Claudia Schumann

Claudia Schumann


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Arbetar vid Specialpedagogiska institutionen
Telefon 08-120 763 04
Besöksadress Frescati hagväg 10
Rum 323
Postadress Specialpedagogiska institutionen 106 91 Stockholm

Om mig

Research Interests: philosophy of education, epistemology, citizenship and democracy, social justice, Critical Theory, feminist philosophy, globalization and cosmopolitanism


My work focuses on philosophical questions as they pertain to the field of education. I am particularly interested in the intersections of epistemology and political theory. In my current project I am drawing on Georg Lukács' notion of reification as well as the work of Ludwig Wittgenstein, Stanley Cavell, Axel Honneth and Alice Crary. 


Convenor for EERA (European Educational Research Association), Network 13 Philosophy of Education since 2018

Reviewer for Annual Conference, Philosophy of Education Society Great Britain (PESGB) since 2015



Book Chapters

  1. Schumann, C. (2018). Cosmopolitanism and Globalization in Education. In: Paul Smeyers (red.) International Handbook of Philosophy of Education, Volume 2, Cham: Springer, pp. 821-832.
  2. Schumann, C. (2017). Graphic Contaminations: Cosmopolitics of the “I” in American Born Chinese and Persepolis’, in Strand, T., Smith R., Pirrie, A., Gregoriou, Z., and Papastephanou, M. (Eds), Philosophy as Interplay and Dialogue: Viewing Landscapes Within Philosophy of Education. Zürich: LIT Verlag, pp. 311-342.
  3. Schumann, C./ Adami, R. (2017). Feminist Philosophy and Education. In: Warnick, Bryan (Ed.): Philosophy: Education. Farmington Hills, Mich.: Macmillan Reference USA, a part of Gale, Cengage Learning, pp. 101-120.

  4. Schumann, C. (2017). Was heißt Denken in der Pädagogik?, In: Stojanov, K./ Spieker, M. (Eds.): Bildungsphilosophie. Disziplin – Gegenstandsbereich – Politische Bedeutung. Baden-Baden: Nomos, pp. 243-256.
  5. Schumann, C. (2017). Wittgenstein and Philosophy of Education: A Feminist Reassessment. In: Michael A. Peters and Jeff Stickney (Eds): A Companion to Wittgenstein on Education, pp. 379-388.
  6. Schumann, C. (2016). Wittgenstein and Philosophy of Education: A Feminist Reassessment. In: Michael A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory, pp. 1-6.
  7. Schumann, C. (2016). Which Love of Country? Tensions, Questions, and Contexts for Patriotism and Cosmopolitanism in Education. In: M. Papastephanou (ed.), Cosmopolitanism: Educational, Philosophical and Historical Perspectives, Contemporary Philosophies and Theories in Education 9, pp. 79-88. DOI 10.1007/978-3-319-30430-4_5
  8. Schumann, C. (2014). Bildung. Plädoyer für eine philosophische Wiederentdeckung. In: Demuth, Constanze/ Scheidereit, Nele (Eds.), Interexistentialität und Unverfügbarkeit. Leben in einer menschlichen Welt, pp. 271-291.
  9. Schumann, C., Adami, R. (2014). Towards a Critical Cosmopolitanism in Human Rights Learning: The Vienna Conference in 1993. In: Papastephanou, Marianna ; Strand, Torill ; Pirrie, A. (Eds.): Philosophy as a Lived Experience. Navigating through dichotomies of thought and action. Berlin 2014, pp. 259-277.
  10. Schumann, C. (2012). Deontic Scorekeeping and the Concept of Bildung. In: Nida-Rümelin, Julian ; Özmen, Elif (Hrsg.): Welt der Gründe : XXII. Deutscher Kongress für Philosophie, 11.-15. September 2011 an der Ludwig-Maximilians-Universität München. Hamburg 2012, pp. 591-604. (Deutsches Jahrbuch Philosophie ; 4)

Journal Articles

  1. Schumann, C., & Hållander, M. (2018). Shifting Feminist Politics in Education: Contemporary Philosophical Perspectives. Studier i Pædagogisk Filosofi, 6(1), pp. 1-4.

  2. Schumann, C. (2018). On Happiness and Critique. From Bouquet V to ´Possible Elsewheres´. Studier i Pædagogisk Filosofi, 6(1), 83–96.

  3. Schumann, C./ Johansson, V. (2017). Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education. Educational Philosophy and Theory, 1–4.

  4. Schumann, C. (2017). Aversive education: Emersonian variations on ‘Bildung.’ Educational Philosophy and Theory, 0(0), 1–10.

  5. Schumann, C. (2016). Graphic Contaminations: Cosmopolitics of the ‘I’ in American Born Chinese and Persepolis. Studier i Pædagogisk Filosofi, 4/2, 38-53.
  6. Schumann, C. (2016). Knowledge for a Common World? On the Place of Feminist Epistemology in Philosophy of Education. education sciences. 2016, 6, 10, 1-13. doi:10.3390/educsci6010010
  7. Schumann, C. (2016). Which Love of Country? Tensions, Questions and Contexts for Patriotism and Cosmopolitanism in Education. Journal Of Philosophy Of Education, 50(2), 261-271. doi:10.1111/1467-9752.12205
  8. Schumann, C. (2013). The Self as Onwardness: Reading Emerson's Self-Reliance and Experience. In: Foro de Educación : pensamiento, cultura y sociedad 11/15 (2013), 29-48.
  9. Schumann, C. (2013). A Case for a New Look at Emerson's Self-Reliance in Philosophy of Education. In: Papers of the Annual Conference of the Society for Philosophy of Education of Great Britain. (2013).
  10. Schumann, C. (2012). Re-thinking Cosmopolitanism in Education: A Critical Approach. In: ISSEI - International Society for the Study of European Ideas, 13th ISSEI International Conference, University of Cyprus. (July 2012)
  11. Schumann, C. (2012). Boundedness beyond reification: cosmopolitan teacher education as critique. In: Ethics &Global Politics. 5/4 (2012), p. 217-237.
  12. Schumann, C. (2012). Axel Honneth's Notion of Reification and its Relevance for Current Educational Debates. In: Papers of the Annual Conference of the Society for Philosophy of Education of Great Britain. (2011).
  13. Schumann, C. (2008). Conceptual Objectivity and its Difficulties in Brandom's Rationalist Pragmatism. In: Critique &Humanism International; journal for critical theory and new humanitarian studies. Bd. 26 (2008), pp. 77-93.


I urval från Stockholms universitets publikationsdatabas
  • 2019. Claudia Schumann. Educational Philosophy and Theory 51 (5), 488-497

    The paper discusses Ralph Waldo Emerson's thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served its time and lost its critical potential. When thinking through Emerson's variations on Bildung I argue against the nostalgic appeals to Bildung that the criticism against it has to be taken seriously. Against the cynical assessment of Bildung having run its course, I will hold that with Emerson we can develop the idea of an 'aversive education' as a call for Bildung to be turned upon itself, allowing to revive it as a conceptual tool for transformation, drawing particular attention to its political dimension.

  • 2018. Claudia Schumann. International Handbook of Philosophy of Education, 821-831
  • 2017. Rebecca Adami, Claudia Schumann. Philosophy
  • 2017. Claudia Schumann. Philosophy as Interplay and Dialogue
  • 2017. Marie Hållander, Claudia Schumann. Studier i Pædagogisk Filosofi 6 (1), 1-4

    The idea for this special issue developed during one of the yearly meetings of the Nordic Educational Research Association (NERA). A group of younger researchers interested in feminist and queer philosophical perspectives on education had gathered between the official network meetings and discussed the organizational division between a more narrowly defined philosophy of education, on the one hand, within the network of The Nordic Society for Philosophy of Education and on the other hand feminist philosophical perspectives within the networks Gender and Education and Post-approaches to education.

  • 2017. Claudia Schumann. A Companion to Wittgenstein on Education, 379-388

    In the last two decades, feminist readings of Wittgenstein have produced a considerable body of work. Starting from a discussion of the challenges such endeavors meet with at a first glance, the paper will argue that these new interpretations not only prove productive with regard to our reading of Wittgenstein and feminist philosophy but can also inspire new approaches for philosophy of education. Bringing Wittgenstein into dialogue with feminist standpoint epistemology in different variations provides an interesting third path between the postmodernist rejection of objectivity and the empiricists’ defense of a narrow concept of objectivity. Furthermore, with Wittgenstein’s notion of language games, family resemblances, and aspect dawning, we can arrive at an understanding of feminist educational philosophy which turns from essentialist, foundationalist understandings to a more fluid, playful conception without losing sight of the importance of theory for the continuous renewal of our everyday educational practices.

  • 2016. Claudia Schumann. Journal of Philosophy of Education 50 (2), 261-271

    The paper considers Martha Nussbaum's motivation for departing from her earlier cosmopolitan position in favour of now promoting a globally sensitive patriotism. Her reasons for endorsing patriotism will be shown as exemplary for related argumentations by other authors, especially insofar as love of country as a motivating force for civic duty is understood as in tension or even as incompatible with cosmopolitan aspirations. The motivation for turning to patriotism as articulated by Nussbaum and others will be demonstrated to rely on misleading understandings of love of country as a possessive emotion. Relying on Alice Crary's (2007) critique, it will be argued that sound moral judgement with regard to the patria as well as from a cosmopolitan stance is equally tied to our sensitivities and equally requires their education. Furthermore, I will discuss Axel Honneth's notion of solidarity, a form of love inflected by justice, as a possible alternative for conceptualising the social bonding patriotic attachment is supposed to provide. However, a critical patriotism ultimately needs to transgress this inward-directed focus and take into account how a country is seen by non-citizens, the historical relationships and the obligations that arise in terms of historical justice in relation to other countries. If we take patriotism in this outward-looking perspective seriously, we also come to understand why it would be a mistake to skip patriotism altogether. Rather than constructing cosmopolitanism and patriotism as mutually exclusive opposites, critical cosmopolitanism and critical patriotism can be shown to have different but complementary and mutually corrective functions.

  • 2014. Rebecca Adami, Claudia Schumann. Philosophy as a Lived Experience, 259-276
  • 2013. Claudia Schumann. Ethics & Global Politics 5 (4), 217-237

    Certain strands of cosmopolitanism have been criticized on various occasions for merely mirroring the mental framework of a global elite that stresses positive attitudes to mobility, flexibility, and disinterested objective detachment to the detriment of ‘rooted’, local and national values.1 In this way, it is argued, it presents a one-sided opportunistic or naively affirmative picture of processes of globalization rather than taking seriously the challenges posed by the inherently normative dimension of cosmopolitan thought and practice.2 The present paper will argue for a return to the critical core of the cosmopolitan idea and proposes that the critique of reification, which recently received renewed interest by philosophers of the so-called third generation Frankfurt School, can serve as a vital tool for re-imagining cosmopolitan teacher education as critique. In particular, the discussion around the recent turn towards a standards and competencies oriented teacher education in Germany will be critically examined in this regard. Rather than presenting a mere factual description of our thinking, judgments and actions, a cosmopolitan orientation should be concerned with reminding us of the importance of a continuous critical challenge of their validity. Firstly, the concept of reification will be shown to provide the conceptual resources to describe and select relevant characteristics of contemporary social pathologies that cannot be adequately captured within liberal social philosophies. A closer analysis of reification as a deficient relation to oneself, to others, or to the world will then lead to the second question of how to conceive of non-reifying forms of relatedness, commitment and boundedness as enabling new forms of expressive freedom. Instead of one-sided, narrow and hasty reactions towards a perceived ‘global challenge’—either fetishizing borders or their transgression, an critical educational cosmopolitanism should bring into focus how educational institutions such as teacher education can provide, strengthen, and enhance the conditions for binding ourselves as citizens of the world in non-reifying ways.

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Senast uppdaterad: 1 mars 2020

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