10 found
Order:
  1.  20
    Hegel’s Phenomenology of Spirit as Bildungsroman.Herner Saeverot - 2023 - Studies in Philosophy and Education 43 (1):1-13.
    This article argues that Hegel’s book The Phenomenology of Spirit can be read as a Bildungsroman or a theory of reception. Hegel (as he appears in this book) sets forth to educate his readers to a historical understanding. This is the article’s main argument which will be split up in three parts. First, it seems that Hegel tries to lead the uneducated reader to his own ideal philosophy. If so, the reception will be merely technical, i.e., the book has only (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  2.  7
    The Bloomsbury handbook of continental philosophy of education.John Baldacchino & Herner Saeverot (eds.) - 2024 - New York: Bloomsbury Academic.
    This is the first reference work to explore and define what continental philosophy of education is and what its boundaries are. The book includes 28 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel, the Netherlands, Norway, New Zealand, Sweden, Taiwan, The UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such otherness, empathy, (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  3.  8
    How May Education Be Organized to Safeguard Its Autonomy?Herner Saeverot - 2021 - Educational Theory 71 (1):113-128.
  4.  81
    Irony, Deception, and Subjective Truth: Principles for Existential Teaching.Herner Saeverot - 2013 - Studies in Philosophy and Education 32 (5):503-513.
    This paper takes the position that the aim of existential teaching, i.e., teaching where existential questions are addressed, consists in educating the students in light of subjective truth, where the students are ‘educated’ to exist on their own, i.e., independent of the teacher. The question is whether it is possible to educate in light of existence. It is, in fact impossible, as existence is a subjective matter, meaning that it must be determined individually. In this way the existential teaching appears (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  5.  17
    Praising Otherwise.Herner Saeverot - 2011 - Journal of Philosophy of Education 45 (3):455-473.
    After providing a general overview and critique of some of the main problems with teacher praise, in which I basically argue that praise binds and controls the students instead of liberating them, I go on to examine whether it is possible to praise without the intention to control the students. In this way I challenge conventional and standardising ways of praising, and argue that it is possible to make room for the singularity and uniqueness of students through praise.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  6.  27
    Revitalising Bildsamkeit?Herner Saeverot - 2015 - Studies in Philosophy and Education 35 (1):1-16.
    In the book Forgotten Connections. On Culture and Upbringing, originally from 1983, the late German educator Klaus Mollenhauer interprets Johann Friedrich Herbart’s educational concept of Bildsamkeit, i.e., the ability and willingness to be educated. Furthermore, Mollenhauer conceives Bildsamkeit as growing out of a primitive state towards a cultivated life. The Danish thinker Søren Kierkegaard, however, conceives the Christian concept of ‘primitiveness’ as a growing in the opposite direction, i.e., as a growing out of a cultivated state towards a primitive one, (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  7.  23
    Time, Individualisation, and Ethics: Relating Vladimir Nabokov and education.Herner Saeverot - 2014 - Educational Philosophy and Theory 46 (1):32-45.
    This article states that the concept of time we generally hold is a spatial version of time.However, a spatial time concept creates a series of problems,with unfortunate consequences for education.The problems become particularly obvious when the spatial time concept is used as a basis for the education function that is connected to the individuality of the pupils. In order to examine this problem more closely, the article turns to literature in order to get a new and different insight into education. (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  8.  36
    What’s Behind the Hyphen? A Response to Publish Yet Perish.Herner Saeverot - 2014 - Studies in Philosophy and Education 33 (6):673-677.
    The paper Publish yet perish: On the pitfalls of philosophy of education in an age of impact factors is written in response to Matthew Hayden’s analysis of publications in four major English-language journals on philosophy of education. The authors take their point of departure in Hayden’s Table 12, which is a list of the top fifteen countries regarding the number and percentage of articles published in the four journals. They point out that the publication output in the field of philosophy (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  9.  65
    Introduction: Reconnecting with Existentialism in an Age of Human Capital. [REVIEW]Herner Saeverot, Solveig M. Reindal & Stein M. Wivestad - 2013 - Studies in Philosophy and Education 32 (5):443-448.
  10.  10
    Literature, Culture and Understanding: A Response to Tan. [REVIEW]Peter Roberts & Herner Saeverot - 2021 - Studies in Philosophy and Education 40 (3):343-346.