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  • 1.
    Johansson, Viktor
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Difficulties of the Will: Philosophy of education through children's literature2016In: Philosophy and Theory in Educational Research: Writing in the Margin / [ed] Amanda Fulford, Naomi Hodgson, London: Routledge, 2016, p. 74-82Chapter in book (Other academic)
  • 2.
    Johansson, Viktor
    Stockholms universitet.
    Perfectionist Philosophy as a (an Untaken) Way of Life2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 58-72Article in journal (Refereed)
    Abstract [en]

    I am honored to respond to Paul Guyer’s elaboration on the role of examples of perfectionism in Cavell’s and Kant’s philosophies. Guyer’s appeal to Kant’s notion of freedom opens the way for suggestive readings of Cavell’s work on moral perfectionism but also, as I will show, for controversy.

    There are salient aspects of both Kant’s and Cavell’s philosophy that are crucial to understanding perfectionism and, let me call it, perfectionist education, that I wish to emphasize in response to Guyer. In responding to Guyer’s text, I shall do three things. First, I shall explain why I think it is misleading to speak of Cavell’s view that moral perfectionism is involved in a struggle to make oneself intelligible to oneself and others in terms of necessary and sufficient conditions for moral perfection. Rather, I will suggest that the constant work on oneself that is at the core of Cavell’s moral perfectionism is a constant work for intelligibility. Second, I shall recall a feature of Cavell’s perfectionism that Guyer does not explicitly speak of: the idea that perfectionism is a theme, “outlook or dimension of thought embodied and developed in a set of texts.” Or, as Cavell goes on to say, “there is a place in mind where good books are in conversation. … [W]hat they often talk about … is how they can be, or sound, so much better than the people that compose them.” This involves what I would call a perfectionist conception of the history of philosophy and the kinds of texts we take to belong to such history. Third, I shall sketch out how the struggle for intelligibility and a perfectionist view of engagement with texts and philosophy can lead to a view of philosophy as a form of education in itself.

    In concluding these three “criticisms,” I reach a position that I think is quite close to Guyer’s, but with a slightly shifted emphasis on what it means to read Kant and Cavell from a perfectionist point of view.

  • 3.
    Johansson, Viktor
    Stockholms universitet, Pedagogiska institutionen.
    The Philosophy of Dissonant Children: Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation2010In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 60, no 4, p. 469-486Article in journal (Refereed)
    Abstract [en]

    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 child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.

  • 4.
    Johansson, Viktor
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    The State of the Learning Soul: An essay on Literature and Humanities in and as Educational Research2017Conference paper (Refereed)
  • 5.
    Johansson, Viktor
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    The Weight of Dogmatism: Investigating "Learning" in Dewey's Pragmatism and Wittgenstein's Ordinary Language Philosophy2017In: A Companion to Wittgenstein and Education: Pedagogical Investigations / [ed] Michael A. Peters & Jeff Stickney, Singapore: Springer Singapore , 2017, p. 339-352Chapter in book (Refereed)
    Abstract [en]

    What is it to learn something? This essay is an attempt to give a treatment of our expectations and wants from an answer to that question by placing Dewey’s pragmatism and Wittgenstein’s ordinary language philosophy in conversation with each other. Both Dewey and Wittgenstein introduce philosophical visions and methods that are meant to avoid dogmatic responses to such questions. Dewey presents a vision of learning based on the view of the human organism transacting in its environment and in that way being involved with education without any other end than continual growth. By suggesting possible results of a Wittgensteinian investigation of our use of the word “learning ”, the essay also proposes a twist on Dewey’s theory of learning, which dissolves our need for a theory of learning as an answer to the question. This gives the child a voice in contexts where the word “learn” is used. An investigation of the use of “learn” becomes a method of releasing us from the dogmatic requirements that determine what learning is. Further, Dewey’s terminology comes to comprise examples of possible uses rather than being a statement as to what learning is.

  • 6.
    Johansson, Viktor
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Örebro universitet.
    Wildly wise in the terrible moment: Kant, Emerson, and Improvisatory Bildung in Early Childhood Education2017In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812Article in journal (Refereed)
    Abstract [en]

    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 selfcultivation 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 andthat Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.

  • 7.
    Nilsson, Peter
    Umeå universitet, Humanistisk fakultet, Filosofi och lingvistik).
    Empathy and Emotions: On the Notion of Empathy as Emotional Sharing2003Doctoral thesis, monograph (Other academic)
  • 8.
    Nilsson, Peter
    Umeå universitet, Humanistisk fakultet, Filosofi och lingvistik.
    Hume and Smith on Sympathy2005In: Philosophical Aspects on Emotions / [ed] Åsa Carlson, Stockholm: Thales, 2005, p. 141-159Chapter in book (Other academic)
  • 9.
    Nilsson, Peter
    Dalarna University, School of Education, Health and Social Studies, Social Work.
    Pain, pity, and motivation: Spinoza, Hume, and Schopenhauer2014In: Schopenhauer-Jahrbuch, ISSN 0080-6935, Vol. 95, p. 29-50Article in journal (Refereed)
    Abstract [en]

    This paper compares the views on compassion in Spinoza, Hume and Schopenhauer. It is shown that even though all three approach compassion with the same aim and from very similar starting-points, all give significantly different accounts of compassion. The differences among the accounts are compared and explained, and it is shown how progress is made in that later accounts avoid certain problems faced by the earlier ones.

  • 10.
    Nilsson, Peter
    Umeå universitet, Humanistisk fakultet, Filosofi och lingvistik.
    Schopenhauer och medlidandet2000In: Filosofisk Tidskrift, ISSN 0348-7482, no 3, p. 33-41Article in journal (Other academic)
  • 11.
    Ridder, Iris
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Das Losbuch Ett litet Tidhfördriff des Grubenschreibers Gisle Jacobsson und das mittelalterliche Dobbelspiel2014In: Sport und Spiel bei den Germanen: Nordeuropa von der römischen Kaiserzeit bis zum Mittelalter / [ed] Teichert, Matthias, Walter de Gruyter, 2014, p. 245-306Chapter in book (Refereed)
  • 12.
    Roth, Klas
    et al.
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    Gustafsson, Martin
    Åbo Akademi.
    Johansson, Viktor
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Introduction: Perfectionism and Education: Kant and Cavell on Ethics and Aesthetics in Society2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, p. 1-4Article in journal (Refereed)
1 - 12 of 12
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