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  1. The Sartre‐Heidegger Controversy on Humanism and the Concept of Man in Education.Leena Kakkori & Rauno Huttunen - 2012 - Educational Philosophy and Theory 44 (4):351-365.
    Jean-Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented (...)
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  2.  55
    Discourse and Recognition as Normative Grounds for Radical Pedagogy: Habermasian and Honnethian Ethics in the Context of Education.Rauno Huttunen & Mark Murphy - 2012 - Studies in Philosophy and Education 31 (2):137-152.
    The idea of radical pedagogy is connected to the ideals of social justice and democracy and also to the ethical demands of love, care and human flourishing, an emotional context that is sometimes forgotten in discussions of power and inequality. Both this emotional context and also the emphasis on politics can be found in the writings of Paolo Freire, someone who has provided much inspiration for radical pedagogy over the years. However, Freire did not create any explicit ethical foundation for (...)
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    Hegelians Axel Honneth and Robert Williams on the Development of Human Morality.Rauno Huttunen - 2012 - Studies in Philosophy and Education 31 (4):339-355.
    An individual is in the lowest phase of moral development if he thinks only of his own personal interest and has only his own selfish agenda in his mind as he encounters other humans. This lowest phase corresponds well with sixteenth century British moral egoism which reflects the rise of the new economic order. Adam Smith (1723–1790) wanted to defend this new economic order which is based on economic exchange between egoistic individuals. Nevertheless, he surely did not want to support (...)
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    The German Logic of Emancipation and Biesta's Criticism of Emancipatory Pedagogy.Antti Moilanen & Rauno Huttunen - 2022 - Wiley: Educational Theory 71 (6).
    Educational Theory, Volume 71, Issue 6, Page 717-741, December 2021. -/- Gert Biesta has criticized Anglo-American and German models of emancipatory education. According to Biesta, emancipation is understood in these models as liberation that results from a process in which a teacher transmits objective knowledge to his or her students and cultivates student capabilities. He claims that this so-called modern logic of emancipation does not lead to freedom because it installs inequality, dependency, and mistrust in the pedagogical relationship. In this (...)
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    Narrative Research: Voices of Teachers and Philosophers.Rauno Huttunen, Hannu L. T. Heikkinen & Leena Syrjälä (eds.) - 2002 - Jyväskylä: SoPhi.
    Why do we tell our life stories? What is the point of studying narratives? What is the truth of narratives? How are narratives collected and studied by researchers? In this book the voices of teachers, education researchers, student teachers and philosophers join to form a polyphonic voice that attempts to answer these questions. They shed light on the obscure world of narrative research. This book contains both theoretical articles and empirical examples of narrative research. The theoretical articles introduce and develop (...)
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    Heidegger’s Critique of the Technology and the Educational Ecological Imperative.Rauno Huttunen & Leena Kakkori - 2022 - Educational Philosophy and Theory 54 (5):630-642.
    It is clear that we have to do something in our time concerning global warming yet before we can actually change the world, we must first understand our world. According to Heidegger, technology itself is not good or bad, but the problem is, that technological thinking (calculative thinking) has become the only form of thinking. Heidegger saw that the essence of technology nowadays is enframing – Ge-stell, which means that everything in nature is ‘standing-reserve’ (Bestand). Enframing (as apparatus) is one (...)
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    Heidegger's Theory of Truth and its Importance for the Quality of Qualitative Research.Rauno Huttunen & Leena Kakkori - 2020 - Journal of Philosophy of Education 54 (3):600-616.
    Journal of Philosophy of Education When reliability and validity were introduced as validation criteria for empirical research in the human sciences, quantitative research methods prevailed, and theory of science relied on neopositivism (Vienna Circle) or postpositivism (scientific realism). Within this worldview, notions of reliability and validity as criteria of scientific goodness were introduced. Reliability and validity were associated with the correspondence theory of truth, which is mostly ill-suited to the needs of qualitative research. For that reason, qualitative research must look (...)
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    The German Logic of Emancipation and Biesta's Criticism of Emancipatory Pedagogy.Antti Moilanen & Rauno Huttunen - 2021 - Educational Theory 71 (6):717-741.