Att utbilda för hopp

Abstract

This article examines hope and its relevance for education, focusing on two dimensions: hope as a psychological and existential resource, and hope as a social means for change. Drawing on theoretical and empirical research and our interpretative analysis, it shows how hope shapes emotions, goals, and actions, individually and collectively. The article explores didactic implications, emphasizing environments that enable children—especially those in vulnerable circumstances—to reflect, set goals, and engage in purposeful action. Education for hope fosters resilience, agency, and collective responsibility. By integrating existential, social, and political dimensions, the discussion offers insights for educators seeking to cultivate hope as a guiding principle in teaching—supporting learners in envisioning and working toward a more just and inclusive future.