Selected Publications

Monograph:

Schwieler, E. (2021). Aporias of Translation: Literature, Philosophy, Education. Cham, Switzerland: Springer Nature.

Peer-Reviewed Articles

Schwieler, E. & Ekberg N. (2020). “En filosofisk grund för förståelsen av bildning i skärningspunkten mellan teknik, konst och människa.” In C. Almqvist, et al. (eds), Explorativ bildning i strömmade medier – Spotify som ett case. [Explorative Bildung in Streaming Media – Spotify as a Case]. Flemingsberg: Södertörn University Press, 23-38.

Schwieler, E. (2020). “Ljudande konst – bildning, språk och teknik.” In C. Almqvist, et al. (eds), Explorativ bildning i strömmade medier – Spotify som ett case. [Explorative Bildung in Streaming Media – Spotify as a Case]. Flemingsberg: Södertörn University Press, 213-231.

Schwieler, E. & Adams-Lyngbäck, L. (Accepted, 2021). “The Critical Body: Toward a Pedagogy of Disruption.” Journal for the Philosophical Study of Education.

Schwieler, E. (Accepted, 2021). “Tracing the Holy in Heidegger’s Hölderlin’s Hymns ‘Germania’ and ‘The Rhine’.” In R. Capobianco (ed.), Heidegger and the Holy. New York: Rowan and Littlefield.

Magrini, J. M. & Schwieler, E. (Forthcoming, 2022) “Possibility and Rebellion in Sartre and Camus.” In A. Zimmerman (ed.), Problematizing the Profession of Teaching from an Existential Perspective. Charlotte, NC: Information Age Publishing.

A selection from Stockholm University publication database

• Towards a model of teaching disciplinary boundaries - History with Literature and Literature with History

  2017. Elias Schwieler, Stefan Ekecrantz. Arts and Humanities in Higher Education 16 (2), 141-155

  Article

  In this article it is argued that students can gain a better understanding of both inter- and intra-disciplinary boundaries by inquiring into a single salient point where two disciplines may only partially intersect. Building on Marton's variation theory and Vygotsky's notion of articulation, a teaching model is presented and exemplified by disciplinary intersections regarding narration and narrativity in Literature and History. This is done specifically by investigating the theoretical implications of Shoshana Felman's notion of key narratives using William Faulkner's novel Absalom, Absalom!. The key narrative concept is adapted for the specific purpose of analyzing the practice of narratives in the disciplines Literature and History, respectively. It is suggested that Faulkner's novel seen as such a narrative explores pertinent questions concerning disciplinary boundaries for graduate and post-graduate students with a developed disciplinary identity in either of these disciplines.

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• Being a Stranger and the Strangeness of Being

  2013. Elias Schwieler. Educational Philosophy and Theory 45 (4), 409-419

  Article

  Joseph Conrad's 'The secret sharer' has often been associated with what can be called initiation stories. However, in this article I argue that Conrad's text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a feeling of strangeness, of the uncanny, that must be faced in order to pass through the initiation into the unknown that all the possible allegorical meanings of the text produce. In other words, 'The secret sharer' has an educational value that goes beyond the act of merely using it to exemplify a certain type of initiation. In this way I connect Conrad's text to the themes of strangeness and the stranger and show how they mutually can involve a reading of education and literature as two distinct discourses of learning.

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Show all publications by Elias Schwieler at Stockholm University