On Emotions, Knowledge and Educational Institutions

Karlsohn, Thomas

doi:10.3384/confero.2001-4562.160613

Cited by 3 publications

(3 citation statements)

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“…Another Scandinavian historian, Thomas Karlsohn, has previously described thoroughly, the idea of the university, its purpose and meaning, is historically contingent. 59 The role and function of the university is not set in stone, but constantly up for discussion, depending, among other factors, on the changing perceptions of the importance of knowledge and research. 60…”

Section: Histories Of the Scandinavian Universitiesmentioning

confidence: 99%

“…21; See also Johan Östling, Humboldt and the Modern German University: An Intellectual History (Lund: Lund University Press, 2018); Jens Erik Kristensen, ed., Ideer om et universitet: Det moderne universitets idehistorie fra 1800 til i dag (Aarhus: Aarhus Universitetsforlag, 2007), 24-71. 40 See for instance Thomas Karlsohn's introductory article in Universitetets idé: Sexton nyckeltexter,where he gives a detailed description of the idea of the university in the present and in history as well as he describes several of the changes that the universities in the western part of the world have gone through from the 1960s and onwards Karlsohn, (2016),. 17-157.…”

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Between Tradition and Experiment: The Idea of a New University

Simonsen

2023

Nord J Educ Hist

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From the mid-1960s to the mid 1970s, three new universities were established in Denmark: Odense (1966), Roskilde (1972) and Aalborg (1974). Until then only two universities existed in Denmark: Copenhagen (1479) and Aarhus (1928). Located on the outskirts of the major cities, the new institutions played an important part in reforming and transforming higher education in Denmark. The youngest university, Aalborg University, is approaching its 50th anniversary. This is an opportunity to take a step back and examine the university in long-term perspective. In this article, I investigate the discussions and expectations concerning the establishment of the university in the period 1958–1974. Based on contemporaneous debates in the regional newspaper Aalborg Stiftstidende and interviews with several key figures, the study seeks to analyze the underlying ideas and ideals which characterized the discussion by asking the following questions: What was the projected purpose of the new university? What ideals were expressed in the debate? In the last part of this article, I will reflect on the historiographical developments in the history of the university. In recent years, several new approaches have expanded the field and made visible new aspects of the institutions’ histories. I will discuss why a focus on the ideas, ideals and expectations of the university, and thereby of the university as a knowledge institution, is essential to include in a study of its history.

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Section: Histories Of the Scandinavian Universitiesmentioning

confidence: 99%

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confidence: 99%

Between Tradition and Experiment: The Idea of a New University

Simonsen

2023

Nord J Educ Hist

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“…Regarding this shift towards an increasingly individual‐centred emotional order, see Karlsohn, ; Wedin, .…”

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confidence: 99%

Educational Equality: A Politico‐Temporal Approach

Wedin¹

2019

Journal of Philosophy of Education

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In a number of more recent studies, it has been argued that an increasingly presentistic temporal regime has emerged in educational politics since the 1970s. Against this backdrop, with Sweden as an exemplar, the purpose of this study is twofold. Firstly, it serves to elaborate on how this presentist temporal logic in the educational field appears to be entwined with a specific form of equality, which I will refer to as imaginary equality. Arguing that it is motivated to conceive of these two-the tendency of presentism and the imaginary equality-as one problem complex, I maintain that the politico-temporal order that has emerged since the 1970s runs counter to democracy as a regime for enhancing political freedom. In light of this, the second purpose is to delineate a politically more dynamic way to tackle education as a politico-temporal challenge. I argue that Hannah Arendt's reflections on the role of education and her idea of the world offer ways to address the problem which calls into question the tenacious and with modernity concomitant division between traditionalism and progressivism. I maintain that we, by cutting across this division, open up for more viable ways of tackling education as a politico-temporal challenge.A crisis forces us back to the questions themselves and requires from us either new or old answers on which we ordinarily rely without even realising they were originally answers to questions. A crisis becomes a disaster only when we respond to it with preformed judgements, that is, with prejudices. Such an attitude not only sharpens the crisis but makes us forfeit the experience of reality and the opportunity for reflection it provides.

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Bildung, Emotion and Thought

Karlsohn

2018

The Thinking University

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On Emotions, Knowledge and Educational Institutions

Cited by 3 publications

References 42 publications

Between Tradition and Experiment: The Idea of a New University

Between Tradition and Experiment: The Idea of a New University

Educational Equality: A Politico‐Temporal Approach

Bildung, Emotion and Thought

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