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.
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.
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.
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.
Prof. Dr. Dr. h.c. Andreas Georg Scherer is a Full Professor and Chair of Foundations of Business Administration and Theories of the Firm at the University of Zurich. His academic career began with studies at the University of Erlangen-Nuremberg, culminating in a Diplom-Kaufmann (1989), Dr. rer. pol. (1994), and habilitation (2000). Since 2002, he has held his current chair, focusing on business ethics, globalization, and organization theory. Affiliations: Member of University of Zurich’s Ethics and Sustainability Committees, Academic Advisory Board at Zeppelin University, and editorial roles in journals like Business Ethics Quarterly and Journal of Management Studies. Education: 1984–1989: Studies in Business Administration, University of Erlangen-Nuremberg 1989: Diplom-Kaufmann (Master equivalent) 1994: Dr. rer. pol. (PhD) 2000: Habilitation in Business Administration Research Interests: Scherer’s work bridges business ethics, globalization, and organization theory. Key themes include corporate political responsibility ( Political CSR ), digitalization’s societal impacts, and the role of multinational firms in global governance. His research emphasizes critical theory and discourse ethics frameworks. Publications: Over 60 journal articles and books, including Handbook of Research on Global Corporate Citizenship (2008) and Multinationale Unternehmen und Globalisierung (2003). Recent work explores dark sides of digitalization and responsible innovation governance. Awards: 2020: Dr.rer.pol.h.c. honorary degree (University of Hamburg) 2020: Best Paper Award (WK INT Committee) 2018: VHB Best Practice Paper Award 2012: OMT Best Published Paper Finalist Advising & Grants: Supervised over 10 doctoral students, including Dorothee Baumann-Pauly and Christian Voegtlin. Led Swiss National Science Foundation projects on corporate legitimacy, responsible leadership, and anti-corruption strategies. Labs/Teams: Heads the Foundations of Business Administration research group at the University of Zurich, focusing on ethical and political dimensions of corporate activity. Collaborates with global institutions like the World Business Council for Sustainable Development.
Paulo Blikstein is an Associate Professor of Communication, Media, and Learning Technologies Design at Teachers College, Columbia University. He holds affiliations with the Mathematics, Science & Technology department and the Communication, Media, and Learning Technologies Design program. His expertise spans curriculum design, digital innovation, science education, and educational technology. Dr. Blikstein earned a Ph.D. in Learning Sciences from Northwestern University (2009), M.Sc. in Media Arts & Sciences from MIT Media Lab (2002), and degrees in Engineering from the University of São Paulo (Brazil). His research focuses on leveraging technology to enhance learning through computational modeling, maker education, and tangible interfaces. He leads the Transformative Learning Technologies Lab and the FabLearn Program, which develop innovative tools like MoDa and PlayData, integrating computational thinking with real-world science experiments. His work emphasizes equitable access to technology-driven education, particularly in the Global South. Recent projects include deploying cloud labs for biology education, analyzing disinformation dynamics via agent-based models, and exploring how social media influences political radicalization. He critiques commercial education technology discourse through a critical pedagogy lens, advocating for culturally responsive, hands-on learning. Blikstein’s research bridges theory and practice, addressing systemic challenges in science education through participatory design with teachers and communities. His labs create sustainable educational technologies, such as DIY liquid handling robots and haptic feedback systems, to democratize STEM access. He also investigates computational identity formation in K-12 students and the role of making in fostering gender equity in STEM.
Angelos Mouzakitis serves as Assistant Professor in the Department of Sociology at the University of Crete's School of Social Sciences. His academic career spans multiple Greek institutions including the University of Macedonia in Thessaloniki and the University of Patras, alongside international appointments at the Alpen-Adria Universität Klagenfurt in Austria and fellowships at the European University Institute in Florence. His educational background includes: PhD in Sociology from the University of Warwick (2002) MA in Philosophy and Social Theory (with Distinction) from the University of Warwick (1997) Degree in Sociology from Panteion University, Athens, Greece (1996) Mouzakitis specializes in social theory with particular emphasis on social ontology, social change, and the constitution of the 'subject.' His research deeply engages with phenomenology and hermeneutics as approaches to understanding social sciences epistemology, with significant contributions to Castoriadis scholarship. His work explores how historical consciousness shapes social institutions and examines the philosophical foundations of social autonomy. He has developed particular expertise in the works of Heidegger, Gadamer, and Ricoeur, analyzing their relevance for contemporary social theory. His recent publications reveal a sustained engagement with political imaginaries, the concept of progress in modernity, and the philosophical underpinnings of social autonomy. Working across multiple languages (Greek, English, French, German, and Italian), his scholarship bridges continental philosophy with sociological theory, particularly examining how historical consciousness shapes social institutions. His work consistently explores the tension between tradition and innovation in social thought, with special attention to how philosophical concepts illuminate contemporary social challenges. Associate Editor, Frontiers in Sociology, Section Sociological Theory Member of the Editorial Review Board of the "Social Imaginaries" series by Rowman & Littlefield Member of the Hellenic Sociological Association Member of the European Sociological Association Member of the Scientific Committee of CERAP (Centre d'étude et de recherche appliqué en Psychopédagogie perceptive) As an educator, Mouzakitis has supervised numerous graduate students and contributed to sociological theory curricula across multiple institutions. His international academic experience, including his prestigious Jean Monnet Fellowship, has informed his comparative approach to sociological inquiry. His teaching spans undergraduate and graduate levels, with courses on social theory, philosophy of social sciences, and specialized topics related to his research interests in phenomenology and hermeneutics.
Professor Kylie Peppler is a dual Professor of Informatics and Education at the University of California, Irvine, leading the Creativity Labs and the Connected Learning Lab. Her research focuses on leveraging hands-on creativity—such as e-textiles, robotics, and traditional fiber crafts—to enhance STEM education, particularly for marginalized populations. She emphasizes the role of materiality in fostering systems thinking and equity in learning environments. Education: PhD in Education (UCLA), Postdoctoral training at UC Irvine, and prior roles at Indiana University. Her academic journey bridges psychology, art, and technology. Research Interests: Maker culture, computational thinking, STEAM integration, workforce development, and the impact of arts in education. She explores how tools like e-textiles and looms democratize access to STEM while addressing gender disparities. Key Projects: NSF-funded work on computational construction kits, Re-Crafting STEM initiatives, and Future of Work research using AR/VR for manufacturing training. Collaborations include Boeing, Inner-City Arts, and NYSCI. Awards: NSF Early CAREER Award, Mira Tech Educator of the Year, and Indiana Governor's Award. Her work is supported by NSF, Wallace Foundation, and industry partners. Grants & Labs: Over $10M in grants; directs labs advancing connected learning and equity through technology. Recent studies include virtual reality welding simulators and culturally sustaining arts practices. Labs/Teams: Creativity Labs (designing maker tools), Connected Learning Lab (digital equity), and partnerships with museums and industry to scale inclusive learning.
Tim Lewens is Professor of Philosophy of Science and Head of the Department of History and Philosophy of Science at the University of Cambridge, currently on leave for the 2024/25 academic year. His career bridges philosophy, biology, and bioethics with significant institutional roles including Deputy Director of CRASSH (2014-2017) and Council Member of the Nuffield Council on Bioethics (2009-2015). His research focuses on philosophy of biology, evolutionary theory, and bioethics, with particular expertise in human nature debates, extended evolutionary synthesis, and medical ethics. Key contributions include critical analyses of mitochondrial replacement therapy ethics, genome editing implications, and conceptual challenges in cultural evolution. His work consistently addresses interdisciplinary tensions between biological determinism and social constructivism. Analysis of his 15 most recent publications reveals dominant themes in evolutionary philosophy (40%), bioethics (35%), and conceptual foundations of science (25%). Notable trends include re-examining Paleyan design arguments in modern biology, ethical frameworks for emerging biotechnologies, and interdisciplinary approaches to human nature that challenge essentialist perspectives. Lewens has secured major research funding including an ERC grant for 'A Science of Human Nature?' (2011-2016) and Templeton Foundation funding for 'Putting the Extended Evolutionary Synthesis to the Test' (2016-2019). His policy impact is evident through contributions to Nuffield Council reports on mitochondrial DNA disorders (2012) and human body donation (2011), demonstrating applied philosophical engagement with contemporary medical ethics.
