Inga Bostad

• Bostad, Inga & Bondevik, Hilde (2023). Education, Immunity and Autoimmunity—A Study of Medicalized Philosophy of Education. Education Sciences. ISSN 2227-7102. 13(7). doi: 10.3390/educsci13070691. Full text in Research Archive
• Bostad, Inga (2023). An Ethics of Rhythm and the Philosophical As-If: Educational Aporia and Reimaging Justice as Interdependence. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. Show summary

  This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). CODA. Justice, Education and the World of Today: Concluding Remarks. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. p. 238–245. doi: 10.4324/9781003327332-18. Full text in Research Archive Show summary

  In recent philosophy of education, there have been many pleas to rethink education, along with various concepts that relate to it in important ways. It has aspired to offer a new outlook on the link between education and justice and to enrich the related discourse through the exploration of justice in, for, and through education. The plea for restoring a normativity of education through justice reflects the observation that, today, the foundational issue of justice has lost much of its power as a qualifier of appropriate education. Nevertheless, liabilities burden not only the neo-liberal ideology but also those theories that are at first sight less complicit in promoting discursive and other injustices. Various dilemmas, conflictual values, and norms are concealed or glossed over and operate as inconsistent, vague, and ambiguous grounds for educational theory, research, and policies.

• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). Introduction. In Bostad, Inga; Papastephanou, Marianna & Strand, Torill (Ed.), Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISSN 9781032355351. p. 1–17. doi: 10.4324/9781003327332-1. Full text in Research Archive Show summary

  This book argues for a restored normativity of education through a powerful notion of justice. Today, the foundational issue of justice seems to have lost its power as a qualifier for ethical-political education since the current educational-philosophical discourse tends to narrow down, singularize, and limit the spaces of justice in, for, and through education. Opposing this tendency, the chapters included here move beyond conventional paradigms while exploring the relationship between education and justice in the world of today. The book has three parts. The chapters in the first part explore the ontological and socio-political grounds underlying our notions of the relation between education and justice. The next part contextualizes this exploration through tangible examples. Next, the third part offers a self-reflective meta-critique by exploring how we, as philosophers of education, suffer from onto-epistemic blindness and perform symbolic violence, as we tend to promote and uphold conventional or standardized visions and missions. In short, this collection of essays offers a new eye on the link between education and justice and enriches the discourse through its multi-perspectival and more sensitive exploration of justice in, for, and through education today

• Bostad, Inga (2022). Kjærlighetens rytme. Philosophia og pedagogiske relasjoner. Norsk Filosofisk tidsskrift. ISSN 0029-1943. 57(3-4), p. 160–168.
• Bostad, Inga & Solberg, Mariann (2022). Rooms of togetherness: Nordic Ideals of Knowledge in Education. In Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (Ed.), The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISSN 9781032110462. p. 125–143.
• Lie, Hanne Cathrine; Gerwing, Jennifer; Bondevik, Hilde; Bostad, Inga; Ellingsen, Dan-Mikael & Frühholz, Sascha [Show all 12 contributors for this article] (2022). Studying clinical communication through multiple lenses: The underused potential of inter-disciplinary collaborations. Patient Education and Counseling. ISSN 0738-3991. doi: 10.1016/j.pec.2022.04.010. Show summary

  In the era of evidence-based medicine, surprisingly little attention is given to the practice of evidence-based communication skills and strategies to provide the best and most efficient patient care, perhaps due to the infinitely complex nature of clinical communication. Multiple models for ‘best practice’ exist, but they tend to focus on what skills and strategies to use, paying less attention to how they should be used in which contexts and situations for best effects [1]. Disentangling the complexities of effective clinical communication would therefore require insights from other disciplines outside medicine, including their theoretical models, empirical knowledge, and research methods, concerning the study of human communication and interaction, as well as medical, ethical, legal, philosophical, existential, cultural, and organizational perspectives. Although several disciplines study clinical communication, this is often done in isolation, without integrating efforts beyond a few selected disciplines, e.g., medicine, linguistics, or social psychology [[1], [2], [3], [4]]. Given the multiple levels of complexity in clinical communication research, we need to move beyond this fragmented approach to answer questions about what works, for what reasons, and in which contexts. These Association Pages aim to provide insights to move forward towards interdisciplinary research of clinical communication. As a primer to help build bridges across disciplines, we have asked experts from medicine, cognitive neuroscience, psychology, philosophy, linguistics, medical ethics, and educational sciences these two questions: “What fascinates you about clinical communication?” and “Which methodological tools do you tend to use to study it?“. We have summarized the responses below and provided a suggestion for how these different experts may work together in an interdisciplinary effort to generate new and needed knowledge of what is effective clinical communication, how it works and why, which can be translated into clinical practice and training.

• Bostad, Inga (2022). An ethics of rhythm—reflections on justice and education. Ethics and Education. ISSN 1744-9642. doi: 10.1080/17449642.2022.2054559.
• Bondevik, Hilde & Bostad, Inga (2021). Ut av hjemmet – inn i hjemmet. Når skole og hjem går sammen. In Bostad, Inga (Eds.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 978-82-304-0291-7. p. 133–170.
• Bostad, Inga (2021). Å kjenne seg hjemme og å være hjemme – i verden. In Bostad, Inga (Eds.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 978-82-304-0291-7. p. 19–38.
• Bostad, Inga (2021). Gratitude and Education. In Hytten, Kathy (Eds.), Oxford Research Encyclopedia of Education. Oxford University Press. ISSN 9780190264093. doi: 10.1093/acrefore/9780190264093.013.1489.
• Bostad, Inga (2021). Affected but not heard - democratic iterations and the restricted language of human rights. In Rosenthal, Edna; Bergua, Jose Angel & Lopez, Ivan (Ed.), Aftershocks: Globalism and the Future of Democracy. The University of Zaragoza. p. 374–385.
• Papastephanou, Marianna; Zembylas, Michalinos; Bostad, Inga; Oral, Sevget Benhur; Drousioti, Kalli & Kouppanou, Anna [Show all 10 contributors for this article] (2020). Philosophy of education in a new key: Education for justice now. Educational Philosophy and Theory. ISSN 0013-1857. doi: 10.1080/00131857.2020.1793539. Show summary

  Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reality as it should/could be). Reality resembles or is felt as an epistemic, political and existential permanent lockdown,1 a state of isolation where access to ideality is too restricted and rare. Confined to a dystopian(ized) place of limited light and scant possibility the philosopher aspires to help others ascend to a utopian(ized) place of luminosity and promise. Granted, the philosophical-educational community has, as a historical and contemporary collectivity, contrasted the ideal and the real in richer and more complex modes than those of a neat ‘descriptive versus normative’ binarism. Nevertheless, the search operation for finding the key to unlock the lockdown is persistent and evident in most and otherwise diverse educationalphilosophical endeavours, especially in difficult times. As such a time, the recent pandemic has turned the philosophical, figurative lockdown, literally, into a palpable reality that incites more thinking about the tension between the ideal and the real.

• Bostad, Inga & Hessen, Dag Olav (2019). Learning and loving of nature in the Anthropocene. How to broaden science with curiosity and passion. Studier i Pædagogisk Filosofi. ISSN 2244-9140. 8(1), p. 28–42. doi: 10.7146/spf.v8i1.113924. Full text in Research Archive
• Bostad, Inga (2019). Takknemlighet. In Henriksen, Merete (Eds.), Verdier i vår tid?. Dinamo Forlag. ISSN 9788280713322. p. 57–80.
• Bostad, Inga (2018). Om det forunderlige - da tvilen tok for (for)undring. In Von Wright, Moira & Kvernbekk, Tone (Ed.), Barn og deres voksne. Cappelen Damm Akademisk. ISSN 9788202572549. p. 162–179.
• Bostad, Inga (2018). Distance/distance. In Stene-Johansen, Knut; Refsum, Christian & Schimanski, Johan (Ed.), Living Together – Roland Barthes, the Individual and the Community. Transcript Verlag. ISSN 978-3-8376-4431-9. p. 169–179.
• Bondevik, Hilde & Bostad, Inga (2017). Core principles in argumentation and understanding: hermeneutics and human rights. In Andreassen, Bård A.; Sano, Hans-Otto & McInerney-Lankford, Siobhán (Ed.), Research Methods in Human Rights : a Handbook. Edward Elgar Publishing. ISSN 9781785367793. p. 68 –93. doi: 10.4337/9781785367793.00011.
• Bostad, Inga (2016). Refleksjoner rundt rettighetsbegreper og rettighetsbegrensninger - om mangfold og det gode liv. Omsorg: Nordisk tidsskrift for Palliativ Medisin. ISSN 0800-7489. 33(4), p. 9–12.
• Bostad, Inga & Hanisch, Halvor Melbye (2016). Rettighetsbegrepet på reisefot. Skiftende syn på likhet og frihet for personer med nedsatt funksjonsevne. In Ikdahl, Ingunn & Strand, Vibeke Blaker (Ed.), Rettigheter i velferdsstaten. Begreper, trender, teorier. Gyldendal Juridisk. ISSN 978-82-05-48452-8. p. 249–267.
• Bostad, Inga (2016). Distance / Avstand. In Stene-Johansen, Knut; Refsum, Christian & Schimanski, Johan Henrik (Ed.), Å leve sammen. Roland Barthes, individet og fellesskapet. Spartacus. ISSN 978-82-304-01781. p. 204–217.
• Bostad, Inga & Hanisch, Halvor Melbye (2016). Freedom and disability rights: dependence, independence, and interdependence. Metaphilosophy. ISSN 0026-1068. 47(3), p. 371–384. doi: 10.1111/meta.12192.
• Bostad, Inga (2016). Dannelsesridderi : med ånd og hånd for en ukjent fremtid. In Brandal, Nikolai & Thorsen, Dag Einar (Ed.), Den dannede opprører: Bernt Hagtvet 70 år. Dreyer Forlag A/S. ISSN 9788282651684. p. 242–252.
• Bostad, Inga & Fisher, Aled Dilwyn (2016). Curriculum and social change in education for a sustainable future? Ecophilosophy, critical inquiry and moral dilemmas. In Babaci-Wilhite, Zehlia (Eds.), Human rights in language and STEM education: science, technology, engineering and mathematics. Brill|Sense. ISSN 978-94-6300-404-6. p. 71–90. doi: 10.1007/978-94-6300-405-3_5.
• Bostad, Inga & Pettersen, Tove (2015). Kjønn og feminisme i norsk filosofi - noen betraktninger. Norsk Filosofisk tidsskrift. ISSN 0029-1943. 50(3-4), p. 129–148. Show summary

  This article presents reflections on women's presence in Norwegian philosophy, partly as a result of input from key persons in the Norwegian philosophy environment. We discuss the low proportion of women among students and staff in the field, then we investigate whether gender perspectives are present in the study of philosophy and why women's low participation in the study of philosophy is regarded as a vital challenge. We argue that awareness of the impact history of categorization of gender is important and it is necessary to examine current direct and indirect stereotypes of gender, rationality and natural properties and their role in Norwegian philosophy today. We identify characteristics of the Norwegian post-war philosophy, such as diversity and openness, power struggles and gender blindness, and argue that women throughout the postwar period and until today been a minority in philosophy. Our material shows that measures to improve gender balance in philosophy, and attempts to integrate gender perspectives, has met fierce resistance. The article also shows how the study of feminist philosophy and its influence and position in Norway, is well suited to give us a richer and more complex picture of the Norwegian philosophy. It may tell us something about how open-minded or closed the philosophical communities are, but it can also throw light on how philosophy itself plays the role as critical and self-reflective.

• Bostad, Inga & Ognjenovic, Gorana (2014). Att sätta kunskap i ett sammanhang : reflektioner kring en ny pedagogisk filosofi. In Burman, Anders (Eds.), Att växa som människa : om bildningens traditioner och praktiker. Södertörns högskola. ISSN 9789186069926.
• Bostad, Inga & Ottersen, Ole Petter (2014). Global presence, global responsibility and the global citizen. In Sterri, Aksel Braanen (Eds.), Global citizen - challenges and responsibility in an interconnected world. Brill|Sense. ISSN 9789462099289. p. 1–3. doi: 10.1007/978-94-6209-929-6_1.
• Bostad, Inga (2014). Den ukjente friheten - frihet, ansvar og annerledeshet. In Gullbekk, Svein Harald (Eds.), Ja, vi elsker frihet. Dreyer Forlag A/S. ISSN 978-82-8265-093-9. p. 53–61.
• Bostad, Inga (2013). Spesialpedagogikk i praksis, et foreldreperspektiv. Spesialpedagogikk. ISSN 0332-8457. p. 4–10.
• Bostad, Inga (2013). Right to Education - for All? The Quest for a New Humanism in Globalisation. World Studies in Education. ISSN 1441-340X. 14(1), p. 7–16. doi: 10.7459/wse/14.1.02.
• Bostad, Inga & Løvlie, Lars (2013). Education after 22nd july 2012. In Østern, Anna-Lena; Smith, Kari; Ryghaug, Torill; Krüger, Thorolf & Postholm, May Britt (Ed.), Teacher education research between national identity and global trends : NAFOL year book 2012. Akademika forlag. ISSN 978-82-321-0193-1. p. 53–77.
• Bostad, Inga & Løvlie, Lars (2013). Deliberative democracy and moral disturbance. In Bergan, Sjur; Harkavy, Ira & Land, Hilligje van't (Ed.), Reimagining democratic societies : a new era of personal and social responsibility. Council of Europe Publishing. ISSN 978-92-871-7537-3.
• Bostad, Inga & Ranfelt, Åse (2012). Er steiner levende? Hva er det med filosofi og naturfag? Naturfag. ISSN 1504-4564. 1(13), p. 104–110.
• Bostad, Inga (2012). Existential Education and the Quest for a New Humanism: How to Create Disturbances and Deeper Thinking in Schools and Universities? In Wikander, Lennart; Gustafsson, Christina & Riis, Ulla (Ed.), Enlightenment, Creativity and Education: Polities, Politics, Performances. Brill|Sense. ISSN 978-9462090507. p. 45–61. doi: 10.1007/978-94-6209-052-1_3.
• Bostad, Inga (2012). Filosofi og kjærlighet. Norsk Filosofisk tidsskrift. ISSN 0029-1943. p. 17–28.
• Bostad, Inga & Ottersen, Ole Petter (2011). Dannelse i kryssild. In Hagtvet, Bernt & Ognjenovic, Gorana (Ed.), Dannelse. Tenkning - modning - refleksjon. Dreyer Forlag A/S. ISSN 978-82-8265-027-4. p. 56–69.
• Bostad, Inga (2011). The Life and Learning of Arne Naess: Scepticism as a Survival Strategy. Inquiry (Oslo). ISSN 0020-174X. 54(1), p. 42–51. doi: 10.1080/0020174X.2011.542945.
• Bostad, Inga (2010). Annerledeshet og frihet - den representative frihetens sårbarhet. In Engebretsen, Eivind; Engebretsen, Eivind; Kristeva, Julia & Kristeva, Julia (Ed.), Annerledeshet: Sårbarhetens språk og politikk. Gyldendal Akademisk. ISSN 9788205400788. p. 212–235.
• Bostad, Inga (2009). Dannelse med tellekanter. Samtiden. ISSN 0036-3928. 2.
• Bostad, Inga (2008). Synlige verdier og usynlig dobbeltmoral. In Leirvik, Oddbjørn Birger & Røthing, Åse (Ed.), Verdier. Universitetsforlaget. ISSN 978-82-15-01367-1. p. 139–159.
• Bostad, Inga & Rabbås, Øyvind (2006). Menneskevitenskapene. In Ariansen, Per; Bostad, Inga; Mathisen, Steinar & Rabbås, Øyvind (Ed.), Lærebok i filosofi- og vitenskapshistorie, 3. utgave. Universitetet i Oslo. ISSN 8291670528. p. 183–197.
• Bostad, Inga (2006). "Dialog og danning". In Bostad, Inga & Pettersen, Tove (Ed.), Dialog og danning. Det filosofiske grunnlaget for læring. Spartacus. ISSN 8230400229. p. 13–28. Show summary

  I dette kapitlet drøfter jeg med utgangspunkt i filosofer som Platon, Levinas og Næss, forholdet mellom den filosofiske samtalen, dialogen, og utvikling av innsikt, dannelse og vekst. Vi ser her på samtalens forutsetninger, etiske forpliktelser som kan oppstå og ulike krav til kunnskap.

• Bostad, Inga (2006). "Filosofi som metode". In Bostad, Inga & Pettersen, Tove (Ed.), Dialog og danning. Det filosofiske grunnlaget for læring. Spartacus. ISSN 8230400229. p. 29–44. Show summary

  I dette kapitlet tegner jeg opp grunntrekkene i en filosofisk metode for læring i skolen. Det handler først og fremst om en praktiserinde holdning til fag, læring og kunnskap, men også om regler for samtale, slutningsdyktighet og argumentasjonsteknikker. Utgangspunktet er at elevene skal lære mer om den grunnleggende basisen i faget. og lære bedre ved overbevisning og deltakelse.

• Bostad, Inga (2006). Filosofiske problemers egenart. Norsk Filosofisk tidsskrift. ISSN 0029-1943. 41(3), p. 185–197. Show summary

  Hva skiller filosofiske problemer fra andre fagvitenskapelige problemer? Hva kan en beskrivelse og innsirkling av de filosofiske problemenes egenart si oss og hvilke innsikter kan en analyse av slike problemer gi? Jeg vil i denne artikkelen fremstille ulike særtrekk ved filosofiske problemer for derigjennom å forsøke å gjenreise forståelsen for verdien og nytten av å ha en disiplin som reiser slike problemer, og forhåpentligvis utvide forst...

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• Bostad, Inga & Bondevik, Hilde (2024). Tenkepauser - filosofi- og vitenskapsteori (kurdisk oversettelse). SJH. ISBN 82-7950-063-4. 334 p.
• Bostad, Inga; Papastephanou, Marianna & Strand, Torill (2023). Justice, Education, and the World of Today. Philosophical Investigations. Routledge. ISBN 9781032355351. 262 p. Full text in Research Archive Show summary

  This edited book challenges the limits of current educational philosophical discourse and argues for a restored normativisation of education through a powerful notion of justice. Moving beyond conventional paradigms of how justice and education relate, the book rethinks the promotion of justice in, for, and through education in its current state. Chapters combine international and diverse philosophical perspectives with a focus on contemporary issues, such as climate change, the COVID-19 pandemic, racism, and migrant crises. Divided into three distinct parts, the book explores the ontological and socio-political grounds underlying our notions of education and justice, and offers self-reflective meta-critique on education philosophers’ tendency of promoting and upholding orthodox visions and missions. Ultimately, the book offers contemporary and innovative philosophical reflections on the link between justice and education, and enriches the discourse through a multi-perspectival and sensitive exploration of the topic. It will be of great interest to scholars, researchers, and postgraduate students in the fields of philosophy of education, education policy and politics, education studies, and social justice. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Funded by University of Oslo.

• Tröhler, Daniel; Bostad, Inga; Tveit, Sverre & Hörmann, Bernadette (2023). The Nordic Education Model in Context. Routledge. ISBN 9781032110462. 368 p.
• Bostad, Inga; Tröhler, Daniel; Hörmann, Bernadette & Tveit, Sverre (2022). The Nordic Education Model in Context. Ebook. Routledge. ISBN 978-1-003-21818-0. 368 p.
• Tröhler, Daniel; Hörmann, Bernadette; Tveit, Sverre & Bostad, Inga (2022). The Nordic Education Model in Context. Historical Developments and Current Renegotiations. Routledge. ISBN 9781032110462. 376 p.
• Bostad, Inga (2021). Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi. Spartacus. ISBN 9788230403129.
• Bostad, Inga (2021). Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi. Spartacus. ISBN 978-82-304-0291-7. 330 p.
• Bostad, Inga & Pettersen, Tove (2019). Dialog og danning. Spartacus. ISBN 9788230402405. 145 p.
• Bostad, Inga (2017). Å se seg spørrende omkring : introduksjon til en ny pedagogisk filosofi. Gyldendal Akademisk. ISBN 9788205473409. 168 p.
• Ariansen, Per; Bostad, Inga; Mathisen, Steinar & Rabbås, Øyvind (2008). Filosofi og vitenskapshistorie. Unipub forlag. ISBN 9788291670553.
• Bostad, Inga & Pettersen, Tove (2006). Dialog og danning. Det filosofiske grunnlaget for læring. Spartacus. ISBN 8230400229. 146 p.
• Ariansen, Per; Bostad, Inga; Mathisen, Steinar & Rabbås, Øyvind (2006). Lærebok i filosofi- og vitenskapshistorie, 3. utgave. Universitetet i Oslo. ISBN 8291670528. 245 p.
• Ariansen, Per; Bostad, Inga; Mathisen, Steinar & Rabbås, Øyvind (2006). Exphil I. Tekster i filosofi- og vitenskapshistorie. Universitetet i Oslo. ISBN 82-91670-53-6. 256 p.
• Ariansen, Per; Bostad, Inga; Mathisen, Steinar & Rabbås, Øyvind (2006). Exphil II. Tekster i etikk. Universitetet i Oslo. ISBN 82-91670-54-4. 193 p.
• Bostad, Inga (2006). Søk! Spartacus. ISBN 978-82-430-0368-2. 191 p. Show summary

  Det er ikke alle filosofiske problemer som kan løses ved å vise til teorier. Ikke alle filosofiske problemer kan løses. Usikkerheten rundt hverdagslige og grunnleggende spørsmål har gjort skeptisismen til en gjennomgående holdning i forfatterens filosofi og liv.

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• Bostad, Inga; Guillemin, Elodie & Hogstad, Kjetil Horn (2024). Demokrati og anarki. Salongen – nettidsskrift for filosofi og idéhistorie. ISSN 2703-7053.
• Bostad, Inga & Hverven, Sigurd (2023). Ville verdier. Naturfilosofi i menneskets tidsalder. Filosofisk supplement. ISSN 0809-8220. 1(1), p. 54–61.
• Bostad, Inga (2021). Introduksjon. In Bostad, Inga (Eds.), Å høre hjemme i verden. Introduksjon til en pedagogisk hjemstedsfilosofi.. Spartacus. ISSN 978-82-304-0291-7. p. 7–18.
• Bostad, Inga & Kvamme, Ole Andreas (2019). Utdanning og bærekraft - noen filosofiske perspektiver. Studier i Pædagogisk Filosofi. ISSN 2244-9140. 8(1), p. 1–6.
• Bostad, Inga (2019). Takknemlig som filosofisk begrep.
• Bostad, Inga (2019). “Affected but not heard – democratic iterations and the restricted language of human rights” .
• Bostad, Inga (2019). Gender balance as norm criticism, gender blindness and diversity in Norwegian philosophy .
• Bostad, Inga (2019). Seyla Benhabib - Et annet verdensborgerskap. Odin Lysaker i samtale med Inga Bostad. [Internet]. Cappelens upopulære podcast.
• Bostad, Inga (2019). Takknemlighet. [Radio]. Verdibørsen, NRK.
• Bostad, Inga (2018). Verdigrunnlaget i skolen. Dilemmaer i skvis mellom idealer, retorikk og hverdag .
• Bostad, Inga (2018). Akademias dommer i Forsker Grand Prix.
• Bostad, Inga (2018). "Introduction to the philosophy of science".
• Bostad, Inga (2018). Utdanning for en bærekraftig fremtid? Skolens ansvar og muligheter.
• Bostad, Inga (2018). Å se seg spørrende omkring.
• Bostad, Inga (2018). Anderledeshet i filosofi og litteratur, samtale med Torvald Steen.
• Bostad, Inga (2018). Conflicting traditions, ideals and concepts of knowledge in the Nordic countries education policies and practices.
• Bostad, Inga (2018). "Jeg lever et liv som ligner deres - samtale med Jan Grue".
• Bostad, Inga (2018). "The Philosophy of Human Rights".
• Bostad, Inga (2018). "Introduction to a new philosophy of pedagogy.”.
• Bostad, Inga (2018). ”To look around in wonder. Introduction to a new philosophy of pedagogy.”.
• Kierulf, Anine & Bostad, Inga (2016). To damer og en te' - med Pierre de Vos.
• Kierulf, Anine & Bostad, Inga (2016). To damer og en te' - med Marina Nemat.
• Strand, Vibeke Blaker; Ikdahl, Ingunn; Syse, Aslak; Bailliet, Cecilia Marcela & Bostad, Inga (2016). Forbigår den beste. Dagens næringsliv. ISSN 0803-9372.
• Bostad, Inga (2016). Å sette kunnskapen inn i en sammenheng - dømmekraft for en ukjent framtid.
• Bostad, Inga & Kierulf, Anine (2015). To damer og en te' - med Padre Melo.
• Bostad, Inga & Kierulf, Anine (2015). Dultepiloten. Nytt Norsk Tidsskrift. ISSN 0800-336X. 32(3), p. 248–257.
• Bostad, Inga & Kierulf, Anine (2015). To damer og en te' - med Cass Sunstein.
• Bostad, Inga (2014). Jeg er anerkjent, altså er jeg. StatpedMagasinet. ISSN 1894-0919.
• Bostad, Inga & Ognjenovic, Gorana (2014). Att sätta kunskap i ett sammanhang : reflektioner kring en ny pedagogisk filosofi. In Burman, Anders (Eds.), Att växa som människa : om bildningens traditioner och praktiker. Södertörns högskola. ISSN 9789186069926. p. 19–40.
• Bostad, Inga (2012). Retten til å være anderledes.
• Bostad, Inga (2011). Universitetene som danningsinstitusjon og dannelsens idehistorie.
• Bostad, Inga (2011). Filosofi og kjærlighet. Adornos kritikk av Kierkegaards Kjærlighetens gjerninger.
• Bostad, Inga (2011). Hva er en god diplomat? dannelse og utdannelse.
• Bostad, Inga (2010). Existensial Education and the quest for a moral disturbance.
• Bostad, Inga (2010). The University in contemporary society: What is the core of the university?
• Bostad, Inga (2010). Jeg reiser med meg selv - om Julia Kristeva og anderledeshet. Tidsskrift for Norsk Psykologforening. ISSN 0332-6470.
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Jorde, Doris & Bostad, Inga (2009). Et engasjert Universitet. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Hennum, Ragnhild Helene; Ottersen, Ole Petter; Bostad, Inga & Jorde, Doris (2009). Et livslangt universitet. Aftenposten (morgenutg. : trykt utg.). ISSN 0804-3116.
• Bostad, Inga (2008). En mors erfaringer - om møte med norsk helsevesen. Tidsskrift for Den norske legeforening. ISSN 0029-2001. 128(6), p. 796–796.
• Bostad, Inga (2006). Minibiografi: Omstridt: Bør oppdages"! Om Arne Næss. Prosa - tidsskrift for skribenter. ISSN 0805-276X. Show summary

  Etter mitt syn må en faglig minibiografi over fagforfatteren Arne Næss avgrense seg til å gjelde perioden fra han skrev sin magistergrad 21 år gammel med tittelen Studier over dommers sannhetskvalitet etter adferdsfilosofiske principper, til 1980, hvor han utgir Anklagen mot vitenskapen. Det er en periode som strekker seg over 47 år (!) og har sine høydepunkter med Filosofiske problemer. Deres inndeling og egenart (1941), En del elementære logiske emner (1941), Filosofiens historie (1953), Hva er filosofi? (1965), Scepticism (1968) og Hvilken verden er den virkelige? (1969). At Næss de siste femten årene har skrevet bøker som bestselgeren Livsfilosofi er velkjent, og det kommenterer jeg ikke nærmere i denne kortpresentasjonen.

• Bostad, Inga (2009). Kunnskap og dannelse foran et nytt århundre - innstilling fra Dannelsesutvalget for høyere utdanning. Universitetet i Oslo.

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