一、讲座主题：宁波大学建校40周年暨三校合并30周年校庆系列学术活动：Learning to Live with Disagreement through Social Pedagogy

二、讲座时间：2026年10月25日09:00-10:30

三、讲座地点：西区教育楼413

四、讲座主持人：张宝歌教授

五、讲座主讲人：Vivek Venkatesh

六、讲座主办单位：教师教育学院

七、主讲人简介：Vivek Venkatesh is Dean of the Faculty of Education and a James McGill Professor at McGill University, and UNESCO Co-Chair in the Prevention of Radicalisation and Violent Extremism. An applied learning scientist,musician,filmmaker,and research-creator,he studies social pedagogy,pluralism,digital literacy,and community resilience. He co-founded Project SOMEONE,an international public education initiative active from 2014 to 2024. His leadership experience includes associate dean roles in graduate studies,directing Concordia University's Centre for the Study of Learning and Performance,and chairing Canada's advisory committee on ISO standards for learning services outside formal education.He co-edits the Bloomsbury series Extremity in Society and Culture with Nelson Varas-Diaz.

八、讲座摘要：Learning develops continuously through encounters with people whose experiences, commitments，and ways of knowing differ from our own. This lecture examines how adult and lifelong education can create the conditions for such encounters, particularly when digital media, exclusion，and entrenched disagreements shape public life. It draws on my interdisciplinary research on belonging and gatekeeping in metal music scenes，studies of violent extremism，and the public educational initiatives developed through Project SOMEONE.

I bring together qualitative interviews with former violent extremists, analyses of online discourse, and participatory educational work with community practitioners. Examples include stakeholder-led initiatives in Lebanon and the multilingual From Hate to Hope online course. These different forms of inquiry illuminate the relationships between information literacy，the construction of the other，and the willingness to reconsider deeply held beliefs. They also raise questions about who defines the purposes of learning and how community knowledge enters educational practice.

The conceptual focus is reflexive inclusivity: a social pedagogical approach that asks participants to examine their own assumptions while engaging seriously with divergent perspectives. Drawing on my work with Bradley J. Nelson and my recent writing on discomfort and the ethics of dissension. I consider the educational value of sustained disagreement，careful listening，and self-questioning. The lecture address the possibilities and limits of these practices for conflict engagement and continuing professional learning，including the difficulty of translating a meaningful encounter into lasting changes in relationships and institutions.

九、参加人员：欢迎感兴趣的老师和同学参加！