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  • 1.
    Bergdahl, Lovisa
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Time for Values: Responding Educationally to the Call from the Past2018Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 37, nr 4, s. 367-382Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from the past by returning to (a) the moral character of our existence and (b) our own embeddedness in the incompleteness of living traditions. The argument is that there is a difference between educating for common values—which entails a belief in pre-existing commonalities—and making values common in and through education. The latter, we argue, entails an aspiration for continuously creating new commonalities and for cultivating the ability to act and judge as a thinking moral agent in specific, lived and worldly cases. In this sense, the fostering task of the teacher is to create commonality of what is not (yet) common, turning the liberal democratic values of the past into contested objects of study.

  • 2.
    Johansson, Viktor
    Stockholm University.
    Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan "I"2015Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 34, nr 5, s. 441-458Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell's ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell's emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of "I" and "We", becomes a way to work on the tension between the particular and the universal claims of cosmopolitanism. I show that the autobiographical aspects of philosophy and the philosophical significance of autobiographical writing in ordinary language philosophy can be seen as a test of representativeness-a test of the ground upon which one stands when saying "I", "We" and "You.".

  • 3.
    Säfström, Carl Anders
    Uppsala University.
    On the Way to a Postmodern Curriculum Theory - Moving from the Question of Unity to the Question of Difference1999Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, nr 18, s. 221-230Artikkel i tidsskrift (Fagfellevurdert)
  • 4.
    Säfström, Carl Anders
    Mälardalen University.
    Rethinking Emancipation, Rethinking Education2011Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 30, nr 2, s. 199-209Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses different but related conceptions of emancipation by exploring its ambiguous nature. In the third part of the paper I specify the role and place of emancipation within a philosophy of education that seeks to articulate its social value.

  • 5.
    Säfström, Carl Anders
    Uppsala University.
    Teaching Otherwise2003Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 22, nr 1, s. 19-29Artikkel i tidsskrift (Fagfellevurdert)
  • 6.
    Säfström, Carl Anders
    Mälardalen University.
    What I Talk About When I Talk About Teaching and Learning2011Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 30, nr 5, s. 485-489Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas's and Jacques RanciSre's thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education.

  • 7. von Wright, Moira
    Narrative imagination and taking the perspective of others2002Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 21, nr 4, s. 407-416Artikkel i tidsskrift (Fagfellevurdert)
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