Papers by Katariina Holma
Philosophy of Education, 2016
Springer eBooks, 2022
In this chapter, we discuss learning in relation to citizenship, ultimately presenting an account... more In this chapter, we discuss learning in relation to citizenship, ultimately presenting an account of citizenship learning. Both concepts are continuously contested and redefined in multiple academic traditions. When it comes to citizenship, historical reviews frequently begin description with the governance practices in the cities of Ancient Greece, quickly proceeding to the Enlightenment, with an overview of the French Revolution and citizenship rights, and the Constitution of the United States-both of which exemplify the birth of modern democracies-to more recent stages of neoliberalism and globalization. Notwithstanding the wide diversity of theoretical approaches to citizenship, whether liberal, republican or communitarian, the narrative follows similar lines. Introductions to theories of learning, for their part, examine everything from
Ethics and Education, Mar 12, 2019
This article scrutinises one of the mainstream views of how one grows into responsible membership... more This article scrutinises one of the mainstream views of how one grows into responsible membership of society; the view based on Jürgen Habermas', Lawrence Kohlberg's and Jean Piaget's theories. Habermas praises Kohlberg's and Piaget's psychological theories and uses them as empirical sources crucial for his theoretical work. We argue that this view should be revised in light of new empirical findings as Habermas' Kohlberg's and Piaget's view is based on a false understanding of the development and functioning of human reason and morality. We do not, however, defend a view that reduces normative questions to empirical facts. In contrast, we agree with Habermas that in an adequate (educational) theory, both philosophical and empirical dimensions have to be taken into account but argue that the empirical research results he has utilized are fallacious in light of current research findings. Finally, we discuss the relevance of our argument for educational theorisation.
Practices of Citizenship in East Africa, 2019
This vital collection offers fresh insight into the nature of citizen engagement. Challenging lib... more This vital collection offers fresh insight into the nature of citizen engagement. Challenging liberal and universalist framings of democratic participation, the authors focus on people's everyday habits, practices and experiences of cooperation for livelihoods and survival. Citizenship is repositioned as a gradual, learned and contextual process that spans public and private life. This highly empirical and theoretically innovative work by African and European scholars is essential reading."
Journal of Philosophy of Education
In Paul Hirst’s later writings, he states that his earlier idea that ‘a good life is one of ratio... more In Paul Hirst’s later writings, he states that his earlier idea that ‘a good life is one of rational autonomy is both inadequate and mistaken’. Instead of rational autonomy, he argues that the main constituent of the good life is the satisfaction of needs and interests in relevant social practices; therefore, the main aim of education should be initiation into social practices. I concur with Hirst regarding the problematic nature of views that take the individual, rational, autonomous moral subject as their educational starting point. Furthermore, like Hirst, I see that the problematic separation of moral thinking and action is embedded in these views. However, I disagree with Hirst regarding the justification of Aristotelian theory, on which he bases his new account. Instead, I defend a pragmatist justification for what I see as the most important dimension of Hirst’s later shift in thinking in his moral theory. Utilizing resources from such pragmatists as Charles S. Peirce, John D...
Springer International Publishing eBooks, 2022
Springer International Publishing eBooks, 2022
New materialism is a theoretical orientation that has arisen since the 1990s, aiming to exceed an... more New materialism is a theoretical orientation that has arisen since the 1990s, aiming to exceed anthropocentrism and dualism, such as the culture-nature and mind-matter dichotomies inherent in Western traditions of thought (Dolphijn & van der Tuin, 2012: 85; Gamble et al., 2019: 111; Coole & Frost, 2010: 3). From the perspectives of both citizenship and education, these theories provide novel critical angles or alternatives to accounts that take rational autonomy to be the key to 'the good life,' such as those of traditional humanism and liberal individualism. Accounts based on rational autonomy have been criticised from various perspectives, ranging from feminist philosophy (Brown, 1995) to therapeutic psychology (Smail, 2005). The key new materialist thinker discussed in this chapter is Rosi Braidotti, whose 'vital materialism' turns the focus from the autonomous individual to the essential relationality of
Kasvatus, 2013
Kirjallisuusarvostel
Learning, Philosophy, and African Citizenship
This chapter examines the ways in which members of a rural community in Western Uganda perceive a... more This chapter examines the ways in which members of a rural community in Western Uganda perceive and conceptualize diverse ways of learning to be a good citizen. It analyzes data generated by means of a tool called the ‘ladder of citizenship’, which facilitated explication of local ideas concerning good citizenship, and reflections on how one can ‘climb the ladder’, thus learning to be a better citizen. The chapter draws on, first, the concept of cultural citizenship, which understands citizenship as a continuous learning process that takes place through interaction in informal settings, and second, the notion of folk pedagogies that refers to people’s own conceptualizations of learning. The chapter establishes how the idea of good citizenship revolves mainly around one’s role in the local community. It further identifies five categories of participants’ ideas of learning citizenship, including heredity (obuzalirwaana), religion (ediini), copying and observation (kukopa), challenges ...
Encyclopedia of Educational Theory and Philosophy
Journal of Philosophy of Education, 2009
ABSTRACT A crucial challenge in terms of research methods in philosophy of education is that of c... more ABSTRACT A crucial challenge in terms of research methods in philosophy of education is that of combining philosophical ways of analyzing and arguing, with the dialogical and pluralist way of thinking needed in educational research. In this article I describe how I dealt with this challenge in my research project focusing on educational implications of the positions defended in the debate on constructivism and realism between Israel Scheffler and Nelson Goodman. The key to my methodological approach is an emphasis on the role of a thoroughgoing process of analysis and synthesis. I see this process as the prerequisite for profound philosophical dialogue on education.
Journal of Philosophy of Education, 2007
... In feminist philosophy, Martha Nussbaum has expressively defended an essentialist account of ... more ... In feminist philosophy, Martha Nussbaum has expressively defended an essentialist account of human nature. ... and the human good would naturally be maintained even if essentialism were in ... arise in defending gender equality in education from the basis of anti-essentialism. ...
Educational Theory, 2012
ABSTRACT Fallibilist pluralism is a moral and epistemological position that preserves both broadl... more ABSTRACT Fallibilist pluralism is a moral and epistemological position that preserves both broadly conceived ethical pluralisms and the possibility of searching for a shared moral vision. In this essay Katariina Holma defends fallibilist pluralism as an important epistemological contribution to today's theories on citizenship education and analyzes the educational difficulties of adopting fallibilist pluralism as a conceptual framework in which citizens would encounter different others. Holma argues that to be successful, theories on citizenship education require—in addition to a justified philosophical foundation—a more profound psychological understanding of the role emotions play in human morality and moral development. Holma also analyzes two philosophical biases that tend to obscure our understanding of the central role played by emotional dispositions on encountering difference.
Educational Theory, 2011
The crucial epistemological question for formulating the principles that underlie moral education... more The crucial epistemological question for formulating the principles that underlie moral education concerns the status of rationality and objectivity in ethics and education. In this essay Katariina Holma argues that the intertwined understanding of the concepts of education, ethics, rationality, and objectivity is built into our language and our thinking. She begins by delineating epistemologically adequate interpretations for the notions of rationality and objectivity. In light of these interpretations, Holma contends that the two main contemporary philosophical arguments against the possibility of ethical objectivity-the argument that derives from cultural relativism and the argument that derives from the scientific worldview-fail to refute this possibility. The epistemological notions of rationality and objectivity, as Holma interprets them in this essay, prepare the way for a moral education that combines the appreciation of personal and cultural plurality with the possibility for critical thinking and the pursuit of better understanding in the ethical realm.
Evaluation, 2011
The rise of evidence-based policy-making has created pressures on the evaluation activities of No... more The rise of evidence-based policy-making has created pressures on the evaluation activities of Non-Governmental Organizations (NGOs). In tandem with the demands from outside, NGOs themselves have improved their evaluation activities due to their own desire to learn. This article was motivated by the reflections of Finnish development NGOs on their need to elaborate new approaches. The NGOs have particularly searched for alternatives to the Logical Framework Approach (LFA), as they have found its measurability demands not to be applicable to their work. This article considers the possibilities of realistic evaluation providing a potential alternative approach. The attempt of realistic evaluation to integrate the concept of mechanism into the identification of programme theory increases the depth of the analysis. In addition, we suggest that the value dimension in NGOs’ work should be taken into account as a part of realistic evaluation.
Practices of Citizenship in East Africa, 2019
This is a self-archived version of an original article. This version may differ from the original... more This is a self-archived version of an original article. This version may differ from the original in pagination and typographic details.
Uploads
Papers by Katariina Holma