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  • 1.
    Borgnon, Liselott
    Institute of Education, Stockholm .
    Conceptions of the Self in Early Childhood: territorializing identities2007In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 39, no 3, p. 264-274Article in journal (Refereed)
  • 2.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education. Dalarna University.
    Fiction and learning realities after postmodernism2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 14, p. 1517-1518Article in journal (Other academic)
  • 3.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Killing the Buddha: Towards a heretical philosophy of learning2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 61-71Article in journal (Refereed)
    Abstract [en]

    This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.

  • 4.
    Johansson, Viktor
    Örebro universitet.
    Wildly wise in the terrible moment: Kant, Emerson, and improvisatory Bildung in early childhood education2019In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, no 5, p. 519-530Article in journal (Refereed)
    Abstract [en]

    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and selfcultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that sucha turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.

  • 5.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Disciplinarity and normative education2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 3, p. 254-269Article in journal (Refereed)
    Abstract [en]

    Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarity—the main extant alternatives. It is shown in both conceptual and empirical terms that these alternatives cannot accommodate social and educational diversity, complexity and sprawl other than thinly, hence should mainly be endorsed by universities and research funders for other than epistemological reasons or when there is agreement that the object subjected to analysis is correspondingly thin and isolated. As education in and of itself is a remarkably complex social phenomenon and field of study, it is concluded that interdisciplinary environments may typically be expected to provide a stronger potential for assessing and understanding it.

  • 6.
    Strandbrink, Peter
    Södertörn University, School of Social Sciences, Political Science.
    Nostalgia and shrinkage: Philosophy and culture under post-postmodern conditions2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 14, p. 1407-1408Article in journal (Refereed)
  • 7. Säfström, Carl Anders
    The Immigrant Has No Proper Name: The disease of consensual democracy within the myth of schooling2010In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 42, no 5-6, p. 606-617Article in journal (Refereed)
    Abstract [en]

    In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from Swedish society but also try to shift the understanding of the conditions under which such exclusion is possible in the first place. Being Swedish is that which the immigrant is not. What I argue and give examples of is that the 'no name' immigrant becomes a possibility for democracy to happen when he or she claims his or her presence in the demos, in such a way as to make evident a split in the self-understanding of a purely consensual Swedish democracy. In the article I argue that what is needed in order to go beyond the myth of schooling, is a pedagogy of dissensus contesting the normalizing of an unequal social order by making it contingent.

  • 8. von Wright, Moira
    The Punctual Fallacy of Participation2006In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 38, no 2, p. 159-170Article in journal (Refereed)
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