Papers by Solveig Reindal
Disability & Society, 1999
ABSTRACT A sociology of disablement needs to redefine the meaning of independence. In Western ind... more ABSTRACT A sociology of disablement needs to redefine the meaning of independence. In Western industrial societies, independence is associated with being able to do things for oneself, to be self-supporting and self-reliant. The paper attempts to show that some of our understanding of independence is influenced by views of the subject and personal autonomy stemming from the Enlightenment philosophy. The main target of the paper is to show that the modernist view of the subject is inadequate. What is missing is the notion of interdependence. The paper suggests an understanding of the subject that recognises the human condition as one of interdependence. It is argued that a reformulation of the subject as both embedded and embodied, bears better to a sociology of disablement.
European Journal of Special Needs Education, 2009
Scandinavian Journal of Disability Research, Nov 1, 2011
Disability & Society, Jun 1, 1999
European Journal of Special Needs Education, 2018
Additional Reviewers Volume 33 Most articles submitted to the Journal are reviewed by members of ... more Additional Reviewers Volume 33 Most articles submitted to the Journal are reviewed by members of the Editorial Board. From time to time other scholars also review papers, in consultation with the Editor and a member of the Board. We are pleased to acknowledge here those colleagues who contributed reviews for Volume 33.
Journal of Philosophy of Education, 2022
Journal of Medical Ethics, 2000
Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk
How to understand inclusion within the framework of general education in a transhumanist future? ... more How to understand inclusion within the framework of general education in a transhumanist future? Ever since the concept of inclusion was introduced in educational documents, research on national and international level show a lack of common interpretative ground both regarding the implementation of inclusive education and what it should achieve. In Norway, Peder Haug has offered an interpretation that revolves around four different key characteristics emphasizing an increase in fellowship, participation, democratization, and learning outcomes (Haug 2003, 2010). In this article, we question such an operationalisation in the light of the emerging field of transhumanism and ask whether such an operationalisation has enough ethical resistance to meet the ability expectations that transhumanism will launch. We point to some essential elements that should be taken into account in the discussion about the purpose of inclusive education and some existential choices we are confronted with in the wake of transhumanist technologies.
European Journal of Special Needs Education
European Journal of Special Needs Education
European Journal of Special Needs Education, Mar 17, 2008
and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
ABSTRACT Disputats, Oslo Universitet.
European Journal of Special Needs Education, 1995
European Journal of Special Needs Education, Apr 2, 2009
and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
Http Dx Doi Org 10 1080 09687599926190, Jul 1, 2010
and-conditions-of-access.pdf This article may be used for research, teaching and private study pu... more and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.
European Journal of Special Needs Education, 1995
Etikk i praksis - Nordic Journal of Applied Ethics, 2010
Recently, scholars have argued that disability activists' redefinition of 'disability' as a socia... more Recently, scholars have argued that disability activists' redefinition of 'disability' as a social problem, rather than a medical problem, is maleficent, unjust, and inconsistent. It seems that the discussion on whether disability is a medical or a social category is not settled and that disability is an essentially contested concept. However, the question is: What is the social aspect in disability? It appears that there is some confusion as to what the social is in a social definition of disability. The article pursues possible reasons for this confusion by investigating the critique of the social model. This is followed by a discussion on what a possible space for the social might be in a social definition of disability. Such a space is illuminated by using the framework of the World Health Organization's International Classification of Functioning Disability and Health (ICF). The article suggests that disability as a social category is not inconsistent if reframed within a social relational model of disability.
Studies in Philosophy and Education, 2013
The Bologna Framework for higher education has agreed on three ''cycle descriptors''-knowledge, s... more The Bologna Framework for higher education has agreed on three ''cycle descriptors''-knowledge, skill and general competence-which are to constitute the learning outcomes and credit ranges for the three cycles of higher education: The Bachelor, the Master and the PhD. In connection with the implementations of the national qualification framework these descriptors initiated a new debate on the possibility of Bildung within higher education in Norway. Pursuing this question of whether the triad knowledge, skill and general competences makes possible or prevents Bildung within higher education I argue that regardless of how one conceptualizes Bildung, one must say something about the kind of thinking that initiates a process transforming knowledge to become internalised so as to influence one's choices and actions. A vital aim for the initiative of the Bologna process as envisioned in the Bologna Declaration 1999 was to develop a ''Europe of Knowledge''. Underpinning this and other educational documents it appears that lack of knowledge is seen as an important explanation to todays many challenges. A confidence in knowledge per se as having a transformative power in itself seems to be a belief supporting the knowledge policy that dominates official documents. Following Kierkegaard and his critique of becoming objective as nurturing disinterestedness, I am critical to an understanding of knowledge as transformative in itself if knowledge primarily is understood as objective knowledge. In this paper I argue that in order to take responsibility for the knowledge one holds, a thinking which Kierkegaard calls subjective is an important contribution to one kind of thinking involved if knowledge shall initiate a transformation of one's life and thus foster responsibility.
Studies in Philosophy and Education, 2013
At the end of the 1950s Otto Bollnow connected existential philosophy with education, and the exp... more At the end of the 1950s Otto Bollnow connected existential philosophy with education, and the expression existential education was later used by people such as Morris (1966), Segal (1998), and Maclaren (2008). Through this special issue we hope to contribute to the development of the concept of existential education and to an understanding of how existential education may be integrated into a general educational theory. Our point of departure when it comes to the definition of the concept of existential education is the article Kierkegaard, seduction, and existential education (Saeverot 2011, pp. 559-560). One of the key points that was stated there was that human beings do not possess an inner, objective truth. Thus existential education is not about obtaining objective truth, it is rather a matter of obtaining subjective truth. A premise of subjective truth is that one can never force upon another a meaning, persuasion or belief. The student must rather appropriate the existential communication from the teacher, make it into something subjective and personal, not only in order to think differently, but to start acting differently as well. Thus the notion of existential education, and this we are about to argue in more detail, stands in sharp contrast to the human capital theory, which is spreading in the current political and educational landscape. Take, for example, the modern knowledge society-in which knowledge is understood as a commodity that shall be converted for the best of community (Barnett 1994, p. 48). Therein, the modern employer provides, among other things, courses on motivation and well-being. The goal here is not only to improve the employee's motivation and well-being, but also to reduce absenteeism, and-not the
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Papers by Solveig Reindal