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  1.  44
    Fallibilist pluralism and education for shared citizenship.Katariina Holma - 2012 - Educational Theory 62 (4):397-409.
    Fallibilist pluralism is a moral and epistemological position that preserves both broadly conceived ethical pluralisms and the possibility of searching for a shared moral vision. In this essay Katariina Holma defends fallibilist pluralism as an important epistemological contribution to today's theories on citizenship education and analyzes the educational difficulties of adopting fallibilist pluralism as a conceptual framework in which citizens would encounter different others. Holma argues that to be successful, theories on citizenship education require—in addition to a justified philosophical foundation—a (...)
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  2.  46
    The Critical Spirit: Emotional and Moral Dimensions Critical Thinking.Katariina Holma - 2015 - Studier i Pædagogisk Filosofi 4 (1):17-28.
    In this article, I will introduce and explore the critical spirit component of critical thinking and defend it as significant for the adequate conceptualization of critical thinking as an educational aim. The idea of critical spirit has been defended among others by such eminent supporters of critical thinking as John Dewey, Israel Scheffler, and Harvey Siegel but has not thus far been explored and analyzed sufficiently. I will argue that the critical spirit has, in addition to cognitive, also moral and (...)
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  3.  11
    Non-idealizing the Theory of Autonomy: Theodor W. Adorno’s Psychological and Political Critique of Immanuel Kant.Katariina Holma & Hanna-Maija Huhtala - 2014 - Philosophy of Education 70:373-381.
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  4.  39
    (1 other version)The strict analysis and the open discussion.Katariina Holma - 2009 - Journal of Philosophy of Education 43 (3):325-338.
    A crucial challenge in terms of research methods in philosophy of education is that of combining philosophical ways of analyzing and arguing, with the dialogical and pluralist way of thinking needed in educational research. In this article I describe how I dealt with this challenge in my research project focusing on educational implications of the positions defended in the debate on constructivism and realism between Israel Scheffler and Nelson Goodman. The key to my methodological approach is an emphasis on the (...)
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  5.  47
    Essentialism regarding human nature in the defence of gender equality in education.Katariina Holma - 2007 - Journal of Philosophy of Education 41 (1):45–57.
    In this article I consider contemporary philosophical conceptions of human nature from the point of view of the ideal of gender equality. My main argument is that an essentialist account of human nature, unlike what I take to be its two main alternatives (the subjectivist account and the cultural account), is able coherently to justify the educational pursuit of this ideal. By essentialism I refer to the idea that there are some features common to all human beings (independent of individual, (...)
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  6.  43
    The epistemological conditions of moral education: The notions of rationality and objectivity revisited.Katariina Holma - 2011 - Educational Theory 61 (5):533-548.
    The crucial epistemological question for formulating the principles that underlie moral education concerns the status of rationality and objectivity in ethics and education. In this essay Katariina Holma argues that the intertwined understanding of the concepts of education, ethics, rationality, and objectivity is built into our language and our thinking. She begins by delineating epistemologically adequate interpretations for the notions of rationality and objectivity. In light of these interpretations, Holma contends that the two main contemporary philosophical arguments against the possibility (...)
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  7. Education as initiation into social practices – the case of democracy.Katariina Holma - forthcoming - Ethics and Education.
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  8.  16
    (1 other version)Introduction.Katariina Holma - 2015 - Studier i Pædagogisk Filosofi 4 (1):1-2.
  9.  13
    Open-Mindedness, Improvisation, and the Interplay Between Reason and Emotion.Katariina Holma - 2015 - Philosophy of Education 71:506-508.
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  10.  10
    Surprise, Learning, and Schefflerian Rationality.Katariina Holma - 2016 - Philosophy of Education 72:262-264.
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  11.  14
    The Conditions of Schefflerian Rationality in the Realm of Moral Education.Katariina Holma - 2003 - Philosophy of Education 59:233-241.
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  12.  47
    Education of moral beings: the distortion of Habermas’ empirical sources.Hanna-Maija Huhtala & Katariina Holma - 2019 - Ethics and Education 14 (2):171-183.
    ABSTRACTThis article scrutinises one of the mainstream views of how one grows into responsible membership of society; the view based on Jürgen Habermas’, Lawrence Kohlberg’s and Jean Piaget’s theories. Habermas praises Kohlberg’s and Piaget’s psychological theories and uses them as empirical sources crucial for his theoretical work. We argue that this view should be revised in light of new empirical findings as Habermas’ Kohlberg’s and Piaget’s view is based on a false understanding of the development and functioning of human reason (...)
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  13.  48
    The Rocky Road of Growing into Contemporary Citizenship: Dewey, Gramsci, and the Method of Democracy.Katariina Holma & Tiina Kontinen - 2015 - Studier i Pædagogisk Filosofi 4 (2):24-37.
    Characterized by globalization, increasing pluralism, and new complexities of citizenship, the contemporary world sets challenges to the ways in which we conceptualize the processes of searching for shared solutions to ever-complicated societal problems. Whilst the political rhetoric emphasizes citizen participation, engagement, and “voice”, there are increasing feelings of frustration, incompetence, and disinterest regarding political engagement. In order to conceptually grasp the problematic of searching for shared solutions and the related challenges to education, we draw on John Dewey’s idea of the (...)
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