Speki. Nordic Philosophy and Education Review

Intrinsic dignity

Lia Bahizi — 2024-02-09

Dignity has often been used to signify a ground for a particularly serious kind of moral consideration, the scope of which has been debated. Therefore, I argue that an inclusive conception of dignity is central in determining the normative aims of education, and the moral responsibilities that adult teachers should have in learning relationships with children. The aim of the paper is to argue for a view of dignity as a regulative ideal beyond the dichotomy of moral agents and patients that can be (imperfectly) realized through moral perfectionism. In this article I show how commonly held neo-Aristotelean and neo-Kantian interpretations that view dignity as an intrinsic value grounded in certain capacities, mainly the capacity for reason, can have limiting implications for the view of children as moral subjects. By presenting alternative interpretations of Aristotle and Kant, I will seek to challenge these limited views on dignity and expand the conception of dignity to not only being grounded in certain capacities of moral agents and patients, but in morality itself. The argument leads to problematizing moral perfectionism in education that is not counter-balanced by moments of transcending our own intentions to be good.

Exemplets didaktik

Marie Hållander — 2024-02-09

This article is a philosophical investigation of the use of examples as a didactic practice in religious education. Context is the religious diversity and religious education in Sweden. It is here common to use examples to concretize, clarify and provide knowability of the content taught. Drawing on Giorgio Agamben's philosophy of examples, I argue that an example stands for itself. In its specificity and singularity, it also moves towards what is visible next to it. An example contains a movement between two singularities. This is not a movement between the part and the whole or between the particular and the general. Rather, it is a movement which involves more than just questions on methodology (and subject didactic questions). It also involves ontological issues. I thus argue that the use of examples in teaching has the potential to function as a didactic strategy, which can have implications for students' subjectivity. Overall, the article is a theoretical contribution which show how the use of examples in teaching has the potential to function as a vital didactic strategy within teaching.

Perversionens dialektik

Frederik Boris Hylstrup Olsen — 2024-02-09

This article examines a fundamental affective emergence that can occur in the researcher: a perverse joy of encountering phenomena in the world that can be unpleasant to be confronted with, but which nevertheless, and maybe because of this, establishes the relevance of the research matter. It may be, for example, that fundamentally non-pedagogical conditions are discovered in the pedagogical research during the fieldwork. The article examines how affects of revulsion and disgust encountered in this process can have productive potentials for critical thinking. It is discussed how particularly educational philosophy can be informed by disgust and anger, and how this dialectic of perversion can say something about whether the institutions of society call for educational criticism.

Schleiermacher’s Outlines of the Art of Education

Morgan Deumier — 2024-02-09

Boken – en forutsetning for danning, humanitet og demokrati

Paul Otto Brunstad — 2024-03-19

I «Bokens folk», en tittel hentet fra Koranen, drøfter den svenske professoren i kirkehistorie, Joel Halldorf, bokens rolle og fremtid i vår digitaliserte livsverden. For å forstå bokens aktuelle utfordringer legger Halldorf ut på en svært lesverdig og omfattende reise gjennom bokens historie, dens fremvekst og utvikling. Et sentralt trekk i denne historien er konsekvensene tekniske endringer i måten tekst skrives, lagres og leses på, får for mennesker og samfunn. Et gjennomgang av hovedlinjene i boken følger her.

Fremmed i en verden vi selv har skapt

Line Hilt — 2024-04-04