Publications

Helkala, Sonja, Tomperi, Tuukka & Varpanen, Jan (2025). Open-ended and unresolved: Criticality as a practice and a process, Educational Philosophy and Theory, online 24 Nov 2025. https://doi.org/10.1080/00131857.2025.2589319

Holma, Katariina (2024), Education as initiation into social practices – the case of democracy. Ethics and Education (05 Nov 2024). https://doi.org/10.1080/17449642.2024.2420558 

Holma, Katariina & Huhtala, Hanna-Maija (forthcoming, accepted with minor revisions), Habits of Tolerance: the Reformative Power of Pragmatism. Educational Theory.

Holma, Katariina, Huhtala, Hanna-Maija, Jaakkola, Julia, Löfström, Jan & Tomperi, Tuukka (2025), Demokraattisen harkinnan valmiudet kasvatustieteen tutkimuskohteena. (Deliberate-konsortiohankkeen esittely.) Kasvatus & Aika 2/2025. https://doi.org/10.33350/ka.161709 

Huhtala, Hanna-Maija (2025), Kritiikki ja kasvatusfilosofia. niin & näin 1/2025, 81–90.

Iinatti, Samuel & Huhtala Hanna-Maija (2025), Can regulated (dis)honesty be pedagogically justified in democratic education? Ethics and Education (10 Apr 2025). https://doi.org/10.1080/17449642.2025.2489915

Löfström,  Jan (2025), Järjen ja tunteiden vuoropuhelu opetuksessa. In Mikko Puustinen, Jenni Marjokorpi & Janne Säntti (eds.) Erimielisten tila. Vaikeiden aiheiden käsittely opetuksessa (p. 36–51). [Space of disagreement. Dealing with troublesome topics in education.] Helsinki: Gaudeamus University Press. (Information on publisher’s webpage.)

Löfström, Jan (2025), Moral education and citizenship education in bringing emotions and meaning-giving in the History curriculum: a Finnish view. In K. Tirri (ed.) Nordic perspectives on moral and citizenship education. Leiden: Brill. https://doi.org/10.1163/9789004745902_005

Sharp, H., Alvén, F., Ammert, N., Edling, S., Löfström, J., & Nally, D. (2026), How curriculum frameworks cultivate democratic and historical consciousness. Citizenship, Social and Economics Education, 0(0). https://journals.sagepub.com/doi/10.1177/14788047261443214

Tomperi, Tuukka (2024), The Long History of Philosophy as a School Subject in Finland. Teoksessa E. Kaila, I. Niiniluoto & S. Pihlström (eds.), Perspectives on the History of Philosophy in Finland. Acta Philosophica Fennica 101. The Philosophical Society of Finland, Helsinki 2024, 411–432.

Tomperi, Tuukka (2025), The trajectories of pedagogical philosophizing in Finland: Overcoming the institutional boundaries between education and philosophy. childhood & philosophy, vol. 21. https://doi.org/10.12957/childphilo.2025.89503

Tomperi, Tuukka, Salmenkivi, Eero, Perälä, Mika & Hirvonen, Ilmari (2025), Country Report: Finland, Journal of Didactics of Philosophy 9 (2025). https://ojs.ub.rub.de/index.php/JDPh/article/view/12603 

Tomperi, Tuukka & Veijola,  Anna (2025), Kriittisyys ja kriittinen ajattelu lukion opetussuunnitelman perusteissa. [Criticality and critical thinking in the Finnish Upper Secondary School Core Curriculum.] Kasvatus 1/2025, 54–71. https://doi.org/10.33348/kvt.145704

Varricchio, Isabella & Tomperi, Tuukka (2025). History of Philosophy in Nordic Upper Secondary School Curricula: Relating the Past with the Present, Journal of Didactics of Philosophy 9(3), 2025. https://doi.org/10.46586/JDPh.2025.11877