• Leder
    Norsk Filosofisk Tidsskrift 56 (1): 5-6. 2021.
  •  1
    Leder
    Norsk Filosofisk Tidsskrift 55 (4): 223-223. 2020.
  •  2
    Leder
    Norsk Filosofisk Tidsskrift 55 (2-03): 101-102. 2020.
  •  13
    The concept of philosophical experience
    Metaphilosophy 39 (3): 265-281. 2008.
    : We often speak about religious experience, and sometimes we speak about metaphysical experience. Yet we seldom hear about philosophical experience. Is philosophy purely a matter of theories and theses, or does it have an experiential aspect? In this article, I argue for the following three claims. First, there is something we might call philosophical experience, and there is nothing mystical about it. Second, philosophical experiences are expressed in something quite similar to what Kant calle…Read more
  •  2
    Leder
    with Espen Gamlund
    Norsk Filosofisk Tidsskrift 54 (4): 195-196. 2019.
  •  2
    Leder
    Norsk Filosofisk Tidsskrift 54 (3): 113-114. 2019.
  •  15
    Inheritance and the Family
    with Jørgen Pedersen
    Journal of Applied Philosophy 37 (2): 299-313. 2020.
  •  4
    Leder
    Norsk Filosofisk Tidsskrift 54 (1): 5-5. 2019.
  •  19
    The Democratic Duty to Educate Oneself
    Etikk I Praksis - Nordic Journal of Applied Ethics 2 129-141. 2018.
    I argue that democratic citizens have a duty to educate themselves politically. My argument proceeds in two stages. First, I establish a case for the moral importance of individual competence for voting, but also maintain that the substantial content of the required competence must remain open. I do this by way of an assessment of Jason Brennan's provocative defense of epistocracy. I try to show that there is no notion of political competence that can meet with reasonable agreement among citizen…Read more
  •  5
    Family Ethics
    Etikk I Praksis - Nordic Journal of Applied Ethics 11 (1): 1. 2017.
  •  3
    Philosophical Experience in Childhood
    Thinking: The Journal of Philosophy for Children 17 (3): 4-12. 2004.
  •  6
    Rawls som praktisk filosof
    Norsk Filosofisk Tidsskrift 45 (3): 187-198. 2010.
    John Rawls is often seen as the archetypal abstract Theoretician within political philosophy. Some will also find his theory utopian and rationalist, in the negative sense. In this paper, though, the aim is to demonstrate that Rawls’ political philosophy is deeply practical. This is done by an interpretation of three different elements in his thought: Philosophical method, the original position, and publicity. The interpretations of Richard Rorty and Burton Dreben are criticized, whereas the tho…Read more
  •  18
    The concept of philosophical education
    Educational Theory 60 (5): 543-559. 2010.
    Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let th…Read more
  •  121
    The Concept of Philosophical Education
    Educational Theory 60 (5): 543-559. 2010.
    Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let th…Read more
  •  94
    Rawls’s notion of the political conception as educator
    European Journal of Political Theory 12 (2): 136-152. 2013.
    This paper explores John Rawls’s strangely neglected notion, the political conception as educator, which captures how the public political culture can educate citizens. The aim is to elucidate both the idea itself and above all its function in Rawls’s Political Liberalism. After first surveying its main content and some historical parallels, the main body of the paper explores why Rawls places so much trust in the educative effect of institutions and, apparently, so little in schools. Along the …Read more
  •  58
    Words from nowhere – Limits of criticism
    Philosophical Investigations 31 (2). 2008.
    In the present essay, I aim to accentuate an analogy between the patterns of thought articulated by Berkeley's Hylas and those of Nagel in his philosophy of bats and aliens. The comparison has a critical purpose, with Philonous playing a role similar to that of Wittgenstein. I argue that Nagel's central claim comes down to statements that are marked by a peculiar form of emptiness. Towards the end, though, I will concede that this kind of Wittgensteinian criticism runs up against certain limits.…Read more
  •  1
    This essay examines the political-philosophical legitimacy of critical thinking as an aim of compulsory education. Although critical thinking is given an important role in Norwegian educational policy, the right to demand a critical attitude from all citizens has been extensively debated in political and pedagogical philosophy the last two decades. This debate stems in large part from the late work of John Rawls. In this essay, I start by stating the case for critical thinking as an educational …Read more
  •  40
    What is a political theory of education
    Nordic Journal Education 30-37. 2008.
    In the present essay, I attempt to develop a distinction between moral and political theories of education, inspired by the work of Amy Gutmann. The main idea is that whereas a moral theory of education gives an account of an ideal (or at least good) education, a political theory gives an account of how to structure education in a democracy where there is deep disagreement on what constitutes an ideal (or good) education. Unfortunately, we sometimes speak as though our moral theories can be unpr…Read more
  •  14
    Sekundære uttryck-Ordenes ansikt og estetisk ekpressivitet
    Nordic Journal of Aesthetics 17 (31). 2005.
  •  10
    The Legitimacy of Critical Thinking
    Thinking: The Journal of Philosophy for Children 18 (1): 31-39. 2006.
  •  316
    Philosophical allegories in Rousseau
    Philosophy and Literature 31 (1): 67-78. 2007.
    We usually think of philosophy as the production of theories and arguments. Yet there are other sides to philosophy, the recognition of which is necessary to understand its wider personal and cultural significance. Some of these sides are seldom acknowledged as philosophical at all, perhaps because literature has appropriated what professional philosophy unfortunately has lost. One philosophical activity often overlooked is the construction of philosophical allegories: to describe one's life in …Read more
  •  16
    Wittgenstein, Social Views and Intransitive Learning
    Journal of Philosophy of Education 47 (3): 491-506. 2013.
    Wittgenstein often refers to matters of learning, and there have been efforts to extract a social conception of learning from his writings. In the first half of this article, I look at three such efforts, those of Meredith Williams, Christopher Winch, and David Bakhurst, and I say why I think these efforts fail. As I go on to argue, though, there is a fairly trivial sense in which learning is a social rather than a psychological phenomenon: ordinarily, there are public criteria for whether someo…Read more
  •  68
    The concept of philosophical experience
    Metaphilosophy 39 (3). 2008.
    We often speak about religious experience, and sometimes we speak about metaphysical experience. Yet we seldom hear about philosophical experience. Is philosophy purely a matter of theories and theses, or does it have an experiential aspect? In this article, I argue for the following three claims. First, there is something we might call philosophical experience, and there is nothing mystical about it. Second, philosophical experiences are expressed in something quite similar to what Kant called …Read more
  •  27
    Thomas Piketty and the Justice of Education
    Journal of Philosophy of Education 50 (2): 135-146. 2016.
    Thomas Piketty's Capital in the Twenty-First Century is best known for its documentation of increasing social inequality, but it also has a notable normative aspect. Although Piketty is far less clear on the normative level than on the empirical, his view of justice can be summarised as meritocratic luck egalitarianism. This leads him to condemn as unjust the fact that inheritance is once again becoming more important than education for determining social position. In this paper, I discuss wheth…Read more
  •  64
    Philosophy and Language Learning
    Studies in Philosophy and Education 26 (1): 43-56. 2007.
    In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these …Read more