The seminar will be held in a hybrid format and can be attended in person at Siltavuorenpenger 5A, room K108 (Minerva building) or remotely via Teams (please find the link below). This seminar will feature presentations of two recent publications, followed by a joint discussion.
The program is as follows:
10.15-10.45: The Concept of Bildung and Cultural-Historical Activity Theory by Reijo Miettinen
10.45-11.15 The Gifted Learner at School by Sonja Laine, Taina Makkonen, and Kirsi Tirri
11.15-11.45 Joint discussion, providing an opportunity for broader reflections
Abstracts
J.V. Snellman ja suomalainen sivistyskäsitys (J. V. Snellman and the Finnish Concept of Bildung)
Note: There is a limited number of this book available for free at the seminar
Edited by Reijo Miettinen, Eero Ojanen, Severi Hämäri & Soila Lemmetty (2024)
English translation of an abstract (the book is in Finnish): Bildung was a central theme in Johan Vilhelm Snellman’s philosophy and his thinking on nationality. It represents an ongoing task in a changing world — a continuous process through which individuals shape their relationship to the world, to others, and to themselves. As education grounded in the concept of Bildung has gained prominence in the 21st century, engaging with and further developing Snellman’s rich understanding of Bildung has become a timely challenge.
This book connects Snellman’s philosophy of Bildung to contemporary contexts. The first part presents interpretations by Finnish scholars from the 21st century on Snellman’s concept of Bildung and its significance for education and schooling. The second part includes a selection of Snellman’s key writings on Bildung. The book is intended for educators and researchers, as well as for anyone interested in the concept of Bildung.
Lahjakas oppija koulussa (The Gifted Learner at School)
By Sonja Laine, Taina Makkonen & Kirsi Tirri (2025)
English translation of an abstract (the book is in Finnish): How well does the Finnish school system meet the needs of gifted learners? How are giftedness and intelligence discussed and understood? Is supporting gifted students a form of elitism, or is it a sign of a well-functioning inclusive education system?
The Gifted Learner at School presents recent research findings on a topic that is highly relevant to current educational debates but has received limited attention in Finnish-language educational literature. The book explores key theories of talent development and reflects on Finnish attitudes toward giftedness and its support. In addition, it presents concrete pedagogical strategies designed to support gifted learners within the Finnish school system.