| 1. |
- Lilja, Peter, et al.
(författare)
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In the Absence of Adults : Generations and Formation in Hunt for the Wilderpeople
- 2019
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Ingår i: Journal of Philosophy of Education. - : John Wiley & Sons. - 0309-8249 .- 1467-9752. ; 53:2, s. 407-424
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Tidskriftsartikel (refereegranskat)abstract
- Taika Waititi’s recent film ‘Hunt for the Wilderpeople’ (2016) portrays the coming-of-age of a young boy, Ricky, in a world with few recognisably responsible adults. While the film does not engage explicitly with formal education, it raises several questions central for understanding education as formation, highlighting the generational aspects of educational relations and pointing to the importance of an adult world taking responsibility for the formation and upbringing of the younger generation. Departing from a discussion on the role of formation and intergenerational relations in Rousseau and Arendt, we will draw on the film’s portrayal of an adult world in crisis in order to discuss some of its possible consequences for understanding education in terms of intergenerational relations and formation. This involves raising questions about the educational consequences of the absence of recognisably responsible adults and it involves investigating how this absence might impact our understanding of education as the formation and upbringing of educated human beings.
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| 2. |
- Bergdahl, Lovisa, 1971-, et al.
(författare)
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Sustaining What is Valuable : Contours of an Educational Language About Values
- 2020
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Ingår i: Journal of Philosophy of Education. - : John Wiley & Sons. - 0309-8249 .- 1467-9752. ; 54:5, s. 1260-1277
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Tidskriftsartikel (refereegranskat)abstract
- Making liberal democratic values meaningful to study in schools is a more complex issue than being a question of turning values into explicit educational goals (Schleicher) or of curing a motivational deficit (Critchley). Since values seem to play an important role in the practices and commitments of people's everyday lives, values are calling for a continual refinement of our words in relation to the world (Laverty). The purpose of this article is to offer contours of an educational language about values that acknowledges this refinement and the pedagogical work that teachers might do-by way of language-in order to sustain the living-on of what is valued and valuable to us as individuals and as societies. To this end, the article is divided into two parts. The first part takes the temperature of the current political and educational debates, offering thereby a sociopolitical background to the need of a renewed language about values. Drawing on ordinary language philosophy (Moi, Murdoch and Forsberg) and the idea that there is an intimate relationship between how we look at the world (attention) and the words we use in describing it (language). The second part of the article places the emergence of values in a particular time in history before suggesting a more existential vocabulary about values for the purpose of teaching values in schools.
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| 3. |
- Larsson, Kristoffer, 1974
(författare)
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On the Role of Knowledge in Critical Thinking – Using Student Essay Responses to Bring Empirical Fuel to the Debate between ‘Generalists’ and ‘Specifists’
- 2021
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Ingår i: Journal of Philosophy of Education. - : Oxford University Press (OUP). - 0309-8249 .- 1467-9752. ; 55, s. 314-322
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Tidskriftsartikel (refereegranskat)abstract
- To develop students’ critical thinking is one of the primary goals of a modern democratic school system. However, what is to be developed has been the matter of long‐standing debate. One particular area of conflict has been what role is played by the knowledge concerning the object to be critically thought about. The ‘specifists’ have asserted that knowledge about the object is the core. The ‘generalists’ have claimed that there is no need for any actual profound knowledge. Typically, this debate has been held at a theoretical and philosophical level. In this paper, I will make an empirically based contribution to the debate. In a unique approach, I will use a number of student essay responses to argue in favour of a specifist view, and at the same time to question some of the generalists’ basic assumptions. The paper ends with an appeal to the generalists to provide us with proper clarification regarding the questions I raise. This is important as they hold the dominant position in the field. If they are to continue to do so, we need to be clear about the accuracy of their basic assumptions. This becomes even more essential as the generalist research has been severely criticized for producing inconclusive results, as well as the fact that the generalist view on critical thinking has been adopted by major policymakers both in Europe and the United States.
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| 4. |
- Säfström, Carl Anders, et al.
(författare)
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Transactive Teaching in a Time of Climate Crisis
- 2020
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Ingår i: Journal of Philosophy of Education. - : Oxford University Press. - 0309-8249 .- 1467-9752. ; 54:4, s. 989-1002
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses three problems that need to be tackled when the climate crisis becomes 'a sustainability issue' to be taught in schools. The article highlights, first, how knowledge concerning sustainability in schools risks being reduced and made into knowledge about 'things'. Secondly, it also discusses how students in such a context risk being treated as instruments for ways of being in the world, rather than being subjects with ethical and political concerns for the world in which they live 'here and now'. Thirdly, as we explore through some empirical examples, such reduction and instrumentalism objectifies both students and nature, which makes an adequate response to the crises obsolete. As an alternative, the article develops a notion of grievability and its importance for adequately responding to all living beings within a project of sustainability. To this end, it develops suggestions for a transactive teaching approach in a time of climate crisis.
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| 5. |
- van Poeck, Katrien, et al.
(författare)
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The Risk and Potentiality of Engaging with Sustainability Problems in Education : A Pragmatist Teaching Approach
- 2020
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Ingår i: Journal of Philosophy of Education. - : Oxford University Press. - 0309-8249 .- 1467-9752. ; 54:4, s. 1003-1018
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Tidskriftsartikel (refereegranskat)abstract
- This article engages in the discussion about education's role in relation to sustainability problems, a debate characterised by a tension between two legitimate concerns: a concern about the instrumentalisation of education, and a concern for the urgent need of widespread engagement and mobilisation for coping with the consequences of severe socio-ecological problems. The authors argue for an approach that takes both concerns seriously. Drawing on transactional didactic theory-underpinned by a pragmatist perspective on the interplay of continuity and change through the phases of habit, crisis and creativity-they illustrate that engagement with real-world societal problems does not inevitably result in the instrumentalisation of education. It can, on the contrary, open up a space for newness, creativity, freedom and pluralism. Yet, realising this unique educative potential does not happen automatically. It requires specific didactical work, specific forms of teaching. Through a practical example, the authors illustrate how teachers can stage problematic situations and inquiries in such a way that sustainability problems are brought to the table, turned into a common matter of concern and made free by giving the students possibilities to renew the world. Thus, they turn the question whether or not to engage with real-world problems into the question how to do so.
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| 6. |
- Kindeberg, Tina
(författare)
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The Significance of Emulation in the Oral Interaction Between Teacher and Students
- 2013
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Ingår i: Journal of Philosophy of Education. - : Oxford University Press (OUP). - 1467-9752 .- 0309-8249. ; 47:1, s. 99-111
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Tidskriftsartikel (refereegranskat)abstract
- The lack of attention to the role of emotions generally has led modern learning theories to neglect the importance of emulation as a pedagogical support to students’ learning. One reason could be that the influence of teacher personality is not considered in relation to learning outcome. Another reason may be that the concept of emulation has been used as a psychological conception for one-way transmission. From a pedagogical rhetorical perspective, it is here argued that emulation and its pedagogical function is rooted in three human conditions: the biological, moral and political. The framework for this reasoning is discussed, as well as historical changes in pedagogical focus. Finally, it is concluded that the educative character of the teacher has a crucial impact on how willing students are to interact and share the teachers’ knowledge, skills and values. Therefore, there is a need for a greater awareness of these aspects to be developed among teachers.
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| 7. |
- Adami, Rebecca, 1982-
(författare)
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Re-Thinking Relations in Human Rights Learning : The Politics of Narratives
- 2014
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Ingår i: Journal of Philosophy of Education. - : Oxford University Press (OUP). - 0309-8249 .- 1467-9752. ; 48:2, s. 293-307
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Tidskriftsartikel (refereegranskat)abstract
- Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.
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| 8. |
- Adami, Rebecca, et al.
(författare)
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Testimony and Narrative as a Political Relation : the Question of Ethical Judgment in Education
- 2015
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Ingår i: Journal of Philosophy of Education. - : Oxford University Press (OUP). - 0309-8249 .- 1467-9752. ; 49:1, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.
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| 9. |
- Bergdahl, Lovisa, 1971-, et al.
(författare)
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'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction
- 2017
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Ingår i: Journal of Philosophy of Education. - : Wiley-Blackwell. - 0309-8249 .- 1467-9752. ; 51:2, s. 461-475
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Tidskriftsartikel (refereegranskat)abstract
- In a time of cultural pluralism and legitimation crisis (Habermas), there is an increasing uncertainty among teachers in Sweden about with what right they are fostering other people's children. What does it mean to teach 'common values' to the coming generation? How do teachers find legitimacy and authority for this endeavour, not as family members or as politicians, but as teachers? To respond to this uncertainty, the paper takes the public/private distinction as a starting-point for rethinking the place of the school. Drawing on the work of Hannah Arendt and of Jan Masschelein and Maarten Simons, it argues that the school is an in-between place-a place that transforms values into 'common goods' and turns fostering into a teaching matter. The overall purpose of the paper is to sketch out the consequences of this 'in-betweenness' for what it means to find one's voice as a teacher in fostering the coming generation.
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| 10. |
- Dahlbeck, Johan
(författare)
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Educating for immortality : Spinoza and the pedagogy of gradual existence
- 2015
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Ingår i: Journal of Philosophy of Education. - : Wiley-Blackwell. - 0309-8249 .- 1467-9752. ; 49:3, s. 347-365
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Tidskriftsartikel (refereegranskat)abstract
- This article begins with the question: What is it to live? It is argued that, from a Spinozistic perspective, to live is not an either/or kind of matter. Rather, it is something that inevitably comes in degrees. The idea is that through good education and proper training a person can learn to increase his or her degree of existence by acquiring more adequate (as opposed to confused) ideas. This gradual qualitative enhancement of existence is an operationalisation of Spinoza’s quest for immortality of the mind. While Spinoza’s idea of immortality differs from the traditional Christian account of the immortality of the soul in some key respects, it nevertheless concerns a form of immortality of the mind albeit grasped from a strictly naturalistic standpoint. And as such it is clear that we are faced with not only a philosophical and metaphysical problem of some magnitude but that we have come up against an educational problem that is rarely addressed. The educational problem, emanating from this, concerns the tension between Spinoza’s necessitarianism and the overall goal of education. Why educate people at all if their lives are already predetermined? In addressing these problems, this article marks an attempt to present a pedagogization of the degrees of existence in Spinoza. To this end, it is argued that (1) the imitation of affects is key to understanding Spinoza in an educational setting and; (2) that teaching, in a Spinozistic context, involves the act of offering the right amount of resistance.
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