International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education

Session Details

ONLINE- REAL TIME, October 27–28th, 2021 | 12:00–17:00

#### Agenda for Session 3–4 | October 2021 | Online and virtual participation |

DAY 1 | 27 October 2021 | 11:30–17:00 - Session 3 | ONLINE- REAL TIME |

• Connections 11:30–12:00
• 12:00–12:10 Welcome Greetings: 6th International Conference MCDSARE?
• 12:00–15:30 Oral Session in real time | Questions & Discussions
• 15:30–16:00 Closing online Conference

DAY 2 | 28 October 2021| Session 4 | VIRTUAL & VIDEO PRESENTATIONS | Workshops –ONLINE, Romania

Program Overview (Online)

Presentations GUIDELINES-

Conference Outline 6th MCDSARE | IFIASA October 27–28th | 2021

Key Information

6th MCDSARE | 2021 - Location & Venue: Held online from Târgovi?te, Romania - Dates & Deadlines:

• October 27–28, 2021
• Early Bird Abstract Submission Deadline: September 10, 2021
• Final Papers Submission Deadline: October 10, 2021

Opportunities for Virtual Participation

Virtual participation allows for interactive presentations and networking opportunities for all attendees.

Resources for Virtual Presentations

Participating virtually enables the presentation and publication of your research without the need to attend in person. Accepted papers will be included in the Conference Proceedings with DOI and ISBN numbers. Virtual presenters will receive a Certificate and their work may be published in indexed journals. To participate as a Virtual presenter, submit your Abstract/Full via the online form, which will be evaluated by the Conference Scientific Committee. Following the review, registration and payment of the fee are required.

The Proceedings Volume of the 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, MCDSARE 2021, will encompass scientific articles across social sciences and humanities, transcending precise disciplinary boundaries. Key topics include Philosophy, Sociology, Communication, Social Work, Theology, Anthropology, Applied Philosophy, Ethics, Applied Ethics, Bioethics, History, Religious Studies, Arts & Architecture, Psychology, Educational Sciences, Politics, European Studies, International Relations, Public & Private Law, Management, Marketing, and Economy.

Conference Sessions

The 6th MCDSARE- IFIASA 2021 will comprise four sessions.

Call for Papers

The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, MCDSARE- THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE, will be held at IFIASA, ONLINE (RO), from Session 3–4 | 27–28 October 2021.

(MCDSARE offers online presentation options.)

Submit Abstracts & Papers — 27–28 October 2021

6th MCDSARE | IFIASA

For guidelines, visit: https://ifiasa.org/GUIDELINES-ONLINE-SUBMISSIONS/

A Personal Reflection on Applied Linguistics

IN THE MULTILINGUAL EUROPE OF TODAY

EMERGENCY IN EUROPE

OPEN OR CLOSED CONTINENT?

THE SOCIAL AND CULTURAL DIMENSIONS OF SCIENCE

LINGUISTS AND PSYCHO-LINGUISTS MUST BE ON THE GROUND

WHERE THE FUTURE IS FORGED

Dear Colleagues,

It seems essential to address the issue of languages in today’s Europe, considering both the languages of Europe, which have existed for millennia, and the languages in Europe that have emerged due to migration waves involving non-European populations for at least the last century (since World War I).

The challenges overlap, encompassing languages of identity and those used for everyday interactions within diverse communities. While the languages of Europe enjoy recognition in education, communication, and various levels of administration, those languages that have recently arrived are often overlooked, leading to a buildup of frustration and sometimes demands or rebellions, particularly at local or regional levels.

Languages in Europe that are not of European origin present an even more significant challenge. Most European languages belong to the Indo-European family, with the exception of agglutinative languages like Hungarian, Finnish, Lappish, and Basque, along with a few others in northern Russia, the Urals, the Caucasus, and Siberia. Most immigrant languages since 1920 belong to vastly different linguistic families, including Semitic and Afro-Asiatic languages, particularly Arabic, Kabyle/Berber, and others from North Africa and the Middle East, along with various African and Asian languages. Each language carries a framework of thought and culture, often unconsciously for its speakers. They think as they speak, and sometimes write, while the cultures associated with these languages are usually conscious, claimed, and defining. The disregard for these languages and their associated cultures in many facets of society, especially in education and administration, is a primary cause of discontent that can lead to crises, sometimes violent.

The only viable solution is to acknowledge the multilingual nature of all languages in Europe and accept the diverse cultures they represent. This requires an understanding of the cognitive frameworks embedded within these languages and how they relate to the cultures of their speakers. It is crucial that migrant populations master at least three languages to navigate our world: their native language (often two, like Arabic and Kabyle), the local language of their host country, and increasingly, English as a necessary international language in various professional sectors. This situation is far more complex than the multilingualism of original Europeans and their languages.

This complexity is not new. I once encountered a young Kabyle woman from Algeria in Roubaix who could seamlessly switch between Kabyle, Arabic, French, and Roubaisian Picard, while also incorporating some English from her education. She consistently attempted to address individuals in their first language, which led to communication challenges in multilingual groups. There is significant work to be done in psycholinguistics to address these scenarios, avoiding past mistakes, like the failed initiative in Normandy that aimed to teach Turkish to a population predominantly speaking Kurdish.

Consider the case of Aisha, a first grader who could recite the day's reading from memory without her book. When asked to revisit previous pages, she was unable to read, leading to frustration for a child convinced of her literacy.

As these young individuals grow and seek to assert themselves, they often feel unheard and misunderstood. How can they make their voices heard? Conversely, how can we communicate with them if we do not share a common language or understanding? Language extends beyond mere words or sentences. We must reintroduce advanced concepts in psycholinguistics, psychomechanics, and cognitive linguistics into our discussions. This presents an extensive program to be developed through practical, experiential, and existential approaches within the affected local communities.

Dr. Jacques COULARDEAU

EUROPEAN URGENCY OPEN OR CLOSED CONTINENT? SCIENCE AS A SOCIAL AND CULTURAL ISSUE AS LINGUISTS AND PSYCHO-LINGUISTS WE MUST BE ON THE GROUND WHERE THE FUTURE IS BUILT

Conference Outline-Keynote Speakers

NEW! 6th EDITION OF IFIASA WILL BE ONLINE & PHYSICAL |

27–28 OCTOBER 2021 | THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE.

Conference Session 1–2, Video -Plenary Oral and Poster sessions, Online & Physical participation, Romania, 27–28 October 2021.