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  1. Thomas Aastrup Rømer (forthcoming). Imagination and Judgment-Intelligent Transactions in a Democratic Context. Educational Philosophy and Theory.
     
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  2. Thomas Aastrup Rømer (2013). Gert J.J. Biesta, God uddannelse i målingens tidsalder – etik, politik, demokrati. Studier I Pædagogisk Filosofi 2 (1):86-87.
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  3. Thomas Aastrup Rømer (2013). Nature, Education and Things. Studies in Philosophy and Education 32 (6):641-652.
    In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to a (...)
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  4. Thomas Aastrup Rømer (2013). Thought and Action in Education. Educational Philosophy and Theory:1-16.
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  5. Thomas Aastrup Rømer (2012). Imagination and Judgment in John Dewey's Philosophy: Intelligent Transactions in a Democratic Context. Educational Philosophy and Theory 44 (2):133-150.
    In this essay, I attempt to interpret the educational philosophy of John Dewey in a way that accomplishes two goals. The first of these is to avoid any reference to Dewey as a propagator of a particular scientific method or to any of the individualist and cognitivist ideas that is sometimes associated with him. Secondly, I want to overcome the tendency to interpret Dewey as a naturalist by looking at his concept of intelligence. It is argued that ‘intelligent experience’ is (...)
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  6. Tim McDonough, Georgina Marjorie Stewart, Lesley Le Grange, Thomas Aastrup Rømer & Pascah Mungwini (2011). Notes on Contributors_808 792. Educational Philosophy and Theory 43 (7).
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  7. Thomas Aastrup Rømer (2011). Postmodern Education and the Concept of Power. Educational Philosophy and Theory 43 (7):755-772.
    This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. (...)
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  8. Thomas Aastrup Rømer (2011). The Educational Thing. Studies in Philosophy and Education 30 (5):499-506.
    In this essay, I argue that education should be conceived of as a thing in itself. To lift this view, I present aspects of Graham Harman’s philosophy, a speculative realism that can be seen as a radical break with social constructivism and similar approaches. Next, I attempt to outline a rough sketch of an educational “thing”, drawing on concepts such as protection, love, swarm, tension and shadow. Finally, I briefly discuss some implications of this vision for philosophy of education. In (...)
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