Hansjörg Hohr

• Hohr, Hansjörg (2018). Opplevelse som pedagogisk oppgave - om "å sette lek på verden". I Von Wright, Moira & Kvernbekk, Tone (Red.), Barn og deres voksne. Cappelen Damm Akademisk. ISSN 9788202572549. s. 116–127.
• Hohr, Hansjörg (2018). Kunst og æstetisk opdragelse. I Blok Johansen, Martin (Red.), Æstetik og Pædagogik. Akademisk Forlag. ISSN 978-87-500-5300-2. s. 59–76.
• Hohr, Hansjörg (2018). Naturalisierte Bildung. Zum Begriff der Erfahrung bei John Dewey. I Konrad, Franz-Michael & Knoll, Michael (Red.), John Dewey als Pädagoge. Erziehung, Schule, Unterricht.. Verlag Julius Klinkhardt. ISSN 978-3-7815-2228-2. s. 123–146.
• Hohr, Hansjörg (2016). Mot til livet od lyst på verden - eventyrets moralske prosjekt. I Øksnes, Maria & Sundsdal, Einar (Red.), Barndom i barnehagen: Læring. Cappelen Damm Akademisk. ISSN 9788202473860. s. 73–94.
• Hohr, Hansjörg (2015). Oppdragelsen til verdensborgerskap i kunstnerisk perspektiv. Studier i Pædagogisk Filosofi. ISSN 2244-9140. 4(2), s. 54–67. doi: 10.7146/spf.v4i2.21041. Fulltekst i vitenarkiv
• Hohr, Hansjörg (2015). Estetisk oppdragelse og kunst. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 1, s. 1–11. doi: 10.17585/ntpk.v1.113. Fulltekst i vitenarkiv
• Hohr, Hansjörg (2013). The Concept of Experience by John Dewey Revisited: Conceiving, Feeling and "Enliving”. Studies in Philosophy and Education. ISSN 0039-3746. 32(1), s. 25–38. doi: 10.1007/s11217-012-9330-7.
• Hohr, Hansjörg (2013). Normativity in Fairy Tales: Scope, Range and Modes of Communication. Scandinavian Journal of Educational Research. ISSN 0031-3831. 57(6), s. 600–611. doi: 10.1080/00313831.2013.782892.
• Hohr, Hansjörg (2013). Schiller. Danning som forsoning mellom følelse og fornuft. I Straume, Ingerid (Red.), Danningens filosofihistorie. Gyldendal Akademisk. ISSN 9788205444218. s. 160–170.
• Hohr, Hansjörg (2013). Den estetiske erkjennelsen. I Østern, Anna-Lena; Stavik-Karlsen, Geir & Angelo, Elin (Red.), Kunstpedagogikk og kunnskapsutvikling. Universitetsforlaget. ISSN 978-82-15-02167-6. s. 219–233. doi: 10.7146/nja.v3i5.3269.
• Hohr, Hansjörg (2012). Aesthetic quality in scientific experience. The problem of reference in John Dewey’s aesthetics. Nordic Studies in Education. ISSN 1891-5914. 32(3), s. 196–208.
• Hohr, Hansjörg (2011). Estetikkens plass i forskning og lære. Et essay om et undervurdert felt i moderne dannelsestenkning og estetikk som brobygger mellom tanke og følelse. I Hagtvet, Bernt & Ognjenovic, Gorana (Red.), Dannelse. Tenkning - modning - refleksjon. Dreyer Forlag A/S. ISSN 978-82-8265-027-4. s. 519–535.
• Hohr, Hansjörg (2011). The school building as experience. I Bengtsson, Jan (Red.), Educational Dimensions of School Buildings. Peter Lang Publishing Group. ISSN 978-3-631-63046-4. s. 99–115.
• Hohr, Hansjörg (2011). Kategorial danning og kritisk-konstruktiv didaktikk - den didaktiske tilnærmingen hos Wolfgang Klafki. I Steinsholt, Kjetil & Dobson, Stephen (Red.), Dannelse : Introduksjon til et ullent pedagogisk landskap. Tapir Akademisk Forlag. ISSN 978-82-519-2554-9. s. 163–175.
• Hohr, Hansjörg (2010). ‘Aesthetic emotion’: an ambiguous concept in John Dewey’s aesthetics. Ethics and Education. ISSN 1744-9642. 5(3), s. 247–261. doi: 10.1080/17449642.2010.533052. Vis sammendrag

  This article analyses the concept of 'aesthetic emotion' in John Dewey's Art as experience. The analysis shows that Dewey's line of investigation offers valuable insights as to the role of emotion in experience: it shows emotion as an integral part and structuring force, as a cultural and historical category. However, the notion of aesthetic emotion is characterized by a fundamental ambiguity. There is a conflict between a mechanical and an organic understanding of emotion, a confusion of emotion as structure and of emotion as process, of emotion as content and as agency. The central problem may consist of the conception of aesthetic experience as the ideal. While evil and despair are thereby excluded from the art, everyday life is left wanting, as it cannot live up to the ideal.

• Hohr, Hansjörg (2010). The role of emotion in experience - comment on John Dewey's Art as Experience. I Østern, Anna-Lena & Kaihovirta-Rosvik, Hannah (Red.), Arts education and beyond. Pedagogiska fakulteten. ISSN 978-952-12-2404-1. s. 21–42.
• Hohr, Hansjörg (2009). Å føle, å oppleve, å begripe. En rekonstruksjon av John Deweys erfaringsbegrep. I Steinsholt, Kjetil & Dobson, Stephen (Red.), Verden satt ut av spill : postmoderne pedagogiske perspektiver. Tapir Akademisk Forlag. ISSN 978-82-519-2355-2. s. 65–77.
• Hohr, Hansjörg (2007). Danning i en ny medietid. I Vettenranta, Soilikki (Red.), Mediedanning og mediepedagogikk - fra digital begeistring til kritisk dømmekraft. Gyldendal Akademisk. ISSN 978-82-05-37167-5. s. 173–196.
• Vettenranta, Soilikki & Hohr, Hansjörg (2007). Skolemassakren i Beslan mellom myte og folkeeventyr. Nordicom Information. ISSN 0349-5949. s. 71–80.
• Vinterbo-Hohr, Aagot & Hohr, Hansjörg (2006). The Neo-Humanistic Concept of Bildung Going Astray: Comments to Friedrich Schiller's thought on education. Educational Philosophy and Theory. ISSN 0013-1857. 38(2), s. 215–230.
• Hohr, Hansjörg (2005). Estetikk og erfaring. I Haugen, Synnøve; Løkken, Gunvor & Röthle, Monika (Red.), Småbarnspedagogikk Fenomenologiske og estetiske tilnærminger. Cappelen Damm Akademisk. ISSN 82-02-22637-6. s. 237–253.
• Hohr, Hansjörg (2004). Bildungssystem und Bildungsprobleme in Skandinavien. I Korte, Petra (Red.), Kontinuität, Krise und Zukunft der Bildung. Analysen und Perspektiven. LIT Verlag Münster. ISSN 3-8258-7487-7. s. 237–251.
• Hohr, Hansjörg (2004). Skole uten sanselighet? Det estetiske i grunnskolens læreplan L97. I Imsen, Gunn (Red.), Det ustyrlige klasserommet. Om styring, samarbeid og læringsmiljø i grunnskolen. Universitetsforlaget. ISSN 82-15-00443-1. s. 97–118.
• Hohr, Hansjörg (2004). Friedrich Schiller: Om å tenke med hjertet og leke fritt. I Steinsholt, Kjetil & Løvlie, Lars (Red.), Pedagogikkens mange ansikter. Pedagogisk idéhistorie fra antikken til det postmoderne. Universitetsforlaget. ISSN 82-15-00344-3. s. 172–184.
• Hohr, Hansjörg (2003). Illusion - How Friedrich Schiller can cast light on Bildung. I [Mangler etternavn], [Mangler fornavn] (Red.), Educating Humanity - Bildung in Postmodernity. Blackwell Publishing. ISSN 1-4051-0627-1. s. 171–185. Vis sammendrag

  The article explores Schiller�s concept of schöner Schein or beautiful illusion. Friedrich Schiller (1759-1905), German playwright, poet, philosopher and publisher, takes illusion to be the key concept of art, replacing the Kantian taste, which is rejected for its subjectivism. In Schiller�s aesthetics illusion emerges as an autonomous realm of fancy and imagination. Illusion creates a �free disposition�, that is, a state of mind characterised by freedom from coercion by affective, instrumental, logical and moral demands and freedom to act and reflect. It implies an �infinity filled with content�. Illusion is conceived of as the simultaneous, balanced and integrated action of feeling and thought in which both are transformed. Feelings lose their coercive power, becoming objects of playful exploration, while being symbolically preserved and shielded against an oppressive reality. Concepts may be dismantled and reconstructed. The demands of moral norms and values shift to objects of playful exploration and reflection, while ideals are protected against an indifferent and callous reality. Above all, illusion may be seen as the invention and construction of situations in which desire and duty are reconciled. In Bildung, understood as the transformation and rationalisation of practice, illusion is the dynamic centre.

• Hohr, Hansjörg (2003). Aspekte ästhetischer Kommunikation und bildungstheoretische Konsequenzen. I [Mangler etternavn], [Mangler fornavn] (Red.), Humanisierung der Bildung. Peter Lang Publishing Group. ISSN 3-631-51809-9. s. 13–38.
• Hohr, Hansjörg (2002). Education for Life, Dignity and Happiness - On Friedrich Schiller's Theory of Literature and its Educational Implications. I [Mangler etternavn], [Mangler fornavn] (Red.), Progress in Education. Nova Science Publishers. ISSN 1-59033-539-2. s. 29–45.
• Hohr, Hansjörg (2002). Illusion--How Friedrich Schiller can cast light on Bildung. Journal of Philosophy of Education. ISSN 0309-8249. 36(3), s. 487–501. Vis sammendrag

  The article explores Schiller�s concept of schöner Schein or beautiful illusion. Friedrich Schiller (1759-1905), German playwright, poet, philosopher and publisher, takes illusion to be the key concept of art, replacing the Kantian taste, which is rejected for its subjectivism. In Schiller�s aesthetics illusion emerges as an autonomous realm of fancy and imagination. Illusion creates a �free disposition�, that is, a state of mind characterised by freedom from coercion by affective, instrumental, logical and moral demands and freedom to act and reflect. It implies an �infinity filled with content�. Illusion is conceived of as the simultaneous, balanced and integrated action of feeling and thought in which both are transformed. Feelings lose their coercive power, becoming objects of playful exploration, while being symbolically preserved and shielded against an oppressive reality. Concepts may be dismantled and reconstructed. The demands of moral norms and values shift to objects of playful exploration and reflection, while ideals are protected against an indifferent and callous reality. Above all, illusion may be seen as the invention and construction of situations in which desire and duty are reconciled. In Bildung, understood as the transformation and rationalisation of practice, illusion is the dynamic centre.

• Hohr, Hansjörg (2002). Does beauty matter in education? Friedrich Schiller's neo-humanistic approach. Journal of Curriculum Studies. ISSN 0022-0272. 34(1), s. 59–75. Vis sammendrag

  At the end of the 18th and the beginning of the 19th century representatives of the politically oppressed middle class in a politically-fragmented Germany began to look to education in search for a means of emancipation with the pedagogical concept of Bildung as their central focus. The attractiveness of the concept was also a response to the growing social-economic complexity and differentiation and social disintegration. This paper considers the project of Friedrich Schiller around the idea of Bildung. His thoughts challenge present tendencies of restorative traditionalism and technocratic economism. He argues for the cultivation of the 'useless' imagination and of illusion as the necessary precondition and basis of freedom, morality and knowledge. He criticizes reason without irrationalism, advocates sensuousness without the idealization of brute force, and argues for playfulness in teaching and learning without aesthetization

• Hohr, Hansjörg (2002). Den estetiske erkjennelsen og noen didaktiske konsekvenser. PPU serien. ISSN 1500-2209. s. 1–17.
• Hohr, Hansjörg (2001). Lurvehætte og hennes søstre. Hvordan kommuniserer eventyr med barn? Barn – forskning om barn og barndom i Norden. ISSN 0800-1669. s. 103–117. Vis sammendrag

  Eventyret "Lurvehætte" analyseres mht til innhold og kommunikasjonsform. Deretter drøftes hvilke konsekvenser en slik kommunikasjon kan ha for barn of deres dannelse.

• Hohr, Hansjörg (2001). Language at NERA Congresses. Nordisk Pedagogik. ISSN 0901-8050. 21(4), s. 313–316.
• Hohr, Hansjörg (2000). Dynamic Aspects of Fairy Tales: social and emotional competence through fairy tales. Scandinavian Journal of Educational Research. ISSN 0031-3831. 44(1), s. 89–103. Vis sammendrag

  The article explores how fairy tales address various socio-emotional challenges with which children are confronted during the course of their socialisation. A structural theory of fairy tales is presented and then applied to the analyses of three literary versions of the Cinderella-Cycle; those of Giambattista Basile, Charles Perrault and the Grimm Brothers. The analysis shows that while Basile addresses the child's problematic development from a receiver of care to a giver, Perrault is concerned with the psychological foundation of haughtiness versus generosity, and Grimm with the child's grief over the loss of the mother. The results are discussed from a pedagogical perspective. It is argued that the combination of simplicity of form and complexity of content makes the fairy tale a powerful tool for perception of and reflection on emotions. The former renders openness to the text and a feeling of control to the child, thus allowing the child to relate to his or her own experiences. The latter offers ubstantial contributions to reflection on emotions. This is shown on different levels of meaning, the artistic, the mythical and the ludic, each having specific cognitive and emotional functions.

• Hohr, Hansjörg (2000). Om lek som kommunikasjon og tenkemåte. En lesning av Gregory Bateson. Nordisk Pedagogik. ISSN 0901-8050. 20(3), s. 171–181. Vis sammendrag

  Gregory Bateson's concepts "logical type" and "analogic communication" are applied to the analysis of various kinds of play: function play, symbolic play, construction play, role play and game. It is shown that the concept "logical type" allows play to be understood as communication about reality, thus making the content of play accessible to study."Analogic communication" allows the knowledge established by the participants in play to be understood as "relational". The pedagogical conclusions which are drawn form the analysis are that play should be seen as an opportunity to train identification and marking of different logical types in communication, and as means of articulating experience by putting experience not into words but into play.

• Bachmann, Kari Elisabeth & Hohr, Hansjörg (1999). Den nye læreplanen - en trussel mot livsverdenen? I [Mangler etternavn], [Mangler fornavn] (Red.), Både -og: 90-tallets utdanningsreformer i historisk perspektiv. Cappelen Damm Akademisk. ISSN 82-456-0782-7. s. 137–157.
• Hohr, Hansjörg (1999). Den estetiske erkjennelsen. KvaN : et tidsskrift for læreruddannelse og skole. ISSN 0107-4016. 53, s. 16–25.
• Hohr, Hansjörg (1996). Opplevelse som erkjennelsesform. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 280–288.
• Hohr, Hansjörg (1994). Estetisk dannelse i didaktisk perspektiv. I Knudsen, Susanne V. (Red.), Æstetik og Didaktik 2. Didaktiske studier. Bidrag til didaktikkens teori og historie. Bd. 14. Dabmarks Lærerhøjskole. ISSN 87-7701-422-7. s. 167–191.
• Hohr, Hansjörg (1993). Det normative i folkeeventyret - mellom mytisk regel, moralsk prinsipp og spilleregel. Nordisk Pedagogik. ISSN 0901-8050. s. 158–172.
• Hohr, Hansjörg (1992). Det estetiske i sosialiseringsteoretisk perspektiv. Nordisk Pedagogik. ISSN 0901-8050. s. 40–51.
• Hohr, Hansjörg (1990). Det estetiske og rasjonaliteten. Nordisk Estetisk Tidsskrift. ISSN 0284-7698. s. 55–69.
• Hohr, Hansjörg (1989). Det tingliggjorte kunnskapsbegrepet. Dyade. ISSN 0332-5792. s. 34–42.
• Hohr, Hansjörg (1983). Fjernsyn og video i barnas liv. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 73–83.
• Hohr, Hansjörg (1983). Mobbing - skisse til en struktur- og bevissthetsteoretisk tilnærming. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 327–336.

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• Hohr, Hansjörg (2017). Erfahrungstheoretische Begründung ästhetischer Erziehung. LIT Verlag. ISBN 978-3-643-90839-1. 289 s.
• Hohr, Hansjörg (2012). Das Märchen - zwischen Kunst, Mythos und Spiel. Peter Lang Publishing Group. ISBN 978-3-631-62416-6. 261 s.
• Hohr, Hansjörg & Retter, Hein (2009). Gesellschaft, Religion und Ästhetik in der Erziehungsphilosophie John Deweys. Verlag Julius Klinkhardt. ISBN 978-3-7815-1650-2. 307 s.
• Hohr, Hansjörg (2006). Friedrich Schiller über Erziehung: Der schöne Schein. Verlag Julius Klinkhardt. ISBN 3-7815-1469-2. 188 s.
• Hohr, Hansjörg & Pedersen, Kristian (1996). Perspektiver på æstetiske læreprocesser. Dansklærerforeningen. ISBN 87-7704-427-4. 101 s.

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• Hohr, Hansjörg (2016). John Dewey og en demokratisk skole.
• Hohr, Hansjörg (2016). John Dewey's Concept of Democracy and Consequences for the School.
• Hohr, Hansjörg (2016). John Deweys tanker om det estetiske og om estetisk oppdragelse.
• Hohr, Hansjörg (2016). Oppdragelse som moralsk oppgave. I Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. s. 127–136.
• Hohr, Hansjörg (2016). Erfaring som menneskets måte å være på. I Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. s. 98–105.
• Hohr, Hansjörg (2016). Oppdragelse - noen grunnleggende mønstre. I Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Red.), Pedagogiske fenomener. En innføring. Cappelen Damm Akademisk. ISSN 9788202494667. s. 32–46.
• Hohr, Hansjörg (2013). Erfaringens estetiske kvalitet og estetisk erfaring – et pedagogisk blikk.
• Hohr, Hansjörg (2013). Aesthetic Perspectives on Cosmopolitan Education - The Case of the Tower of Babel.
• Hohr, Hansjörg (2013). Aesthetic Perspectives on Cosmopolitan Education - The Case of the Tower of Babel. [TV]. NRK - Kunnskapskanalen.
• Hohr, Hansjörg (2013). Diversity and Sameness as Educational Challenge.
• Hohr, Hansjörg (2013). Kunst og pedagogikk, en diskusjon med utgangspunkt i kritikken av en estetisk instrumentalisme og en pedagogisk instrumentalisme.
• Hohr, Hansjörg (2012). Tone Kvernbekk og Lars Løvlie (red.). Nye stemmer i norsk pedagogisk humanioraforskning. Fagbokforlaget 2011. Norsk pedagogisk tidsskrift. ISSN 0029-2052. s. 331–334.
• Hohr, Hansjörg (2012). How educational is experience? An excursion into John Dewey’s Art as Experience. Fulltekst i vitenarkiv
• Hohr, Hansjörg & Hagtvet, Bernt (2012). Allmenndannelse i høyere utdanning: Avleggs og arkaisk eller nødvendig i spesialiseringens tid?
• Hohr, Hansjörg (2010). Love, Justice, and Education: John Dewey and the Utopians. Teachers College Record (TCR). ISSN 0161-4681.
• Hohr, Hansjörg (2008). "Aesthetic experience" by John Dewey - a comment.
• Hohr, Hansjörg (2007). Voices in Philosophy and Education. Aesthetic perspectives on Education.
• Hohr, Hansjörg (2007). Ethical perspective on fairy tales.
• Hohr, Hansjörg (2006). Æstetiske læreprocesser i et socialiseringsperspektiv.
• Hohr, Hansjörg (2006). Poetics of Friedrich Schiller and some consequences for education.
• Hohr, Hansjörg (2006). Infrastruktur og utdanningskvalitet.
• Hohr, Hansjörg (2005). Læring i postmoderne tid.
• Hohr, Hansjörg (2005). Danning og estetikk.
• Hohr, Hansjörg (2005). Kunst i vitenskapsteoretisk perspektiv.
• Hohr, Hansjörg (2005). Estetikk og erfaring.
• Hohr, Hansjörg (2004). Kampen om sjelen. Fokus på Folkeoplysning. 3(4), s. 2–3.
• Hohr, Hansjörg (2004). Et dannelsesteoretisk perspektiv på det estetiske. Social Xpress. -(2), s. 9–13.
• Hohr, Hansjörg (2003). Bildungssystem und Bildungsprobleme in Skandinavien.
• Hohr, Hansjörg (2003). Comments on Friedrich Schiller's thought an education and aesthetics. Vis sammendrag

  The main object of analysis in this paper is Friedrich Schiller's essay "On the necessary limits in the use of beautiful forms", finished in 1794. It may be considered a key text in the sense that it highlights some dangers intrinsic to the concept of Bildung, dangers, which the concept actually fell pray to. There appear aspects, which in Schiller's other texts are, although present, only alluded at and therefore easily overlooked. The purpose of the paper is to contribute to a reconstruction of the concept of Bildung.

• Hohr, Hansjörg & Cold, Birgit (2002). Estetisk perspektiv på læringsmiljøet - mellom sansning og symbolikk.
• Hohr, Hansjörg (2002). Reality and Ideal Reconciled � On the concept of �beautiful illusion� by Friedrich Schiller, and its implications for Bildung. Vis sammendrag

  There are at least four aspects that make the concept of "beautiful illusion" interesting for education theory. Firstly, Schiller claims that illusion is the integrating medium of the personality and, therefore, the moral basis in a broad sense. In this respect illusion provides the experience of purpose and meaning in life. Secondly, Schiller argues that illusion is the foundation of the theoretical and moral thought in the life of the society and of the individual. The culture�s and the child�s theoretical and moral thought are initiated in and by illusion. Thirdly, illusion is an experience of the world in its own right, and as such irreducible. This means that illusion is also subjected to certain truth conditions as much as any other mode of experience. Illusion thus becomes the object of criticism. And finally, illusion is a medium of criticism of reality, caretaker of desire and longing, which are discouraged and thwarted by reality. Hence, it constitutes an utopian function.

• Hohr, Hansjörg (2001). Aspekte ästhetischer Kommunikation und ihre Bedeutung für die Erziehung.
• Hohr, Hansjörg (2001). Friedrich Schiller's contribution to a theory of Bildung and its actuality.
• Wigen, Kristin; Holen, Are; Ellingsen, Øyvind & Hohr, Hansjörg (2001). Predicting outcome by behaviour in PBL groups? Vis sammendrag

  In the fall of 1999 and 2000, new medical students at the Norwegian University of Science and Technology were asked to complete these questionnaires: (1) Entwistle's Learning Style Inventory - 30 items, (2) Braithwaithe's shortened neuroticism scale - 15 items, and (3) Craig's Locus of Control of Behaviour Scale - 17 items. Additionally, variables included the admission scores and gender of the students. Behaviour in PBL groups were assessed by peers on Holen's Group Process Evaluation Scale once each term for each student. The aim of the study was to study the correlations between these variables and the academic achievements of the students at their first exams by the end of the first year in June 2000 and 2001. Preliminary findings will be presented and briefly discussed

• Hohr, Hansjörg (2000). Æstetik, erkendelse, og nogle didaktiske overrveielser.
• Hohr, Hansjörg (1999). Hvad erfarer vi når vi erfarer æstetisk?
• Hohr, Hansjörg (1999). Friedrich Schillers estetiske brev i samfunnsvitenskapelig perspektiv.
• Hohr, Hansjörg (1999). Some dimensions of narrative construction of reality.
• Hohr, Hansjörg (1998). Tverre tanker om lærerutdanning eller: kunne Lurvehetta giftet deg med en lærer.
• Hohr, Hansjörg (1998). From Aesthetic Imagination in a Psychological Perspective into Art Education. Vis sammendrag

  Nordisk forskerkurs

• Hohr, Hansjörg (1998). Det æstetiske som kundskabsform.
• Hohr, Hansjörg (1998). Studiefaget pedagogikk - hvor går grunnfaget?
• Hohr, Hansjörg (1998). Opplevelse som didaktisk kategori.
• Hohr, Hansjörg (1997). Estetisk dannelse i didaktisk perspektiv.
• Hohr, Hansjörg (1997). Estetikk som erkjennelsesform (forelesning).
• Hohr, Hansjörg (1997). Opplevelse i det didaktiske møte (hovedforelesning).
• Hohr, Hansjörg (1997). Form og opplevelse. Erkjennelsesmåter i estetisk aktivitet.
• Hohr, Hansjörg (1993). Das Märchen aus bildungstheoretischer Sicht. Bd. I: Erkenntnistheoretische und dynamische Aspekte sinnlicher Symbolik; Bd II: Zur Bedeutungsstruktur im Märchen. Universitetet i Bergen.

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