Field of work

Herner Saeverot

Professor Dr. of Education, Western Norway University of Applied Sciences

Prof. II NLA University College

Editor-in-Chief Nordic Studies in Education


Founder and Convenor of The Annual Bergen Educational Conversation (2009-), which is an annual forum that sustain conversations taking place in full courtesy, politeness and mutual respect, where the participants manage to have fruitful discussions on several issues and, if possible, engage in projects that reach to a wider audience.  


Head PedLab


Appointed Member: 

Det Kongelige Norske Videnskabers Selskabs Akademi

The Royal Norwegian Society of Sciences and Letters

ALLEA | ALL European Academies

SAPEA | Science Advice for Policy by European Academies



Forthcoming Books:

Meeting the Challenges of Existential Threats through Educational Innovation: A Proposal for an Expanded Curriculum (H. Saeverot (Ed.), Routledge, 2021)

The Indirectness in Education: Beyond the Visible Learning Paradigm (H. Saeverot, Routledge, 2021) 


Edited Volumes (John Baldacchino & Herner Saeverot, Eds.):

Handbook of Continental Philosophy of Education. Volume 1: The Metaphysics of Education (Bloomsbury, 2021)

Handbook of Continental Philosophy of Education. Volume 2: The Ethics of Education (Bloomsbury, 2022)

Handbook of Continental Philosophy of Education. Volume 3: The Aesthetics of Education (Bloomsbury, 2023)


New Publications:

Education and the Limits of Reason (Authored book, Routledge)

An Alternative Model of Researching Education


Forthcoming Event (Postponed due to the coronavirus pandemic):

The 12th Annual Bergen Educational Conversation


At present, Prof Dr Herner Saeverot is Project Manager of three funded projects. 






Herner Saeverot 






9780367894856 Hardback 

9781003019480 E-book 



This edited volume makes a case for the importance of education responding to human made threats of existence, such as climate change, decline of the natural world, overpopulation, infectious disease, egoism, nuclear, biological and chemical threats, threats of ideologies, distortion of truth, artificial intelligence and inequality. It is the first educational volume to provide a comprehensive and systematically analysis and review of what is known about different sorts of existential threats with educational implications and suggestions (based on the latest research) of what humankind needs to do in order to reduce and, if possible, prevent existential threats—which is defined as a person or thing likely to cause damage or danger to the existence, well-being and survival of humankind. Though, the question is whether the existential threats can be reduced or prevented by way of education. To that the volume offers a somewhat positive, yet realistic, story—as research-based knowledge shows that certain threats can be reduced even if they cannot be prevented. For example, education of inequality needs attention to social dimensions, and education overall needs to bring neglected or forgotten themes, such as the biophysical world, in from the periphery. The book as a whole is written in such a manner that it can be used among politicians, in classes of education, among educators and students and scholars from different areas and disciplines—for example ecology and ethics, philosophy and sociology, geography and medicine. 


The main purpose of the volume is twofold. First, the purpose is to describe some of the most pressing existential threats we as humans face today by way of research and knowledge, as well as clarifying the different degrees of severity of the threats. Is there a cause for concern? How serious are the threats? Secondly, the purpose is to focus on education as being part of meeting, and possibly reducing or preventing, the existential threats. Can the threats be reduced or prevented? What needs to be done? The book offers practical applications of knowledge and recommendations related to education in general and the teaching curriculum to prepare students for the existential threats ahead, as well as creating political possibilities of making legislative changes that will require school systems to produce a curriculum geared toward greater environmental knowledge and humanitarian concern.




Prologue: Education as Protecting Humankind from Self-Destruction

Prof. Dr. Herner Saeverot

Chapter 1 Addressing the Existential Threats of Climate Change 

Dr. Jennifer Joy West, Dr. Helene Amundsen, Dr. Nathalie Schaller & Dr. Marianne Aasen (Center for International Climate Research (CICERO), Oslo, Norway)  

Chapter 2 Decline of the Natural World 

Dr. Louise McRae & Dr Monika Böhm (The Institute of Zoology of the Zoological Society of London, England)

Chapter 3 Overpopulation 

Prof. Dr. Colin Butler (Climate Change Institute, Australian National University, Canberra, Australia)

Chapter 4 Infectious Disease 

Prof. Dr. Birgitte Freiesleben de Blasio (Department of Infectious Disease Epidemiology and Modelling at the Norwegian Institute of Public Health, Norway/ Department of Biostatistics at the University of Oslo, Norway

Chapter 5 Nuclear, Biological and Chemical Threats

Dr. Halvor Kippe, Dr. Marius Dybwad & Dr. Stig Rune Sellevåg (The Norwegian Defence Research Establishment (Forsvarets Forskningsinstitutt, FFI), Oslo, Norway)

Chapter 6 Egoism

Prof. Dr. Gert Biesta (The Centre for Public Education and Pedagogy at Maynooth University, Ireland/ the University of Humanistic Studies, the Netherlands/ the University of Agder, Norway) 

Chapter 7 The Threats of Ideologies

Prof. Dr. Herner Saeverot and Prof. Dr. Glenn-Egil Torgersen (Western Norway University of Applied Sciences, Bergen, Norway; the University of Southeast Norway, Center of Emergency Preparedness and Integrated Crisis Management, Horten, Norway)

Chapter 8 Truth, Truthfulness, and Truth-Telling

Prof. Dr. Thomasz Szkudlarek (University of Gdańsk, Poland) 

Chapter 9 Artificial Intelligence

Ass. Prof. Dr. Marija Slavkovik (Department of Information Science and Media Studies, University of Bergen, Norway) 

Chapter 10 Inequality

Dr. Ron Thompson (University of Huddersfield, School of Education and Professional Development, England)

Epilogue: Education’s Most Urgent Question

Prof. Dr. Herner Saeverot



The European project Artist-Led Learning in Higher Education (ALL) is funded by Erasmus+ (Strategic Partnerships - K2). The project was launched in September 2018 and will last until 2021.


Participants are 8 European partners 1. Western Norway University, Bergen, Norway; 2. Aalborg University, Denmark; 3. Audencia Business School, France; 4. Centro de Estudos Sociais, Coimbra, Portugal; 5. Lappeenranta University of Technology, LUT Lathi, Finland; 6. Università Cattolica del Sacro Cuore, Milano, Italy; 7. University of Iceland, Reykjavík, Iceland; 8. University of Chester, UK.


ALL’s purpose is to contribute to improve the creative competence of learners, educators, and pracademics (practitioners + academics) by developing an experimental framework for arts-based teaching methods. It will be carried out both in the project activities and also concretely applied in pre-existing educational programmes at the partner institutions and in collaboration with cultural industries/institutions and research environments. The aim is that the framework will develop original arts-based educational materials and an established collaboration amongst partners (included associated partners) that are sustainable and will be implemented in other higher educational (HE) institutions all over Europe. The partnership will involve participants that are experts of, passionate about and strongly interested in arts-based methods and their application to HE. The project is about building a laboratory for free and structured arts-based experimentation, in a co-creative partnership of leading academic experts who also have practical experiences with/in artistic practices. The laboratory we want to build together is not a physical infrastructure but a social space "in between", a fully creative environment, open for knowledge to be embodied, but also challenged, reframed and rethought. Artists in residence as AST are expected to enhance their competence in applying artistic methods to non-arts contexts.


Dembra, funded by The Norwegian Directorate for Education and Training, is a programme for professional development amongst teachers, school leaders and other school staff. Based on the school’s own circumstances, Dembra helps strengthen the school’s work on participation and critical thinking. Dembra is suitable for schools whose leaders and teachers

• wish to take a more systematic approach to critical thinking, democratic development and inclusion, and/or
• find that their school has particular challenges or may come to experience particular challenges relating to group-based hostility

Dembra is founded on the premise that a democratic culture based on participation and critical thinking provides the best counterweight to attitudes that threaten democracy – such as group-based hostility and anti-democratic ideologies.