The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays a crucial role in teaching and is constantly modified through interactions; Biesta defines the essence of teaching (...) in terms of the relation between the teacher’s address and the student’s personal response. Although they all contribute to the relational theory of teaching, they also seem to neglect a vital dimension found in Buber’s philosophy – the exceptional moment when a teacher and a student turn to each other as ‘this particular other person’. As a supplement to the other concepts, this article outlines the concept of ‘teaching as a way of bonding’ and makes three suggestions: (1) bonding is a prerequisite for teaching; (2) there are qualitative differences between ‘social bonding’ and ‘relational bonding’; and (3) the teaching is ultimately best understandable in terms of ‘relational bonding’. (shrink)

Condorcets historiefilosofi.--Samuel Pufendorf.--Den osynliga handen.--John Locke och hans samtid.--Polemiken i första boken av Lockes "Essay."--Politikern Kallikles.--Idéhistorien som vetenskap.--Om tolkningen av filosofiska texter.--Johannes av Salisbury.--Filosofiens tillämpning.--Ett motiv i Hans Larssons författerskap.--Filosofi och idéhistoria.--Vetenskapsmannen och samhällslivet.--Vetenskapens nytta.--"Förnuftets list."--Demokrati, socialism, kommunism.

Marx und die "bürgerliche" Nationalökonomie, von G. Aspelin.--Några textkritiska problem i Berkeleyforskningen, av B. Belfrage.--Några kommentarer till C.L. Stevensons teori om etisk oenighet, av L. Befgström.--Viljeteorins premisser, av J. Evers.--Axel Hägerströms analys av värdeupplevelsen, av L. Fröström.--On archetypical performatives, by M. Furberg.--The better something is, the worse its absence, by S. Halldén.--Ett slags representationsteorem för deontisk logik, av B. Hansson.--Om Platons "Euthyphron," av I. Hedenius.--Tolkningssatsernas logik, av G. Hermerén.--Är verkligheten motsägande? Ett dialektiskt argument, av K. Marc-Wogau.--Moral, amoral og indifferens, (...) av H. Ofstad.--Begreppet "property" hos John Locke, av K. Olivecrona.--En skademodell, av U. Persson.--Objektivitet som kunskaps teoretiskt begepp och som värderingsideal, av H. Regnéll.--Satsen "Flickan F är vacker," av E. Ryding.--Lathund för lagläsare, av T. Strömberg. (shrink)

Empiricism, semantics, and ontology, by R. Carnap.--Decision and belief in science, by A. Wedberg.--On what there is, by W.V.O. Quine.--Metaphysics in logic, by G.J. Warnock.--Propositions, sentences, and the semantic definition of truth, by A. Pap.--Bertrand Russell's doubts about induction, by P. Edwards.--The logic of explanation, by C.G. Hempel and P. Oppenheim.--One's knowledge of other minds, by A.J. Ayer.--On the interpretation of philosophical texts, by G. Aspelin.--The Cartesian doubt and the Cogito, ergo sum, by K. Marc-Wogau.--Metaphysics, logic and theology, by (...) J.J.C. Smart. (shrink)

Wall, G. Locke's attack on innate knowledge.--Harris, J. Leibniz and Locke on innate ideas.--Greenlee, D. Locke's idea of idea.--Aspelin, G. Idea and perception in Locke's essay.--Greenlee, D. Idea and object in the essay.--Mathews, H. E. Locke, Malebranche and the representative theory.--Alexander, P. Boyle and Locke on primary and secondary qualities.--Ayers, M. R. The ideas of power and substance in Locke's philosophy.--Allison, H. E. Locke's theory of personal identity.--Kretzmann, N. The main thesis of Locke's semantic theory.--Woozley, A. D. Some remarks (...) on Locke's account of knowledge.--Laudan, L. The nature and sources of Locke's views on hypotheses. (shrink)