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  1. Herner Saeverot, Solveig M. Reindal & Stein M. Wivestad (2013). Introduction: Reconnecting with Existentialism in an Age of Human Capital. [REVIEW] Studies in Philosophy and Education 32 (5):443-448.
  2. Stein M. Wivestad (2013). On Becoming Better Human Beings: Six Stories to Live By. Studies in Philosophy and Education 32 (1):55-71.
    What are the conditions required for becoming better human beings? What are our limitations and possibilities? I understand “becoming better” as a combined improvement process bringing persons “up from” a negative condition and “up to” a positive one. Today there is a tendency to understand improvement in a one-sided way as a movement up to the mastery of cognitive skills, neglecting the negative conditions that can make these skills mis-educative. I therefore tell six stories in the Western tradition about conditions (...)
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  3. Stein M. Wivestad (2013). “Upbuilding Examples” for Adults Close to Children. Studies in Philosophy and Education 32 (5):515-532.
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  4. Stein M. Wivestad (2011). Conditions for 'Upbuilding': A Reply to Nigel Tubbs' Reading of Kierkegaard. Journal of Philosophy of Education 45 (4):613-625.
    A Special Issue of the Journal of Philosophy of Education, 2005, issue 2, contains an interesting ‘Philosophy of the Teacher’ by Nigel Tubbs. It rejects attempts in pedagogical traditions to ignore or avoid the contradiction between the teacher as master and as servant, and ends with an interpretation of ‘upbuilding’, a central concept in Søren Kierkegaard's writings. According to Tubbs’ reading, the teacher's patient struggle with herself in doubt is the basic condition for upbuilding, whereby the eternal's perfect gift of (...)
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  5. Stein M. Wivestad (2011). Critical Religious Education, Multiculturalism and the Pursuit of Truth by Andrew Wright. Journal of Philosophy of Education 45 (1):157-161.
  6. Stein M. Wivestad (2008). The Educational Challenges of Agape and Phronesis. Journal of Philosophy of Education 42 (2):307-324.
    Children as learners need adults who love them, even when the children are unable to give anything in return. Furthermore, adults should be able to make wise judgements concerning what is good for the children. The clarification of these principles and of their educational import has to start within our own cultural tradition. Agape (unconditional love, neighbour-love or charity) is a basic concept in the Christian tradition. Phronesis (moral wisdom, practical judgement or prudence) has a key position in the Aristotelian (...)
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