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  • 1.
    Hartman, Sven G.
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Roth, Klas
    Stockholm University, The Stockholm Institute of Education, Department of Social and Cultural Studies in Education .
    Rönnström, Niclas
    Stockholm University, The Stockholm Institute of Education, Department of Curriculum Studies and Communication .
    John Dewey: om reflektivt lärande i skola och samhälle2003Book (Other academic)
  • 2.
    Hartman, Sven
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Roth, KlasStockholm University, The Stockholm Institute of Education.
    Gemensamma värden?: rapport från symposium 8-9 maj 20032004Collection (editor) (Other academic)
  • 3.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Making Ourselves Intelligible-Rendering Ourselves Efficacious and Autonomous, without Fixed Ends2014In: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, no 3, 28-40 p.Article in journal (Refereed)
  • 4.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A cosmopolitan design of teacher education and a progressive orientation towards the highest good2012In: Ethics & Global Politics, ISSN 1654-4951, E-ISSN 1654-6369, Vol. 5, no 4, 259-279 p.Article in journal (Refereed)
    Abstract [en]

    In this paper I discuss a Kantian conception of cosmopolitan education. It suggests that we pursue the highest good - an object of morality - in the world together, and requires that we acknowledge the value of freedom, render ourselves both efficacious and autonomous in practice, cultivate our judgment, and unselfishly co-operate in the co-ordination and fulfilment of our morally permissible ends. Now, such an accomplishment is one of the most difficult challenges, and may not be achieved in our time, if ever. In the first part of the paper I show that we, according to Kant, have to interact with each other, and comply with the moral law in the quest of general happiness, not merely personal happiness. In the second part, I argue that a cosmopolitan design of teacher education in Kantian terms can establish moral character, even though good moral character is ultimately the outcome of free choice. Such a design can do so by optimizing the freedom of those concerned to set and pursue their morally permissible ends, and to cultivate their judgment through the use of examples. This requires, inter alia, that they be enabled, and take responsibility, to think for themselves, in the position of everyone else, and consistently; and to strengthen their virtue or self-mastery to comply, in practice, with the moral law.

  • 5.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Principles of the Unification of our Agency2011In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 43, no 3, 283-297 p.Article in journal (Refereed)
    Abstract [en]

    Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world-including our agency-and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested-the hypothetical imperative and the categorical imperative-function to unify our understanding of ourselves and others as agents as efficacious and autonomous and that the extent to which those concerned render themselves efficacious and autonomous in cosmopolitan education or elsewhere is due to the extent to which they act in accordance with and are motivated by the suggested principles and in particular the categorical one. I first discuss how the principles function to unify our agency and how the categorical imperative functions as a test of maxims for our actions, how the will is the source of our morality, and how we are forced to have practical identities. I end with some remarks on what it means to acknowledge the mentioned principles in cosmopolitan education.

  • 6.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Good Will: Cosmopolitan education as a site for deliberation2011In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 43, no 3, 298-312 p.Article in journal (Refereed)
    Abstract [en]

    Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and that we cannot specify exactly what acts can be identified with it or are required for its realization. I begin by discussing why we cannot avoid deliberation in principle, that deliberation is a wide duty and why we ought to set it as an end. In the second part I argue how deliberation can be acknowledged in cosmopolitan education, and how we can inquire into the quality of communication in terms of deliberation in such an education or elsewhere.

  • 7.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Some thoughts for a new critical language of education Truth, justification and deliberation2009In: Philosophy & Social Criticism, ISSN 0191-4537, E-ISSN 1461-734X, Vol. 35, no 6, 685-703 p.Article in journal (Refereed)
    Abstract [en]

    The notion of 'truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist notion, a relativist notion, a deflationist and a cautionary discursive conception of truth put forward by Habermas, and contend that they are problematic in the light of my interpretation of Donald Davidson's philosophy of language. I also argue that truth cannot be a goal of inquiry, but that understanding and justification are legitimate goals. Finally, I contend that it is reasonable to include notions such as understanding, justification and deliberation in Davidson's terminology in a new critical language of education.

  • 8.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Article 26: A Principled Statement on Education2009In: Journal of Human Rights, ISSN 1475-4835, Vol. 8, no 2, 139-149 p.Article in journal (Refereed)
    Abstract [en]

    In this paper I show how Article 26 of the Declaration of Human Rights developed from its earlier versions, including basic ideas for education, to aims and purposes, and its final adaptation incorporating further democratic ideals. I also show that the Declaration ""as a common standard of achievement"" heralded by the General Assembly of the United Nations is a principled statement of restriction on government intervention in education, on the one hand, and a principled positive statement that those affected by state-governed education should be able to choose education for their children on the other.

  • 9.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Understanding Agency and Educating Character2011In: Educational Theory, ISSN 00132004, Vol. 61, no 3, 257-274 p.Article in journal (Refereed)
    Abstract [en]

    How can we understand human agency, and what does it mean to educate character? Inthis essay Klas Roth develops a Kantian notion, one that suggests we render ourselves efficacious andautonomous in education and elsewhere. This requires, among other things, that we are successfulin bringing about the intended result through our actions and the means used, and that we act inaccordance with and are motivated by the Categorical Imperative. It also requires that we are or striveto become virtuous and that we engage in moral reflection, and, furthermore, that actions are done forthe sake of duty, that is, out of respect for the moral law. We accomplish such aims by developing ourpredispositions, namely the technical, the pragmatic, and the moral predisposition in a society. Theextent towhichwe achieve this, Roth contends, demonstrates whatwe are prepared tomake of ourselves.

  • 10.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stanley Cavell's Educational Thought2011Collection (editor) (Other academic)
  • 11.
    Roth, Klas
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Freedom and Autonomy in Knowledge-Based Societies2012In: Kant and Education: Interpretations and Commentary / [ed] Roth, K; Surprenant, C.W., London: Routledge, 2012, Vol. 29, 214-225 p.Chapter in book (Refereed)
  • 12.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Burbules, Nicholas
    Changing notions of citizenship education in contemporary nation-states2007Book (Refereed)
  • 13.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Burbules, Nicholas C.
    Introduction: Cosmopolitan Identity and Education2011In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 43, no 3, 205-208 p.Article in journal (Refereed)
  • 14.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gur-Ze'ev, Ilan
    Education in the era of globalization2007Book (Refereed)
  • 15.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gustafsson, Martin
    Åbo Akademi.
    Johansson, Viktor
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    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, 1-4 p.Article in journal (Refereed)
  • 16.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, StaffanDepartment of Didactic Science and Early Childhood Education.
    Identity, communication and learning in an age of globalization2008Collection (editor) (Other academic)
  • 17.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Surprenant, Chris W.
    Introduction The Highest Good-the Moral Endeavor of Education2012In: KANT AND EDUCATION: INTERPRETATIONS AND COMMENTARY / [ed] Roth, K, Surprenant, C. W., London: Routledge, 2012, Vol. 29, IX-XXIV p.Chapter in book (Refereed)
  • 18.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Surprenant, Chris W.Tulane University.
    Kant and Education: interpretations and Commentary2011Collection (editor) (Other academic)
1 - 18 of 18
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