SAS relies on multidisciplinary research teams integrated into global academic networks; structurally, these teams replace traditional disciplinary departments and ensure intensive communication among faculty members within and across disciplines.

About forum

The value of traditional 3-4-year BA programs is increasingly contested, as more and more services, both online and offline, become available to teach all kinds of competences faster, cheaper, and, arguably, better. It appears less and less self-evident why lifelong learning, with its short and often part-time modules, should only begin upon the completion of a full-time BA and not right after high school. The argument in defense of full-time on-campus BA programs may focus on its greater efficiency in teaching more complex and fundamental competences or it may try to go beyond the very logic of competence model for education. In the latter case, one must specify what it is that students should be learning at university — or, as some business schools argue, during long full-emersion programs for mid-career adults — which cannot be learned by other means.

About symposium

Love is revolting. It both inspires revulsion and has revolutionary potential. From its sticky, intimate moments of boundary-crossing and home-making to its revolutionary potential in the arguments of Charles Fourier, Alexandra Kollontai, Martin Luther King Jr., and the ecosexuals, love strikes us as an ambivalent concept of pivotal importance to humans. In recent years, a growing number of thinkers have suggested that love be critically reinvigorated in both social and political thought and action. And yet, it continues to revolt (us), and this reinvigorating has yet to be done robustly and systematically.

Love is Revolting is a two-day multidisciplinary symposium at the School of Advanced Studies (SAS), University of Tyumen that invites scholars across the disciplines to engage in discussions about love. Among other topics, we encourage discussion about love and its connection to matter and bodies; its revolutionary potential for imagining new futures and modes of belonging; its ambivalence, slipperiness and grotesqueness as both a practice and concept; its relationship to power and subject-formation; and the emergence of new forms of loving in our techno-ecological age.


About forum

The forum will bring together scholars, teachers and administrators from leading colleges and universities in different countries to discuss the following issues:
  • How does the notion of critical thinking evolve historically, what is its (changing) relationship with the notions of critique, critical thought and disinterested scientific enquiry?
  • Can critical thinking thrive in the era of political polarization?
  • What does critical thinking involve beyond a set of analytic techniques, such as logic and argument analysis?
  • Is developing critical thinking still the major goal of liberal arts education and, if so, how can it be taught effectively to contemporary students? Does AI and digital technologies challenge us to change the way we conceptualize critical thinking?
  • Which lessons from psychology and cognitive science could give us some insights for teaching critical thinking?

About forum

The second annual Disciplinary Landscape forum will be devoted to the notion of truth in its historical and disciplinary dimensions. We will discuss the philosophical foundations of the notion of truth, including the opposition of modernist truth and “post-truth”, the various functions of the concept of truth in different political, social and cultural frameworks, and the permutations of the idea of truth effected by the Russian Revolution. On the second day of the forum we will group paper presenters and SAS faculty into disciplinary teams and invite them to reflect on the different notions of truth used in the contemporary disciplines of philosophy, history, cultural studies, and sociology.