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    The Primacy of Cognition–or of Perception? A Phenomenological Critique of the Theoretical Bases of Science Education.Bo Dahlin - 2001 - Science & Education 10 (5):453-475.
  2.  12
    Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective.Jani Pulkki, Bo Dahlin & Veli-Matti Värri - 2016 - Journal of Philosophy of Education 50 (4).
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...)
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  3.  40
    On the Path Towards Thinking: Learning From Martin Heidegger and Rudolf Steiner.Bo Dahlin - 2009 - Studies in Philosophy and Education 28 (6):537-554.
    This paper is a philosophical study of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being was reductively objectified, and the question of the meaning of Being was forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarities (...)
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  4.  52
    Education and Psycho-Utopianism—Comenius, Skinner, and Beyond.Bo Dahlin - 2009 - World Futures 65 (7):507 – 526.
    In the history of ideas some researchers have recently coined the term psycho-utopianism, denoting the notion that the ideal society presupposes a “new man,” that is, the psychological nature of man must change before society can change. Cultural studies have noted this line of thinking also within the so-called New Age movement. However, the notion of a New Age is not really new; it occurred already at the beginning of the Modern Epoch; in seventeenth-century Europe. At that time, the educational (...)
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  5.  18
    Bildning till verklighet och icke-representationell.Bo Dahlin - 2012 - Studier i Pædagogisk Filosofi 1 (1):55.
    This paper explores the educational significance of the critique of representationalism. As it includes the notion of non-representational knowledge, Rudolf Steiner’s epistemology is introduced and further linked to elements in Bergson and Deleuze. Humboldt’s idea of Menschenbildung as the central function of knowledge is brought in, since both Humboldt and Steiner emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. Such an education must respect the living nature of genuine concepts as well as (...)
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  6.  5
    Psycho-Utopianism and Education: Comenius, Skinner, and Beyond.Bo Dahlin - 2009 - World Futures: Journal of General Evolution 65 (7):507-526.