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  • 1.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Att göra rätt även när ingen ser på2017In: Svenska Dagbladet, ISSN 1101-2412, no 5 feb, p. 6-7Article in journal (Other (popular science, discussion, etc.))
  • 2.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Bildning – en väg till global medkänsla2010In: Svenska Dagbladet, ISSN 1101-2412, no 05/03Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Bildning, dialog och kritisk självreflektion2014In: Att växa som människa: om bildningens traditioner och praktiker / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 113-131Chapter in book (Refereed)
  • 4.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Bildning i massutbildningens tid2011In: Våga veta!: Om bildningens möjligheter i massutbildningens tidevarv / [ed] Anders Burman, Huddinge: Södertörns högskola , 2011, p. 75-96Chapter in book (Refereed)
  • 5.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Bildung and intercultural understanding2013In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 24, no 5, p. 391-400Article in journal (Refereed)
    Abstract [en]

    The concept of Bildung, sometimes translated as self-cultivation, is at the core of an influential tradition of educational thought. What is the relation between Bildung and interculturality? Drawing on Wilhelm von Humboldt and Hans-Georg Gadamer, and on so-called transformative learning theory, Bildung is interpreted as a process of transforming one’s meaning perspective in encounters with others. A meaning perspective is a set of largely implicit presuppositions underlying one’s habitual ways of thinking, feeling, and acting. Confrontation with alternative perspectives can be an opportunity to become aware of one’s own perspective, to critically assess it and to transform it. Thus conceived, Bildung is closely related to interculturality.

  • 6.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Bildung and Moral Self-Cultivation in Higher Education: What Does it Mean and How Can it be Achieved?2009In: Forum on Public Policy: A Journal of the Oxford Round Table:, ISSN 1556-763X, p. 1-10Article in journal (Refereed)
  • 7. Bohlin, Henrik
    Datorisering och tyst kunskap1989In: Dialoger, ISSN 0283-5207, no 10, p. 18-27Article in journal (Other academic)
  • 8.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    David Hume och kulturrelativismen2009In: Humanisten. Tidskrift för kultur- och livsåskådningsfrågor,, ISSN 1401-8691, Vol. 15, no 3, p. 18-21Article in journal (Other academic)
  • 9.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Den omstridda politiska korrektheten2014In: Sans, ISSN 2000-9690, no 3, p. 34-37Article in journal (Other (popular science, discussion, etc.))
  • 10.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    ‘Effects on the Mind’ as Objects of Reasoning: A Perspectivist Reading of the Reason-Passion Relation in Hume’s Sentimentalism2014In: Hume Studies, ISSN 0319-7336, E-ISSN 1947-9921, Vol. 40, no 1, p. 29-51Article in journal (Refereed)
    Abstract [en]

    Hume’s ethics is concerned not only with the metaphysical status of moral qualities but equally, if not more, with the problem of determining to what extent and under what conditions issues of moral disagreement and inquiry can be decided by rational argumentation. This paper argues that Hume’s solution to the second problem is a form of perspectivism: the rational decidability of moral issues depends on the existence of shared perspectives, or sets of assumptions and correlated dispositions to feelings, and is largely independent of the metaphysical status of moral qualities. An issue of disagreement may thus be rationally decidable among people with certain dispositions to feeling but not among others. A similar perspectivist reading is suggested for Hume’s analysis of knowledge about causes and effects.

  • 11.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Empati, dialog eller dialogisk empati?: Gadamer och inlevelsetanken2014In: Hans-Georg Gadamer och hermeneutikens aktualitet / [ed] Anders Burman, Stockholm: Axl Books, 2014, p. 137-169Chapter in book (Other academic)
    Abstract [sv]

    Ett återkommande tema i Hans-Georg Gadamers Sanning och metod (1960) är hans kritik av empatitanken. Att tolka en text handlar inte om att återskapa eller efterlikna en annan människas situation och perspektiv utan snarare om att föra en sorts dialog med henne om die Sache, den sakfråga som texten handlar om. ”Att förstå är primärt att komma överens”, säger Gadamer i en sorts sammanfattande slogan. Vilka är Gadamers invändningar mot empatitanken, och hur allvarliga är de? Jag skisserar problembakgrunden i den hermeneutiska och empatiteoretiska traditionen och diskuterar därefter Gadamers argument.

  • 12.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Empati i vetenskapsteori och medvetandefilosofi2013In: Empati: Teoretiska och praktiska perspektiv / [ed] Henrik Bohlin & Jakob Eklund, Lund: Studentlitteratur, 2013, p. 85-107Chapter in book (Other academic)
  • 13. Bohlin, Henrik
    Empirismen och dess kritiker1989In: Filosofisk tidskrift, ISSN 0348-7482, no 3, p. 1-15Article in journal (Other academic)
  • 14.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    En universell moral på känslornas grund: Humes argument mot polygami och kulturrelativism2013In: Filosofisk Tidskrift, ISSN 0348-7482, no 3, p. 29-47Article in journal (Other academic)
    Abstract [sv]

    I essän ”En dialog” (1751) argumenterar David Hume för att det finns universella, kulturoberoende moraliska principer, och i essän ”Om polygami och skilsmässor” (1742) ger han ett entydigt universalistiskt svar på en tillämpat normativ fråga när han hävdar att polygami är förkastligt oberoende av kultur eller tradition. På vilka grunder förkastar Hume polygami? Hur kan han hävda att dessa och andra moraliska argument och ståndpunkter är universellt giltiga? Och hur kan universalismen förenas med den moraliska sentimentalismen? Jag skisserar först argumentet mot polygami i ”Om polygami och skilsmässor” och idén om ett stadigt och allmänt perspektiv i Treatise och Enquiry. Huvuddelen av diskussionen ägnas därefter åt Humes behandling av kulturrelativismens problem i ”En dialog”.

  • 15. Bohlin, Henrik
    Filosofi, förnuft och samhälle1992In: Filosofisk tidskrift, ISSN 0348-7482, no 3, p. 1-Article in journal (Other academic)
  • 16.
    Bohlin, Henrik
    Södertörn University College, Avdelning 3, History of ideas.
    [Förord samt fackgransking till:] David Hume, Avhandling om den mänskliga naturen. Bok 1, Om förståndet.2002In: David Hume, Avhandling om den mänskliga naturen, bok 1, Om förståndet, Stockholm: Thales , 2002, p. 7-9Chapter in book (Other academic)
  • 17.
    Bohlin, Henrik
    Södertörn University, School of Sociology and Contemporary History, History of ideas.
    [Förord samt fackgranskning till:] David Hume. Avhandling om den mänskliga naturen. Bok 2, Om passionerna.2004In: David Hume, Avhandling om den mänskliga naturen. Bok 2, Om passionerna, Stockholm: Thales , 2004, p. 7-12Chapter in book (Other academic)
  • 18.
    Bohlin, Henrik
    Södertörn University, School of Sociology and Contemporary History, History of ideas.
    [Förord samt fackgranskning till:] David Hume. Avhandling om den mänskliga naturen. Bok 3, Om moralen.2005In: David Hume, Avhandling om den mänskliga naturen. Bok 3, Om moralen., Stockholm: Thales , 2005, p. 7-12Chapter in book (Other academic)
  • 19. Bohlin, Henrik
    Groundless Knowledge: A Humean Solution to the Problem of Skepticism1997Doctoral thesis, monograph (Other academic)
  • 20.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Går det att hyfsa relativismdebatten?2009In: Tidskrift för politisk filosofi, ISSN 1402-2710, no 3, p. 7-25Article in journal (Other academic)
  • 21.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Horisontsammansmältning och paradigmskifte: Gadamers och Kuhns hermeneutiska omtolkningar av vetenskapen2014In: Tillsammans: Politik, filosofi och estetik på 1960- och 1970-talen / [ed] Anders Burman & Lena Lennerhed, Stockholm: Bokförlaget Atlas, 2014, p. 133-166Chapter in book (Other academic)
  • 22.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Humanioras bästa tid är nu2013In: Svenska Dagbladet, ISSN 1101-2412, no 12 septemberArticle in journal (Other (popular science, discussion, etc.))
  • 23.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Inledning: Den mångsidiga empatin2013In: Empati: Teoretiska och praktiska perspektiv / [ed] Henrik Bohlin & Jakob Eklund, Lund: Studentlitteratur, 2013, p. 13-29Chapter in book (Other academic)
  • 24.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Intuitively assessed reasonableness as a criterion of validity in empathetic understanding2009In: Sats: Nordic Journal of Philosophy, ISSN 1600-1974, E-ISSN 1869-7577, Vol. 10, no 1, p. 107-131Article in journal (Refereed)
    Abstract [en]

    By what criteria can an empathetic interpreter justify the inference from the fact that, when simulating another person, he himself forms such-and-such intentions to act in the imagined situation, to the supposed fact that the person simulated formed or will form the same intentions? It is suggested that the interpreter determines this by normatively assessing the reasons for and against the action, simply following his own subjective or perspective-dependent criteria for what is reasonable to believe, desire, and do in the given situation. If the interpreter finds the other's action to be well-motivated, this is indication that the interpreter shares the perspective of the other, and hence that the explanation is valid. In Hans-Georg Gadamer's words: understanding is, primarily, agreement. A possible objection is that this turns interpretation into something purely subjective and relative. It is argued that the relativity involved is harmless and does not imply relativism in any important sense

  • 25.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Kan liberal education fungera i Sverige?2011In: Det goda lärandet: En antologi om liberal arts education / [ed] Anders Burman & Patrik Mehrens, Lund: Studentlitteratur, 2011, p. 81-97Chapter in book (Other academic)
  • 26.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Kärleksmeditation på schemat: Buddhism och medborgerlig bildning2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, p. 126-141Chapter in book (Other academic)
  • 27.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Liberal arts en förebild att lära av2014In: Universitetsläraren, ISSN 0282-4973, no 9Article in journal (Other (popular science, discussion, etc.))
  • 28.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Medborgerlig bildning gör att människor växer2016In: Södertörns högskola öppnar världar: En jubileumsskrift från Södertörns högskola 2016 / [ed] Ninna Mörner & Lisa Öberg, Huddinge: Södertörns högskola, 2016, p. 56-59Chapter in book (Other (popular science, discussion, etc.))
  • 29.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Mångkulturalitet och kulturmöten i högskoleutbildning – möjligheter och svårigheter2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 3, p. 90-109Article in journal (Other academic)
  • 30.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Måttstockarnas mångfald och dialogens möjlighet: Om relativism2011In: Sekelslut: idéhistoriska perspektiv på 1980- och 1990-talen / [ed] Anders Burman & Lena Lennerhed, Stockholm: Atlas , 2011, p. 257-277Chapter in book (Other academic)
  • 31.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Om att säga ba’: Davidsons analys av indirekt anföring2009In: Filosofisk Tidskrift, ISSN 0348-7482, no 3, p. 31-43Article in journal (Other academic)
  • 32.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Perspective Shift as Critical Inquiry2008In: Understanding Argumentation. Work in Progress / [ed] Frans H. van Eemeren, David Cratis Williams & Igor Z. Zagar, Amsterdam: Sic Sat-Rozenberg , 2008, p. 113-125Chapter in book (Other academic)
  • 33.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Perspective-Dependence and Critical Thinking2009In: Argumentation: an international journal on reasoning, ISSN 0920-427X, E-ISSN 1572-8374, Vol. 23, no 2, p. 189-203Article in journal (Refereed)
    Abstract [en]

    Recent theories of critical thinking have stressed the importance of taking into consideration in critical enquiry the perspectives, or presuppositions, of both the speaker whose statements are under scrutiny and the critic himself. The purpose of the paper is to explore this idea from an epistemological (rather than a pedagogical or psychological) point of view. The problem is first placed within the general context of critical thinking theory. Three types of perspective-dependence are then described, and the consequences of each for the possibility of critical discussion discussed. It is concluded that although it is essential in critical discussion to take the other’s perspective into consideration, perspective-dependence does not exclude the possibility of criticism

  • 34.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    [recension av:] David Hume, A Treatise of Human Nature, red. David Fate Norton & Mary J. Norton. Oxford: Clarendon Press, 20072008In: Sats: Nordic Journal of Philosophy, ISSN 1600-1974, E-ISSN 1869-7577, Vol. 9, no 1, p. 158-160Article, book review (Other academic)
  • 35.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Relativismens dilemma är långtifrån löst2009In: Svenska Dagbladet, ISSN 1101-2412, no 31/8Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Sanningssökande, maktkritk eller generalistkompetens för arbetsmarknaden?: Debatten om humaniora2017In: Samtider: Perspektiv på 2000-talets idéhistoria / [ed] Anders Burman & Lena Lennerhed, Göteborg: Daidalos, 2017, p. 77-100Chapter in book (Other academic)
  • 37.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Simulation Theory2013In: Encyclopedia of Sciences and Religions / [ed] Anne L. C. Runehov & Lluis Oviedo, Dordrecht: Springer Netherlands, 2013, p. 2146-2152Chapter in book (Refereed)
  • 38.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Sympathy, Understanding, and Hermeneutics in Hume's Treatise2009In: Hume Studies, ISSN 0319-7336, E-ISSN 1947-9921, Vol. 35, no 1, p. 135-170Article in journal (Other academic)
    Abstract [en]

    With his theory of sympathy in the Treatise of Human Nature, Hume has been interpreted as anticipating later hermeneutic theories of understanding. It is argued in the present article that Hume has good reasons to consider a hermeneutic theory of empathetic understanding, that such a theory avoids a serious difficulty in Hume's "official," positivist theory of sympathy, that it is compatible with the complex and subtle form of positivism, or naturalism, developed in Book 1 of the Treatise, and that his analysis of sympathy provides valuable methodological rules for empathetic interpreters. Against the interpretation of James Farr in "Hume, Hermeneutics, and History," it is maintained that Hume's theory does not support a hermeneutics of non-empathetic Verstehen

  • 39.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Sympati och empati i David Humes teori om människan2013In: Empati: Teoretiska och praktiska perspektiv / [ed] Henrik Bohlin & Jakob Eklund, Lund: Studentlitteratur, 2013, p. 33-50Chapter in book (Other academic)
  • 40.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Sympati, tolkning och inlevelse: Hume som hermeneutiker2011In: Förnuft, känsla och moral: perspektiv på David Hume / [ed] Robert Callergård, Stockholm: Thales, 2011, p. 35-64Chapter in book (Other academic)
  • 41.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    The Dynamics of Belief Systems: A Wittgensteinian view2009In: Argument Cultures: Proceedings of OSSA 09 / [ed] Juho Ritola, Windsor, Ontario: The Ontario Society for the Study of Argumentation , 2009, p. 1-7Conference paper (Other academic)
  • 42.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    The Problem of Cultural Relativism in Hume’s ‘A Dialogue’2012In: The Philosophical Age: Almanac 37 : David Hume and Northern Europe / [ed] Tatyana Artemyeva & Mikhail Mikeshin, St. Petersburg & Helsingfors: The Collegium for Advanced Studies of the University of Helsinki & St. Petersburg Center for the History of Ideas , 2012, p. 29-45Chapter in book (Refereed)
  • 43.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Tintin är min Mohammed, eller Måste kulturen vara politiskt korrekt?2013In: Löftet om lycka: estetik, musik, bildning : till Sten Dahlstedt / [ed] Anders Burman, Rebecka Lettevall, Sven-Eric Liedman, Göteborg: Daidalos, 2013, p. 313-331Chapter in book (Other academic)
    Abstract [sv]

    Bör kulturen och vetenskaperna om den vara ”politiskt korrekta”? Jag argumenterar för tre saker: för det första (knappast överraskande) att det saknas ett enkelt svar på frågan som jag just formulerat den, och att rätt fråga snarare är när man bör vara PK och när man inte bör vara det; för det andra att det finns ett nära samband mellan frågorna om kulturens och kulturvetenskapernas politiska korrekthet; för det tredje diskuterar jag dessa frågor med utgångspunkt i Friedrich Nietzsches Om historiens nytta och skada; formulerad i nietzscheanska termer blir den hur kultur och historieskrivning kan vara vägledande i nuet och vilken roll den politiska korrektheten kan spela i detta avseende.

  • 44.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Tyst kunskap – ett mångtydigt begrepp2009In: Vad är praktisk kunskap? / [ed] Fredrik Svenaeus &Jonna Bornemark, Huddinge: Södertörns högskola , 2009, p. 55-84Chapter in book (Other academic)
  • 45.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Universal moral standards without an Archimedean point: Hume's refutation of relativism in "A Dialogue"2013In: Philosophy, ISSN 0031-8191, E-ISSN 1469-817X, Vol. 88, no 4, p. 593-606Article in journal (Refereed)
    Abstract [en]

    An interpretation and evaluation is offered of Hume’s argument on cultural relativism in the essay ‘A Dialogue’. It is argued that Hume sets forth a typology of moral disagreement and for each type disputes the relativist conclusion that right and wrong varies between nations or historical epochs. When there are conflicting views on a moral matter, then either one side can be shown right and the other wrong, by arguments from principles which both sides accept, or more than one reasonable view can exist on the matter, according to the standards of both sides, or the disagreement concerns a morally indifferent matter, or the moral sentiments of at least one disputant are distorted (perverted, ‘artificial’). It is concluded that Hume commits himself to a particular form of meta-ethical relativism but not to normative relativism, the idea that what is wrong in one culture can be right in another. When ‘artificial’ moral sentiments are involved, one cannot resolve disagreement by arguments that are valid for everyone, or even for every ideally rational thinker. Nevertheless, there are universal standards for right and wrong, valid independently of any particular culture or tradition.

  • 46.
    Bohlin, Henrik
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Upplysningen bör försvaras – men hur?2016In: Poros, Vol. 1, no 1, p. 74-83Article in journal (Other (popular science, discussion, etc.))
  • 47.
    Bohlin, Henrik
    Södertörn University College, Avdelning 3, History of ideas.
    Vad kan man veta?:  2002In: Unga filosofer: Antologi för gymnasiet / [ed] Olof Franck, Stockholm: Natur och Kultur , 2002Chapter in book (Other (popular science, discussion, etc.))
  • 48.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Vad är medborgerlig bildning?2011In: Tvära möten: Om utbildning och kritiskt lärande / [ed] Peter Strandbrink & Beatriz Lindqvist, Håkan Forsberg, Huddinge: Södertörns högskola , 2011, p. 19-34Chapter in book (Refereed)
  • 49.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Å bli hele mennesker: Dannelse skal utvikle hele mennesket. Den skal være både kognitiv, moralsk-praktisk og estetisk2009In: Aftenposten (morgenutg. : trykt utg.), ISSN 0804-3116, E-ISSN 0807-2027, no 19/2Article in journal (Other (popular science, discussion, etc.))
  • 50.
    Bohlin, Henrik
    et al.
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Eklund, JakobMälardalens högskola.
    Empati: Teoretiska och praktiska perspektiv2013Collection (editor) (Other academic)
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