{"title":"En bergsoniansk pædagogik","authors":"P. Borum","doi":"10.7146/SPF.V3I2.7358","DOIUrl":"https://doi.org/10.7146/SPF.V3I2.7358","url":null,"abstract":"Taking as a point of departure three basic assumptions in Henri Bergson – (A) that consciousness forms part of a pragmatic and of a refl exive circuit; (B) that the formation of bodily habits and of contents of consciousness has an irreducible morphogenetical duration; (C) that a basic asymmetry subsists between the given and the non-given, between knowledge and non-knowledge – some consequences of this asymmetry are sketched out: (1) that learning is rythmical, (2) that knowledge (savoir) and ability (pouvoir/savoir-faire) are stratified, (3) that the creative process is of central pedagogical importance, (4) that ideas of utility are unable to providea motivation for learning. The difference between linguistic and mathematical understanding is then outlined. From the irreducible morphogenetical duration, the maxims ‘as early and as much as possible’ are deduced, as well as the notion that curricula cannot aim entirely at applicability. Finally a notion of pedagogical seduction is presented, as well as a “founding aporia” (Rene Thom) for pedagogy: between problematization and automatization, seduction and interest, knowledge and ability.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130997783","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}
{"title":"Æstetiske forudsætninger for Oplysningen hos Kant","authors":"K. Jansen","doi":"10.7146/SPF.V3I2.20404","DOIUrl":"https://doi.org/10.7146/SPF.V3I2.20404","url":null,"abstract":"Immanuel Kant's ‘Critique of Judgment’ is often read either in terms of art appreciation or teleology. In this paper however, the object is to examine the ‘Critique of Judgment’, especially the concepts of the Beautiful and the Sublime, in relation to the Kantian version of the Enlightenment. The main theses in the paper are as following: That Beauty can provide us with the sensuous experience of the possibility of the moral law and that the Sublime can provide us with the sensuous experience of the possibility that we as rational beings can effectuate the actual existence of the moral law.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129416218","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}
{"title":"Frihed og lykke i Rousseaus retfærdiggørelse af staten","authors":"Rafeeq Hasan","doi":"10.7146/SPF.V3I1.6166","DOIUrl":"https://doi.org/10.7146/SPF.V3I1.6166","url":null,"abstract":"Political philosophers tend to think that Rousseau is significant because his contractarianism anticipates Kant. However, reading Rousseau in this way requires us to ignore his frequent and emphatic appeals to the role of happiness as collective flourishing ( eudaimonia ) in establishing the rational authority of justice. I offer a reading of Rousseau’s political theory which accounts for this eudaimonistic aspect of his thought. I argue that for Rousseau, as for Kant, obligations are structured by the autonomous willing of agents who bind themselves by the norms of reason alone. But unlike Kant, Rousseau thinks that such formal considerations of rational autonomy provide necessary but not sufficient reasons for fulfilling our duties to one another. This is because the ultimate reason for valuing individual autonomy is that it enables the flourishing of individuals insofar as they are members of a just political community.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"133 38","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132800710","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}
{"title":"Mobbing - et forsøk på nye teoretiske perspektiv","authors":"D. Nome","doi":"10.7146/SPF.V3I1.13325","DOIUrl":"https://doi.org/10.7146/SPF.V3I1.13325","url":null,"abstract":"This article discusses the understanding of bullying and how it first appears as a phenomenon in early childhood. Empirical research on the social life of young children indicates a capacity for empathy that is independent of social learning. Based upon Merleau-Ponty`s philosophy of the body and Levinas’s existentialist notion of the origin of morality, the article emphasize empathy and the sense of responsibility as a fundamental event in our initial encounter with one another – not learned competence based on cognitive refl ections. Anti-social behavior like bullying is therefore considered to be a narrowing of the initial openness for others entering our life-world, not a result of a natural urge to power and dominance.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115402829","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}
{"title":"Positioning Theory som pædagogisk teori – Til et forsvar for en svag pædagogik","authors":"M. T. Korsgaard, S. Mortensen","doi":"10.7146/SPF.V3I1.6248","DOIUrl":"https://doi.org/10.7146/SPF.V3I1.6248","url":null,"abstract":"The article addresses the emerging framework of ‘positioning theory’, which has become influential in educational theory. We will present the central concepts and ideas of ‘positioning theory’ and subsequently how they are being used to contribute to educational theory. We will focus on an article by Svend Brinkmann where he uses ‘positioning theory’ as the foundation for moral education. Seemingly, Brinkmann uses ‘positioning theory’ rather uncritically in an attempt to ‘strengthen’ the educational process by introducing fixed categorisations and concepts to it. Contrary to this approach, we will use the educational theories of Knud Grue-Sorensen and Gert Biesta to emphasise how we instead should recognise what is here defi ned as the ‘weakness’ of educational theory, and how we have to consider both the adaptive element of education as well as the emancipatory element of it.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123282316","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}
{"title":"Erfaring og sprog","authors":"Casper Løwenstein","doi":"10.7146/SPF.V3I1.16840","DOIUrl":"https://doi.org/10.7146/SPF.V3I1.16840","url":null,"abstract":"The article examines the relation between experience and language. By drawing on the work of Heidegger and others, its objective is to defend the idea that experience is protolinguistic: language begins and works within experience itself. Through a study of different traits in experience – e.g. movement, negativity, trying, being marked, changing –, the investigation challenges scientific, metaphysical, and everyday conceptions of experience as well as the idea of language as system and communication, and it suggests a widening of the concept of experience in order to help understanding how experience, thought, language, and use of language are intertwined.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129046240","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}
{"title":"Montevideo: ALFE 2, Puchet og Genis. Pædagogisk filosofi 1.","authors":"Asger Sørensen","doi":"10.7146/SPF.V3I1.19471","DOIUrl":"https://doi.org/10.7146/SPF.V3I1.19471","url":null,"abstract":"","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123544076","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}
{"title":"Om Fortuna - metafysikk i pedagogikken?","authors":"Knut Ove Æsøy","doi":"10.7146/SPF.V3I1.19302","DOIUrl":"https://doi.org/10.7146/SPF.V3I1.19302","url":null,"abstract":"This essay is an attempt to participate in a discussion about metaphysics today. I claim that metaphysic now seems silenced or taken for granted. Machiavelli’s idea of fortuna or fate (Norwegian: lagnad) represents question and perception that cannot be recognized empirically. My aim is to place Machiavelli into an ongoing discussion about the distinction between nature and culture and perception of reality (Norwegian: royndom) as organic or harmonic. As part of this, I will discuss fortuna’s place in modern research based teacher education, which places our fate in the hand of science, the institutionalization of learning and the lack of virtue (Norwegian: dygd). In conclusion, I wish to express some critical remarks on this development, not taking into account the metaphysical speculation.","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128159642","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}
{"title":"Krop og viden i skolen","authors":"J. Bengtsson","doi":"10.7146/SPF.V2I2.7904","DOIUrl":"https://doi.org/10.7146/SPF.V2I2.7904","url":null,"abstract":"The relationship between body and mind is a classical ontological problem in the history of philosophy. To this problem can be added an epistemological question about the relationship between body and knowledge. In this article, I will discuss these questions delimited to one central area of education, that is, school. My point of view will be life-world phenomenology and in particular the theory of the lived body","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"14 5-6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126537465","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}
{"title":"Teoretisk erkendelse og læring","authors":"Søren Harnow Klausen","doi":"10.7146/SPF.V2I2.13308","DOIUrl":"https://doi.org/10.7146/SPF.V2I2.13308","url":null,"abstract":"The value and function of theoretical knowledge is an important and disputed issue, which has received surprisingly little scholarly attention. I attempt to clarify the notion of theoretical knowledge and examine its general relationship to learning. Theoretical knowledge is not necessarily distinguished by any particular content; the adjective “theoretical” can just as well signify a particular methodological approach or a way of dealing with a topic, including the way it is conceptualized. I further argue that theoretical knowledge can be merely implicit and non-propositional. Though I reject a radical constructivist view, according to which knowledge acquisition consists in socialization, it must be admitted that socialization and the acquisition of theoretical knowledge do turn out to go closely hand in hand, inasmuch as theoretical knowledge is often a precondition of successful socialization. Concepts, principles, models and symbolic systems support the acquisition of both theoretical and other kinds of knowledge, but also help the learner to find her way about in an environment that is already formed by theories and conceptual understandings. Theoretical knowledge is both a learning instrument and a tool for navigation","PeriodicalId":256798,"journal":{"name":"Studier i Pædagogisk Filosofi","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123918574","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}
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