Studies in Philosophy and Education

, Volume 30, Issue 5, pp 499–506 | Cite as

The Educational Thing

  • Thomas Aastrup Rømer


In this essay, I argue that education should be conceived of as a thing in itself. To lift this view, I present aspects of Graham Harman’s philosophy, a speculative realism that can be seen as a radical break with social constructivism and similar approaches. Next, I attempt to outline a rough sketch of an educational “thing”, drawing on concepts such as protection, love, swarm, tension and shadow. Finally, I briefly discuss some implications of this vision for philosophy of education. In particular, I think that my discussion point to philosophy of education as the basic discipline in an educational science.


Speculative realism Philosophy of things Educational object Heidegger Harman 


  1. Arendt, H. (1961). The crisis in education. In H. Arendt (Ed.), Between past and future. Penguin Books: London.Google Scholar
  2. Harman, G. (2005). Guerrilla metaphysics: Phenomenology and the carpentry of things. Illinois: Open Court.Google Scholar
  3. Harman, G. (2009). On the horror of phenomenology: Lovecraft and Husserl. Collapse, 4, 333–364.Google Scholar
  4. Knudsen, J. (1907). Livsfilosofi. Copenhagen: Gyldendal.Google Scholar
  5. Laclau, E., & Mouffe, C. (1985). Hegemony and socialist strategy: Towards a radical democratic politics. New York: Verso.Google Scholar
  6. Rømer, T. A. (2010). Uddannelse i spænding—åbenhjertighedens, påmindelsens og tilsynekomstens pædagogik. Aarhus: Klim.Google Scholar
  7. Safranski, R. (1998). Heidegger—between Good and Evil. Cambridge: Havard University Press.Google Scholar

Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Department of EducationUniversity of AarhusAarhusDenmark

Personalised recommendations