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Viktor Johansson
Stockholm University
  1.  16
    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.
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  2.  11
    Bildung, Self-Cultivation, and the Challenge of Democracy: Ralph Waldo Emerson as a Philosopher of Education.Claudia Schumann & Viktor Johansson - 2019 - Educational Philosophy and Theory 51 (5):474-477.
  3.  5
    Fiction and Learning Realities After Postmodernism.Viktor Johansson - 2018 - Educational Philosophy and Theory 50 (14):1504-1505.
  4.  26
    The Philosophy of Dissonant Children: Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation.Viktor Johansson - 2010 - Educational Theory 60 (4):469-486.
    Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and (...)
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  5.  13
    Bildung, Self-Cultivation, and the Challenge of Democracy: Ralph Waldo Emerson as a Philosopher of Education.Viktor Johansson & Claudia Schumann - 2017 - Educational Philosophy and Theory:1-4.
  6.  27
    ‘In Charge of the Truffula Seeds’: On Children's Literature, Rationality and Children's Voices in Philosophy.Viktor Johansson - 2011 - Journal of Philosophy of Education 45 (2):359-377.
    In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations—not because of their rational abilities, but because we acknowledge them as conversational partners, acknowledge their reasons as reasons, and speak for them as well as let them speak (...)
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  7.  12
    Historizing Subjectivity in Childhood Studies.Michael Peters & Viktor Johansson - 2012 - Linguistic and Philosophical Investigations 11:42-61.
    Historizing Subjectivity in Childhood Studies.
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  8.  2
    Infantasies: An EPAT Collective Project.Andrew Gibbons, Michael A. Peters, Andrea Delaune, Petar Jandrić, Amy N. Sojot, David W. Kupferman, Marek Tesar, Viktor Johansson, Marta Cabral, Nesta Devine & Nina Hood - forthcoming - Educational Philosophy and Theory:1-14.
  9.  4
    Infantologies II: Songs of the Cradle.Andrew Gibbons, Michael A. Peters, Georgina Tuari Stewart, Marek Tesar, Neil Boland, Viktor Johansson, Nicky de Lautour, Nesta Devine, Nina Hood & Sean Sturm - forthcoming - Educational Philosophy and Theory:1-16.
  10.  21
    Killing the Buddha: Towards a Heretical Philosophy of Learning.Viktor Johansson - 2018 - Educational Philosophy and Theory 50 (1):61-71.
    This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. (...)
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  11.  6
    Olmmái-Stállu: Deflection, Decolonization, and Silence in Sámi Early Childhood Scholarship.Viktor Johansson - 2021 - Ethics and Education 16 (1):51-73.
    This essay explores the existential difficulties involved in being a non-indigenous scholar of philosophy and early childhood education in an indigenous context. It begins by recalling an encounter with young Sámi children that happened while doing research at an early childhood centre in northern Scandinavia. This is read alongside the poetry of the Sámi writer Nils Aslak Valkeapää, a personal documentary text by Sámi author Elin Anna Labba, and Wittgensteinian philosophy. These texts are read as a philosophical exercise of the (...)
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  12.  7
    Pedagogy and Polyphonic Narrativity in Søren Kierkegaard.Viktor Johansson - 2019 - Journal of Aesthetic Education 53 (4):111.
    The relation between philosophy and pedagogy is complex and hard to grasp.1 Nonetheless, the tendency within much educational research influenced by the Anglo-American traditions of studying education is for philosophy to become a source from which educational researchers retrieve concepts, ideas, and critical methods for the analysis of empirical material, for formulating criticism of policy, or for developing curriculum theory. Philosophy is simply applied to educational research problems and questions. Such a relation can be prolific, but it risks resulting in (...)
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  13.  48
    Questions From the Rough Ground: Teaching, Autobiography and the Cosmopolitan “I”.Viktor Johansson - 2015 - Studies in Philosophy and Education 34 (5):441-458.
    In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell’s ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell’s emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of “I” (...)
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  14.  19
    Unserious but Serious Pilgrimages: What Educational Philosophy Can Learn About Fiction and Reality From Children's Artful Play.Viktor Johansson - 2017 - Educational Theory 67 (3):309-326.
    What happens if we think of children's play as a form of great art that we turn to and return to for inspiration, for education? If we can see play as art, then what and how can we learn from children's play or from playing with them? What can philosophy, or philosophers, learn from children's play? In this essay Viktor Johansson gives examples of what and when children can teach philosophers through play or, more specifically, how children's play can teach (...)
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  15.  14
    Wildly Wise in the Terrible Moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education.Viktor Johansson - 2017 - Educational Philosophy and Theory:1-12.
    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly (...)
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  16.  11
    Wildly Wise in the Terrible Moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education.Viktor Johansson - 2019 - Educational Philosophy and Theory 51 (5):519-530.
    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly (...)
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  17.  1
    Infanticides: The Unspoken Side of Infantologies.Marek Tesar, Michael A. Peters, E. Jayne White, Sonja Arndt, Jennifer Charteris, Aleryk Fricker, Viktor Johansson, Sean Sturm, Nina Hood & Andrew Madjar - forthcoming - Educational Philosophy and Theory:1-15.