The 6th Asia-Pacific Social Science Conference (APSSC 2018)

November 13-15, 2018 in Bangkok, Thailand

2018 Keynote Speaker

Keynote Speaeker #1
Introduction Dr Ricky, Yuk-Kwan Ng is the Head of the Centre for Learning and Teaching (CLT) of the Vocational Training Council (VTC), Hong Kong. With research interests in pedagogies in vocational and professional education and training (VPET), staff development in higher education institutions and organizational studies, he has published over 40 papers in Europe and Asia’s international conferences, journals and books. Dr Ng is also the Principal Investigator of a HK$21 million cross-institutional project funded by the Education Bureau of Hong Kong.
Topic Learn to Unlearn, Unlearn to Learn
Abstract The concept of ‘unlearn’ is a déjà vu in the business sector to cope with the rapid changes in the market. Short product cycles, continuous obsolescence of know-hows, the urge for innovation and exploration of the unknowns are the key drives for entrepreneurs to unlearn for constant improvement to overcome uncertainty. As early as 1990, Toffler asserted that ‘the illiterate of the 21st Century are not those who cannot read and write but those who cannot learn, unlearn and relearn’. Some defined unlearn as giving up prior learnt concepts and deeply held assumptions to enable new learning (Klien, 2008; Pighin and Marzona, 2011). Interestingly, the concept and application of ‘unlearn’ in the education sector is rarely mentioned. Constructivism theory of learning and teaching stresses the alignment of prior learning to enable learners to build new theories and advance knowledge. To give up or to forget what had been learnt or generated is a paradox for many academics, without mentioning to ask students to unlearn in order to learn. Nonetheless, to unlearn is not to forget, it is rather to re-focus, to re-form thinking patterns and to view things with new perspectives to strive for new knowledge. Klien (1989) contended that unlearn is not to throw away knowledge but to put it aside temporarily and to parenthesize. Similarly, Schein (2006) proposed a process to unfreeze, re-freeze to receive new knowledge. Einstein’s quote of ‘insanity: doing the same thing over and over again and expecting different results’ best illustrates the concept of ‘unlearn’. Doing the same thing repeatedly, one begins to re-form prior knowledge by putting aside preconceptions and assumptions in order to generate new knowledge. Indeed, conducting research to rectify theories for advancement is academics’ regular practices. In this connection, this paper articulates the concept of ‘learn to unlearn’ and ‘unlearn to learn’ to reconsider learning and teaching practices, pedagogies and potentials. This paper also addresses to what extent ‘unlearn’ will contribute to the 21stCentury’s literacy and how it helps facilitate better learning and teaching experiences for innovation.


Keynote Speaeker #2
Introduction William H. Parrett has received international recognition for his work in school improvement related to children and adolescents who live in poverty. He has co-authored ten books, the past three being best-sellers. His most recent, the award-winning Turning High-Poverty Schools Into High-Performing Schools, with Kathleen Budge, has provided a Framework For Action that has been adopted throughout the nation to guide lasting improvement and student success in high-poverty schools. Bill and Kathleen’s newest book, Disrupting Poverty: 5 Powerful Classroom Practices, was honored as an ASCD Member book and provided to over 50,000 educational leaders and classroom teachers worldwide as a part of it’s official release in January of 2018. As Director of the Boise State University Center for School Improvement & Policy Studies for the past 20 years, Bill coordinates funded projects and school improvement initiatives that currently exceed $5 million annually. He is a frequent speaker at international and national events. His work with state and regional educational organizations, districts, and schools, spans 44 states and 10 nations. Throughout his career, Parrett has worked to improve the educational achievement of all children and youth, particularly those less advantaged. These efforts have positively impacted the lives of thousands of young people, many of whom live in poverty.
Topic Disrupting Poverty:Turning High-Poverty Schools into High Performing Schools
Abstract Much can be learned from schools that have helped their students’ overcome the powerful and pervasive effects of poverty. Participants will gain a deeper understanding of poverty and its impact on student learning, as well as how to confront and eliminate practices that work against student and school success. Based on the award winning, best-selling ASCD book,Turning High-Poverty Schools into High-Performing Schools, the author(s) share insight and lessons learned from the successes of a wide range of high-poverty, high-performing schools.

Member Center

Online Submission

Important Dates

Submission Deadline

September 24, 2019

October 13, 2019

Notification of Acceptance

from September 17, 2019

Within 2 Weeks after Submission

Special Session

Submission Deadline

September 25, 2019

October 13, 2019

Registration Deadline

October 13, 2019

October 31, 2019

Conference Date
December 17-19, 2019



Contact & Inquiry
APSSC Secretariat
Email: apssc@apssc.org

Organized by

MOCT Education Institution