Forskning / Essays
På norsk
Helskog, G. H. (2022). «Engler de dør aldri, de!» Eksistensielle temaer i hverdagslivet med barn i barnehagealder. I T. Aslanian (Red.), Det er her det skjer! Møter med religion, etikk og filosofi i barnehagen. Universitetsforlaget.
Helskog, G. H. (2021). Pedagogisk arbeid med skolens grunnverdi tilgivelse. Mellom skolens formål og de unges erfaring. Prismet, 72(3), 191–214. https://doi.org/10.5617/pri.9078
Helskog, G. H. (2019b). Om Askeladdens metode – eller essayet som erkjennelsesvei og
klokskapsdannende skrivepraksis. I N. Askeland & I. B. Jørgensen (Red.), Kreativ akademisk skriving. Universitetsforlaget.
Helskog, G. H. (2013). Profesjonell dannelse gjennom filosofisk dialog. Refleksjon –
bevisstgjøring – modning. I L. G. Lingås & K. R. Olsen (Red.), Pedagogisk veiledning. Gyldendal Akademisk.
Helskog, G. H. (2012). I retning av forsoning og et bedret læringsmiljø? En interaktiv
konflikthåndteringsaksjon i videregående skole. I J. Sjøvold (Red.), Entreprenørskap i
utdanningen. Aksjonsforskning for endring av skolens kultur. Tapir akademisk forlag.
Helskog, G. H. (2012). Danning i retning av menneskelig modenhet og visdom gjennom
filosofisk dialog? Norsk filosofisk tidsskrift, 47(1), 46–58.
Helskog, G. H. (2011). Danning gjennom filosofisk dialog. En mulighet for det flerkulturelle og flerreligiøse samfunnet? I B. Hagtvedt & G. Ognjenovic (Red.), Dannelse. Tenkning, modning, refleksjon. Dreyer.
Helskog, G. H. (2003). Grunnskolens lese- og skriveopplæring. Et danningsperspektiv. Norsk pedagogisk tidsskrift, 87(5–6), 370–377.
Helskog, G. H. (2003). Den humanistiske dannelsen og 1990-tallets utdanningsreformer.
Norsk pedagogisk tidsskrift, 87(1–2), 20–36. https://doi.org/10.12795/HASER/2021.i12.06
Helskog, G. H., & Bratholm, B. (2002). Om veiledende vurdering: Refleksjoner med
utgangspunkt i et case. Norsk pedagogisk tidsskrift, 86(4), 322–329.
Helskog, G. H. (1995). [Bokanmeldelse av Store og gode handlinger. Essays om norskfaget og norskundervisningen, av G. Knudsen]. Norsklæreren, (1).
På engelsk
Helskog, G. H. (2026, forthcoming). Introduction: The Humanising Power of Philosophical Practice. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice in Education and Counselling. LIT Verlag.
Helskog, G. H., & Angeltun, C. (2026, forthcoming). Bildung-oriented teaching as a form of philosophical practice. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Helskog, G. H. (2026, forthcoming). Relationships between action research and reflective practice research. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Helskog, G. H., Mali, M. G., & Beskorsa, O. (2026, forthcoming). “We saw truth behind superficial things”. Philosophising the Dialogos Way with teacher educators in Ukraine and India. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Helskog, G. H. (2026, forthcoming). “There is so much love in this room!”. Eros, philia and agape at play in Dialogos philosophical dialogues. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Mali, M., Sonawane, P., & Helskog, G. H. (2026, forthcoming). Ways of seeing beauty: Experiential pedagogy facilitated as a form of philosophical practice. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Mehakarkar, D., & Helskog, G. H. (2026, forthcoming). Understanding our emotions as a gateway towards inner freedom. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Mule, M., & Helskog, G. H. (2026, forthcoming). Life goals in the tensionfield between duty and desire: Philosophising the Dialogos way with teacher students. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Angeltun, C., Weiss, M. N., Helskog, G. H., & Bloom, S. (2026, forthcoming). “Imagine that...” Exploring creativity and intuition in Research and Development (R&D) processes through the Trilogos method. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Borse, N., & Helskog, G. H. (2026, forthcoming). Enhancing emotional awareness and self-knowledge through philosophising the Dialogos Way. In G. H. Helskog (Ed.), The Humanising Power of Philosophical Practice inEducation and Counselling. LIT Verlag.
Helskog, G.H, Christensen, I.R. & Aamaas, Å (2025, forthcoming). Developing teacher education through international collaboration – an introduction. In: Helskog, G.H, Christensen, I.R. and Aamaas, Å: Reflective Practice Research in International Collaboration. LIT Verlag.
Helskog, G.H., Weiss, M.N & Christian Stokke (2025, forthcoming) Ways of Understanding Coincidences in International Collaboration: Synchronicity, Intuition and Divine Guidance. In: Helskog, G.H, Christensen, I.R. and Aamaas, Å: Reflective Practice Research in International Collaboration. LIT Verlag.
Helskog, G.H. & Jadhav, V. (2025, forthcoming) Exploring our Cultural-Historical Embeddedness: Philosophising the Dialogos Way meets the Indian Gurukul Tradition: In: Helskog, G.H, Christensen, I.R. and Aamaas, Å: Reflective Practice Research in International Collaboration. LIT Verlag.
Helskog, G.H., Mehakarkar, D. & Sinha, C. G. (2025, forthcoming) What does it imply to see a child? On universal dimensions of compassionate teacher-student relationships. In: Helskog, G.H, Christensen, I.R. and Aamaas, Å: Reflective Practice Research in International Collaboration. LIT Verlag.
Hansen, F. T. (2025, forthcoming). Apophatic epistemology – or the Dao of reflective
practice research. In G. H. Helskog, I. R. Christensen, & Å. Aamaas (Eds.), International Collaboration in Higher Education. LIT Verlag.
Helskog, G. H., & Weiss, M. N. (2023). Reflective practice research and kaleidoscopic epistemology. In M. N. Weiss & G. H. Helskog (Eds.), Reflective Practice Research in Higher Education Pedagogies. LIT Verlag.
Weiss, M. N., & Helskog, G. H. (2020). “They often have AHA-moments”: How training teachers to philosophize the Dialogos way with their students can promote life skills and democratic citizenship in education. Educational Action Research, 30(2), 281–296. https://doi.org/10.1080/09650792.2020.1811744
Helskog, G. H. (2021). Philosophising towards wisdom as nurturing the tree of life in us.
HASER: International Journal of Philosophical Practice, 12, 149–194.
https://doi.org/10.12795/HASER/2021.i12.05
Helskog, G. H., & Weiss, M. N. (2021). On the urgent need for philosophical practices in mainstream education today. HASER: International Journal of Philosophical Practice, 12, 107–147. https://doi.org/10.12795/HASER/2021.i12.04
Helskog, G. H., & Torgersen, G.-E. (2021). Towards a new pedagogy in higher education. HASER: International Journal of Philosophical Practice, 12, 195–237.
https://doi.org/10.12795/HASER/2021.i12.06
Helskog, G. H., & Weiss, M. N. (2021). Wisdom and the art of living in 8th grade: Teachers’ experiences of philosophizing the Dialogos way. HASER: International Journal of Philosophical Practice, 12, 75–106. https://doi.org/10.12795/HASER/2021.i12.03
Helskog, G. H. (2019). Democracy education the Dialogos way: The case of Ukrainian teacher education. Професіоналізм педагога: теоретичні й методичні аспекти, (11). https://doi.org/10.31865/2414-9292.11.2019.197207
Helskog, G. H. (2016). Bildung towards wisdom through dialogue in teacher education. Arts and Humanities in Higher Education. https://doi.org/10.1177/1474022216670609
Helskog, G. H. (2015). Re-imagining Bildung zur Humanität: How I developed the Dialogos approach to practical philosophy through action inquiry research. Educational Action Research, 23(3), 373–393.
https://doi.org/10.1080/09650792.2015.1013048
Helskog, G. H. (2015). The Gandhi Project: Dialogos philosophical dialogues and the ethics and politics of intercultural and interfaith friendship. Educational Action Research, 23(1), 1–20. https://doi.org/10.1080/09650792.2014.980287
Helskog, G. H. (2014). The healing power of Dialogos dialogues: Transformative learning
through dialogical philosophizing. Open Journal of Social Sciences, 2(11), 79–83.
https://doi.org/10.4236/jss.2014.211011
Stokke, C., & Helskog, G. H. (2014). Promoting dialogical democracy: Dialogos dialogues in intercultural and interfaith education. Studies in Interreligious Dialogue, 24(2), 182–201. https://doi.org/10.2143/SID.24.2.3073525
Helskog, G. H., & Stokke, C. (2014). Enhancing relational spirituality: Dialogos dialogues in intercultural and interfaith education. Studies in Interreligious Dialogue, 24(2), 202–220. https://doi.org/10.2143/SID.24.2.3073527
Helskog, G. H. (2014). Moving out of conflict into reconciliation: Bildung through
philosophical dialogue in intercultural and interreligious education. Educational Action
Research, 22(3), 340–362. https://doi.org/10.1080/09650792.2013.856769
Helskog, G. H., & Weiss, M. N. (2019). Review of Rethinking Philosophers’ Responsibility (Lydia Amir). Philosophical Practice: Journal of the APPA, 14(2), 2363–2366.