Tuukka Tomperi

Lähteet, Kone 2023

Lähdeluettelo

Alexander, R. (2020). A Dialogic teaching companion. Routledge.
Burbules, N. (2020). Dialogue and critical pedagogy. In M. Peters (ed.) Encyclopedia of educational philosophy and theory. Springer.
Dewey, J. (1916). Democracy and education. Macmillan.
Dewey, J. (1922). Human nature and conduct: An introduction to social psychology. Henry Holt.
Dewey, J. (1938a) Experience and education. Macmillan.
Dewey, J. (1938b). Logic: The theory of inquiry. Henry Holt.
English, A. & Stengel B. (2010) Exploring  Fear: Rousseau, Dewey, and Freire on Fear and Learning. Educational Theory 60(5).
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Gregory, M. R. (2022). Charles Peirce and the community of philosophical inquiry. Analytic Teaching and Philosophical Praxis 42(1).
Hamilton, L. & Corbett-Whittier, C. (2013). Using Case Study in Education Research. SAGE.
Helkala, S. & Tomperi, T. (2021). Opetussuunnitelmat ja yhteiskuntaopin oppikirjat deliberatiivisen demokratiateorian kritiikin valossa. Kasvatus & Aika 15(3–4).
Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.
Holma, K. (2012) Fallibilist Pluralism and Education for Shared Citizenship. Educational Theory, 62(4).
Holma, K. (2017). Open-Mindedness, Improvisation, and the Interplay between Reason and Emotion. Philosophy of Education: The Yearbook 2015. Philosophy of Education Society.
Holma, K. (2022). The Rejection of Rational Autonomy as an Educational Ideal? In Search of a Philosophical Justification for Radical Change in Paul Hirst’s Thinking. Journal of Philosophy of Education (accepted for publication).
Holma, K. & Kontinen, T. (2015). The rocky road of growth into contemporary citizenship: Dewey, Gramsci, and the method of democracy. Studier i Pædagogisk Filosofi 4(2).
Holma, K. & Kontinen, T. (eds.) (2020).  Practices of Citizenship in East Africa: Perspectives from Philosophical Pragmatism. Routledge.
Holma, K. & Kontinen, T. (eds.) (2022) Learning, Philosophy, and African Citizenship. Palgrave.
Holma, K., Kontinen, T. & Blanken-Webb, J. (2018). Growth into Citizenship: Framework for Conceptualizing Learning in NGO Interventions in Sub-Saharan Africa. Adult Education Qtly 68(3).
Huhtala, H-M. & Holma, K. (2019). Education of moral beings: The distortion of Habermas’ empirical sources. Ethics and Education 14(2).
Huhtala, H-M. (2021). Demokratiakansalaisuuden haasteet: Mimesis, kansalaisen pelastus vai turmio? Kasvatus & Aika 15(3-4).
Huhtala, H-M. (2022). Mimetic Challenges of Learning to be a Democratic Citizen in Holma, K. & Kontinen, T. (eds.) Learning, Philosophy, and African Citizenship. Palgrave.
Journell, W. (2017). Teaching politics in secondary education: Engaging with contentious issues. State University of New York Press.
Juuso, H. (2007). Child, philosophy and education: Discussing the intellectual sources of philosophy for children. University of Oulu.
Kauppi, V-M & Drerup, J. (2021). Discussion and inquiry: A Deweyan perspective on teaching controversial issues. Theory and Research in Education 19(3).
Kauppi, V-M. Holma, K. & Kontinen, T. (2020). John Dewey’s Notion of Social Intelligence. In Holma, K. & Kontinen, T. (eds.), Practices of Citizenship in East Africa: Perspectives from Philosophical Pragmatism. Routledge.
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Lipman, M. (2003). Thinking in education. Cambridge University Press. Suom. Ajattelu kasvatuksessa. Suom. Tapani Kilpeläinen. Toim. Tuukka Tomperi. EFS.
Löfström, J. (2023) In search of the meaning-making student: notes on the lack of third-order concepts in the Finnish history curriculum. Acta Didactica Norden, 17 (2); DOI: https://doi.org/10.5617/adno.9212
Löfström, J., Virta, A. & van den Berg, M. (2010). Who actually sets the criteria for social studies literacy? The National Core Curricula and the Matriculation Examination as guidelines for social studies teaching in Finland in the 2000’s. Journal of Social Science Education 9(4).
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Noddings, N., & Brooks, L. (2017). Teaching controversial issues: The case for critical thinking and moral commitment in the classroom. Teachers College Press.
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Peirce, C. S. (1878). How to make our ideas clear. CP 5. Harvard University Press 1958.
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Silfver-Kuhalampi, M., Löfström, J. & Myyry, L. (2021). Moraali ja näkökulmanotto historian opetuksessa nuorten vastauksissa. Psykologia 1/2021.
Stitzlein, S M. (2014). Habits of democracy: A Deweyan approach to citizenship education in America today. Education and Culture 30(2).
Tomperi, T. (2017). Filosofianopetus ja pedagoginen filosofia: filosofia oppiaineena ja kasvatuksena. EFS.
Tomperi, T. (2017). Kriittisen ajattelun opettaminen ja filosofia. Pedagogisia perusteita. niin & näin 4/2017.
Tomperi, T. (2022). Dialogisuuden ajankohtaisuus: kasvatuksen teoria ja pedagogisen filosofoinnin käytäntö. In T. Tervasmäki ym. (toim.), Maailman tärkein tehtävä. Esseitä kasvatuksesta, vastuusta ja toivosta. EFS.
Tomperi, T. & Juuso, H. (2008). Sokrates koulussa. Itsenäinen ja yhteisöllinen ajattelu opetuksessa. EFS.
Tomperi, T. & Juuso, H. (2014). (Lasten) pedagoginen filosofia – kasvatuksen historiallinen mahdollisuus. niin & näin 1/2014.
Tomperi, T. & Veijola, A. Reflektiivisyys ja ajattelun ajatteleminen lukiofilosofiassa. Metakognitiivisen mallin ainedidaktinen kokeilu. Kasvatus & Aika 1/2023. 
Tujula, M. (2017). ”Tehän voitte nyt tehdä nää joulujuhla-askartelut” – Vaikuttamisen vaikeus alakoulussa. Kasvatus & Aika 11(4).
Välitalo, R. (2018). The philosophical classroom: Balancing educational purposes. Univ of Oulu.
Zembylas, M. (2022). Dewey’s Account of Habit through the Lens of Affect Theory. Educational Theory 71(6).