6 found
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  1.  72
    Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism.Lovisa Bergdahl - 2009 - Journal of Philosophy of Education 43 (1):31-44.
    In recent years, there have been reports about increased religious discrimination in schools. As a way of acknowledging the importance of religion and faith communities in the public sphere and to propose a solution to the exclusion of religious citizens, the political philosopher Jürgen Habermas suggests an act of translation for which both secular and religious citizens are mutually responsible. What gets lost in Habermas's translation, this paper argues, is the condition that makes translation both necessary and possible. Drawing on (...)
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  2.  12
    ‘Where Are You?’ Giving Voice to the Teacher by Reclaiming the Private/Public Distinction.Lovisa Bergdahl & Elisabet Langmann - 2017 - Journal of Philosophy of Education 51 (2):461-475.
    In a time of cultural pluralism and legitimation crisis, 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. (...)
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  3.  9
    Time for Values: Responding Educationally to the Call From the Past.Lovisa Bergdahl & Elisabet Langmann - 2018 - Studies in Philosophy and Education 37 (4):367-382.
    This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from (...)
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  4.  8
    Pedagogical Postures: A Feminist Search for a Geometry of the Educational Relation.Lovisa Bergdahl & Elisabet Langmann - 2018 - Ethics and Education 13 (3):1-20.
    Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture (...)
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  5.  9
    Sustaining What is Valuable: Contours of an Educational Language About Values.Lovisa Bergdahl & Elisabet Langmann - 2020 - Journal of Philosophy of Education 54 (5):1260-1277.
    Journal of Philosophy of Education, EarlyView.
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  6.  17
    Crisis or Struggle? A Language of Natality as a Struggle for Education.Lovisa Bergdahl - 2018 - Studier i Pædagogisk Filosofi 6 (1):25-38.
    Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’, the purpose of this article is to explore what it might mean to reassess the language of educational change and policy reform in the imagery of natality and birth. If the task in a ‘crisis’ is to fi ght against the crisis, eff ectively and forcefully, the argument of the paper is that the root metaphors of natality and (...)
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