Solveig Magnus Reindal
Biographic Data
| ID | 5993859 |
|---|---|
| NAME | Solveig Magnus Reindal |
| GIVEN NAMES | Solveig Magnus |
| FAMILY NAME | Reindal |
| SIGNATURE | REINDAL S M |
| AFFILIATIONS | NLA University College |
| ORCID | 0000-0002-0855-7570 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Risking human dignity? Reflections on transhumanist understandings of education
Transhumanists profess a commitment to the betterment of humanity by transcending human nature and taking control of evolution through scientific interventions that realize humanity’s inherent potentialities. The authors question transhumanist assumptions vis-à-vis education and the understanding of the person, with specific reference to leading metahumanist Stefan Sorgner. He argues that, according to the theory of evolution, it is no longer pos…
Someone’ versus ‘something’
Innovations in genetics, nanotechnology and artificial intelligence involve the possibility of enhancement of human attributes and capacities—offering humans innumerable opportunities for diverse, unprecedented experiences and developments both physically and cognitively. These new innovations, frequently associated with theoretical frameworks such as transhumanism, not only raise new ethical–pedagogical questions but also challenge the very mean…
Considering Diversity in (Special) Education
Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Researchers within disability studies have been critical towards the enterprise of special education and vice versa, and the language they use is often different, as they draw on various subject fields. In this article, I bring these fields of research together and draw on research from the…
Bildung, the Bologna Process and Kierkegaard’s Concept of Subjective Thinking
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…
Introduction
The faces of intellectual disability. Philosophical reflections
Independence, Dependence, Interdependence
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 moderni…
Independence, Dependence, Interdependence
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 moderni…
The faces of intellectual disability. Philosophical reflections
Bildung, the Bologna Process and Kierkegaard’s Concept of Subjective Thinking
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…
Introduction
Someone’ versus ‘something’
Innovations in genetics, nanotechnology and artificial intelligence involve the possibility of enhancement of human attributes and capacities—offering humans innumerable opportunities for diverse, unprecedented experiences and developments both physically and cognitively. These new innovations, frequently associated with theoretical frameworks such as transhumanism, not only raise new ethical–pedagogical questions but also challenge the very mean…
Considering Diversity in (Special) Education
Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Researchers within disability studies have been critical towards the enterprise of special education and vice versa, and the language they use is often different, as they draw on various subject fields. In this article, I bring these fields of research together and draw on research from the…
Independence, Dependence, Interdependence
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 moderni…
The faces of intellectual disability. Philosophical reflections
Bildung, the Bologna Process and Kierkegaard’s Concept of Subjective Thinking
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…
Introduction
Considering Diversity in (Special) Education
Discussions on diversity and disability in dialogue with special educationalists and philosophers of education are not often found in the research literature. Researchers within disability studies have been critical towards the enterprise of special education and vice versa, and the language they use is often different, as they draw on various subject fields. In this article, I bring these fields of research together and draw on research from the…
Someone’ versus ‘something’
Innovations in genetics, nanotechnology and artificial intelligence involve the possibility of enhancement of human attributes and capacities—offering humans innumerable opportunities for diverse, unprecedented experiences and developments both physically and cognitively. These new innovations, frequently associated with theoretical frameworks such as transhumanism, not only raise new ethical–pedagogical questions but also challenge the very mean…
Risking human dignity? Reflections on transhumanist understandings of education
Transhumanists profess a commitment to the betterment of humanity by transcending human nature and taking control of evolution through scientific interventions that realize humanity’s inherent potentialities. The authors question transhumanist assumptions vis-à-vis education and the understanding of the person, with specific reference to leading metahumanist Stefan Sorgner. He argues that, according to the theory of evolution, it is no longer pos…
Epistemology (7 works) · Philosophy (7 works) · Sociology (7 works) · Law (6 works) · Philosophy (6 works) · Political science (6 works) · Higher education (5 works) · Law (5 works) · Philosophy of education (5 works) · Psychology (5 works)