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Gernot Böhmes atmosfæreæstetik og vejrfænomenologi
Studier i Pædagogisk Filosofi Pub Date : 2017-12-13 DOI: 10.7146/SPF.V5I2.24625
Sune Frølund
{"title":"Gernot Böhmes atmosfæreæstetik og vejrfænomenologi","authors":"Sune Frølund","doi":"10.7146/SPF.V5I2.24625","DOIUrl":"https://doi.org/10.7146/SPF.V5I2.24625","url":null,"abstract":"The paper explores Gernot Bohme’s interpretation of the concept of atmosphere as an aesthetical concept of the natural environment, especially of the weather. Bohme takes over the concept of atmosphere from Hermann Schmitz’ body phenomenology in which human feelings are considered to be spatial atmospheres. Bohme integrates atmospheres into his phenomenology of nature by showing that they are bodily sensations of human’s mode of being in their environment. Based on this framework he sketches out a phenomenology of the weather, i.e. a theory of the connection of climate and our mode of being. The perspective of the paper is to employ Bohme’s work with atmospheres in environmental education in general, and, specifi cally, in education concerning climate change.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"1 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":"125874775","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
Det är inte enbart frågan om nomenklatur : Naturvetenskap och estetik
Studier i Pædagogisk Filosofi Pub Date : 2017-12-13 DOI: 10.7146/SPF.V5I2.26371
Lili-Ann Wolff, Pia Sjöblom
{"title":"Det är inte enbart frågan om nomenklatur : Naturvetenskap och estetik","authors":"Lili-Ann Wolff, Pia Sjöblom","doi":"10.7146/SPF.V5I2.26371","DOIUrl":"https://doi.org/10.7146/SPF.V5I2.26371","url":null,"abstract":"This article discusses the way humans value nature, with a focus on the way they value nature aesthetically. Of particular interest are the values of children and adolescents and the role of aesthetics in scientific studies. The discussion is based on philosophical writings, especially aesthetic sources, and current environmental education empirical research. Our aim is to show the necessity the science lessons have of an unambiguous aesthetic dimension. With flexible teaching methods that partly take place outdoor, the students' own values and aesthetic experiences become a prompting starting point for understanding humankind’s role in nature.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"39 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":"131483172","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
Normativitet: utfordring i psykoterapeutisk og pedagogisk arbeid. Den profesjonelle mellom tvang og frihet
Studier i Pædagogisk Filosofi Pub Date : 2016-11-28 DOI: 10.7146/SPF.V5I1.23214
Aslaug Kristiansen, Harald Victor Knutson
{"title":"Normativitet: utfordring i psykoterapeutisk og pedagogisk arbeid. Den profesjonelle mellom tvang og frihet","authors":"Aslaug Kristiansen, Harald Victor Knutson","doi":"10.7146/SPF.V5I1.23214","DOIUrl":"https://doi.org/10.7146/SPF.V5I1.23214","url":null,"abstract":"In this article we wish to discuss different normative dilemmas that teachers and psychotherapists meet in their work with the student and the patient. We argue that crucial for a good practice is not the actual choice between normativity and freedom, between generalized or authorized standards and individual dialogue. Rather it is the professional’s continuous reflection on the form and quality of the interactions with the pupil and the patient, and the preservation of the balance between personal ethos and professional responsibilities that best safeguard respect for the other's autonomy and self-determination. By illustrating psychotherapeutic malpractice and systematic mistreatment of children in the name of education, we wish to remind the reader that official governmental authorization of the professions pedagogy and psychology / psychotherapy is not automatically a guarantee for high professional standards or for the best possible teaching and psychotherapy.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116967947","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 Axel Honneths Das Recht der Freiheit - Grundriss einer demokratischen Sittlichkeit 谋杀对手
Studier i Pædagogisk Filosofi Pub Date : 2016-11-28 DOI: 10.7146/SPF.V5I1.24151
B. Christensen
{"title":"Anmeldelse af Axel Honneths Das Recht der Freiheit - Grundriss einer demokratischen Sittlichkeit","authors":"B. Christensen","doi":"10.7146/SPF.V5I1.24151","DOIUrl":"https://doi.org/10.7146/SPF.V5I1.24151","url":null,"abstract":"","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122310619","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
Lesing som anerkjennelse – den manglende dimensjonen i PISAs begrep om leseferdighet
Studier i Pædagogisk Filosofi Pub Date : 2016-11-28 DOI: 10.7146/spf.v5i1.23245
Odin Fauskevåg
{"title":"Lesing som anerkjennelse – den manglende dimensjonen i PISAs begrep om leseferdighet","authors":"Odin Fauskevåg","doi":"10.7146/spf.v5i1.23245","DOIUrl":"https://doi.org/10.7146/spf.v5i1.23245","url":null,"abstract":"This article discusses the PISA framework’s concept of reading. The main argument is that PISA’s cognitive approach to literacy only to a small extent captures the normative dimension of reading. Consequently, the test fails to reflect key aspects of literacy, such as identity, identity formation and the ability to participate in society on a deeper level. The argument is based on a normative or moral conception of meaning and reading comprehension, based on Hegel’s concept of recognition.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131929731","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
Pædagogik, normativitet og videnskab
Studier i Pædagogisk Filosofi Pub Date : 2016-11-28 DOI: 10.7146/SPF.V5I1.24872
Merete Wiberg
{"title":"Pædagogik, normativitet og videnskab","authors":"Merete Wiberg","doi":"10.7146/SPF.V5I1.24872","DOIUrl":"https://doi.org/10.7146/SPF.V5I1.24872","url":null,"abstract":"","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131147027","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
Dannelsesbegrebets rolle som regulativ ide i teoretisk pædagogik – Dannelsesbegrebet og den pædagogiske forskning
Studier i Pædagogisk Filosofi Pub Date : 2016-11-28 DOI: 10.7146/SPF.V5I1.23242
Merete Wiberg
{"title":"Dannelsesbegrebets rolle som regulativ ide i teoretisk pædagogik – Dannelsesbegrebet og den pædagogiske forskning","authors":"Merete Wiberg","doi":"10.7146/SPF.V5I1.23242","DOIUrl":"https://doi.org/10.7146/SPF.V5I1.23242","url":null,"abstract":"In this paper, it will be argued that the concept of ‘Bildung’ has a twofold role in pedagogical research. On the one hand, it holds a position for conceptual analysis and discussions of how a pedagogical relation is established between an individual and the world. In this sense, it belongs to theoretical pedagogics. Humboldt concepts of receptivity and self-determination (Selbstatigkeit) and Klafki’s theory of categorial pedagogy are central contributions to this discussion. On the other hand, the concept of Bildung has a role as a regulative idea due to the ideas and imaginations of various forms of humanity it contains. In this sense, it fulfills an ethical dimension since it is regulative for the pedagogical relationship between individual and world.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127766860","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: 4
Faglighed – kvalitet, æstetik og undervisning
Studier i Pædagogisk Filosofi Pub Date : 2016-11-28 DOI: 10.7146/SPF.V5I1.18137
Johannes Adamsen
{"title":"Faglighed – kvalitet, æstetik og undervisning","authors":"Johannes Adamsen","doi":"10.7146/SPF.V5I1.18137","DOIUrl":"https://doi.org/10.7146/SPF.V5I1.18137","url":null,"abstract":"In mainstream educational trends and in particular in public debate, one might perceive a rather superfi cial/uncritical handling of the concept of ‘subject matter’ (Danish: faglighed), a handling which infl uences political decisions considerably. This article sets out to analyze the concept of ‘subject matter’ and makes the point that it is both intimately connected to a one dimensional idea of utility and that it as concept marginalizes teaching’s nature of encounter and dialogue, and hereby narrows ‘school’ to ‘learning’ and to some few basic subjects. Furthermore the argument is made that by comparing this narrow utility-like concept to the aesthetics the concept of subject matter can be qualifi ed as closely bound to a form-content side and this in turn opens up to the aspect of character formation (Danish: dannelse; German: Bildung).","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125876929","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
Pedagogikk, betydningstap og selvrefleksjonens grunnlag
Studier i Pædagogisk Filosofi Pub Date : 2016-11-28 DOI: 10.7146/spf.v5i1.23133
Ingerid S. Straume
{"title":"Pedagogikk, betydningstap og selvrefleksjonens grunnlag","authors":"Ingerid S. Straume","doi":"10.7146/spf.v5i1.23133","DOIUrl":"https://doi.org/10.7146/spf.v5i1.23133","url":null,"abstract":"The thesis explored in this essay is that contemporary educational thought has suffered a loss of significance, \u0000manifested when our language and concepts fail to be experienced as signifiers of commitment. A certain reluctance can be observed, among academics and others, against the notion of defending any cause or idea – with notable exceptions such as “respect for difference”. One may of course contest that a special kind of commitment is needed in education; but problems emerge when the educational values in place are no longer experienced as very significant for education itself, because the lack of investment in turn reduces the need to criticize and question these values. The problem concerns the lack of reflexive creativity, not the lack of ideals per se. The idea of a loss of signification is elaborated in two examples: “dannelse” and “kritikk”. In a further step, the loss of signification is discussed in relation to the lack of a larger, social (or societal) project, where the discussion of the Anthropocene is one example of how such a project might be formulated today.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125365193","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
Refugees and Europe: a dilemma or a turning point? 难民与欧洲:困境还是转折点?
Studier i Pædagogisk Filosofi Pub Date : 2016-04-15 DOI: 10.7146/SPF.V4I2.22548
Helgard Mahrdt
{"title":"Refugees and Europe: a dilemma or a turning point?","authors":"Helgard Mahrdt","doi":"10.7146/SPF.V4I2.22548","DOIUrl":"https://doi.org/10.7146/SPF.V4I2.22548","url":null,"abstract":"Europe is facing a wave of refugees and migrants. To solve the many inherent problems is primarily a practical political task. However, there are existential experiences, democratic values, human attitudes, and political principles involved, and I am going to look particularly to the following three aspects of the refugee crisis, 1) the existential (I refer to the philosopher Martin Heidegger and to the political thinker Hannah Arendt), 2) the political (I turn to the EU’s steps for a common refugee policy), and 3) the legal (I refer to Immanuel Kant’s notion of hospitality and Seyla Benhabib’s notes on Human Rights). Finally, I will make a concluding remark on education’s task (I refer to Hannah Arendt’s and Aristotle’s notion of philia ).","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126133622","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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