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Som en hand på axeln : Beröring som posthumanistiskt feministiskt fenomen
Studier i Pædagogisk Filosofi Pub Date : 2018-03-27 DOI: 10.7146/SPF.V6I1.102083
S. Ceder, Karin Gunnarsson
{"title":"Som en hand på axeln : Beröring som posthumanistiskt feministiskt fenomen","authors":"S. Ceder, Karin Gunnarsson","doi":"10.7146/SPF.V6I1.102083","DOIUrl":"https://doi.org/10.7146/SPF.V6I1.102083","url":null,"abstract":"[A Hand on the Shoulder: Touch as a Posthuman Feminist Phenomenon] With a posthuman feminist perspective, we explore touch as a phenomenon in the philosophy of education. Our argument is that touch is one of the prominent phenomena in educational contexts and therefore it requires closer theoretical investigation. In this article, we seek to challenge a ‘subject centric’ and ‘anthropocentric’ perspective, proposing a posthuman approach where touch is relationally intra-active and constantly present with multiple directions. Inspired by the methodological approach ‘concept as method’, we explore the phenomenon of touch through tracing-and-cartographing how it is used in educational texts. Two central aspects – body and ‘natureculture’– appeared in the intersection of touch, education and posthuman feminism. Touch as an educational phenomenon is seen as active in highlighting everyday activities in educational practices, and pushing them to be questioned and disrupted. To conclude, we raise a few questions and discuss some challenges that emerged while working with touch as a posthuman feminist phenomenon.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115158373","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
Anmeldelse af Tone Kvernbekks "Evidence-based Practice and Education". Anmeldelse, Tone Kvernbekks，《循证实践与教育》。
Studier i Pædagogisk Filosofi Pub Date : 2018-03-27 DOI: 10.7146/SPF.V6I1.104311
M. H. Vembye
{"title":"Anmeldelse af Tone Kvernbekks \"Evidence-based Practice and Education\".","authors":"M. H. Vembye","doi":"10.7146/SPF.V6I1.104311","DOIUrl":"https://doi.org/10.7146/SPF.V6I1.104311","url":null,"abstract":"","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134531436","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
Inhabiting a Place in the Common : Profanation and Biopolitics in Teaching 居住在公共场所:教学中的亵渎与生命政治
Studier i Pædagogisk Filosofi Pub Date : 2018-03-27 DOI: 10.7146/SPF.V6I1.102661
Marie Hållander
{"title":"Inhabiting a Place in the Common : Profanation and Biopolitics in Teaching","authors":"Marie Hållander","doi":"10.7146/SPF.V6I1.102661","DOIUrl":"https://doi.org/10.7146/SPF.V6I1.102661","url":null,"abstract":"This article considers the common and shared world in teaching, by reference to the concept of profanation in relation to biopolitics. “To profane”, means to treat something (or someone) as worldly and as something “that can be played with”. The act of profanation has implications for how objects that are “put on the table” can be regarded in teaching and how these “objects” can become public goods. But what happens when things that are used in teaching are representations of social injustice and suffering? This article will give a critique of the idea of profanation, specifically discussing when teaching deals with social injustice and representations of suffering.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121897471","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
Shifting feminist politics in education: Contemporary philosophical perspectives 教育中女权主义政治的转变:当代哲学视角
Studier i Pædagogisk Filosofi Pub Date : 2018-03-27 DOI: 10.7146/SPF.V6I1.102806
Marie Hållander, C. Schumann
{"title":"Shifting feminist politics in education: Contemporary philosophical perspectives","authors":"Marie Hållander, C. Schumann","doi":"10.7146/SPF.V6I1.102806","DOIUrl":"https://doi.org/10.7146/SPF.V6I1.102806","url":null,"abstract":"The idea for this special issue developed during one of the yearly meetings of the Nordic Educational Research Association (NERA). A group of younger researchers interested in feminist and queer ph ...","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129587566","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
Crisis or Struggle? : A Language of Natality as a Struggle for Education 危机还是挣扎?《作为教育斗争的母语》
Studier i Pædagogisk Filosofi Pub Date : 2018-03-27 DOI: 10.7146/SPF.V6I1.103102
Lovisa Bergdahl
{"title":"Crisis or Struggle? : A Language of Natality as a Struggle for Education","authors":"Lovisa Bergdahl","doi":"10.7146/SPF.V6I1.103102","DOIUrl":"https://doi.org/10.7146/SPF.V6I1.103102","url":null,"abstract":"Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’ (Jantzen), the purpose of this article is to explore what it might mea ...","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133221693","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
In a Man's words - the politics of female representation in the public 用一个男人的话来说——女性在公众中的代表政治
Studier i Pædagogisk Filosofi Pub Date : 2018-03-27 DOI: 10.7146/SPF.V6I1.102213
Rebecca Adami
{"title":"In a Man's words - the politics of female representation in the public","authors":"Rebecca Adami","doi":"10.7146/SPF.V6I1.102213","DOIUrl":"https://doi.org/10.7146/SPF.V6I1.102213","url":null,"abstract":"What one decides fit for appearance through writing and speech bears a political signifi cance that risk being distorted through both language, reception in the public, and through calls for gendered representations. How can work of female philosophers be interpreted as a concern for the world from that of having to respond to a male-dominated discourse through which speech becomes trapped into what one might represent as ‘other’? In this paper, I explore the public reception of two female thinkers who question, in diff erent ways, the dominant notion of the author or philosopher as a male subject; what kind of limitations does the relative notion of ‘female’ pose political action, and how can privilege constitute a hindrance to feminist solidarity?","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"907 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133946276","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
The Matter of Thinking: Material Thinking and the Natural History of Humankind 《思维的问题:物质思维与人类自然史
Studier i Pædagogisk Filosofi Pub Date : 2018-03-27 DOI: 10.7146/SPF.V6I1.103189
A. O’Donnell
{"title":"The Matter of Thinking: Material Thinking and the Natural History of Humankind","authors":"A. O’Donnell","doi":"10.7146/SPF.V6I1.103189","DOIUrl":"https://doi.org/10.7146/SPF.V6I1.103189","url":null,"abstract":"Contemporary educational policies have recently prioritised the development of generic, core, and transferable skills. This essay reflects on this tendency in the context of the ‘algorithmic condition’ and those discourses that tend toward an image of education that privileges dematerialised skills, practices, and knowledge. It argues that this turn towards dematerialisation is resonant with shifts in a number of diff erent domains, including work, and explores some of the implications of this shift. Instead I suggest an approach to education that understands it as turning towards the world, loving the world, and creating a common world. In order to understanding thinking and knowing as material practices, the concept of ‘material thinking’ is developed that refuses binaries of theory and practice, but that instead understands thinking, particularly in educational contexts, as material and a practice of thinking with something, and a turning towards the world. I draw upon the work of Susan Oyama, Elizabeth Grosz, Tim Ingold and Isabelle Stengers, and explore the example of Barbara McClintock’s research as a cytogeneticist researching maize. Here I am particularly interested in the importance of deep engagement with a subject matter in terms of developing the skilfulness that is associated with what I am calling ‘material thinking’. This allows us to think about education in a way that pays attention to the plurality of practices of material thinking that engage with the natural history of humankind, and the story of the world.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122197689","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
Å kunne mer enn man har lært? Om "generell kompetanse" i Nasjonalt kvalifikasjonsrammeverk
Studier i Pædagogisk Filosofi Pub Date : 2017-12-13 DOI: 10.7146/spf.v5i2.23704
Pål Anders Opdal
{"title":"Å kunne mer enn man har lært? Om \"generell kompetanse\" i Nasjonalt kvalifikasjonsrammeverk","authors":"Pål Anders Opdal","doi":"10.7146/spf.v5i2.23704","DOIUrl":"https://doi.org/10.7146/spf.v5i2.23704","url":null,"abstract":"Gar det an a kunne mer enn man har laert? Finnes det ferdigheter og kompetanser som er generelle? Kategorien «generell kompetanse» i Nasjonalt kvalifikasjonsrammeverk for livslang laering forutsetter at svarene pa disse sporsmalene er «ja». I denne artikkelen argumenterer jeg for at svaret ikke er sa enkelt.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126427228","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
Anmeldelse af Gjerris, M., Borkfelt, S., Gamborg, C., Harfeld, J. & Kondrup, S. (red.): Jagt. Natur, mennesker, dyr og drab
Studier i Pædagogisk Filosofi Pub Date : 2017-12-13 DOI: 10.7146/spf.v5i2.102466
Sune Frølund
{"title":"Anmeldelse af Gjerris, M., Borkfelt, S., Gamborg, C., Harfeld, J. & Kondrup, S. (red.): Jagt. Natur, mennesker, dyr og drab","authors":"Sune Frølund","doi":"10.7146/spf.v5i2.102466","DOIUrl":"https://doi.org/10.7146/spf.v5i2.102466","url":null,"abstract":"","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116003281","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
John Deweys kritik af liberal education
Studier i Pædagogisk Filosofi Pub Date : 2017-12-13 DOI: 10.7146/SPF.V5I2.96929
Jørgen Huggler
{"title":"John Deweys kritik af liberal education","authors":"Jørgen Huggler","doi":"10.7146/SPF.V5I2.96929","DOIUrl":"https://doi.org/10.7146/SPF.V5I2.96929","url":null,"abstract":"The paper deals with John Dewey’s aversion against liberal education and his concern about a ‘dual track’ educational system separating liberal education and vocational education. It investigates the reason why Dewey maintains that the philosophical ‘dualisms’ culminates in the question on vocation.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"70 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113985500","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
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