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  1.  29
    Principles of the Unification of Our Agency.Klas Roth - 2011 - Educational Philosophy and Theory 43 (3):283-297.
    Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world—including our agency—and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested—the hypothetical imperative (...)
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  2.  9
    A Cosmopolitan Design of Teacher Education and a Progressive Orientation Towards the Highest Good.Klas Roth - 2013 - Ethics and Global Politics 5 (4).
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  3.  5
    Freedom of Choice, Community and Deliberation.Klas Roth - 2003 - Journal of Philosophy of Education 37 (3):393–413.
  4.  28
    Cosmopolitan Identity and Education.Klas Roth & Nicholas C. Burbules - 2011 - Educational Philosophy and Theory 43 (3):205-208.
  5.  12
    Understanding Agency and Educating Character.Klas Roth - 2011 - Educational Theory 61 (3):257-274.
    How can we understand human agency, and what does it mean to educate character? In this essay Klas Roth develops a Kantian notion, one that suggests we render ourselves efficacious and autonomous in education and elsewhere. This requires, among other things, that we are successful in bringing about the intended result through our actions and the means used, and that we act in accordance with and are motivated by the Categorical Imperative. It also requires that we are or strive to (...)
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  6.  20
    Deliberative Pedagogy: Ideas for Analysing the Quality of Deliberation in Conflict Management in Education.Klas Roth - 2008 - Studies in Philosophy and Education 27 (4):299-312.
  7.  13
    Some Thoughts for a New Critical Language of Education: Truth, Justification and Deliberation.Klas Roth - 2009 - Philosophy and Social Criticism 35 (6):685-703.
    The notion of `truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist (...)
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  8.  29
    Good Will: Cosmopolitan Education as a Site for Deliberation.Klas Roth - 2011 - Educational Philosophy and Theory 43 (3):298-312.
    Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and (...)
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  9.  22
    Introduction: Changed Conditions For Identity Formation, Communication and Learning.Klas Roth & Staffan Selander - 2008 - Studies in Philosophy and Education 27 (4):207-209.
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  10.  13
    Stanley Cavell on Philosophy, Loss, and Perfectionism.Klas Roth - 2010 - Educational Theory 60 (4):395-403.
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  11.  8
    Introduction: The World and the Teacher—Prospects and Challenges for Teacher Education in the Age of Globalization From a Cosmopolitan Perspective.Klas Roth & Marianna Papastephanou - 2013 - Ethics and Global Politics 5 (4).
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  12.  8
    Education and a Progressive Orientation Towards a Cosmopolitan Society.Klas Roth - 2012 - Ethics and Education 7 (1):59 - 73.
    Robin Barrow claims in his ?Moral education's modest agenda? that ?the task of moral education is to develop understanding, at the lowest level, of the expectations of society and, at the highest level, of the nature of morality???[that is, that moral education] should go on to develop understanding, not of a particular social code, but of the nature of morality ? of the principles that provide the framework within which practical decisions have to be made? [Barrow, R. 2006. Moral education's (...)
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  13. Kant and Education: Interpretations and Commentary.Klas Roth & Chris W. Surprenant (eds.) - 2011 - Routledge.
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  14.  11
    Kant and Education: Interpretations and Commentary.Klas Roth & Chris W. Surprenant (eds.) - 2011 - Routledge.
    Immanuel Kant’s moral philosophy, political philosophy, and philosophy of judgement have been and continue to be widely discussed among many scholars. The impact of his thinking is beyond doubt and his ideas continue to inspire and encourage an on-going dialogue among many people in our world today. Given the historical and philosophical significance of Kant’s moral, political, and aesthetic theory, and the connection he draws between these theories and the appropriate function and methodology of education, it is surprising that relatively (...)
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