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Steinar Bøyum
University of Bergen
  1.  79
    Rawls’s Notion of the Political Conception as Educator.Steinar Bøyum - 2013 - European Journal of Political Theory 12 (2):136-152.
    This paper explores John Rawls’s strangely neglected notion, the political conception as educator, which captures how the public political culture can educate citizens. The aim is to elucidate both the idea itself and above all its function in Rawls’s Political Liberalism. After first surveying its main content and some historical parallels, the main body of the paper explores why Rawls places so much trust in the educative effect of institutions and, apparently, so little in schools. Along the way we shall (...)
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  2.  60
    Philosophy and Language Learning.Steinar Bøyum - 2007 - Studies in Philosophy and Education 26 (1):43-56.
    In this paper, I explore different ways of picturing language learning in philosophy, all of them inspired by Wittgenstein and all of them concerned about scepticism of meaning. I start by outlining the two pictures of children and language learning that emerge from Kripke's famous reading of Wittgenstein. Next, I explore how social-pragmatic readings, represented by Meredith Williams, attempt to answer the sceptical anxieties. Finally, drawing somewhat on Stanley Cavell, I try to resolve these issues by investigating what characteristically happens (...)
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  3. Philosophical Allegories in Rousseau.Steinar Bøyum - 2007 - Philosophy and Literature 31 (1):67-78.
    We usually think of philosophy as the production of theories and arguments. Yet there are other sides to philosophy, the recognition of which is necessary to understand its wider personal and cultural significance. Some of these sides are seldom acknowledged as philosophical at all, perhaps because literature has appropriated what professional philosophy unfortunately has lost. One philosophical activity often overlooked is the construction of philosophical allegories: to describe one's life in explicit philosophical terms or philosophically suggestive ways. Reading life allegorically (...)
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  4.  7
    Inheritance and the Family.Jørgen Pedersen & Steinar Bøyum - forthcoming - Journal of Applied Philosophy.
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  5.  13
    Wittgenstein, Social Views and Intransitive Learning.Steinar Bøyum - 2013 - Journal of Philosophy of Education 47 (3):491-506.
    Wittgenstein often refers to matters of learning, and there have been efforts to extract a social conception of learning from his writings. In the first half of this article, I look at three such efforts, those of Meredith Williams, Christopher Winch, and David Bakhurst, and I say why I think these efforts fail. As I go on to argue, though, there is a fairly trivial sense in which learning is a social rather than a psychological phenomenon: ordinarily, there are public (...)
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  6.  17
    The Concept of Philosophical Education.Steinar Bøyum - 2010 - Educational Theory 60 (5):543-559.
    Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let their (...)
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  7. The Concept of Philosophical Education.Steinar Bøyum - 2010 - Educational Theory 60 (5):543-559.
    Strangely, the concept of philosophical education is not much in use, at least not as a philosophical concept. In this essay, Steinar Bøyum attempts to outline such a philosophical concept of philosophical education. Bøyum uses Plato's Allegory of the Cave, René Descartes's life of doubt, and Immanuel Kant's criticism of metaphysics as paradigms or defining examples of this concept. Bøyum's aim in this essay is not exegetical; rather, he hopes to describe these examples in a way that will let their (...)
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  8.  39
    What is a Political Theory of Education.Steinar Bøyum - 2008 - Nordic Journal Education:30-37.
    In the present essay, I attempt to develop a distinction between moral and political theories of education, inspired by the work of Amy Gutmann. The main idea is that whereas a moral theory of education gives an account of an ideal (or at least good) education, a political theory gives an account of how to structure education in a democracy where there is deep disagreement on what constitutes an ideal (or good) education. Unfortunately, we sometimes speak as though our moral (...)
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  9.  10
    The Democratic Duty to Educate Oneself.Steinar Bøyum - 2018 - Etikk I Praksis - Nordic Journal of Applied Ethics 2:129-141.
    I argue that democratic citizens have a duty to educate themselves politically. My argument proceeds in two stages. First, I establish a case for the moral importance of individual competence for voting, but also maintain that the substantial content of the required competence must remain open. I do this by way of an assessment of Jason Brennan's provocative defense of epistocracy. I try to show that there is no notion of political competence that can meet with reasonable agreement among citizens (...)
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  10.  1
    Leder.Steinar Bøyum & Espen Gamlund - 2019 - Norsk Filosofisk Tidsskrift 54 (4):195-196.
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  11.  63
    The Concept of Philosophical Experience.Steinar Bøyum - 2008 - Metaphilosophy 39 (3):265–281.
    We often speak about religious experience, and sometimes we speak about metaphysical experience. Yet we seldom hear about philosophical experience. Is philosophy purely a matter of theories and theses, or does it have an experiential aspect? In this article, I argue for the following three claims. First, there is something we might call philosophical experience, and there is nothing mystical about it. Second, philosophical experiences are expressed in something quite similar to what Kant called "aesthetic judgements." Third, philosophical experiences are (...)
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  12.  54
    Words From Nowhere – Limits of Criticism.Steinar Bøyum - 2008 - Philosophical Investigations 31 (2):161–181.
    In the present essay, I aim to accentuate an analogy between the patterns of thought articulated by Berkeley's Hylas and those of Nagel in his philosophy of bats and aliens. The comparison has a critical purpose, with Philonous playing a role similar to that of Wittgenstein. I argue that Nagel's central claim comes down to statements that are marked by a peculiar form of emptiness. Towards the end, though, I will concede that this kind of Wittgensteinian criticism runs up against (...)
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  13.  1
    Leder.Steinar Bøyum & Espen Gamlund - 2019 - Norsk Filosofisk Tidsskrift 54 (3):113-114.
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  14.  18
    Thomas Piketty and the Justice of Education.Steinar Bøyum - 2016 - Journal of Philosophy of Education 50 (2):135-146.
    Thomas Piketty's Capital in the Twenty-First Century is best known for its documentation of increasing social inequality, but it also has a notable normative aspect. Although Piketty is far less clear on the normative level than on the empirical, his view of justice can be summarised as meritocratic luck egalitarianism. This leads him to condemn as unjust the fact that inheritance is once again becoming more important than education for determining social position. In this paper, I discuss whether Piketty's normative (...)
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  15.  3
    Leder.Steinar Bøyum & Espen Gamlund - 2019 - Norsk Filosofisk Tidsskrift 54 (1):5-5.
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  16.  10
    The Concept of Philosophical Experience.Steinar Bøyum - 2008 - Metaphilosophy 39 (3):265-281.
    : We often speak about religious experience, and sometimes we speak about metaphysical experience. Yet we seldom hear about philosophical experience. Is philosophy purely a matter of theories and theses, or does it have an experiential aspect? In this article, I argue for the following three claims. First, there is something we might call philosophical experience, and there is nothing mystical about it. Second, philosophical experiences are expressed in something quite similar to what Kant called “aesthetic judgements.” Third, philosophical experiences (...)
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  17.  4
    Family Ethics.Steinar Bøyum & Espen Gamlund - 2017 - Etikk I Praksis - Nordic Journal of Applied Ethics 11 (1):1.
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  18.  14
    Sekundære uttryck-Ordenes ansikt og estetisk ekpressivitet.Steinar Bøyum - 2005 - Nordic Journal of Aesthetics 17 (31).
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  19.  5
    Rawls Som Praktisk Filosof.Steinar Bøyum - 2010 - Norsk Filosofisk Tidsskrift 45 (3):187-198.
    John Rawls is often seen as the archetypal abstract Theoretician within political philosophy. Some will also find his theory utopian and rationalist, in the negative sense. In this paper, though, the aim is to demonstrate that Rawls’ political philosophy is deeply practical. This is done by an interpretation of three different elements in his thought: Philosophical method, the original position, and publicity. The interpretations of Richard Rorty and Burton Dreben are criticized, whereas the thought of Ludwig Wittgenstein, Pierre Hadot, and (...)
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  20.  6
    The Legitimacy of Critical Thinking.Steinar Bøyum - 2006 - Thinking: The Journal of Philosophy for Children 18 (1):31-39.
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  21.  2
    Å vite hva man tror- Selverkjennelse og førstepersonsautoritet hos Davidson, Hacker og Wittgenstein.Steinar Bøyum - 2009 - Norsk Filosofisk Tidsskrift 44 (1):65-75.
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  22. Philosophical Experience in Childhood.Steinar Bøyum - 2004 - Thinking (3).
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  23. The Legitimacy of Critical Thinking: Political Liberalism and Compulsory Schooling.Steinar Bøyum - 2007 - Thinking 18 (1).
    This essay examines the political-philosophical legitimacy of critical thinking as an aim of compulsory education. Although critical thinking is given an important role in Norwegian educational policy, the right to demand a critical attitude from all citizens has been extensively debated in political and pedagogical philosophy the last two decades. This debate stems in large part from the late work of John Rawls. In this essay, I start by stating the case for critical thinking as an educational aim, focusing on (...)
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