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18Conserving the dignity of teaching through ethics as ‘ mise en question ’Journal of Philosophy of Education 56 (2): 318-328. 2022.Journal of Philosophy of Education, Volume 56, Issue 2, Page 318-328, April 2022.
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1On Minds in a Physical World: Frank Jackson's Mary-Argument and Mental CausationPhilosophy Pathways 216 (1). 2017.
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49This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the c…Read more
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Truth As Unconcealment In Heidegger’s Being And TimeMinerva - An Internet Journal of Philosophy 16 116-128. 2012.In his early masterpiece Being and Time , Heidegger articulates a specific understanding of truth asunconcealment . This notion differs greatly from the modern view of truth, based on theclassical notion of logos apophanticos. Heidegger’s understanding of truth as disclosure or unconcealment, or alêtheia,has been written about largely in terms of the complete range of Heidegger’s work . However, I will specifically focus on the view Heidegger establishes inBeing and Time. In my interpretation, H…Read more
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7What is Existential Educational Encounter?Paideusis: Journal of the Canadian Philosophy of Education Society 21 (2): 71-80. 2014.This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s (1903 to 1991) philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational signi…Read more
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Edusemiotics, Existential Semiotics, and Existential PedagogyIn Inna Semetsky (ed.), Handbook of edusemiotics., Springer. 2016.
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2Fear as 'Disclosure of Truths': The Educational Significance of An Existential-Phenomenological InsightMeta: Research in Hermeneutics, Phenomenology, and Practical Philosophy 6 (1): 378-396. 2014.The article illustrates a particular existential-phenomenological view of the emotion of fear and its connection to self-educative process of grasping the world and gaining self-knowledge. According to this view, originally promoted by Martin Heidegger and in educational philosophy Otto Friedrich Bollnow , fear is closely connected to a specific understanding of 'unconcealment', or 'disclosure' of truths. In the article it is shown, that this understanding sheds special educational insights on t…Read more
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University of HelsinkiDepartment of Philosophy (Theoretical Philosophy, Practical Philosophy, Philosophy in Swedish)Researcher
Helsinki, Finland