Kjetil Horn Hogstad

• Hogstad, Kjetil Horn (2020). Is (It) Time to Leave Eternity Behind? Rethinking Bildung's Implicit Temporality. Journal of Philosophy of Education.  ISSN 0309-8249. . doi: 10.1111/1467-9752.12492 Fulltekst i vitenarkiv. Vis sammendrag

  Motivated by Gadamer's identification of Bildung's ‘Vorbild‐Bildung‐Nachbild’ (model‐process‐result) structure, a historical tracing of the Christian messianic heritage in Bildung is conducted. As Bildung grows into an educational concept with global aspirations, this heritage might prove a substantial theoretical obstacle. As an alternative to the Christian messianic conception of time, Crockett and Malabou's concept ‘plastic time’ is presented. Whereas Christian messianic time collects its drive from the eternal which is (not) to come, plastic time collects its drive from the ‘synaptic gap’ instead, the creative and constructive space located and organised in the human body. Crockett and Malabou argue that plastic time might allow the deconstruction of Christianity, and, this article suggests, consequently also of Bildung. A formulation of Bildung that can go beyond Western thinking would be a shift that might have consequences for education generally.

• Hogstad, Kjetil Horn (2020). Towards a Plastic Starting Point: Rethinking Ethical-Political Education with Catherine Malabou, In Torill Strand (ed.),  Rethinking Ethical-Political Education.  Springer Nature.  ISBN 978-3-030-49524-4.  Kapittel 10.  s 153 - 166 Vis sammendrag

  Sometime around 500 BCE, Heraclitus is supposed to have said that it is impossible to step in the same river twice. Since then, the problem of being and change has never left Western philosophy. Evidently important in and to education, change continues to be an important field of inquiry. In this text, I approach the concept of change by way of an examination of Catherine Malabou’s philosophy of plasticity. I revisit what I identify as three main moments in her philosophy: Her re-elaboration of Hegelian time and dialectics as the process through which change happens; the open potentiality of the moment as she finds it in Heidegger; and change as driven by, and dependent on, concepts and schematization as she finds it implied in Derrida. By setting change at the center for what might be called her post-post-structural, materialist, yet non-deterministic ontology, Malabou’s three moments could open up for a rethinking of the changeable character of the Nordic model, as well as the character of ethical-political education.

• Hogstad, Kjetil Horn (2019). Can we kill the Bildung king? – The quest for a non-sovereign concept of Bildung. Educational Philosophy and Theory.  ISSN 0013-1857. . doi: 10.1080/00131857.2019.1707655

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• Hogstad, Kjetil Horn (2019). Dannelse.
• Hogstad, Kjetil Horn (2018). On Becoming and Catherine Malabou's 'Voir Venir'.
• Hogstad, Kjetil Horn (2018). Sovereignty and Bildung.
• Hogstad, Kjetil Horn (2018). Towards a Plastic Starting Point: Rethinking Ethical-Political Education with Catherine Malabou.
• Hogstad, Kjetil Horn (2018). What are some pedagogical consequences of the ontology of plasticity?.
• Hogstad, Kjetil Horn (2017). Catherine Malabous plastisitetsbegrep som grunnlag for pedagogisk forståelse.
• Hogstad, Kjetil Horn (2017). Epigenetics, cloning, and a unified life.
• Hogstad, Kjetil Horn (2017). Malabou og plastisitet.
• Hogstad, Kjetil Horn (2017). Plasticity and time - towards a new thinking of pedagogy?.
• Hogstad, Kjetil Horn (2017). The Plasticity of Sustainability.
• Hogstad, Kjetil Horn (2016). A pedagogy of plasticity.
• Hogstad, Kjetil Horn (2016). Catherine Malabou as a philosopher of education.

Se alle arbeider i Cristin