Torill Strand
Biographic Data
| ID | 5397822 |
|---|---|
| NAME | Torill Strand |
| GIVEN NAMES | Torill |
| FAMILY NAME | Strand |
| SIGNATURE | STRAND T |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-0803-1202 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 4 |
Justice, Education, and the World of Today
This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice.Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary iss…
Education and democratization. An introduction
Democracy as a regime and as a way of life requires strong ethical-political sensibilities and enabling social preconditions to the creation of which education may be especially conductove. The related normative tasks that we expect from education to carry out are daunting as such. However, they become even more difficult to fulfil in the contemporary contexts of exacerbated adversities. Democracy and democratic education have fallen into various…
Cinema, philosophy and paideia
I here read the Iranian film Hit the Road through the eyes of the French philosopher Alain Badiou. In doing so, I hope to illuminate the triadic link between cinema, philosophy and paideia (ethical-political education). To explore, I adopt a philosophical methodology with the double ambition to reveal the latent pedagogies of the film and to acquire insights on the distinctiveness of a Badiouan conception of cinema. My questions are to what degre…
What promotes justice in, for and through education today
Educative justice in viral modernity. A Badiouan reading
The metaphor of ‘viral modernity’ denotes an era characterized by communal experiences of how viruses, be they in the shape of physical, virtual or symbolic forms, permeate and shape social and cultural life. To think educative justice in viral modernity thus require a radical move beyond the surfaces of conventional paradigms in order to reach at a deep-seated understanding of the phenomena of education and justice itself. Motivated by this ambi…
A semiotic model of learning
My ambition with this paper is to throw some light on Charles S. Peirce’s (1839–1914) semiotic model of learning. Peirce developed this model in his later writings, where he integrated his phenomenology, pragmatism, and semiotics while renewing all three. I start by introducing an analogy on pedagogy used by Peirce in one of his 1903 lectures on phenomenology. Next, I sketch out Peirce’s perspective on the ways in which we learn from experience. …
Cinema, Philosophy and Education
Skam” (shame) as Ethical–Political Education
I here explore the educational potential of cinema and TV-series through the eyes of the French philosopher Alain Badiou. To illustrate, I read the Norwegian web-based TV-series Skam (shame), which reached out to millions of Nordic teens by a broad distribution, easy access and speaking a language young people could relate to. The series portrays the many faces and ambiguities of shame and shaming embedded in Nordic youth culture. In bringing the…
Rethinking Ethical-Political Education
Philosophy of education in a new key
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
Experience is Our Great and Only Teacher’
Wim Wenders’ film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel’s point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce’s notion of experience and his claim that ‘experience is our gr…
Publish Yet Perish
Peirce’s New Rhetoric
Peirce’s Rhetorical Turn
The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use,while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce’s notion of semiosis—the sign’s action—to the forefront. In doing so, I hope t…
Introduction
The Making of a New Cosmopolitanism
Referees
Peirce on Education
Introduction
Peirce on Educational Beliefs
Peirce’s Rhetorical Turn
The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use,while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce’s notion of semiosis—the sign’s action—to the forefront. In doing so, I hope t…
Philosophy of education in a new key
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
Experience is Our Great and Only Teacher’
Wim Wenders’ film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel’s point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce’s notion of experience and his claim that ‘experience is our gr…
Peirce’s New Rhetoric
Introduction
The Making of a New Cosmopolitanism
Introduction
Skam” (shame) as Ethical–Political Education
I here explore the educational potential of cinema and TV-series through the eyes of the French philosopher Alain Badiou. To illustrate, I read the Norwegian web-based TV-series Skam (shame), which reached out to millions of Nordic teens by a broad distribution, easy access and speaking a language young people could relate to. The series portrays the many faces and ambiguities of shame and shaming embedded in Nordic youth culture. In bringing the…
Publish Yet Perish
Peirce on Education
Peirce on Education
Introduction
Peirce on Educational Beliefs
Referees
Introduction
The Making of a New Cosmopolitanism
Peirce’s Rhetorical Turn
The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use,while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce’s notion of semiosis—the sign’s action—to the forefront. In doing so, I hope t…
Peirce’s New Rhetoric
Experience is Our Great and Only Teacher’
Wim Wenders’ film Wings of Desire tells the story of an angel who wishes to become mortal in order to know the simple joy of human life. Told from the angel’s point of view, the film is shot in black and white. But at the very instant the angel perceives the realities of human experience, the film blossoms into colour. In this article, I use this film to illustrate and explore Peirce’s notion of experience and his claim that ‘experience is our gr…
Publish Yet Perish
Rethinking Ethical-Political Education
Philosophy of education in a new key
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
A semiotic model of learning
My ambition with this paper is to throw some light on Charles S. Peirce’s (1839–1914) semiotic model of learning. Peirce developed this model in his later writings, where he integrated his phenomenology, pragmatism, and semiotics while renewing all three. I start by introducing an analogy on pedagogy used by Peirce in one of his 1903 lectures on phenomenology. Next, I sketch out Peirce’s perspective on the ways in which we learn from experience. …
Cinema, Philosophy and Education
Skam” (shame) as Ethical–Political Education
I here explore the educational potential of cinema and TV-series through the eyes of the French philosopher Alain Badiou. To illustrate, I read the Norwegian web-based TV-series Skam (shame), which reached out to millions of Nordic teens by a broad distribution, easy access and speaking a language young people could relate to. The series portrays the many faces and ambiguities of shame and shaming embedded in Nordic youth culture. In bringing the…
What promotes justice in, for and through education today
Educative justice in viral modernity. A Badiouan reading
The metaphor of ‘viral modernity’ denotes an era characterized by communal experiences of how viruses, be they in the shape of physical, virtual or symbolic forms, permeate and shape social and cultural life. To think educative justice in viral modernity thus require a radical move beyond the surfaces of conventional paradigms in order to reach at a deep-seated understanding of the phenomena of education and justice itself. Motivated by this ambi…
Justice, Education, and the World of Today
This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice.Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary iss…
Education and democratization. An introduction
Democracy as a regime and as a way of life requires strong ethical-political sensibilities and enabling social preconditions to the creation of which education may be especially conductove. The related normative tasks that we expect from education to carry out are daunting as such. However, they become even more difficult to fulfil in the contemporary contexts of exacerbated adversities. Democracy and democratic education have fallen into various…
Cinema, philosophy and paideia
I here read the Iranian film Hit the Road through the eyes of the French philosopher Alain Badiou. In doing so, I hope to illuminate the triadic link between cinema, philosophy and paideia (ethical-political education). To explore, I adopt a philosophical methodology with the double ambition to reveal the latent pedagogies of the film and to acquire insights on the distinctiveness of a Badiouan conception of cinema. My questions are to what degre…
Sociology (19 works) · Political science (18 works) · Epistemology (16 works) · Law (15 works) · Philosophy (15 works) · Law (13 works) · Philosophy (13 works) · Higher education (11 works) · Philosophy of education (11 works) · Pedagogy (10 works)