Viktor Johansson

Viktor Johansson
Södertörn University | sh · School of Culture and Education

PhD

About

64
Publications
5,059
Reads
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82
Citations
Introduction
Viktor Johansson is Associate Professor (Docent) in Pedagogy at Södertörn University. He works on philosophy of education, children's philosophies and existential questions, children's literature and intercultural as well as indigenous early childhood education.
Additional affiliations
January 2018 - present
Södertörn University
Position
  • Professor (Associate)
April 2015 - June 2017
Dalarna University
Position
  • PostDoc Position
April 2015 - January 2018
Örebro University
Position
  • Professor (Associate)
Education
August 2006 - June 2008
Stockholm University
Field of study
  • Pedagogical Work in National, Transnational and Global Contexts, Stockholm University
August 2005 - June 2007
Stockholm University
Field of study
  • Theoretical Philosophy
August 2001 - June 2006
Stockholm Institute of Education
Field of study
  • Lärarexamen/Teacher’s degree

Publications

Publications (64)
Chapter
What is it to learn something? This essay is an attempt to give a treatment of our expectations and wants from an answer to that question by placing Dewey’s pragmatism and Wittgenstein’s ordinary language philosophy in conversation with each other. Both Dewey and Wittgenstein introduce philosophical visions and methods that are meant to avoid dogma...
Book
Full-text available
Filosofi i tidig barndom Omedelbarhetens pedagogik Viktor Johansson Barns filosofi utmanar både etablerade filosofiska idéer och pedagogiska praktiker genom att ställa frågor om det som vuxna ofta tar för givet. Den här boken utgår från de filosofiska frågor och undersökningar som uppstår i barns egna göranden, lekar och växande. Utifrån barnens f...
Book
Full-text available
Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development, and existential aspects of learning. I...
Article
Full-text available
This essay explores the existential difficulties involved in being a non-indigenous scholar of philosophy and early childhood education in an indigenous context. It begins by recalling an encounter with young Sámi children that happened while doing research at an early childhood centre in northern Scandinavia. This is read alongside the poetry of t...
Article
Full-text available
This article follows a story played out by children at a Sámi early childhood centre in north Sweden. It does so by reflecting on the children’s story as a form of Critical Indigenous Philosophy. In particular it explores what it could mean for a child to be a philosopher in a Sámi context by developing the concept of jurddavázzi, or thought herder...
Article
Full-text available
This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in children’s encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by c...
Article
Literature and fiction, in various forms, both textual and oral, have an undeniable place in human growth and education: they are a constitutive part of our reality. This raises the question: how and what do we learn from fiction? Even when fiction does not mirror reality directly, can it still, explore, express, and teach us about the world? If so...
Article
Infantologies II is a continuation of a series of articles that began with the quartet: Infantologies, Infanticides, Infantasies, Infantilizations. 'Infantologies II: Songs of the Cradle' is devoted to fairy stories, nursery rhymes and the poetics of early childhood. Each author engages with these themes through different questions and contexts, co...
Article
Infanticides is the third article in a collective writing project that includes ‘Infantologies’ and ‘Infantasies’. It is designed to develop a phil- osophy of the infant, which is not tied to either developmental psych- ology or neuroscience but rather links itself to history and philosophy. It looks to develop a perspective on the world, beginning...
Article
Full-text available
This is a collective writing project that is part of the larger design of Infantologies, Infanticides and Infantilizations; a quartet that explores the philosophy of infants from thematic perspectives, that puts infants at the centre of our reflections, and that encourages a different aca- demic style of thinking.
Chapter
In this chapter I will think of these scenes—the translation of the sticks, lives in seasons of Sápmi and the difficulties of a life with words—to explore how philosophy is exercised by Sámi children and how such philosophising can be translated into further contexts. These scenes will be considered in relation to how children play at traditional S...
Chapter
In the popular book The Monk and the Philosopher (1998), Jean-François Revel and his son Matthieu Ricard engage in a friendly but critical dialogue between Western science and philosophy and Buddhism. The very form of the book, the critical dialogue, shows a commonality between Western philosophy and Buddhism. Both share a tradition of searching fo...
Cover Page
Vad är kunskap och hur kan förskollärare förhålla sig till begrepp som ”beprövad erfarenhet” och ”vetenskaplig grund”? Hur påverkar förskollärares kunskap förskolans verksamhet? Viktor Johansson, lektor i pedagogik, resonerar kring begreppen.
Article
It is said that it takes a village to raise a child. It may also be said that it takes the unexplored wilderness to raise a philosopher. In this text I begin with Henry David Thoreau’s trope of going out into the wilderness to “witness our own limits transgressed” as an expression of a cosmopolitan philosophical exercise. This article is an attempt...
Article
The relation between philosophy and pedagogy is complex and hard to grasp. Nonetheless, the tendency within much educational research influenced by the Anglo-American traditions of studying education is for philosophy to become a source from which educational researchers retrieve concepts, ideas, and critical methods for the analysis of empirical m...
Article
This short text is part of "thought survey" or an experiment in collective writing for the 50th anniversary of Educational Philosophy and Theory. It suggests new ways of discussing philosophy and literature, and the role of fiction in education.
Chapter
This chapter begins by illustrating the role of children in philosophy, and how childhood may impact philosophy, by turning to the work of Stanley Cavell. In particular this chapter focuses on his idea of philosophy as a confrontation with our culture’s criteria, but read in the light of Pierre Hadot’s understanding of philosophy as a way of life....
Chapter
Debate is arguably a central aspect of philosophy. There are a number of topics, however, on which the weighing of argument and counter-argument does not reach a final conclusion, but only a temporary settlement before the issue raises itself again. Understanding the historical development of such debates in philosophy of education is crucial to an...
Article
Bu makalede felsefenin çocuklar adına nasıl konuşabileceğini, çocuğun felsefede nasıl bir sese sahip olabileceğini ve felsefe ile nasıl konuşabileceğini araştıracağım. Çocuğu, kendi felse soruşturmalarını yürüten sorumlu rasyonel varlıklar olarak görmemiz gerektiğini iddia edeceğim; ama sadece rasyonel kabiliyetlerinden ötürü değil, fakat aynı zama...
Article
Cet article explore la philosophie des jeunes enfants. Peut-on concevoir l’émergence d’une philosophie dans la petite enfance ? Qu’est-ce que cela signifie d’entendre les expressions des enfants comme philosophiques ? Quel genre d’écoute est-ce que cela requiert ? Afin de répondre à ces questions, un détour par la philosophie du langage ordinaire d...
Article
This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts fo...
Article
This article explores how di erent philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exempli ed through a variety of models...
Conference Paper
In this essay I explore and demonstrate the possibility of a poetical and literary form of educational research, where literature and philosophy can be as prominent as social science, political theory, or psychology. How can educational research can be informed by the humanities, and its methods, or by aesthetic, poetic, forms of expression, to dis...
Article
Full-text available
This paper begins by reading Gunilla Bergström’s picture book How far can Alfons Reach? About a child who is perplexed by the beginning and end of personhood. Alfons’ perplexities about his personhood leads him to a realization of his intimate entanglement with the world. This story is used to explore perplexities and entanglements of pre-school ch...
Conference Paper
This paper (or presentation) is centred on a project in Scandinavian pre-schools and studies ways in which young children brings philosophical themes from picture books into their own play. The paper explores three aspects of learning that goes on in these contexts: First, how children, like recent literary humanist (Harrison 2015, Gaskin 2014, Gib...
Conference Paper
What is it to learn something? This essay is an attempt to give a treatment of our expectations and wants from an answer to that question by placing Dewey’s pragmatism and Wittgenstein’s ordinary language philosophy in conversation with each other. Both Dewey and Wittgenstein introduce philosophical visions and methods that are meant to avoid dogma...
Conference Paper
This paper explores the philosophy of young children’s. How can philosophy happen in early childhood (education)? What can philosophy look like in early childhood education? What does it mean to hear philosophy in young children’s expression? What kind of listening does it require? In order to explore such questions I will turn to the ordinary lang...
Article
Full-text available
n this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell’s ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of i...
Article
Full-text available
This essay explores how moral discourse can have dogmatic tendencies. In exemplifying how it is possible to move beyond such tendencies, this essay turns to the Norwegian picture book Garmann's Summer. The essay not only suggests a vision of moral thinking, but also aims to demonstrate the role that literature, and particularly children's literatur...
Data
Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, teachers and pupils. More specifically it is an explora-tion of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and...
Article
In this paper I investigate how philosophy can speak for children and how children can have a voice in philosophy and speak for philosophy. I argue that we should understand children as responsible rational individuals who are involved in their own philosophical inquiries and who can be involved in our own philosophical investigations—not because o...
Chapter
Full-text available
Article
Full-text available
Standard approaches to the philosophy of childhood frequently begin by problematizing the child as object of study and then tacitly follow a chronology that embraces historical developments emphasizing theories of cognitive and moral development, children's rights, agency of children, the good of childhood, philo-sophical thinking in children, and...
Article
Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the...
Article
Full-text available
Projektet fokuserar den ökade betydelsen av att betrakta utbildning i ett rättighetsperspektiv och har primärt analyserat föräldrarättens ökade ge-nomslag på utbildningsområdet med speciellt fokus på den potentiella motsättningen mellan föräldrarätt och barns rätt vad gäller utbildningens innehåll och utformning. Därmed inte sagt eller antaget att...

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Projects

Projects (3)
Project
The proposed project, Sámi mánná jurddavázzin – Sámi Children as Thought Herders, is situated between the fields of indigenous philosophy, indigenous early childhood education, philosophy for children, and literary theory. It focuses on young children’s storytelling in their encounters with Sámi practices and life. The project aims to create knowledge about the stories the Sámi children tell, where and when they are told, what kind of philosophizing emerge in those stories, and the decolonizing aspects of children's story telling. This involves studying Sámi children’s philosophical ways to articulate their world through stories in pre-schools and other settings, within traditional Sámi activities and practices throughout the eight seasons of the Sámi year. It is an action research project that will follow Sámi children through ethnographic participant observations from the perspectives of critical indigenous philosophy, philosophy for children, and literary postcriticism. The project involves developing philosophical and methodological approaches to Sámi early childhood education and dialogues with children, teachers, and the Sámi community. The new Curriculum for the Pre-school (2018) emphasize Sámi culture and language in early childhood. However, there is little research on Sámi early childhood education. This project will begin to fill that gap.
Project
This project investigates how sami children use places to explore philosophical question and articulate their world through storytelling. Moreover, the project consider how such storytelling can challenge colonial assumptions and work as decolonizing force.