Journal of Philosophy of Education, EarlyView.

Journal of Philosophy of Education, EarlyView.

In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social (...) relation. Therefore Iargue that teachers have to give up theirposition on the safe side of knowledge andparticipate in the time of risk when meetingthe other means to take responsibility for thatother from a position of vulnerability.Moreover, it is precisely because of this riskthat teaching as an ethical relation becomespossible and where it begins to resound withpoetry. (shrink)

In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas’s and Jacques Rancière’s thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a (...) consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education. (shrink)

This article explores the erosion of public education as a project of democratization. It locates this erosion in the neoliberal world order that has redefined our understanding of schooling the democratic citizen in terms of developing market assets. In it, Carl Anders Säfström investigates specifically how this shift is apparent in the ways in which schooling operates and demonstrates how education itself stands in stark contrast to this view of schooling's function. The need to revitalize education and teaching (...) as means to further equality in society derives from the inequality that neoliberal schooling produces and that is undermining the democratic character of reputedly democratic orders. Teaching liveable life, Säfström concludes, means to verify equality in situations otherwise defined by inequality and, by this means, to expand who can be seen as belonging to democratic public life. His critique of political instrumentalism shows how late capitalism's neoliberal market ideology is systematically linked with schooling and results in the institutionalization of this ideology. (shrink)

In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses (...) different but related conceptions of emancipation by exploring its ambiguous nature. In the third part of the paper I specify the role and place of emancipation within a philosophy of education that seeks to articulate its social value. (shrink)

In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from (...) Swedish society but also try to shift the understanding of the conditions under which such exclusion is possible in the first place. Being Swedish is that which the immigrant is not. What I argue and give examples of is that the ‘no name’ immigrant becomes a possibility for democracy to happen when he or she claims his or her presence in the demos, in such a way as to make evident a split in the self‐understanding of a purely consensual Swedish democracy. In the article I argue that what is needed in order to go beyond the myth of schooling, is a pedagogy of dissensus contesting the normalizing of an unequal social order by making it contingent. (shrink)

This article will examine the consequences of highlighting ‘subject and difference’ in one of the curriculum theories that has been inspired by postmodernism. The term postmodernism is here first and foremost meant to signify the attempt to combine politics and morality with epistemology in accordance with Levinas, Lyotard and Bauman. The article will highlight some themes that need to be developed further for a postmodernism-inspired curriculum theory. A starting-point is a critique of the type of curriculum theory which has its (...) base in the new sociology of education . From this critique, focused on universal claims, the Habermasian-inspired universalism is quickly and critically dropped and left behind, and another form of reasoning is embarked upon. The latter is inspired by a ‘minotarian politics’ concept and tries to dissolve universalism as a prerequisite for critical conversations. With this background and with the help of Levinas, the article sets out to talk about ‘difference’ without reduction to the Same and finally suggest a direction for a postmodern curriculum theory with a ‘normative’ focus on knowledge. (shrink)

In this article I address education beyond individualism, elitism and instrumentalism and instead understand education as central for a democratic way of life. I discuss the role of education in the making of democratic forms of life in the university, in the school as well as in other contexts outside institutions. I argue for the importance of defending the “free time” of the university and school against a “time of production” as a defining characteristic of university and school. I will (...) show how a time of production undermine the very possibility of education, and which therefore also tends to negate pluralist democracy. (shrink)

Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular (...) desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itself – how it can be rearticulated and regained – and partly through reflections on the current state of education in the ‘north’ and the ‘south.’. (shrink)

In Theory of the Partisan, Carl Schmitt outlines a theory of the history of the partisan beginning in 1808, when the Spanish guerilla defeated Napoleon. After that modern nation states began to integrate guerilla war tactics in their strategies. According to Schmitt, this development was intensified during the 20th century, but in a dangerous manner. Arguably, Russia’s actions in Ukraine 2014 and 2022 suggest that Schmitt’s conception is still relevant for understanding extreme political situations. But why do sovereign states (...) need the partisan? The big loser in this development, however, is the partisan himself, who gets exploited and instrumentalized by regular political actors. Even if Schmitt advocates a less extreme way of using the partisan, he arguably helps placing it under the rule of state actors, a tactic Putin’s Russia deploys in action. Therefore, a political rehabilitation of the partisan from its exploitation is very needed. (shrink)

Beginning with Jacob Taubes and Günther Anders on eschatology, apocalypse and political theology, including Saint Paul and Frankfurt School critical theory along with bombs and power plants (energy/climate), this essay parallels a re-reading of Tracy B. Strong’s political reading of Nietzsche on Jesus (and love) with Taubes, Anders and Carl Schmitt on politics (and technology). Highlighted throughout is the politically charged (and inherently esoteric) context of Gnosticism for philosophy and theory for Taubes but also for Anders.

Carl Schmitt verfügt heute über eine so breite und stets wachsende internationale Leserschaft wie kein anderer deutscher Staatsrechtslehrer des vergangenen Jahrhunderts. Sein Werk wird dabei freilich meist isoliert betrachtet und allenfalls auf den staatsrechtlichen Kontext bezogen. Im Mittelpunkt dieses Buches steht dagegen der politische Intellektuelle, der weit über die Grenzen seines Faches hinauswirkte. Besondere Aufmerksamkeit gilt dabei den Anfangs- und den Endjahren der Weimarer Republik. Während Schmitt in München Strategien zur Zähmung der Revolution entwickelte, setzte er sich in seinen (...) Berliner Jahren für eine autoritäre Transformation der Verfassung ein, die neben der äußersten Linken auch die äußerste Rechte von der Macht fernhalten sollte. Das geschah nicht nur in der Form der verfassungsrechtlichen Expertise für Regierungskreise, sondern auch durch publizistische Interventionen, bei denen der in Bonn gebildete Schülerkreis Schmitts eine tragende Rolle spielte. Zeitschriften wie Der Ring und das Deutsche Volkstum standen in der Endkrise der Weimarer Republik zeitweise vollständig unter dem Einfluß Schmittscher Ideen, und auch im breiteren Umfeld waren sie präsent, etwa in den Organen der Bündischen Jugend oder in der vielgelesenen Tat. Selbst Kritiker Schmitts konnten sich diesem Einfluß nicht entziehen, wie am Beispiel Otto Kirchheimers, Franz Neumanns, Ernst Fraenkels, Waldemar Gurians und anderer gezeigt wird. Gestützt auf nachgelassene Korrespondenzen und eine umfassende Auswertung der zeitgenössischen Publizistik gibt das Buch Aufschluß über Schmitts Netzwerk und seine politischen Strategien. (shrink)

Since it was first published in 2011, ‘A Manifesto for Education’ by Gert Biesta and Karl Anders Säfström has received numerous enthusiastic reviews and been hailed as providing ‘an alternative vision for education’. Such enthusiasm, however, is perhaps not purely attributable to the substance of the text but also to the form that it adopts. In this regard, I attempt to explore what the authors refer to as the ironic usage of this genre of writing in relation to its (...) message. The authors diagnose a problem in education related to the modern understanding of time, and they suggest an alternative ‘non-temporality’ in which we ‘stay in the tension between “what is” and “what is not” ’. While I appreciate the Manifesto's attempt to offer criticism based on the link between freedom and temporality in education, I take issue with aspects of their analysis. I discuss temporality and freedom through a reading of Martin Heidegger in which the concept of time in education is understood in terms of human freedom as possibility. (shrink)

7 Klaus Hansen Feindberiihrungen mit versohnlichem Ausgang Carl Schmitt und der Liberalismus Das Ende des "Dritten Reiches" liegt iiber 40 Jahre zuruck. Noch immer hiilt sich eine ganze Gesellschaft, die es "nicht fertiggebracht hat, eine andere Geschichte hervorzubringen" (Jean Baudrillard), durch die nachgetragene Kritik und Schuldfeststellung ihrer Meisterdenker schadlos. Der "Nazi-Philosoph" Martin Heidegger beherrscht die feuilletonistische Hermeneutik der Jahreswende 1987 / 88; der "Nazi-Jurist" Carl Schmitt war von 1945 bis zu seinem Tode, 40 Jahre spiiter, immer wieder Gegenstand (...) poli­ tologischer und politi scher Verdammungsverdikte. Wer sich auf Carl Schmitt einliillt, begibt sich in einen Irrgarten, der emp­ fanglichen Gemiitern ein Faszinosum fUr sich ist. Die Beitriige von Sombart, Altmann und Thcker im vorliegenden Buch versuchen, dieser Schmitt'schen Attraktion auf die Spur zu kommen - und stellen dabei mehr Forschungsdesi­ derate als gesicherte Erkenntnisse fest. Vor allem aber geht es in dies em Buch darum, Carl Schmitt die Gerechtig­ keit einer angemessenen Auseinandersetzung widerfahren zu lassen. Freilich nicht dem "ganzen" Carl Schmitt, aber doch jenen Aspekten seines Werkes, die sich mit der Kritik des Liberalismus befassen. Carl Schmitt kritisiert den Liberalismus aus der Position eines Anti-Libera­ len, die sich in vierfacher Umschreibung skizzieren liillt. Der Anti-Liberalismus Schmitts ruhrt 1. von der anthropologischen Grundauffassung her. In der Tradition von Ma­ chiavelli und Hobbes stehend, sieht Schmitt den Menschen als "bose" und "gefahrlich" an. (shrink)

Chantal Mouffe herneemt de centrale gedachte van Carl Schmitt dat de antagonistische relatie tussen vriend en vijand constitutief is voor het politieke. Anders dan bij Schmitt leidt die idee bij haar tot een links en radicaal democratisch model voor een pluralistische samenleving. Een juiste appreciatie van de niet te elimineren politieke dimensie van strijd geeft aanleiding tot een kritische evaluatie van het politieke liberalisme van John Rawls en de deliberatieve democratie van Jürgen Habermas. Tegelijkertijd werpt Mouffe daarbij een (...) nieuw licht op enkele recente politieke fenomenen, zoals de opkomst van rechtse populistische partijen in Europa en de internationale ‘oorlog tegen het terrorisme’. (shrink)

Die Berliner Gruppe um Hans Reichenbach, Kurt Lewin, Walter Dubislav, Alexander Herzberg, Kurt Grelling und Carl Gustav Hempel, die die »Gesellschaft für wissenschaftliche Philosophie« in Berlin leitete, verstand sich als gleichberechtigter Partner der Wiener Kollegen und schlug durchaus einen eigenständigen Weg zu »einer an der exakten Wissenschaft geschulten Philosophie« (Reichenbach) ein. Im öffentlichen und geistigen Leben der deutschen Hauptstadt spielte sie eine bedeutende Rolle, bevor ihre Mitglieder durch den Nationalsozialismus ins Exil gezwungen wurden. Nach ihrer Emigration haben Reichenbach, Hempel (...) und andere für die Entwicklung der analytischen Philosophie und der modernen Wissenschaftstheorie im angelsächsischen Sprachraum eine bedeutende Rolle gespielt. Der Band fasst erstmals in einer repräsentativen Auswahl die Texte der Berliner Gruppe in einer Anthologie zusammen und zeigt die Bedeutung und die Einheitlichkeit der Gruppe als – neben dem Wiener Kreis – zweitem Entstehungsort exakter Philosophie. (shrink)

MILLIANISM and DESCRIPTIVISM are without question the two most prominent views with respect to the semantics of proper names. However, debates between MILLIANS and DESCRIPTIVISTS have tended to focus on a fairly narrow set of linguistic data and an equally narrow set of problems, mainly how to solve with Frege's puzzle and how to guarantee rigidity. In this article, the author focuses on a set of data that has been given less attention in these debates—namely, so-called predicative uses, bound uses, (...) and shifted uses of names. The author first shows that these data points seem to favor a DESCRIPTIVIST view over a MILLIAN view, but the author then introduces an alternative view of names that not only provides a simple and elegant way of dealing with the data, but also retains rigidity without becoming subject to the problems raised by Frege's puzzle. This is the view that names are variables, also called VARIABILISM. (shrink)

It is a common assumption in contemporary cognitive neuroscience that discovering a putative realized kind to be dissociably realized (i.e., to be realized in each instance by two or more distinct realizers) mandates splitting that kind. Here I explore some limits on this inference using two deceptively similar examples: the dissociation of declarative and procedural memory and Ramachandran's argument that the self is an illusion.

This paper argues that cost-effectiveness analysis in the healthcare sector introduces a discrimination risk that has thus far been underappreciated and outlines some approaches one can take toward this. It is argued that appropriate standards used in cost-effectiveness analysis in the healthcare sector fail to always fully determine an optimal option, which entails that cost-effectiveness analysis often leaves decision makers with large sets of permissible options. Larger sets of permissible options increase the role of decision makers’ biases, whims, and prejudices, (...) which means that the discrimination risk increases. Two ways of mitigating this are identified: tinkering with standards used in the cost-effectiveness analysis and outlining anti-discrimination guidelines for decision makers. (shrink)

That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: (...) active wonder, which entails a drive to explore, to find out, to explain; and deep or contemplative wonder, which is not inherently inquisitive like active wonder and, as a response to mystery, may leave us lost for words. Claims for wonder's importance to education and science often do not distinguish between the two, but whereas for active wonder that importance seems obvious, this is much less so for deep wonder, which by its very nature rather seems to be anti-educational. Yet in this paper I explore exactly the educational importance of deep wonder. This importance is found to lie, not just in its motivational effects—real though they are—but in making us attend to the world for its own sake, and making us aware of the limits of our understanding. (shrink)

As cognitive neuroscience has advanced, the list of prospective internal, biological enhancements has steadily expanded. Education and training, as well as the use of external information‐processing devices, may be labeled as “conventional” means of cognition enhancement (CE). They are often well established and culturally accepted. By contrast, methods of enhancing cognition through “unconventional” means, such as ones involving deliberately created nootropic drugs, gene therapy, or neural implants, are nearly all to be regarded as experimental at the present time. Transcranial magnetic (...) stimulation (TMS), genetic interventions, brain‐computer interfaces and new senses are highly experimental and unlikely to be important over the next 15 years. Many of the concerns about enhancement are nonspecific to the tools used to achieve it, which means that enhancement–ethic scrutiny should also apply to nonbiological external enhancements. (shrink)

Purpose The purpose of this paper is to pinpoint and analyse ethical issues raised by the dual role of artificial intelligence in relation to climate change, that is, AI as a contributor to climate change and AI as a contributor to fighting climate change. Design/methodology/approach This paper consists of three main parts. The first part provides a short background on AI and climate change respectively, followed by a presentation of empirical findings on the contribution of AI to climate change. The (...) second part presents proposals by various AI researchers and commentators on how AI companies may contribute to fighting climate change by reducing greenhouse gas emissions from training and use of AI and by providing AI assistance to various mitigation and adaptation measures. The final part investigates ethical issues raised by some of the options presented in the second part. Findings AI applications may lead to substantial emissions but may also play an important role in mitigation and adaptation. Given this dual role of AI, ethical considerations by AI companies and governments are of vital importance. Practical implications This paper pinpoints practical ethical issues that AI companies and governments should take into account. Social implications Given the potential impact of AI on society, it is vital that AI companies and governments take seriously the ethical issues raised by the dual role of AI in relation to climate change. Originality/value AI has been the subject of substantial ethical investigation, and even more so has climate change. However, the relationship between AI and climate change has received only limited attention from an ethical perspective. This paper provides such considerations. (shrink)

At first glance, one of the most obvious places to look for moral progress is in individuals, in particular in moral development from childhood to adulthood. In fact, that moral progress is possible is a foundational assumption of moral education. Beyond the general agreement that moral progress is not only possible but even a common feature of human development things become blurry, however. For what do we mean by ‘progress’? And what constitutes moral progress? Does the idea of individual moral (...) progress presuppose a predetermined end or goal of moral education and development, or not? In this article we analyze the concept of moral progress to shed light on the psychology of moral development and vice versa; these analyses are found to be mutually supportive. We suggest that: moral progress should be conceived of as development that is evaluated positively on the basis of relatively stable moral criteria that are the fruit and the subject of an ongoing conversation; moral progress does not imply the idea of an end-state; individual moral progress is best conceived of as the development of various components of moral functioning and their robust integration in a person’s identity; both children and adults can progress morally - even though we would probably not speak in terms of progress in the case of children - but adults’ moral progress is both more hard-won and to a greater extent a personal project rather than a collective effort. (shrink)

Head-driven phrase structure grammar (HPSG) is one of the most prominent theories employed in deep parsing of natural language. Many linguistic theories are arguably best formalized in extensions of modal or dynamic logic (Keller, Feature logics, infinitary descriptions and grammar, 1993; Kracht, Linguistics Philos 18:401–458, 1995; Moss and Tiede, In: Blackburn, van Benthem, and Wolther (eds.) Handbook of modal logic, 2006), and HPSG seems to be no exception. Adequate extensions of dynamic logic have not been studied in detail, however; the (...) most important aspect is the reference to sets of substructures. In this paper, an adequate extension is identified, and some important results are established: Satisfiability is highly undecidable, and model checking is shown to be in EXPTIME and PSPACE-hard. A fragment with polynomial time model checking procedures is identified; it is shown to cover considerable fragments of HPSG. (shrink)

Russell’s theory of acquaintance construes perceptual awareness as at once constitutively independent of conceptual thought and yet a source of propositional knowledge. Wilfrid Sellars, John McDowell, and other conceptualists object that this is a ‘myth’: perception can be a source of knowledge only if conceptual capacities are already in play therein. Proponents of a relational view of experience, including John Campbell, meanwhile voice sympathy for Russell’s position on this point. This paper seeks to spell out, and defend, a claim that (...) offers the prospects for an attractive, unacknowledged element of common ground in this debate. The claim is that conceptual capacities, at least in a certain minimal sense implicit in McDowell’s recent work, must be operative in perceptual experience, if it is to rationalize judgement. The claim will be supported on the basis of two premises, each of which can be defended drawing, inter alia, on considerations stressed by Campbell. First, that experience rationalizes judgement only if it is attentive. Second, that attention qualifies as a conceptual capacity, in the noted, minimal sense. The conjunction of the two premises might be dubbed ‘attentional conceptualism’. (shrink)

This paper addresses the question of why democracy is desirable in terms of a relational theory of democracy. The theory draws on concepts from Aristotelian, critical realist, and psychoanalytic theory. From Aristotle it takes the concepts of human flourishing and human virtues; from critical realism it takes the concepts of relational subjects and relational goods; from psychoanalysis it takes the concept of mutuality. The relational theory argues that democracy, particularly deliberative democracy, is desirable because it requires and facilitates the development (...) of citizens with the relational capacity of mutuality. The theory is developed sequentially in the following four theses. (1) The function of government is to promote the flourishing of its citizens. (2) Human flourishing results from citizens having access to relational goods. (3) Access to relational goods requires that citizens possess the relational capacity of mutuality. (4) Deliberative democracy is desirable because it both requires and facilitates mutuality. (shrink)

It has often been recommended that the differing probability distributions of a group of experts should be reconciled in such a way as to preserve each instance of independence common to all of their distributions. When probability pooling is subject to a universal domain condition, along with state-wise aggregation, there are severe limitations on implementing this recommendation. In particular, when the individuals are epistemic peers whose probability assessments are to be accorded equal weight, universal preservation of independence is, with a (...) few exceptions, impossible. Under more reasonable restrictions on pooling, however, there is a natural method of preserving the independence of any fixed finite family of countable partitions, and hence of any fixed finite family of discrete random variables. (shrink)