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Studier i Pædagogisk Filosofi最新文献

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Erkendelse i undervisningssammenhæng
Studier i Pædagogisk Filosofi Pub Date : 2018-12-29 DOI: 10.7146/SPF.V7I1.106507
Jørgen Huggler
{"title":"Erkendelse i undervisningssammenhæng","authors":"Jørgen Huggler","doi":"10.7146/SPF.V7I1.106507","DOIUrl":"https://doi.org/10.7146/SPF.V7I1.106507","url":null,"abstract":"This paper examines Knud Grue-Sørensen’s discussion of knowledge as a basic concept in an educational context.In particular, I explore his notions of clarity, justifi cation and truth, and their implications for a moderaterealist position. In addition, I highlight Grue-Sørensen’s reflections on the inevitable lack of sufficient evidencein educational communication processes, where, despite personal observation and even proof, remaining theideal, there are many things both teachers and pupils must accept as a given.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127715884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Tre pointer fra Grue-Sørensen til nutidens pædagogik
Studier i Pædagogisk Filosofi Pub Date : 2018-12-29 DOI: 10.7146/SPF.V7I1.102698
Per Fibæk Laursen
{"title":"Tre pointer fra Grue-Sørensen til nutidens pædagogik","authors":"Per Fibæk Laursen","doi":"10.7146/SPF.V7I1.102698","DOIUrl":"https://doi.org/10.7146/SPF.V7I1.102698","url":null,"abstract":"When K. Grue-Sørensen became a professor of pedagogy at the University of Copenhagen in 1955, he was inline with the dominant historical-hermeneutical approach to humanities. From the late 1960s until retirementin 1974, his approach was challenged by both technical and critical alternatives. Both these alternative havesince grown steadily, while the historical-hermeneutical view has been in the defensive. But Grue-Sørensenand the tradition he represented have three signifi cant points for today’s pedagogy, whether it is technicalor critical: pedagogy can and should not deliver effi ciency technology, pedagogy should as far as possible useeveryday language, and fi nally that the educational history can make us wiser.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128856861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Moralsk opdragelse
Studier i Pædagogisk Filosofi Pub Date : 2018-12-29 DOI: 10.7146/spf.v7i1.106611
Merete Wiberg
{"title":"Moralsk opdragelse","authors":"Merete Wiberg","doi":"10.7146/spf.v7i1.106611","DOIUrl":"https://doi.org/10.7146/spf.v7i1.106611","url":null,"abstract":"The paper explores the concept of duty in the moral philosophy of the Danish educational philosopher KnudGrue-Sørensen. The aim is to discuss how Grue-Sørensen’s view on duty might contribute to answering thequestion of what the content of moral education should be. Grue-Sørensen is inspired by the German philosopherImmanuel Kant, but even though he in his prize dissertation from 1937 addresses the possibility ofobjective morality, he adopts a more pragmatic approach regarding what it means to do one’s duty. In anactual Danish daily life context, the concept of duty has lost its moral meaning and decayed into a matter ofdomestic duties such as cleaning and dishwashing. Grue-Sørensen’s view on duty in an educational contextmight contribute to revitalizing the concept in a more pragmatic sense, which is useful for teachers, socialeducators, children, and parents. \u0000  \u0000 ","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121153673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Om Grue-Sørensen og begrebet ’opdragende undervisning’ (Kant, Herbart) som almenpædagogisk kategori
Studier i Pædagogisk Filosofi Pub Date : 2018-12-29 DOI: 10.7146/spf.v7i1.111907
Frederik Pio
{"title":"Om Grue-Sørensen og begrebet ’opdragende undervisning’ (Kant, Herbart) som almenpædagogisk kategori","authors":"Frederik Pio","doi":"10.7146/spf.v7i1.111907","DOIUrl":"https://doi.org/10.7146/spf.v7i1.111907","url":null,"abstract":"Grue-Sørensen’s concept of ’educational teaching’ is traced back to an original infl uence from Herbart and Kant. On this background the article attempts to interpret, how one can understand a concept of educationalteaching today. With that, the concept is shown to have its root in a tradition of general education and Grue-Sørensen is shown to be a Danish representative of this. However, in research programs as well as educational programs this tradition has generally been under increasing pressure the last approximately 30 years. Grue-Sørensen and his possible relevance today is discussed in connection with a potential revitalization of a general educational thinking in our current postmodern epoche of higher education.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123380403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Betragtninger over refleksivitet (og pædagogik)
Studier i Pædagogisk Filosofi Pub Date : 2018-12-29 DOI: 10.7146/spf.v7i1.111918
O. Kauffmann
{"title":"Betragtninger over refleksivitet (og pædagogik)","authors":"O. Kauffmann","doi":"10.7146/spf.v7i1.111918","DOIUrl":"https://doi.org/10.7146/spf.v7i1.111918","url":null,"abstract":"The paper is an investigation of the concept ‘reflexivity’ and its possible relation to consciousness. By taking advantage of Knud Grue-Sørensens discussions of ‘reflexivity’ in his treatise Studier over refl eksivitet. En fi losofi sk afhandling (1950), I discuss a number of arguments to the effect that there is an intimate connection between reflexivity, consciousness and epistemology. The idea that pedagogy is somehow essentially related to reflexivity is also briefly taken into consideration.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126911377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Mod en teori om kausale hukommelsesprocesser: præliminære bemærkninger
Studier i Pædagogisk Filosofi Pub Date : 2018-04-12 DOI: 10.7146/SPF.V6I2.24637
Mathias Christensen
{"title":"Mod en teori om kausale hukommelsesprocesser: præliminære bemærkninger","authors":"Mathias Christensen","doi":"10.7146/SPF.V6I2.24637","DOIUrl":"https://doi.org/10.7146/SPF.V6I2.24637","url":null,"abstract":"This paper argues for a theory of memory that I have coined “the theory of causal memory processes”. The central claim of the paper is that it is more empirically sound to construct theories of memory in accordance with the theory of causal processes rather than in accordance with causality as regulation. In order to put this claim forward I will, first, describe what kind of function causality serves in philosophical theories of memory. Secondly, I will show that regularity theories of causation is dominant in the causal theories of memory. Thirdly, I will account for the theory of causal processes. Lastly, I will sketch a definition of the theory of causal memory processes.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116055624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Hvad var dannelse
Studier i Pædagogisk Filosofi Pub Date : 2018-04-12 DOI: 10.7146/SPF.V6I2.101780
Per Jepsen
{"title":"Hvad var dannelse","authors":"Per Jepsen","doi":"10.7146/SPF.V6I2.101780","DOIUrl":"https://doi.org/10.7146/SPF.V6I2.101780","url":null,"abstract":"The article reconstructs the history of the concept of “Bildung” from its origin in the philosophy of Enlightenment to the crisis of education in the middle of the 20th century. After a presentation of the rise of the concept in the 18th and 19th century (Kant, Humboldt), the article discusses Horkheimer and Adornos critique of the classical tradition of Bildung and their diagnosis of the intellectual and educational climate in Th e Western World after the 2nd World War. Following this it presents the even more pessimistic view of the Austrian philosopher Konrad Paul Liessmann, who in his book Theorie der Unbildung from 2008 claims that the concept of “Bildung” today has no longer any normative impact on the theory and practice of education. In the final section I second this view by claiming that the tradition of Bildung is now closed: What is left of it is its history.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114813413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction 我现在如何生活:反乌托邦青年小说中的可持续发展项目
Studier i Pædagogisk Filosofi Pub Date : 2018-04-12 DOI: 10.7146/SPF.V6I2.102084
J. Hanssen
{"title":"How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction","authors":"J. Hanssen","doi":"10.7146/SPF.V6I2.102084","DOIUrl":"https://doi.org/10.7146/SPF.V6I2.102084","url":null,"abstract":"It is impossible to ignore the enduring and sweeping popularity of young adult novels (YA) written with a dystopian, or even apocalyptic, outlook. Series such as Th e Hunger Games, Th e Maze Runner, and Divergent present dark and boding worlds of amplifi ed terror and societal collapse, and their vulnerable protagonists must answer constant environmental, social, and political challenges, or risk starvation, injury, and various forms of pain and suff ering. More frequently than not, the tensions of the dystopian YA universe turn to the natural world, one of sustenance and renewal, for resolution. The continued popularity of dystopian fi ction written expressly for young adult readers requires critical examination, as teachers must prepare themselves to deal with the questions raised by these texts. Th e trend toward the dystopian seems like rather a bleak expression of political and social hopelessness, but it does off er certain insights into what young readers want from the world around them. Much of the appeal of the dystopian comes from imagining not just problems, but how to solve them. The ingenuity and resourcefulness displayed in dystopian YA novels is not only appealing, but becomes a bold and ultimately optimistic statement on the need for environmental and social sustainability. The optimal incorporation of dystopian YA into the English as a foreign language (EFL) curriculum relies on the preparation of instruction as understood by Wolfgang Klafki in a mode and format that feels fresh and encourages student-led engagement, genuine multimodality, and an organic progression from the closed circle of the classroom to the open arena of adult civilization.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130814734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Instrumentalundervisningens problem – en kritik af fraværet af instrumentalpædagogisk grundlagsforskning
Studier i Pædagogisk Filosofi Pub Date : 2018-04-12 DOI: 10.7146/SPF.V6I2.96631
Øyvind Lyngseth
{"title":"Instrumentalundervisningens problem – en kritik af fraværet af instrumentalpædagogisk grundlagsforskning","authors":"Øyvind Lyngseth","doi":"10.7146/SPF.V6I2.96631","DOIUrl":"https://doi.org/10.7146/SPF.V6I2.96631","url":null,"abstract":"Abstract The article argues that there is a need for a thorough philosophical inquiry into the epistemological basis of instrumental teaching. This kind of inquiry has not previously been undertaken. The way in which practitioners within the instrumental-pedagogical field are often making subjective and individual references to taste (taste-argument) and tradition (tradition-argument) in order to legitimize the self-understanding of the instrumental-pedagogical field, is critiqued.  Hans-Georg Gadamer’s Philosophical Hermeneutics and his opus magnum, Truth and Method, are primarily informing the hermeneutical and epistemological analysis and critique of the instrumental-pedagogical praxis. The aim of the article is not only to point to the absence of epistemological research, but also to sketch the foundation for a future constructive discussion about the cultivation of critical self-understanding of the instrumental-pedagogical field.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128998635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Etisk afgørende øjeblikke – en pragmatisk-dualistisk forskningsetik 伦理决定性时刻--实用主义-二元论研究伦理
Studier i Pædagogisk Filosofi Pub Date : 2018-04-12 DOI: 10.7146/SPF.V6I2.25894
M. Johansen
{"title":"Etisk afgørende øjeblikke – en pragmatisk-dualistisk forskningsetik","authors":"M. Johansen","doi":"10.7146/SPF.V6I2.25894","DOIUrl":"https://doi.org/10.7146/SPF.V6I2.25894","url":null,"abstract":"This article analyses and discusses research-ethical dilemmas, ambivalences and problematic issues. This is done firstly by making a distinction between procedural research ethics and particularistic research ethics. Such a distinction refl ects a theoretical construction and generalization – in practice there can be a very close correlation between the two types. Hereafter, the distinction will therefore be used as a jumping-off point for the presentation of a pragmatic-dualist research ethics. Th e approach is dualist because it draws on the presence of two independent, contrasting understandings, which are essentially diff erent yet equal aspects of good research ethics; and it is pragmatic because this dualism is first and foremost structural and institutional by nature, and designed with an eye to what can realistically and expediently be done in practice. Thus the intention of the article is to both analyze and discuss two different understandings of research ethics and simultaneously qualify a research ethics that draws on both these understandings. At the same time, the intention is to try to visualize a diff erent understanding of research ethics which others can address and elaborate on or qualify but even at this point can be included in an arsenal or catalogue of research-ethical understandings and approaches that can be exploited in research-ethical practice.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134228006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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