•  123
    Embodied Experience in Educational Practice and Research
    Studies in Philosophy and Education 32 (1): 39-53. 2012.
    The intention of this article is to make an educational analysis of Merleau-Ponty’s theory of experience in order to see what it implicates for educational practice as well as educational research. In this way, we can attain an understanding what embodied experience might mean both in schools and other educational settings and in researching educational activities. The analysis will take its point of departure in Merleau-Ponty’s analysis and criticism of empiricist and neokantian theories of exp…Read more
  •  69
    A Second Reply to Phillip Ferreira
    The Pluralist 6 (1): 135-143. 2011.
    As a philosopher rather than a historian, Phillip Ferreira tends naturally, in his article in this issue of The Pluralist, "On the Imperviousness of Persons," as in his first one on The Worldview of Personalism, to place the emphasis quite as much on the general philosophical issues as on the specific historical interpretation of Pringle-Pattison. But this emphasis was from the beginning invited by my own assessment of Pringle-Pattison. I will continue here to answer Ferreira to a considerable e…Read more
  •  65
    Possibilities and Limits of Self-reflection in the Teaching Profession
    Studies in Philosophy and Education 22 (3/4): 295-316. 2003.
    Reflection seems today to be highest fashion ineducation, especially in discussions aboutteacher education and the teaching profession.This has created the paradoxical situation that reflection is often used in an unreflectedmanner. Furthermore, this discovery ofreflection is not supported by earlierresearch. In philosophy, however, reflectionhas always played a central role
  •  61
    Personalism is understood today as the name of an important current in twentieth-century thought which, inspired by the Christian and humanistic traditions of the West, has sought to deepen our understanding of the meaning and value of human personhood. Opposing both individualism and collectivism, personalism has stressed the uniqueness of each person, the meaning and value of interpersonal relations, and the unity that holds persons together and is, ultimately, also personal in itself: the per…Read more
  •  50
    With the lifeworld as ground: introduction to the Special Issue. An outline of the Gothenburg tradition of the lifeworld approach
    Indo-Pacific Journal of Phenomenology: Lifeworld Approach for Empirical Research in Education-the Gothenburg Tradition: Special Edition 1 13 1-9. 2013.
  •  42
    Experience and Education: Introduction to the Special Issue (review)
    Studies in Philosophy and Education 32 (1): 1-5. 2012.
  •  20
    Idealism Revisited (review)
    Bradley Studies 8 (2): 146-172. 2002.
    Collecting papers read at a conference with the same title at Harris Manchester College, Oxford, in 1997, the present volume bears eloquent witness to the growing interest in idealistic philosophy. In his introduction, the editor, Bill Mander, provides historical sketches of the idealists covered, but the historical scholarship signalled by the title is interwoven throughout with — mostly idealist — philosophizing in the present. Staying short for the most part of broader historical perspectives…Read more
  •  20
    The history of pedagogics gives the impression that pedagogics has never had an identity of its own. Throughout history it has borrowed its identity from philosophy, theology, psychology and sociology. Against the background of this historical challenge, the article proposes pedagogical practice as an alternative identity to pedagogics, although not in the classical sense of an absolute and self‐sufficient identity, and it develops one particular ontological theory of pedagogical practice viewed…Read more
  •  19
    With the lifeworld as ground. A research approach for empirical research in education: The Gothenburg tradition
    Indo-Pacific Journal of Phenomenology: Lifeworld Approach for Empirical Research in Education-the Gothenburg Tradition: Special Edition 1 13 1-18. 2013.
  •  19
    This article is intended as a brief introduction to the lifeworld approach to empirical research in education. One decisive feature of this approach is the inclusion of an explicit discussion of its ontological assumptions in the research design. This does not yet belong to the routines of empirical research in education. Some methodological consequences of taking the lifeworld ontology as a ground for empirical research are discussed as well as the importance of creativity in the choice of meth…Read more
  •  17
    Reply to Randall E. Auxier
    The Pluralist 3 (2). 2008.
  •  15
    Reply to Claes G. Ryn
    The Pluralist 3 (2). 2008.
  •  14
    pp. 79–103 The idea of utility in Adam Smith's The Theory of Moral Sentiments Rosen, F
  •  14
    Reply to James McLachlan
    The Pluralist 3 (2). 2008.
  •  13
    Reply to Phillip Ferreira
    The Pluralist 3 (2). 2008.
  •  13
    The history of pedagogics gives the impression that pedagogics has never had an identity of its own. Throughout history it has borrowed its identity from philosophy, theology, psychology and sociology. Against the background of this historical challenge, the article proposes pedagogical practice as an alternative identity to pedagogics, although not in the classical sense of an absolute and self‐sufficient identity, and it develops one particular ontological theory of pedagogical practice viewed…Read more
  •  12
    Reply to Christopher Hoyt
    The Pluralist 3 (2). 2008.
  •  11
    Absolute and Personal Idealism Reply
    Pluralist 3 (2): 47-61. 2008.
  •  10
    Personalism is understood today as the name of an important current in twentieth-century thought which, inspired by the Christian and humanistic traditions of the West, has sought to deepen our understanding of the meaning and value of human personhood. Opposing both individualism and collectivism, personalism has stressed the uniqueness of each person, the meaning and value of interpersonal relations, and the unity that holds persons together and is, ultimately, also personal in itself: the per…Read more
  •  9
    Krop og viden i skolen
    Studier i Pædagogisk Filosofi 2 (2): 46-52. 2013.
    The relationship between body and mind is a classical ontological problem in the history of philosophy. To this problem can be added an epistemological question about the relationship between body and knowledge. In this article, I will discuss these questions delimited to one central area of education, that is, school. My point of view will be life-world phenomenology and in particular the theory of the lived body
  •  8
    This paper outlines the history of the lifeworld tradition since its initiation in the Nordic countries during the 1980s at the University of Gothenburg in Sweden.In this presentation, the tradition of the lifeworld approach focuses mainly on doctoral theses within the tradition although it should be noted that publications in the tradition are not limited to only these kinds of writings. Many lifeworld researchers have published extensively in books and journals as well as other forums, and hav…Read more
  •  6
    This paper outlines the history of the lifeworld tradition since its initiation in the Nordic countries during the 1980s at the University of Gothenburg in Sweden.In this presentation, the tradition of the lifeworld approach focuses mainly on doctoral theses within the tradition although it should be noted that publications in the tradition are not limited to only these kinds of writings. Many lifeworld researchers have published extensively in books and journals as well as other forums, and hav…Read more