8 found
Order:
  1.  61
    Teaching Otherwise.Carl Anders Säfström - 2003 - Studies in Philosophy and Education 22 (1):19-29.
    In this paper I discuss some conditions forunderstanding teaching as an act ofresponsibility towards an other, rather than asan instrumental act identified throughepistemology. I first put the latter intocontext through a critical reading of teachingas it is inscribed in humanistic discourses oneducation. Within these discourses, I explorehow students are treated as objects ofknowledge that reinforce the teacher's ego. Icontend that the taking up of this positionmakes not only an ethical relation to thestudent impossible, but also disqualifies anytype of meaningful social (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   23 citations  
  2.  6
    Paideia and the Search for Freedom in the Educational Formation of the Public of Today.Carl Anders Säfström - 2019 - Journal of Philosophy of Education 53 (4):607-618.
    Journal of Philosophy of Education, EarlyView.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  3.  3
    Transactive Teaching in a Time of Climate Crisis.Carl Anders Säfström & Leif Östman - 2020 - Journal of Philosophy of Education 54 (4):989-1002.
    Journal of Philosophy of Education, EarlyView.
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  4.  31
    Rethinking Emancipation, Rethinking Education.Carl Anders Säfström - 2011 - Studies in Philosophy and Education 30 (2):199-209.
    In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  5.  35
    What I Talk About When I Talk About Teaching and Learning.Carl Anders Säfström - 2011 - Studies in Philosophy and Education 30 (5):485-489.
    In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas’s and Jacques Rancière’s thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  6.  35
    On the Way to a Postmodern Curriculum Theory -- Moving From the Question of Unity to the Question of Difference.Carl Anders Säfström - 1999 - Studies in Philosophy and Education 18 (4):221-233.
    This article will examine the consequences of highlighting ‘subject and difference’ in one of the curriculum theories that has been inspired by postmodernism. The term postmodernism is here first and foremost meant to signify the attempt to combine politics and morality with epistemology in accordance with Levinas, Lyotard and Bauman. The article will highlight some themes that need to be developed further for a postmodernism-inspired curriculum theory. A starting-point is a critique of the type of curriculum theory which has its (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  7.  32
    The Immigrant Has No Proper Name: The Disease of Consensual Democracy Within the Myth of Schooling.Carl Anders Säfström - 2010 - Educational Philosophy and Theory 42 (5-6):606-617.
    In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  8.  4
    Are We Living the End of Democracy? A Defence of the ‘Free’ Time of the University and School in an Era of Authoritarian Capitalism.Carl Anders Säfström - 2020 - Conjectura: Filosofia E Educação 25:1-16.
    In this article I address education beyond individualism, elitism and instrumentalism and instead understand education as central for a democratic way of life. I discuss the role of education in the making of democratic forms of life in the university, in the school as well as in other contexts outside institutions. I argue for the importance of defending the “free time” of the university and school against a “time of production” as a defining characteristic of university and school. I will (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark