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  • 1. Johansson, Viktor
    et al.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education2019In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, no 5, p. 474-477Article in journal (Other academic)
  • 2.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Aversive education: Emersonian variations on 'Bildung'2019In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, no 5, p. 488-497Article in journal (Refereed)
    Abstract [en]

    The paper discusses Ralph Waldo Emerson's thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson's variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an 'aversive education' as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.

  • 3.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bildung: Plädoyer für eine philosophische Wiederentdeckung2014In: Interexistentialität und Unverfügbarkeit: Leben in einer menschlichen Welt / [ed] Constanze Demuth, Nele Schneidereit, Herder Verlag, 2014Chapter in book (Refereed)
  • 4.
    Schumann, Claudia
    Katholische Universität Eichstätt-Ingolstadt, Germany.
    Boundedness beyond reification: cosmopolitan teacher education as critique2013In: Ethics & Global Politics, ISSN 1654-4951, E-ISSN 1654-6369, Vol. 5, no 4, p. 217-237Article in journal (Refereed)
    Abstract [en]

    Certain strands of cosmopolitanism have been criticized on various occasions for merely mirroring the mental framework of a global elite that stresses positive attitudes to mobility, flexibility, and disinterested objective detachment to the detriment of ‘rooted’, local and national values.1 In this way, it is argued, it presents a one-sided opportunistic or naively affirmative picture of processes of globalization rather than taking seriously the challenges posed by the inherently normative dimension of cosmopolitan thought and practice.2 The present paper will argue for a return to the critical core of the cosmopolitan idea and proposes that the critique of reification, which recently received renewed interest by philosophers of the so-called third generation Frankfurt School, can serve as a vital tool for re-imagining cosmopolitan teacher education as critique. In particular, the discussion around the recent turn towards a standards and competencies oriented teacher education in Germany will be critically examined in this regard. Rather than presenting a mere factual description of our thinking, judgments and actions, a cosmopolitan orientation should be concerned with reminding us of the importance of a continuous critical challenge of their validity. Firstly, the concept of reification will be shown to provide the conceptual resources to describe and select relevant characteristics of contemporary social pathologies that cannot be adequately captured within liberal social philosophies. A closer analysis of reification as a deficient relation to oneself, to others, or to the world will then lead to the second question of how to conceive of non-reifying forms of relatedness, commitment and boundedness as enabling new forms of expressive freedom. Instead of one-sided, narrow and hasty reactions towards a perceived ‘global challenge’—either fetishizing borders or their transgression, an critical educational cosmopolitanism should bring into focus how educational institutions such as teacher education can provide, strengthen, and enhance the conditions for binding ourselves as citizens of the world in non-reifying ways.

  • 5.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Cosmopolitanism and Globalization in Education2018In: International Handbook of Philosophy of Education / [ed] Paul Smeyers, Cham: Springer, 2018, p. 821-831Chapter in book (Refereed)
  • 6.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Graphic Contaminations: Cosmopolitics of the ‘I’ in American Born Chinese and Persepolis2015In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 4, no 2, p. 38-53Article in journal (Refereed)
    Abstract [en]

    The article explores the demands that the conflictual dimension of globalization poses for a cosmopolitan education. Such an emphasis seems necessary in times where the populations who undertake inter- and intra-national border crossings are increasingly those who are forced to: those trying to escape unbearable poverty, atrocious wars, the disenfranchised and victims of racist, sexist or religious persecution. Reflecting on the experiences articulated in the two graphic novels, Persepolis and American Born Chinese, the dimension of the globalizing world and its impact and demands on its future world citizens which comes to the fore is one that highlights the necessity for learning how to take a critical and political stance rather than the search for how education can facilitate a smooth adaptation to a new mobile order. Stanley Cavell’s examination of the relationship between autobiography, philosophy, and the founding of a self-reliant voice will be reconsidered in light of its contribution to re-thinking the meaning of a cosmopolitan education between critical self-appropriation and developing a transformative political vision of a new societal order.

  • 7.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Graphic Contaminations: Cosmopolitics of the “I” in American Born Chinese and Persepolis2017In: Philosophy as Interplay and Dialogue: Viewing Landscapes Within Philosophy of Education / [ed] Torill Strand, Richard Smith, Anne Pirrie, Zelia Gregoriou, Marianna Papastephanou, LIT Verlag, 2017Chapter in book (Refereed)
  • 8.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Knowledge for a Common World? On the Place of Feminist Epistemology in Philosophy of Education2016In: Education Sciences, ISSN 2227-7102, Vol. 6, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    The paper discusses the place of feminist epistemology in philosophy of education. Against frequently raised criticisms, the paper argues that the issues raised by feminist standpoint theory lead neither to a reduction of questions of knowledge to questions of power or politics nor to the endorsement of relativism. Within the on-going discussion in feminist epistemology, we can find lines of argument which provide the grounds for a far more radical critique of the traditional, narrow notion of objectivity, revealing it as inherently flawed and inconsistent and allowing for the defense of a re-worked, broader, more accurate understanding of objectivity. This is also in the interest of developing a strong basis for a feminist critique of problematically biased and repressive epistemological practices which can further be extended to shed light on the way in which knowledge has become distorted through the repression of other non-dominant epistemic standpoints. Thus, requiring a thorough re-thinking of our conceptions of objectivity and rationality, feminist epistemologies need to be carefully considered in order to improve our understanding of what knowledge for a common world implies in the pluralistic and diverse societies of post-traditional modernity in the 21st century.

  • 9.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    On Happiness and Critique: From Bouquet V to ´possible elsewheres´2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 83-96Article in journal (Refereed)
    Abstract [en]

    The paper explores the relationship of happiness and critique. It is a reflection on a decade of being trained in and practicing philosophical critique. It is a reflection on experiences I had during teaching on social justice, inclusion and diversity; and it is a reflection on the on-going debate on negative vs. affirmative forms of critique within feminist philosophy. It is also an exercise in imagining a transformation of our critical practices, where the embrace of more affirmative (rather than destructive-negative) modes of critique does not entail overlooking or turning a blind eye to the barriers that unjustly restrain some movements and allow for others' privileges to persist. I suggest that a diffractive approach to critique would allow for joyfully interchanging and alternating appropriate modes of debunking, of being the killjoy against sedimentations that weigh some of us down, with other modes of critique which allow us to augment and lift up examples of already on-going structural change.

  • 10.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The self as onwardness: reading Emerson’s self-reliance and experience2013In: Foro de Educación : Pensamiento, ISSN 1698-7799, E-ISSN 1698-7802, Vol. 11, no 15, p. 29-48Article in journal (Refereed)
    Abstract [en]

    Recent scholarship has started to open up for social and political readings of the work of Ralph Waldo Emerson, who John Dewey once called «the Philosopher of Democracy». The present paper attempts to promote the force and potential of this new Emersonianism for philosophy of education showing that Emerson’s notions of self-reliance and aversion to conformity are not inherently anti-social, a-moral or a-political. The paper first argues that Emerson proposes an understanding of self and society which undermines any bipolar opposition of the two concepts already in «Self-Reliance». Secondly, a closer reading of the later essay «Experience» examines his critique of a particular Western conception of thinking in terms of its political consequences. If there is to be hope for the individual self, then, for Emerson, there always has to be hope for a democratic society as well. He tries to remind us that the criterion for a democratic society consists in taking seriously the subjectivity of vision of every single one of its members.

  • 11.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Was heißt Denken in der Pädagogik?2017In: Bildungsphilosophie: Disziplin – Gegenstandsbereich – Politische Bedeutung / [ed] Michael Spieker, Krassimir Stojanov, Baden-Baden: Nomos Verlagsgesellschaft, 2017Chapter in book (Refereed)
  • 12.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Which Love of Country? Tensions, Questions and Contexts for Patriotism and Cosmopolitanism in Education2016In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 50, no 2, p. 261-271Article in journal (Refereed)
    Abstract [en]

    The paper considers Martha Nussbaum's motivation for departing from her earlier cosmopolitan position in favour of now promoting a globally sensitive patriotism. Her reasons for endorsing patriotism will be shown as exemplary for related argumentations by other authors, especially insofar as love of country as a motivating force for civic duty is understood as in tension or even as incompatible with cosmopolitan aspirations. The motivation for turning to patriotism as articulated by Nussbaum and others will be demonstrated to rely on misleading understandings of love of country as a possessive emotion. Relying on Alice Crary's (2007) critique, it will be argued that sound moral judgement with regard to the patria as well as from a cosmopolitan stance is equally tied to our sensitivities and equally requires their education. Furthermore, I will discuss Axel Honneth's notion of solidarity, a form of love inflected by justice, as a possible alternative for conceptualising the social bonding patriotic attachment is supposed to provide. However, a critical patriotism ultimately needs to transgress this inward-directed focus and take into account how a country is seen by non-citizens, the historical relationships and the obligations that arise in terms of historical justice in relation to other countries. If we take patriotism in this outward-looking perspective seriously, we also come to understand why it would be a mistake to skip patriotism altogether. Rather than constructing cosmopolitanism and patriotism as mutually exclusive opposites, critical cosmopolitanism and critical patriotism can be shown to have different but complementary and mutually corrective functions.

  • 13.
    Schumann, Claudia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Wittgenstein and Philosophy of Education: A Feminist Reassessment2017In: Encyclopedia of Educational Philosophy and Theory / [ed] Michael A. Peters, Springer, 2017, p. 2358-2363Chapter in book (Refereed)
  • 14.
    Schumann, Claudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Feminist Philosophy and Education2017In: Philosophy: Education / [ed] Bryan Warnick, Lynda Stone, Delmar Cengage Learning, 2017, p. 101-120Chapter in book (Refereed)
  • 15.
    Schumann, Claudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Towards a Critical Cosmopolitanism in Human Rights Learning: The Vienna Conference in 19932014In: Philosophy as a Lived Experience: Navigating through dichotomies of thought and action / [ed] Marianne Papastephanou, Torill Strand, Anne Pirrie, VDM Verlag Dr. Müller Aktiengesellschaft & Co. KG, 2014, p. 259-276Chapter in book (Other academic)
  • 16.
    Schumann, Claudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hållander, MarieStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Gender: Special Issue, Studier i Pædagogisk Filosofi, Årg. 6 Nr. 1 (2017)2017Collection (editor) (Refereed)
  • 17.
    Schumann, Claudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hållander, Marie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Shifting feminist politics in education: Contemporary philosophical perspectives2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 1-4Article in journal (Other academic)
    Abstract [en]

    The idea for this special issue developed during one of the yearly meetings of the Nordic Educational Research Association (NERA). A group of younger researchers interested in feminist and queer philosophical perspectives on education had gathered between the official network meetings and discussed the organizational division between a more narrowly defined philosophy of education, on the one hand, within the network of The Nordic Society for Philosophy of Education and on the other hand feminist philosophical perspectives within the networks Gender and Education and Post-approaches to education.

1 - 17 of 17
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