Avainsana: philosophy of education

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Can Wisdom Be Taught? Open Seminar in Jyväskylä

On August 28th , from 9.00 to 12.00, the Wisdom Café seminar at Jyväskylä University will invite scholars and the public to engage in a thought-provoking discussion around the question: Can wisdom be taught? Organized in collaboration with Finnish Institute for Educational Research, JYU.Wisdom and POISED research group from Tampere University, the event will bring together experts from a wide range of disciplines to explore how different fields understand and approach the concept of wisdom.

The seminar aims to foster interdisciplinary dialogue and public engagement, encouraging participants to reflect on the role of education, ethics, and human development in cultivating wisdom. By bridging academic perspectives and societal concerns, the event exemplifies the kind of collaborative inquiry needed to address complex questions that resonate across both scholarly and everyday contexts.

Click here for free registration and more information (in Finnish):

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Pasi Takkisen artikkeli kestävyydenjälkeisestä ajasta

Väitöskirjatutkija ja kasvatusfilosofi Pasi Takkinen tutkii kestävyydenjälkeistä aikaa eli post-sustainability-käsitettä, joka ilmentää tutkijoiden epävarmuutta ja huolta kestävyyden tulevaisuudesta. Hänen keväällä 2025 julkaisemansa laaja kirjallisuuskatsaus tarkastelee eri tieteenalojen keskustelua siitä, onko kestävyyden käsite enää relevantti ja mitä kestävyydenjälkeinen aika voisi tarkoittaa.

Tutkimuksen mukaan antroposeenin edetessä perinteinen kestävyyskäsitys on joutunut kyseenalaistetuksi, ja monet tutkijat pohtivat, millainen tulevaisuus on mahdollinen, jos kestävyyttä ei enää voida saavuttaa. Kestävyydenjälkeinen aika viittaa tilanteeseen, jossa epäjatkuvuudet ja kriisit korostuvat, ja tarvitaan uusia lähestymistapoja tulevaisuuden hahmottamiseen. Lue lisää Tampereen yliopiston julkaisemasta tiedotteesta.

Artikkeli: Takkinen, P. (2025). Post-sustainability: A hermeneutic literature review. The Anthropocene Review, 0(0). DOI: 10.1177/20530196251339474

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The Hidden Histories of the “Attention Crisis” in Education

In an era of digital distractions and AI-driven media, strategies to reclaim focus—like meditation, unplugging, and reconnecting with nature—are widely promoted. But what if our understanding of attention is shaped by deeper historical forces?

A new open-access article in Educational Theory by Antti Saari and Bernadette Baker explores the long-standing connections between attention, spirituality, and education. The authors trace contemporary concerns about the “attention crisis” back to European Christian monastic traditions, where disciplining attention was tied to both personal transformation and practices of Othering.

Their research uncovers how medieval vigilance and soul-governing techniques became embedded in Christian empire-building, influencing modern educational approaches to focus and distraction. By examining these historical trajectories, the authors reveal how today’s discussions on attention remain entangled with spiritual binaries and exclusionary logics.

Read the full article here.

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New Article: Proustian lessons on self-cultivation

In a recently published article in Philosophical Inquiry in Education, Antti Saari and Jan Varpanen discuss the cultivation of desire from a psychoanalytic point of view.

Abstract: Taking Marcel Proust’s In Search of Lost Time (À la recherche du temps perdu) as a literary vehicle, this article uses a psychoanalytic lens to examine the problem of what to do with our desires in the philosophy of education. The article describes an apprenticeship, a personal process of learning in which an ethical rapport with desire can be established. Apprenticeship entails a temporal relationship called “afterwardsness” (Nachträglichkeit), in which the subject constructs the truth of its desires in hindsight. This result can only be achieved by first failing to see the possibility of attaining the object of desire and then eventually coming to understand the nature of desire in general. While others have framed the relationship between desire and education in terms of either fulfilling one’s desires or questioning their desirability, we argue that a more lasting ethical attunement to desire can be found via an apprenticeship in failure.

You can read the article (open access) here.

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A Lecture and a Seminar on Denialism

Tomaž Grušovnik will be giving an open lecture and two-day seminar about denialism and willful ignorance in May

Associate professor and senior researcher Tomaž Grušovnik, PhD, from University of Primorska is coming to visit Tampere University in May. His areas of research include animal ethics, agnotology, and philosophy of education.  During this visit, he will give an open lecture on the subject of  Avoiding Knowledge and Moral Responsibility: Denialism and Willful Ignorance in Environmental and Animal Ethics. Lecture will be held at Tampere university, but you can also participate via Zoom.

Tomaž Grušovnik will also be giving a two-day seminar Willful Ignorance on Wednesday May 18th and Thursday May 19th at 9.00–11.00 am. Seminar is open for doctoral researchers, master’s level students and academic staff.

more information about the events can be found here: Upcoming lecture & seminar – EnAct – Researching Environmental Activism and Self-Cultivation (enactresearchproject.com)