Katariina Holma
Biographic Data
| ID | 461290 |
|---|---|
| NAME | Katariina Holma |
| GIVEN NAMES | Katariina |
| FAMILY NAME | Holma |
| SIGNATURE | HOLMA K |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0001-6062-6070 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Education for sustainable development
In this article, we scrutinise the concept of sustainable development in the context of the philosophy of education by analysing three historically significant educational–philosophical traditions: the Enlightenment, critical theory, and pragmatism. Our aim is to open a conceptual space for the definition of development, where the direction of development is not taken as inevitable but as something on which humans can have a deliberate impact. We…
Habits of Tolerance
Tolerance, a key characteristic in contemporary societies, is particularly urgent in the wake of globalization and its associated challenges. This study critiques the mainstream concept of tolerance and its educational implications, proposing an approach to education for tolerance based on the epistemological framework of philosophical pragmatism and pragmatist interpretation of the concept of habit. The mainstream definition of tolerance relies …
Education as initiation into social practices – the case of democracy
The rejection of rational autonomy as an educational ideal? In search of a philosophical justification for radical change in Paul Hirst’s thinking
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 ta…
Learning, Philosophy, and African Citizenship
The book is open access and addresses the compelling questions concerning the ideals of citizenship and the processes of learning to fulfill these ideals
Learning, Philosophy, and African Citizenship
Practices of Citizenship in East Africa
Practices of Citizenship in East Africa
Practices of Citizenship in East Africa uses insights from philosophical pragmatism to explore how to strengthen citizenship within developing countries. Using a bottom-up approach, the book investigates the various everyday practices in which citizenship habits are formed and reformulated. In particular, the book reflects on the challenges of implementing the ideals of transformative and critical learning in the attempts to promote active citize…
Education of moral beings
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 b…
Democratic Knowledge Production as a Contribution to Objectivity in the Evaluation of Development NGOs
Non-governmental organizations (NGOs) occupy an increasingly significant role in international development aid. In tandem with their increasing significance, demands for showing effects and impacts by means of rigorous, most recently experimentalist, evaluation practices have been made; especially by international donors who channel a remarkable portion of their development aid budget through NGOs. The current mainstream evaluation used by NGOs i…
Realistic evaluation as an avenue to learning for development NGOs
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 Logica…
The Strict Analysis and the Open Discussion
Journal Article The Strict Analysis and the Open Discussion Get access Katariina Holma Katariina Holma Faculty of Behavioural Sciences, P.O. Box 9 (Siltavuorenpenger 20 R), FIN-00014, University of Helsinki, Helsinki, Finland Correspondence: Katariina Holma, Faculty of Behavioural Sciences, P.O. Box 9 (Siltavuorenpenger 20 R), FIN-00014, University of Helsinki, Helsinki, Finland. E-mail: [email protected] Search for other works by this …
Essentialism Regarding Human Nature in the Defence of Gender Equality in Education
In this article I consider contemporary philosophical conceptions of human nature from the point of view of the ideal of gender equality. My main argument is that an essentialist account of human nature, unlike what I take to be its two main alternatives (the subjectivist account and the cultural account), is able coherently to justify the educational pursuit of this ideal. By essentialism I refer to the idea that there are some features common t…
Essentialism Regarding Human Nature in the Defence of Gender Equality in Education
In this article I consider contemporary philosophical conceptions of human nature from the point of view of the ideal of gender equality. My main argument is that an essentialist account of human nature, unlike what I take to be its two main alternatives (the subjectivist account and the cultural account), is able coherently to justify the educational pursuit of this ideal. By essentialism I refer to the idea that there are some features common t…
Realistic evaluation as an avenue to learning for development NGOs
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 Logica…
The Strict Analysis and the Open Discussion
Journal Article The Strict Analysis and the Open Discussion Get access Katariina Holma Katariina Holma Faculty of Behavioural Sciences, P.O. Box 9 (Siltavuorenpenger 20 R), FIN-00014, University of Helsinki, Helsinki, Finland Correspondence: Katariina Holma, Faculty of Behavioural Sciences, P.O. Box 9 (Siltavuorenpenger 20 R), FIN-00014, University of Helsinki, Helsinki, Finland. E-mail: [email protected] Search for other works by this …
Democratic Knowledge Production as a Contribution to Objectivity in the Evaluation of Development NGOs
Non-governmental organizations (NGOs) occupy an increasingly significant role in international development aid. In tandem with their increasing significance, demands for showing effects and impacts by means of rigorous, most recently experimentalist, evaluation practices have been made; especially by international donors who channel a remarkable portion of their development aid budget through NGOs. The current mainstream evaluation used by NGOs i…
Essentialism Regarding Human Nature in the Defence of Gender Equality in Education
In this article I consider contemporary philosophical conceptions of human nature from the point of view of the ideal of gender equality. My main argument is that an essentialist account of human nature, unlike what I take to be its two main alternatives (the subjectivist account and the cultural account), is able coherently to justify the educational pursuit of this ideal. By essentialism I refer to the idea that there are some features common t…
The Strict Analysis and the Open Discussion
Journal Article The Strict Analysis and the Open Discussion Get access Katariina Holma Katariina Holma Faculty of Behavioural Sciences, P.O. Box 9 (Siltavuorenpenger 20 R), FIN-00014, University of Helsinki, Helsinki, Finland Correspondence: Katariina Holma, Faculty of Behavioural Sciences, P.O. Box 9 (Siltavuorenpenger 20 R), FIN-00014, University of Helsinki, Helsinki, Finland. E-mail: [email protected] Search for other works by this …
Realistic evaluation as an avenue to learning for development NGOs
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 Logica…
Democratic Knowledge Production as a Contribution to Objectivity in the Evaluation of Development NGOs
Non-governmental organizations (NGOs) occupy an increasingly significant role in international development aid. In tandem with their increasing significance, demands for showing effects and impacts by means of rigorous, most recently experimentalist, evaluation practices have been made; especially by international donors who channel a remarkable portion of their development aid budget through NGOs. The current mainstream evaluation used by NGOs i…
Education of moral beings
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 b…
Practices of Citizenship in East Africa
Practices of Citizenship in East Africa uses insights from philosophical pragmatism to explore how to strengthen citizenship within developing countries. Using a bottom-up approach, the book investigates the various everyday practices in which citizenship habits are formed and reformulated. In particular, the book reflects on the challenges of implementing the ideals of transformative and critical learning in the attempts to promote active citize…
Practices of Citizenship in East Africa
Learning, Philosophy, and African Citizenship
The book is open access and addresses the compelling questions concerning the ideals of citizenship and the processes of learning to fulfill these ideals
Learning, Philosophy, and African Citizenship
The rejection of rational autonomy as an educational ideal? In search of a philosophical justification for radical change in Paul Hirst’s thinking
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 ta…
Education as initiation into social practices – the case of democracy
Habits of Tolerance
Tolerance, a key characteristic in contemporary societies, is particularly urgent in the wake of globalization and its associated challenges. This study critiques the mainstream concept of tolerance and its educational implications, proposing an approach to education for tolerance based on the epistemological framework of philosophical pragmatism and pragmatist interpretation of the concept of habit. The mainstream definition of tolerance relies …
Education for sustainable development
In this article, we scrutinise the concept of sustainable development in the context of the philosophy of education by analysing three historically significant educational–philosophical traditions: the Enlightenment, critical theory, and pragmatism. Our aim is to open a conceptual space for the definition of development, where the direction of development is not taken as inevitable but as something on which humans can have a deliberate impact. We…
Sociology (9 works) · Epistemology (8 works) · Political science (7 works) · Philosophy (6 works) · Law (5 works) · Law (4 works) · Philosophy (4 works) · Politics (4 works) · Psychology (4 works) · Engineering (3 works)