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  1.  23
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
    This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...)
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  2.  27
    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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  3.  19
    The Critical Spirit: Emotional and Moral Dimensions Critical Thinking.Katariina Holma - 2016 - 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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  4.  30
    Essentialism Regarding Human Nature in the Defence of Gender Equality in Education.Katariina Holma - 2007 - Journal of Philosophy of Education 41 (1):45–57.
  5.  25
    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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  6.  18
    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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  7.  16
    Plurealism and Education: Israel Scheffler's Synthesis and its Presumable Educational Implications.Katariina Holma - 2004 - Educational Theory 54 (4):419-430.
    Israel Scheffler, one of the most important figures in the history of philosophy of education in the United States, has recently introduced an interesting idea in terms of the long‐standing debate between constructivism and realism. Scheffler's idea has its roots in his debate with Nelson Goodman, his Harvard colleague, who defended thoroughgoing constructivism and pluralism . Scheffler describes his plurealism as a synthesis of Peircean “monistic realism” and Goodmanian “pluralist irrealism.” This article elaborates the possible educational implications of all three (...)
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  8.  13
    Introduction.Katariina Holma - 2016 - Studier i Pædagogisk Filosofi 4 (1):1-2.
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  9.  17
    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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  10.  16
    The Rocky Road of Growing Into Contemporary Citizenship: Dewey, Gramsci, and the Method of Democracy.Katariina Holma & Tiina Kontinen - 2016 - 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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