Elias Schwieler

Elias Schwieler


Visa sidan på svenska
Works at Department of Education
Telephone 08-16 28 12
Visiting address Frescativägen 54
Room 2406
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm

About me

PhD, English literature

Associate Professor of Education

Senior Lecturer in Higher Education


PhD Dissertation:

Schwieler, E. (2003). Mutual Implications: Otherness in Theory and John Berryman’s Poetry of Loss (Doctoral dissertation). Umeå: Print & Media.


Magrini, J. M. & Schwieler, E. (2017). Heidegger on Literature, Poetry, and Education after the “Turn”: The Limits of Metaphysics. London and New York: Routledge.

Peer-reviewed publications:

Schwieler, E. (2006). “Edmond Jabès: Translation and Exile.” Writing Back in/and Translation. Ed. Raoul Granqvist. Frankfurt am Main: Peter Lang. 199-208.

Schwieler, E. (2008). “Reading The English Patient: Teaching and Difference.” Neither East Nor West: Postcolonial Essays on Literature, Culture and Religion. Ed. Kerstin W. Shands. Huddinge, Sweden: Södertörn Academic Studies 36. 173-178.

Schwieler, E. (2009). “Deconstructing Diversity: The (Ir)responsibility of Teaching.” 2006 – 2007 Proceedings of The Society for the Philosophical Study of Education. Ed. Jason Helfer. Author House: Bloomington, IN. 349-363.

Schwieler, E. & Ekecrantz, S. (2011). “Normative values in teachers’ conceptions of teaching and learning in Higher Education – a belief system approach.” International Journal for Academic Development. 16(1), 59-70.

Schwieler, E. (2013). “Being a Stranger and the Strangeness of Being: Joseph Conrad’s ‘The Secret Sharer’ as an Allegory of Being in Education.” Educational Philosophy and Theory. 45(4), 409-419.

Schwieler, E. & Ferm-Thorgersen, C. (2014). “Translating the Impossible: Listening, Learning, Art.” Journal for the Philosophical Study of Education, 2 (Spring), 41-54.

Schwieler, E. & Magrini, J. M. (2015). “Meditative Thought and Gelassenheit in Heidegger’s Thought of the ‘Turn’: Releasing Ourselves to the Original Event of Learning.” Analysis and Metaphysics, 14, 7-37.

Ekecrantz, S. & Schwieler, E. (2016). “Faculty attitudes and individual resistance to educational development – an international survey.” Journal of Faculty Development, 30(3), 21-30.

Schwieler, E. & Ekecrantz, S. (2017). “Towards a Model of Teaching Disciplinary Boundaries – History with Literature and Literature with History: Theoretical Implications.” Arts and Humanities in Higher Education, 15(2), 141-155.

Book reviews:

Schwieler, E. (2014). Book review. From West to East and Back Again: An Educational Reading of Hermann Hesse’s Later Work. Peter Roberts. Rotterdam: Sense Publishers, 2012. (Journal of Philosophy of Education. Published online:

Schwieler, E. (2015). Book review. Paulo Freire in the 21st Century: Education, Dialogue, and Transformation. Peter Roberts. Boulder and London: Paradigm Publishers, 2013. Reconstruction: Studies in Contemporary Culture, 14(4).

Schwieler, E. (2016). Book review. Social Efficiency and Instrumentalism in Education: Critical Essays in Ontology, Phenomenology, and Philosophical Hermeneutics. James M. Magrini. New York and London: Routledge. Studies in Curriculum Theory Series, 2014. Educational Philosophy and Theory, 48(5), 527-531.


Schwieler, E. (2014). “Introduction: ‘This unnamable movement of difference-itself’: Exploring Phenomenology and Education,” Reconstruction: Studies in Contemporary Culture, 14(2).

Scholarly reports:

Schwieler, E. (2007). “Anställningsbarhet: Begrepp, principer och premisser.” UPC-rapport 2007: 2, Stockholms universitet. [Employability: Concepts, principles, and premises]

Schwieler, E. (2007). “Mångfald: Att undervisa för tillgänglighet.” UPC-rapport 2007: 5, Stockholms universitet. [Diversity: Teaching for inclusiveness]

Accepted for publication:

Börebäck, K. & Schwieler, E. (2017). “Elaborating Environmental Communication within ‘Posthuman’ Theory.” Journal of the Philosophical Study of Education.

Schwieler, E. (2017). “Faulkner, Literature and Learning.” In M. A. Peters (ed), Encyclopedia of Educational Philosophy and Theory.


A selection from Stockholm University publication database
  • 2017. Elias Schwieler, Stefan Ekecrantz. Arts and Humanities in Higher Education 16 (2), 141-155

    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.

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

    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.

Show all publications by Elias Schwieler at Stockholm University

Last updated: April 3, 2018

Bookmark and share Tell a friend