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  • 1.
    Jannok Nutti, Ylva
    et al.
    Sámi University of Applied Sciences, Norway.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education. Nord University, Norway.
    Westman Kuhmunen, Anna
    Stockholm University, Sweden; Ájtte, Swedish Mountain and Sami Museum, Sweden.
    Enhancing Storytelling about Skábma Traditions in Early Childhood Education and Care as Part of a Sámi Decolonising Process2024In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 10, no 3, p. 129-143Article in journal (Refereed)
    Abstract [en]

    In Sápmi, there are many stories and traditions tied to skábma, or the dark time of midwinter. Skábma is considered a sacred time and space. Some of the stories and traditions, which stem from Sámi Indigenous religion and are related to various invisible beings, are still passed on through oral traditions and storytelling. This article explores what it can mean for children, educators and researchers to creatively engage with lesser-known Indigenous religious traditions, stories told by older generations and current traditions, in ways that give further life to them. The research aim is twofold: the article studies both how co-research within an Indigenous context is conducted, and how educators and children in a Sámi Early Childhood Education and Care (ECEC) centre managed activities and searched for and created new stories based on skábma traditions. The research question is: In what ways can strengthening storytelling in the ECEC setting function as a contribution to Sámi decolonisation processes? The research materials were collected through ethnographic fieldwork. The fieldwork was methodologically framed as critical utopian action research that considers the social learning of the children, educators and researchers that participated in the activities. Accordingly, this article shows how educators and children at an ECEC centre in Sápmi conducted activities to search for and create new skábma stories based on Indigenous traditions. The researchers were invited to learn about stories and traditions in which their attentiveness to the present was connected to valuing the past and taking responsibility for a sustainable future. The latter was achieved via storytelling by the educators, a duodji (Sámi craft) activity and children’s playtime. The article concludes by discussing how the search for and creation of traditions, such as sharing food with ancestors, involve decolonising processes.

  • 2.
    Cavallin, Clemens
    et al.
    NLA Høgskulen, Norge.
    Johansson, Viktor Magne
    Södertörn University, Teacher Education, Education. Nord universitet, Norge.
    Mansikka, Jan-Erik
    Helsingfors universitet, Finland.
    Barnets (o)fria undran. Vilka ramar ger läroplanerna för barn att utforska religiösa och existentiella frågor i finska, norska och svenska förskolor?2023In: Nordisk Barnehageforskning, E-ISSN 1890-9167, Vol. 20, no 4, p. 80-102Article in journal (Refereed)
    Abstract [en]

    The article is a comparative study of curricular conditions in Finland, Norway and Sweden regarding children’s existential and religious questions in early childhood education and care. The three countries diverge in how they deal with the new role of religion and the relation between cultural diversity, cultural heritage and fundamental values. The crucial point is to what degree a secular ideal has moved religious themes from daily activities in ECEC into a private sphere. A central question concerns the legitimacy of the traditional role of Christianity in shaping the identities of citizens, and by extension concerns the legitimacy of identity processes informed by other religions. Values, principles and ideas in curricula both reduce and make possible children’s right to explore existential questions, thereby creating a dynamic field of tensions that is incorporated into social institutions. This is the case both at the national level and in concrete situations within ECEC institutions. However, when values and principles counteract each other, the space for existential and religious wonder becomes paradoxical both for children and staff.

  • 3.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education.
    American Philosophy in Translation, Saito, Naoko Rowan & Littlefield International, 2019, Pp. 180.2022In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 72, no 2, p. 243-252Article, book review (Other academic)
  • 4.
    Johansson, Viktor
    et al.
    Södertörn University, Teacher Education, Education.
    Löfgren, Ingeborg
    Department of Literature, Uppsala University, Uppsala, Sweden.
    Introduction Fiction and truth, learning and literature: Interdisciplinary perspectives2022In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 20, no 3, p. 257-266Article in journal (Refereed)
    Abstract [en]

    Literature and fiction, in various forms, both textual and oral, have an undeniable place in human growth and education: they are a constitutive part of our reality. This raises the question: how and what do we learn from fiction? Even when fiction does not mirror reality directly, can it still, explore, express, and teach us about the world? If so, how? In this special issue education becomes something of a link between the fictional and the real. Approaching fiction to learn from it, or learn with it, enables us to examine our experiences and to transform them in our everyday lives. The special issue, if perhaps for the most part indirectly, testifies to the various ways love of literature often expresses love of truth. Not because all the articles describe or use the notions of "truth," "fiction," "literature," and "learning" in the same way, but because they offer an extension of these concepts.

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  • 5.
    Johansson, Viktor Magne
    Södertörn University, Teacher Education, Education.
    Pedagogical immediacy, listening, and silent meaning: essayistic exercises in philosophy and literature for early childhood educators2022In: Childhood & Philosophy, ISSN 2525-5061, E-ISSN 1984-5987, Vol. 18Article in journal (Refereed)
    Abstract [en]

    This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in childrens encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by childrens philosophical explorations. What is the role of the adult in childrens philosophical questioning? How can we respond to childrens philosophizing? What does it mean to do so? The essay explores philosophical exercises for early childhood educators in a range of examples from literature - memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in childrens play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples.

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  • 6.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education.
    Sami children as thought herders: philosophy of death and storytelling as radical hope in early childhood education2022In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 20, no 3, p. 316-331Article in journal (Refereed)
    Abstract [en]

    This article follows a story played out by children at a Sami early childhood centre in north Sweden. It does so by reflecting on the children's story as a form of Critical Indigenous Philosophy. In particular it explores what it could mean for a child to be a philosopher in a Sami context by developing the concept of jurddavazzi, or thought herder, in conversation with Wittgenstein's method of 'leading', and Cavell's of 'shepherding', 'words back from their metaphysical to their everyday use'. The children's play story - involving themes of death, struggles with natural surroundings, and interconnectivity through seeing life in nature - is read in relation to questions about traditional stories raised in the poetry of the Sami poet, artist and philosopher, Nils-Aslak Valkeapaa, or aillohas. The article ends by discussing how the children's invitation to follow their story can be seen as a decolonizing pedagogical gesture of the child that requires a particular kind of philosophical listening by the teacher or adult. The article is in its style an attempt to demonstrate a form of philosophical storytelling the children are engaged in.

  • 7.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    An Exercise in Sámi Philosophising: Indigeneity, the Young Child and an Ethics of Cultural Translation2021In: Conceptions of Childhood and Moral Education in Philosophy for Children / [ed] Mendonça, Dina; Franken Figueiredo, Florian, Berlin, Heidelberg: Verlag J. B. Metzler, 2021, p. 79-95Chapter in book (Other academic)
    Abstract [en]

    In this chapter I will think of these scenes—the translation of the sticks, lives in seasons of Sápmi and the difficulties of a life with words—to explore how philosophy is exercised by Sámi children and how such philosophising can be translated into further contexts. These scenes will be considered in relation to how children play at traditional Sámi activities and the philosophising lives present in such play. In doing this, I will also explore what it means to be a scholar philosophising from the experience of encountering Sámi children’s thoughts and lives. I will consider how such philosophical thinking is a form of translation and how philosophising with children can be thought of as being in a process of translation.

  • 8.
    Gibbons, Andrew
    et al.
    Auckland University of Technology, Auckland, New Zealand.
    Peters, Michael A.
    Beijing Normal University, Beijing, China.
    Delaune, Andrea
    University of Canterbury, Christchurch, New Zealand.
    Jandrić, Peter
    Zagreb University of Applied Sciences, Zagreb, Croatia; University of Wolverhampton, Wolverhampton, UK.
    Sojot, Amy N.
    University of Hawaii, Honolulu, HI, United States.
    Kupferman, David W.
    Minnesota State University Moorhead, Moorhead, MN, United States.
    Tesar, Marek
    University of Auckland, Auckland, New Zealand.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Cabral, Marta
    City University of New York, New York, NY, United States.
    Devine, Nesta
    Auckland University of Technology, Auckland, New Zealand.
    Hood, Nina
    University of Auckland, Auckland, New Zealand.
    Infantasies: An EPAT collective project2021In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 53, no 14, p. 1442-1453Article in journal (Refereed)
    Abstract [en]

    This is a collective writing project that is part of the larger design of Infantologies, Infanticides and Infantilizations; a quartet that explores the philosophy of infants from thematic perspectives, that puts infants at the centre of our reflections, and that encourages a different academic style of thinking.

  • 9.
    Tesar, Marek
    et al.
    The University of Auckland, Auckland, New Zealand.
    Peters, Michael A.
    Beijing Normal University, Haidan District, Beijing, China.
    White, E. Jayne
    RMIT University, Melbourne, Australia.
    Arndt, Sonja
    University of Melbourne, Hamilton, New Zealand.
    Charteris, Jennifer
    University of New England, Armidale, Australia.
    Fricker, Aleryk
    RMIT University, Melbourne, Australia.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Sturm, Sean
    The University of Auckland, Auckland, New Zealand.
    Hood, Nina
    The University of Auckland, Auckland, New Zealand.
    Madjar, Andrew
    The University of Auckland, Auckland, New Zealand.
    Infanticides: The unspoken side of infantologies2021In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Article in journal (Refereed)
    Abstract [en]

    Infanticides is the third article in a collective writing project that includes ‘Infantologies’ and ‘Infantasies’. It is designed to develop a philosophy of the infant, which is not tied to either developmental psychology or neuroscience but rather links itself to history and philosophy. It looks to develop a perspective on the world, beginning from the infant, that is critical, historical, and from the bottom up, so to speak. At the same time, the series of articles aims to create a thematic philosophical view that does not take for granted the normal set of conventions and assumptions made about the infant and about infancy, an important aspect given that infants and babies have a huge number of experts in medicine, law, education, religion, social work, and baby organizations like Plunket that have developed accepted bodies of knowledge, procedures, and routines about the infant and what is in the infant’s best interests. Historically, we have good reason to doubt this expertise. Also, women who give birth and parents, and other family members, all assume opinions and practices based on actual lived experience. Everyone, it seems, speaks for the infant saving the infant herself who cannot speak or, at least, is not able to articulate verbally their experiences or their expectations or requirements. This series has tried to provide fresh perspectives on these matters through the process of collective writing based on an approach to educational philosophy.

  • 10.
    Gibbons, A.
    et al.
    Auckland University of Technology, Auckland, New Zealand.
    Peters, M. A.
    Beijing Normal University, Beijing, China.
    Stewart, G. T.
    Auckland University of Technology, Auckland, New Zealand.
    Tesar, M.
    University of Auckland, Auckland, New Zealand.
    Boland, N.
    Auckland University of Technology, Auckland, New Zealand.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Lautour, N. D.
    Educational Leadership Project, Hamilton, New Zealand.
    Devine, N.
    Auckland University of Technology, North Shore City, New Zealand.
    Hood, N.
    University of Auckland, Auckland, New Zealand.
    Sturm, S.
    University of Auckland, Auckland, New Zealand.
    Infantologies II: Songs of the cradle: An EPAT Collective Writing Project2021In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Article in journal (Other academic)
    Abstract [en]

    Infantologies II is a continuation of a series of articles that began with the quartet: Infantologies, Infanticides, Infantasies, Infantilizations. ‘Infantologies II: Songs of the Cradle’ is devoted to fairy stories, nursery rhymes and the poetics of early childhood. Each author engages with these themes through different questions and contexts, contributing their thoughts on the complexity of the fairy stories, nursery rhymes and the poetics of early childhood to the infantology collection.

  • 11.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Olmmái-Stállu: deflection, decolonization, and silence in Sámi early childhood scholarship2021In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 16, no 1, p. 51-73Article in journal (Refereed)
    Abstract [en]

    This essay explores the existential difficulties involved in being a non-indigenous scholar of philosophy and early childhood education in an indigenous context. It begins by recalling an encounter with young Sami children that happened while doing research at an early childhood centre in northern Scandinavia. This is read alongside the poetry of the Sami writer Nils Aslak Valkeapaa, a personal documentary text by Sami author Elin Anna Labba, and Wittgensteinian philosophy. These texts are read as a philosophical exercise of the imagination through which the scholar's words, thoughts, and assumptions are reworked in a decolonising process. This process involves the scholar in a lived philosophy of avoiding deflection of what Cora Diamond has called "difficulties of reality" and considerations of the role of imagination in ethics. In doing so the essay reimagines the notion of hybrid cultures and identities through Wittgenstein's invitation to imagine forms of life. The essay concludes by suggesting that by thinking of scholarship in this way hope and meaning can emerge out of the silences in the encounters between the non-indigenous scholars and the indigenous children.

  • 12.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education.
    Quiet Minding and Investing in Loss: An Essay on Chu Hsi, Kierkegaard, and Indirect Pedagogy in Chinese Martial Arts2020In: East Asian Pedagogies: Education as Formation and Transformation Across Cultures and Borders / [ed] Lewin, David; Kenklies, Karsten, Cham: Springer, 2020, p. 103-120Chapter in book (Other academic)
    Abstract [en]

    In the popular book The Monk and the Philosopher (1998), Jean-François Revel and his son Matthieu Ricard engage in a friendly but critical dialogue between Western science and philosophy and Buddhism. The very form of the book, the critical dialogue, shows a commonality between Western philosophy and Buddhism. Both share a tradition of searching for insight and understanding through investigative conversation. Nevertheless, when Revel and Ricard encounter issues where they are not in, or do not come to, agreement Ricard struggles to communicate to his father what he means. It is not only that he can’t find words to explain his insights but also that language itself seems insufficient. Ricard returns to various metaphors, often to Revel’s frustration, in order to point to something that he has come to see through years of Buddhist practice. Certainly someone more familiar with Buddhist practices, thought, and life would more easily understand such metaphors, and even the less metaphorical explanations.

  • 13.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Cosmopolitanism and the pedagogy of immediacy: Preparing teachers for the philosophical life of early childhood2019In: Knowledge Cultures, ISSN 2327-5731, E-ISSN 2375-6527, Vol. 7, no 3, p. 58-74Article in journal (Refereed)
    Abstract [en]

    It is said that it takes a village to raise a child. It may also be said that it takes the unexplored wilderness to raise a philosopher. In this text I begin with Henry David Thoreau’s trope of going out into the wilderness to “witness our own limits transgressed” as an expression of a cosmopolitan philosophical exercise. This article is an attempt to bear witness to the transgressions of communal village life in the philosophical expressions of children. The sketch of those expressions leads to a depiction of philosophical life in early childhood education where, whatever pedagogical outlook or methods they may use, teachers will depend on a pedagogy of immediacy, of living with the child in the moment of awakening that is the child’s philosophical experience. This is a cosmopolitan moment of going beyond the boundaries of communal life and exercising untaken ways of living in the world.

  • 14.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Filosofi i tidig barndom: Omedelbarhetens pedagogik2019Book (Other academic)
    Abstract [sv]

    Barns filosofi utmanar både etablerade filosofiska idéer och pedagogiska praktiker genom att ställa frågor om det som vuxna ofta tar för givet. Den här boken utgår från de filosofiska frågor och undersökningar som uppstår i barns egna göranden, lekar och växande. Utifrån barnens filosoferande visas hur deras tankar och undersökningar bidrar till filosofiska diskussioner och hur dessa kan påverka vuxnas pedagogiska förhållningssätt. I boken möter barnens tankar filosofi från antiken till vår samtid, från olika traditioner, som existentialism, pragmatism och urfolksfilosofi, samt filosofer som Platon, Thoreau, Diogenes, Wittgenstein, Kierkegaard, Heidegger och Weil. Här behandlas frågor om barndom och lek, språk och mening, politik och etik, liv och död, samt pedagogiska förhållningssätt till barns utforskande av sådana ämnen. Genom att uppmärksamma den filosofi som uppstår i mötet med barnens nyfikenhet förespråkar författaren en omedelbarhetens pedagogik. En pedagogik som består i att kunna ta tillvara barnens filosofi när den uppstår. Detta är en bok som väcker frågor, intresse och en känsla för barns tänkande, snarare än att ge färdiga svar – det är en bok att tala om, diskutera och tänka med. Filosofi i tidig barndom - Omedelbarhetens pedagogik riktar sig i huvudsak till blivande förskollärare och barnskötare och till de som arbetar med barn i förskolan, men även till dem som lever med barn och som intresserar sig för små barns tänkande. Viktor Johansson är Lektor i pedagogik vid Södertörns högskola. Hans forskning har fokus på pedagogisk filosofi, litteraturens roll i pedagogiska undersökningar, samt barns tänkande.

  • 15.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Förskollärares kunskap: En existens- och vardagsspråksfilosofisk betraktelse2019In: Förskoletidningen, ISSN 0348-0364, no 1, p. 30-31Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Kierkegaard On Dialogical Education: Vulnerable Freedom2019In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 53, no 4, p. 111-122Article, book review (Other academic)
  • 17.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Pedagogy and Polyphonic Narrativity in Søren Kierkegaard2019In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 53, no 4, p. 111-122Article, book review (Other academic)
  • 18.
    Gibbons, Andrew
    et al.
    Auckland University, New Zealand.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    The Unimaginable Future and Teaching2019In: Beijing International Review of Education, ISSN 2590-2547, Vol. 1, no 2-3, p. 246-247Article in journal (Other academic)
  • 19.
    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.

  • 20.
    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)
  • 21.
    Chinnery, Ann
    et al.
    Simon Fraser University, Burnaby, Canada.
    Hodgson, Naomi
    Liverpool Hope University, Liverpool, UK.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Introduction: Section 3 – Revisiting Enduring Educational Debates2018In: International Handbook of Philosophy of Education / [ed] Smeyers, Paul, Cham: Springer, 2018, p. 749-754Chapter in book (Other academic)
    Abstract [en]

    Debate is arguably a central aspect of philosophy. There are a number of topics, however, on which the weighing of argument and counter-argument does not reach a final conclusion, but only a temporary settlement before the issue raises itself again. Understanding the historical development of such debates in philosophy of education is crucial to an appreciation of contemporary discussions in the field of education more broadly. They are debates that seem to have been always there and that continue to challenge new developments. Each chapter in Section 3, Revisiting Enduring Educational Debates, situates the debate related to a particular topic, considers its relevance, and highlights how it continues to influence educational theory and practice today.

  • 22.
    Johansson, Viktor
    Örebro University / Dalarna University.
    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.

  • 23.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Literature and Philosophical Play in Early Childhood Education: A Humanities Based Approach to Research and Practice2018 (ed. 1)Book (Refereed)
    Abstract [en]

    Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development, and existential aspects of learning. It demonstrates how we can think of pedagogy and educational practices in early childhood as artistic, poetic, and philosophical, and exemplifies a humanities-based approach by giving literature and artful play a place in shaping the ground of practice and research. The book explores a range of alternative approaches to theory in education and the feasibility of a curriculum of moral values for young children and contains a variety of scenes involving children’s play and involvement with literature and fiction. It portrays how engaging with children’s play can be a philosophical and pedagogical investigation where children’s own philosophising is taken seriously, where children’s thoughts are put on a par with established research and philosophy. Moreover, the book engages with a range of different forms of literature – picture books, novels, auto-fiction, poetry – and develops these as portrayals that serve as a basis for non-theoretical and poetic pedagogical research. Literature and Philosophical Play in Early Childhood Education will be of great interest to academics, researchers, and post-graduate students in the fields of philosophy and education. It will also appeal to upper-level undergraduates, school psychologists, teachers, and therapists.

  • 24.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education. University Örebro.
    Philosophy for Children and Children for Philosophy: Possibilities and Problems2018In: International Handbook of Philosophy of Education / [ed] Smeyers, Paul, Cham: Springer, 2018, p. 1149-1161Chapter in book (Other academic)
    Abstract [en]

    This chapter begins by illustrating the role of children in philosophy, and how childhood may impact philosophy, by turning to the work of Stanley Cavell. In particular this chapter focuses on his idea of philosophy as a confrontation with our culture’s criteria, but read in the light of Pierre Hadot’s understanding of philosophy as a way of life. It goes on to consider how the philosophy for children movement has developed through three generations of thought and practice. To illustrate how these generations have emerged, the chapter surveys differing views of the use of picture books in children’s philosophizing and philosophy. Going on from the third generation’s criticism of how the philosophy for children movement’s use of picture books has been insufficiently aware of its own assumptions, limits, and borders, the chapter concludes by showing that the critical moves from one generation to another in the field itself can be seen as a philosophical way of life, a way of life that involves philosophy for children confronting its own criteria, by emphasizing and questioning not only the boundaries of the content but also of the places where philosophy with children happens.

  • 25.
    Johansson, Viktor
    Örebro University.
    L’immédiateté passionnée: Wittgenstein et Cavell sur le désir et la philosophie incarnée dans la petite enfance2017In: A Contrario, ISSN 1660-7880, Vol. 2, no 25, p. 39-62Article in journal (Refereed)
    Abstract [en]

    This paper explores the philosophy of young children. How can philosophy happen in early childhood? What does it mean to hear philosophy in young children’s expressions? What kind of listening does it require? To explore such questions, this paper turns to the ordinary language philosophy of J. L. Austin, Ludwig Wittgenstein, and Stanley Cavell, and particularly Cavell’s discussion of Austin’s elaboration on the notion of performative utterances. Cavell draws out a passionate dimension of philosophizing that involves not just “the responsibility of implication,” as Cavell puts it, but also “the rights of desire.” This paper suggests that in order to see the philosophical aspects of children’s questions and expressions, we need to listen to how children use particular expressions, which involves understanding the context, the place, and the body. Continuing on from Cavell, we conclude that there are passionate dimensions of children’s philosophical expressions that call for improvisatory responses—a pedagogy of immediacy.

  • 26.
    Johansson, Viktor
    Örebro universitet.
    The Weight of Dogmatism: Investigating “Learning” in Dewey’s Pragmatism and Wittgenstein’s Ordinary Language Philosophy2017In: A Companion to Wittgenstein on Education: Pedagogical Investigations / [ed] Michael A. Peters & Jeff Stickney, Singapore: Springer, 2017, p. 339-352Chapter in book (Refereed)
    Abstract [en]

    What is it to learn something? This essay is an attempt to give a treatment of our expectations and wants from an answer to that question by placing Dewey’s pragmatism and Wittgenstein’s ordinary language philosophy in conversation with each other. Both Dewey and Wittgenstein introduce philosophical visions and methods that are meant to avoid dogmatic responses to such questions. Dewey presents a vision of learning based on the view of the human organism transacting in its environment and in that way being involved with education without any other end than continual growth. By suggesting possible results of a Wittgensteinian investigation of our use of the word “learning ”, the essay also proposes a twist on Dewey’s theory of learning, which dissolves our need for a theory of learning as an answer to the question. This gives the child a voice in contexts where the word “learn” is used. An investigation of the use of “learn” becomes a method of releasing us from the dogmatic requirements that determine what learning is. Further, Dewey’s terminology comes to comprise examples of possible uses rather than being a statement as to what learning is.

  • 27.
    Johansson, Viktor
    Örebro universitet.
    Unserious but Serious Pilgrimages: What Educational Philosophy Can Learn about Fiction and Reality from Children's Artful Play2017In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 67, no 3, p. 309-326Article in journal (Refereed)
    Abstract [en]

    What happens if we think of children's play as a form of great art that we turn to and return to for inspiration, for education? If we can see play as art, then what and how can we learn from children's play or from playing with them? What can philosophy, or philosophers, learn from children's play? In this essay Viktor Johansson gives examples of what and when children can teach philosophers through play or, more specifically, how children's play can teach philosophers about the relation between fiction and reality. It begins by exploring the educational relation between fiction and reality in recent revivals of literary humanism. Johansson gives examples from a preschool project of how children use fiction picture books and create new fiction in their play, and how they do so in ways that relate to previous philosophical considerations of literary fiction. To explore this, the essay enters into conversation with the work of Iris Murdoch on the playfulness of art. Through, and in contrast to, Murdoch's work, Johansson establishes that play can be great art through its nonpurposefulness and its use of skill and imagination. Moreover, turning to children's play becomes a method for attending to what Ludwig Wittgenstein calls philosophy's natural history, that is, a historicization of philosophical thinking that enables philosophers to learn from children. Johansson concludes by showing that encounters between fiction and play, and with children playing, can be an educational embroilment, not only between teacher and child, but between teacher, child, the visual, the material, and the philosophical in which all learn from one another.

  • 28.
    Johansson, Viktor
    Örebro universitet.
    Difficulties of the Will: Philosophy of education through children's literature2016In: Philosophy and theory in educational research: writing in the margin / [ed] Amanda Fulford, Naomi Hodgson, London: Routledge, 2016, p. 74-82Chapter in book (Other academic)
  • 29.
    Johansson, Viktor
    Stockholm University.
    Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan "I"2015In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 34, no 5, p. 441-458Article in journal (Refereed)
    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.".

  • 30.
    Roth, Klas
    et al.
    Stockholm University.
    Gustafsson, Martin
    Åbo Akademi.
    Johansson, Viktor
    Stockholm University.
    Introduction: Perfectionism and Education-Kant and Cavell on Ethics and Aesthetics in Society2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 1-4Article in journal (Other academic)
  • 31.
    Johansson, Viktor
    Stockholm University.
    Perfectionist Philosophy as a (an Untaken) Way of Life2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 58-72Article in journal (Refereed)
  • 32.
    Johansson, Viktor
    Stockholms universitet.
    Dissonant Voices: Philosophy, Children's Literature, and Perfectionist Education2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or change an expression that is unacceptable or unintelligible; and an inclination to be tolerant and accept the dissonant expression as doing something worthwhile, but different.

    The second aspiration is a philosophical engagement with children’s literature. Reading children’s literature becomes a form of philosophising, a way to explore the complexity of a range of philosophical issues. This turn to literature marks a dissatisfaction with what philosophy can accomplish through argumentation and what philosophy can do with a particular and limited set of concepts for a subject, such as ethics. It is a way to go beyond philosophising as the founding of theories that justify particular responses. The philosophy of dissonance and children’s literature becomes a way to destabilise justifications of our established practices and ways of interacting.

    The philosophical investigations of dissonance are meant to make manifest the possibilities and risks of engaging in interactions beyond established agreement or attunements. Thinking of the dissonant voice as an expression beyond established practices calls for improvisation. Such improvisations become a perfectionist education where both the child and the elder, the teacher and the student, search for as yet unattained forms of interaction and take responsibility for every word and action of the interaction.

    The investigation goes through a number of picture books and novels for children such as Harry Potter, Garmann’s Summer, and books by Shaun Tan, Astrid Lindgren and Dr. Seuss as well narratives by J.R.R. Tolkien, Henrik Ibsen, Jane Austen and Henry David Thoreau. These works of fiction are read in conversation with philosophical works of, and inspired by, Ludwig Wittgenstein and Stanley Cavell, their moral perfectionism and ordinary language philosophy.

  • 33.
    Johansson, Viktor
    Stockholm University.
    "I am scared too": Children's Literature for an Ethics beyond Moral Concepts2013In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 47, no 4, p. 80-109Article in journal (Refereed)
1 - 33 of 33
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