Academic Interests
- Education
- Philosophy of education
- Aesthetics
- Folk tales
- Play
- Bildung
- Democracy
Current activities
- Project: The concept of aesthetic experience by John Dewey
- Book project: Folk tales in an educational perspektiv
Completed projects
- John Dewey’s aesthetics
- The wonder tale in a Bildung-theoretical perspective
- The philosophy of aesthetic by Friedrich Schiller
Teaching
- Philosophy of education
- Bildung
- Democracy
Higher education and employment history
- Studies in education, psychology and philosophy at University of Innsbruck , Austria,1969-1976
- Studies in education at the University of Oslo, Norway, graduated as magister artium 1980 in Oslo with the thesis “Psychologische Voraussetzungen der
- Friedenserziehung” [Psychological preconditions of peace education]. 1976-1980
- Lecturer in education at the College of Teacher Education in Tromsø 1981-1986.
- Assistant professor at School Research Group, University of Tromsø, 1986-1991.
- Research grant from the Norwegian Research Board, 1988-1991.
- Associate professor in education the the College of Teacher Education in Trondheim, Norway, 1991-1997, the last two years also Head of Research and Development there.
- 1993 promoted to doctor philosophiae at the Bergen University, Norway, with the thesis “Das Märchen aus bildungstheoretischer Sicht” [The role of fairy tale in education].
- Associate professor at the Norwegian University of Science and Technology, Department of Education,1997-2002. Full professor, same place, 2002-2011.
- Professor in philosophy of education at the University of Oslo, Department for educational research.
Appointments
- 1976-2002 board member of NERA, Nordic Educational Research Association.
- 2002-2005 and 2009-2011 Deputy Head of Department, Department of Education, NTNU.
Tags:
Education,
Bildung
Publications
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Hohr, Hansjörg
(2018).
Naturalisierte Bildung. Zum Begriff der Erfahrung bei John Dewey.
In Konrad, Franz-Michael & Knoll, Michael (Ed.),
John Dewey als Pädagoge. Erziehung, Schule, Unterricht..
Verlag Julius Klinkhardt.
ISSN 9783781522282.
p. 123–146.
Full text in Research Archive
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Hohr, Hansjörg
(2015).
Oppdragelsen til verdensborgerskap i kunstnerisk perspektiv.
Studier i Pædagogisk Filosofi.
4(2),
p. 54–67.
doi:
10.7146/spf.v4i2.21041.
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Show summary
In this text, features of fiction are discussed as to their ability for handling cultural diversity in cosmopolitan education. The argument is developed in two steps. First, the biblical story about the construction of the the tower of Babel is analyzed and discussed with respect to what is says about diversity and how it says it. In a second step, aspects of art are gathered from various sources, Aristotle, Cassirer, Gadamer, Langer, Kant, Rorty, in order to define the communicative possibilieties of art with respect to cosmopolitan education.
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Hohr, Hansjörg
(2015).
Estetisk oppdragelse og kunst.
Nordisk tidsskrift for pedagogikk og kritikk.
1,
p. 1–11.
doi:
10.17585/ntpk.v1.113.
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Med utgangspunkt i begrepet presentativ symbolikk (Susanne K. Langer) foretas en grenseoppgang mellom kunst og estetisk kommunikasjon og mellom kunst og estetisk oppdragelse: Den estetiske kommunikasjonen er mediert av presentativ symbolikk, mens kunst er en særskilt estetisk kommunikasjon som utforsker verdenen. Estetisk oppdragelse er barnas innføring i estetisk kommunikasjon og samtidig barnas transformative tilegning av dens betydninger i opplevelsen. Den estetiske kommunikasjonen og den estetiske oppdragelsen favner videre enn kunsten og dens formidling og berører alle sider ved hverdagen, måten å kle seg på, å bo på, å omgås hverandre på. Kunst og oppdragelse opererer med ulike gyldighetskriterier: Kunsten utvider den kulturelle opplevelseshorisonten, oppdragelsen tar sikte på å utvide den individuelle. Det betyr at kunsten ikke uten videre kan legitimere pedagogiske innhold. De må nemlig begrunnes danningsteoretisk og ut fra følgende spørsmål: Har innholdet verdi for barnas erfaring og for deres framtid? Og hvordan kan innholdet knyttes til barnas erfaring?
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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),
p. 196–208.
Full text in Research Archive
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Hohr, Hansjörg
(2011).
Kategorial danning og kritisk-konstruktiv didaktikk - den didaktiske tilnærmingen hos Wolfgang Klafki.
In Steinsholt, Kjetil & Dobson, Stephen (Ed.),
Dannelse : Introduksjon til et ullent pedagogisk landskap.
Tapir Akademisk Forlag.
ISSN 9788251925549.
p. 163–175.
Full text in Research Archive
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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.
In Hagtvet, Bernt & Ognjenovic, Gorana (Ed.),
Dannelse. Tenkning - modning - refleksjon.
Dreyer Forlag A/S.
ISSN 9788282650274.
p. 519–535.
Full text in Research Archive
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Hohr, Hansjörg
(2010).
‘Aesthetic emotion’: an ambiguous concept in John Dewey’s aesthetics.
Ethics and Education.
ISSN 1744-9642.
5(3),
p. 247–261.
doi:
10.1080/17449642.2010.533052.
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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.
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Hohr, Hansjörg
(2010).
The role of emotion in experience - comment on John Dewey's Art as Experience.
In Østern, Anna-Lena & Kaihovirta-Rosvik, Hannah (Ed.),
Arts education and beyond.
Pedagogiska fakulteten.
ISSN 9789521224041.
p. 21–42.
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Hohr, Hansjörg
(2009).
Å føle, å oppleve, å begripe. En rekonstruksjon av John Deweys erfaringsbegrep.
In Steinsholt, Kjetil & Dobson, Stephen (Ed.),
Verden satt ut av spill : postmoderne pedagogiske perspektiver.
Tapir Akademisk Forlag.
ISSN 9788251923552.
p. 65–77.
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Vettenranta, Soilikki & Hohr, Hansjörg
(2007).
Skolemassakren i Beslan mellom myte og folkeeventyr.
Nordicom Information.
ISSN 0349-5949.
p. 71–80.
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Hohr, Hansjörg
(2007).
Danning i en ny medietid.
In Vettenranta, Soilikki (Eds.),
Mediedanning og mediepedagogikk - fra digital begeistring til kritisk dømmekraft.
Gyldendal Akademisk.
ISSN 9788205371675.
p. 173–196.
Full text in Research Archive
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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),
p. 215–230.
Full text in Research Archive
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Hohr, Hansjörg
(2004).
Friedrich Schiller: Om å tenke med hjertet og leke fritt.
In Steinsholt, Kjetil & Løvlie, Lars (Ed.),
Pedagogikkens mange ansikter. Pedagogisk idéhistorie fra antikken til det postmoderne.
Universitetsforlaget.
ISSN 9788215003443.
p. 172–184.
Full text in Research Archive
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Hohr, Hansjörg
(2004).
Skole uten sanselighet? Det estetiske i grunnskolens læreplan L97.
In Imsen, Gunn (Eds.),
Det ustyrlige klasserommet. Om styring, samarbeid og læringsmiljø i grunnskolen.
Universitetsforlaget.
ISSN 9788215004433.
p. 97–118.
Full text in Research Archive
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Hohr, Hansjörg
(2004).
Bildungssystem und Bildungsprobleme in Skandinavien.
In Korte, Petra (Eds.),
Kontinuität, Krise und Zukunft der Bildung. Analysen und Perspektiven.
LIT Verlag Münster.
ISSN 9783825874872.
p. 237–251.
Full text in Research Archive
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Hohr, Hansjörg
(2003).
Illusion - How Friedrich Schiller can cast light on Bildung.
In etternavn], [Mangler fornavn] [Mangler (Eds.),
Educating Humanity - Bildung in Postmodernity.
Blackwell Publishing.
ISSN 9781405106276.
p. 171–185.
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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.
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Hohr, Hansjörg
(2002).
Illusion--How Friedrich Schiller can cast light on Bildung.
Journal of Philosophy of Education.
ISSN 0309-8249.
36(3),
p. 487–501.
Full text in Research Archive
Show summary
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.
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Hohr, Hansjörg
(2002).
Education for Life, Dignity and Happiness - On Friedrich Schiller's Theory of Literature and its Educational Implications.
In etternavn], [Mangler fornavn] [Mangler (Eds.),
Progress in Education.
Nova Science Publishers.
ISSN 9781590335390.
p. 29–45.
Full text in Research Archive
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Hohr, Hansjörg
(2002).
Den estetiske erkjennelsen og noen didaktiske konsekvenser.
PPU serien.
ISSN 1500-2209.
p. 1–17.
Full text in Research Archive
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Hohr, Hansjörg
(2002).
Does beauty matter in education? Friedrich Schiller's neo-humanistic approach.
Journal of Curriculum Studies.
ISSN 0022-0272.
34(1),
p. 59–75.
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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
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Hohr, Hansjörg
(2001).
Lurvehætte og hennes søstre. Hvordan kommuniserer eventyr med barn?
Barn – forskning om barn og barndom i Norden.
ISSN 0800-1669.
p. 103–117.
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Eventyret "Lurvehætte" analyseres mht til innhold og kommunikasjonsform. Deretter drøftes hvilke konsekvenser en slik kommunikasjon kan ha for barn of deres dannelse.
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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),
p. 89–103.
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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.
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Hohr, Hansjörg
(2000).
Om lek som kommunikasjon og tenkemåte. En lesning av Gregory Bateson.
Nordisk Pedagogik.
ISSN 0901-8050.
20(3),
p. 171–181.
Full text in Research Archive
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Bachmann, Kari Elisabeth & Hohr, Hansjörg
(1999).
Den nye læreplanen - en trussel mot livsverdenen?
In etternavn], [Mangler fornavn] [Mangler (Eds.),
Både -og: 90-tallets utdanningsreformer i historisk perspektiv.
Cappelen Damm Akademisk.
ISSN 9788245607826.
p. 137–157.
Full text in Research Archive
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Hohr, Hansjörg
(1999).
Den estetiske erkjennelsen.
KvaN : et tidsskrift for læreruddannelse og skole.
ISSN 0107-4016.
53,
p. 16–25.
Full text in Research Archive
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Hohr, Hansjörg
(1994).
Estetisk dannelse i didaktisk perspektiv.
In Knudsen, Susanne V. (Eds.),
Æstetik og Didaktik 2. Didaktiske studier. Bidrag til didaktikkens teori og historie. Bd. 14.
Dabmarks Lærerhøjskole.
ISSN 9788777014222.
p. 167–191.
Full text in Research Archive
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Hohr, Hansjörg
(1993).
Det normative i folkeeventyret - mellom mytisk regel, moralsk prinsipp og spilleregel.
Nordisk Pedagogik.
ISSN 0901-8050.
p. 158–172.
Full text in Research Archive
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Hohr, Hansjörg
(1992).
Det estetiske i sosialiseringsteoretisk perspektiv.
Nordisk Pedagogik.
ISSN 0901-8050.
p. 40–51.
Full text in Research Archive
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Hohr, Hansjörg
(1983).
Mobbing - skisse til en struktur- og bevissthetsteoretisk tilnærming.
Norsk pedagogisk tidsskrift.
ISSN 0029-2052.
p. 327–336.
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Hohr, Hansjörg
(2013).
Kunst og pedagogikk, en diskusjon med utgangspunkt i kritikken av en estetisk instrumentalisme og en pedagogisk instrumentalisme.
Full text in Research Archive
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Hohr, Hansjörg
(2013).
Aesthetic Perspectives on Cosmopolitan Education - The Case of the Tower of Babel.
[TV].
NRK - Kunnskapskanalen.
Full text in Research Archive
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Hohr, Hansjörg
(2012).
Tone Kvernbekk og Lars Løvlie (red.). Nye stemmer i norsk pedagogisk humanioraforskning. Fagbokforlaget 2011.
Norsk pedagogisk tidsskrift.
ISSN 0029-2052.
p. 331–334.
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Hohr, Hansjörg & Hagtvet, Bernt
(2012).
Allmenndannelse i høyere utdanning: Avleggs og arkaisk eller nødvendig i spesialiseringens tid?
Full text in Research Archive
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Hohr, Hansjörg
(2012).
How educational is experience? An excursion into John Dewey’s Art as Experience.
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The concept of experience by Dewey is a promising basis for educational reflection. With Art as Experience as a point of departure the possibilities and limitation of the concept of experience are studied. In a first step the concept is studied on an anthropological level as an understanding of the relationship between the person and her world. In a second step the concept is discussed on the basis of the distinction between “aesthetic quality” of experience and of “aesthetic experience”. In the third and last step the educational implications of the Deweyan distinction between statement and expression are examined. The analysis of Art as Experience shows that the concept of experience only to a limited extend does lend itself to the theory of education and needs a revision in order to be able to function as its theoretical basis. PESGB Annual Conference 2012 30 Mar to 01 Apr 2012 New College, Oxford Philosophy of Education Society of Great Britain
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Hohr, Hansjörg
(2010).
Love, Justice, and Education: John Dewey and the Utopians.
Teachers College Record (TCR).
ISSN 0161-4681.
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Hohr, Hansjörg
(2003).
Comments on Friedrich Schiller's thought an education and aesthetics.
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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.
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Hohr, Hansjörg
(2002).
Reality and Ideal Reconciled � On the concept of �beautiful illusion� by Friedrich Schiller, and its implications for Bildung.
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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.
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Wigen, Kristin; Holen, Are; Ellingsen, Øyvind & Hohr, Hansjörg
(2001).
Predicting outcome by behaviour in PBL groups?
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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
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Published
Jan. 9, 2012 3:11 PM
- Last modified
Feb. 28, 2020 11:45 AM
