lo!’: The Pragmatic Topography of the Space of Reasons (Harvard University Press, 2009), and engages with Wilfrid Sellars ' legacy in works like Placing in a Space of Norms (2008). His recent Google Scholar publications (2024–2020) highlight intersections of Gender Ethics , Mutual Aid , and Pragmatic Normativity . For instance, Telling Gender (2023) bridges linguistic pragmatics and ethical ascription, while Anarchist Responses to a Pandemic (2020) analyzes collective action during crises. The Truth Telling Project further reflects his commitment to anti-racist organizing and education. notable works include: Leave the Gun, Take the Cannoli (2013) on second-person normative calls. The Grammar of Meaning (2002), a foundational text on linguistic normativity. Defending Moral Particularism (2006), challenging theoretical ethical frameworks.
Rainer Forst is Professor of Political Theory and Philosophy at Goethe University Frankfurt, where he holds positions in both the Institute of Political Science and the Institute of Philosophy. He serves as Director of the Research Center for Normative Orders, Co-speaker of the cluster initiative "ConTrust – Trust in Conflict," Spokesperson of the Leibniz Prize Research Group "Transnational Justice," and Deputy Spokesperson of the Coordinating Institute Frankfurt at the Research Institute for Social Cohesion. Additionally, he is a Permanent Fellow at the Research College for Human Sciences Bad Homburg, Director of the Justitia Center for Advanced Studies, and Head of the Master's program in Political Theory. Since 2017, he has also been a Research Professor of Political Theory at the Social Science Research Center (WZB) in Berlin. Forst received his education studying philosophy, political science, and American studies in Frankfurt/Main, New York, and at Harvard University. His academic journey includes: Ph.D. under Jürgen Habermas with thesis "Contexts of Justice: Political Philosophy Beyond Liberalism and Communitarianism" (1993) Habilitation in 2003 with "Tolerance in Conflict: History, Content, and Present of a Controversial Concept" Professor Forst's research focuses on foundational questions of political philosophy and critical theory. His work centers on justice theory, democracy, toleration, normative orders, and social cohesion. He has developed a distinctive approach he terms "critical constructivism," which builds on Kantian philosophy while engaging with the Frankfurt School tradition of critical theory. His research examines how justification processes form the basis of legitimate political orders and how concepts like solidarity and tolerance function within democratic societies. Forst's work is notable for its systematic integration of historical analysis with normative theory, creating frameworks for understanding contemporary political challenges through the lens of philosophical tradition. His recent publications reveal a growing focus on democratic regression, trust in conflictual societies, and the philosophical foundations of social cohesion. Forst has increasingly addressed the dual crises of democracy - both the political-normative justification crisis and the global structural crisis. His work connects Kantian philosophy with contemporary democratic theory, exploring concepts like the "noumenal republic" as frameworks for understanding justice and legitimacy in complex societies. A consistent thread throughout his scholarship is the examination of how power relations intersect with normative claims in political justification processes. Professor Forst has received significant recognition for his contributions to political philosophy: Gottfried Wilhelm Leibniz Prize (2012), Germany's highest research honor Member of the Berlin-Brandenburg Academy of Sciences and Humanities Corresponding Fellow of the British Academy Permanent Fellow at the Research College for Human Sciences Bad Homburg As an educator and mentor, Forst has directed numerous research initiatives and supervised many doctoral students who have gone on to prominent academic positions. He leads the international MA program in Political Theory funded by the German Academic Exchange Service and has established several significant research centers including the Research Center for Normative Orders, the Leibniz Prize Research Group "Transnational Justice," and the Center for Advanced Studies "Justitia Amplificata." His editorial work includes serving as Associate Editor of Ethics and member of editorial boards for numerous prestigious journals including Political Theory and Constellations. Forst's research infrastructure includes the Research Center for Normative Orders, which he directs, and the cluster initiative "ConTrust – Trust in Conflict," which examines political coexistence under conditions of uncertainty. His Leibniz Prize Research Group "Transnational Justice" investigates justice beyond national borders, while the Justitia Center for Advanced Studies serves as a hub for interdisciplinary research on justice-related topics. These institutions form an integrated network supporting collaborative research across philosophy, political science, and law.
