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  1. Forord.Sune Frølund & Thyge Winther-Jensen - 2018 - Studier i Pædagogisk Filosofi 7 (1):1-1.
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  2. Erkendelse i undervisningssammenhæng.Jørgen Huggler - 2018 - Studier i Pædagogisk Filosofi 7 (1):74-98.
    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.
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  3. Grue-Sørensen imellem filosofi og pædagogik.Hans Siggaard Jensen - 2018 - Studier i Pædagogisk Filosofi 7 (1):115-122.
    The philosophical situation at Copenhagen University in the 1960’s was dominated by two positivists. Th elogical positivist Jørgen Jørgensen – who had written the history of the “movement” – and the legal positivistAlf Ross. There were also two “outsiders”: Peter Zinkernagel, who did more analytical philosophy of language in the British style, and K. Grue Sørensen who was working in the traditions of neo-Kantianism. In 1955 Grue-Sørensen was hired as the first professor in education – after a long controversy about (...)
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  4.  1
    Betratninger Over Refleksivitet.Oliver Kauffmann - 2018 - Studier i Pædagogisk Filosofi 7 (1):55-73.
    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, 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.
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  5. Tre pointer fra Grue-Sørensen til nutidens pædagogik.Per Fibæk Laursen - 2018 - Studier i Pædagogisk Filosofi 7 (1):13-22.
    _When K. Grue-Sørensen became a professor of pedagogy at the University of Copenhagen in 1955, he was in line with the dominant historical-hermeneutical approach to humanities. From the late 1960s until retirement in 1974, his approach was challenged by both technical and critical alternatives. Both these alternative have since grown steadily, while the historical-hermeneutical view has been in the defensive. But Grue-Sørensen and the tradition he represented have three signifi cant points for today’s pedagogy, whether it is technical or critical: (...)
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  6.  1
    Om Grue-Sørensen og begrebet ’opdragende undervisning’ som almenpædagogisk kategori.Frederik Pio - 2018 - Studier i Pædagogisk Filosofi 7 (1):99-114.
    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 (...)
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  7. Grue-Sørensen og psykologien.Hans Vejleskov - 2018 - Studier i Pædagogisk Filosofi 7 (1):35-45.
    As a primary school teacher in Copenhagen, and, simultaneously, as a student of philosophy at The Universityof Copenhagen, Grue-Sörensen became so well acquainted with contemporary psychology that he, in theyears 1941-55, worked as a school psychologist in Copenhagen. Furthermore, from 1934 until 1955, he published 22 articles or chapters about psychological issues. The present contribution presents and characterizes the 22 publications categorized in works about developmental psychology, and works about central psychological issues – motivation, learning, and cognition. In the last (...)
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  8.  1
    Et forsvar for teoretisk pædagogik!Alexander von Oettingen - 2018 - Studier i Pædagogisk Filosofi 7 (1):23-34.
    The article introduces the pedagogical background and impact of Grue-Sørensen. Knud Grue-Sørensen cameto educational science from philosophy and was infl uenced by Kantian philosopher Leonard Nelson. Grue-Sørensen became the first professor of education at the University of Copenhagen. During an erain which research in the fi eld of education became more and more infl uenced by empirical research, Grue-Sørensen held on to a theoretically and historically rooted pedagogy. Among other works he authored a threevolume account of the history of education (...)
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  9. Moralsk opdragelse.Merete Wiberg - 2018 - Studier i Pædagogisk Filosofi 7 (1):46-54.
    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 (...)
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  10. Den senere Grue-Sørensen.Thyge Winther-Jensen - 2018 - Studier i Pædagogisk Filosofi 7 (1):2-12.
    In 1955 the fi rst Danish chair in education was set up at the University of Copenhagen and Knud Grue-Sørensen – Doctor of Philosophy – became appointed as holder of the chair. In 1965 the chair had an institute,Institute of Educational Th eory, connected to it.The following deals with the nineteen years in which Grue-Sørensen worked as a professor of educationat the university. The assumption upon which the essay rests is that his main ambition during theseyears was to lay the (...)
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  11.  6
    Mod en teori om kausale hukommelsesprocesser: præliminære bemærkninger.Mathias Christensen - 2018 - Studier i Pædagogisk Filosofi 6 (2):73-94.
    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 (...)
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  12.  9
    How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction.Jessica Allen Hanssen - 2018 - Studier i Pædagogisk Filosofi 6 (2):41-57.
    It is impossible to ignore the enduring and sweeping popularity of young adult novels 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 formsof pain and suff ering. More frequently than not, the tensions of the dystopian YA universe (...)
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  13.  2
    Educated Tastes.Liselotte Hedegaard - 2018 - Studier i Pædagogisk Filosofi 6 (2):1-14.
    This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation. In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through (...)
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  14.  1
    Hvad var dannelse?Per Jepsen - 2018 - Studier i Pædagogisk Filosofi 6 (2):95-109.
    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, 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 (...)
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  15.  2
    Etisk afgørende øjeblikke – en pragmatisk-dualistisk forskningsetik.Martin Blok Johansen - 2018 - Studier i Pædagogisk Filosofi 6 (2):58-72.
    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 (...)
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  16.  4
    Instrumentalundervisningens problem – en kritik af fraværet af instrumentalpædagogisk grundlagsforskning.Øyvind Lyngseth - 2018 - Studier i Pædagogisk Filosofi 6 (2):15-40.
    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 and tradition 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 (...)
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  17.  7
    In a Man's Words - the Politics of Female Representation in the Public.Rebecca Adami - 2018 - Studier i Pædagogisk Filosofi 6 (1):55.
    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 (...)
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  18.  1
    Crisis or Struggle? Towards a Language of Natality for Education.Lovisa Bergdahl - 2018 - Studier i Pædagogisk Filosofi 6 (1):25.
    Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’, the purpose of this article is to explore what it might mean to reassess the language of educational change and policy reform in the imagery of natality and birth. If the task in a ‘crisis’ is to fi ght against the crisis, eff ectively and forcefully, the argument of the paper is that the root metaphors of natality and (...)
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  19.  3
    Crisis or Struggle? A Language of Natality as a Struggle for Education.Lovisa Bergdahl - 2018 - Studier i Pædagogisk Filosofi 6 (1):25-38.
    Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’, the purpose of this article is to explore what it might mean to reassess the language of educational change and policy reform in the imagery of natality and birth. If the task in a ‘crisis’ is to fi ght against the crisis, eff ectively and forcefully, the argument of the paper is that the root metaphors of natality and (...)
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  20.  4
    Som en hand på axeln: beröring som posthumanistiskt feministiskt fenomen.Simon Ceder & Karin Gunnarsson - 2018 - Studier i Pædagogisk Filosofi 6 (1):5.
    [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 (...)
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  21.  4
    Inhabiting a Place in the Common: Profanation and Biopolitics in Teaching.Marie Hållander - 2018 - Studier i Pædagogisk Filosofi 6 (1):69.
    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 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 (...)
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  22.  4
    Shifting Feminist Politics in Education: Contemporary Philosophical Perspectives.Marie Hållander & Claudia Schumann - 2018 - Studier i Pædagogisk Filosofi 6 (1):1.
  23.  9
    The Matter of Thinking: Material Thinking and the Natural History of Humankind.Aislinn O'Donnell - 2018 - Studier i Pædagogisk Filosofi 6 (1):39.
    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 (...)
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  24.  2
    On Happiness and Critique. Teaching Diversity in a Swedish School Leadership Program.Claudia Schumann - 2018 - Studier i Pædagogisk Filosofi 6 (1):83.
    Th e paper explores the relationship of happiness and critique. It is a reflection on a decade of being trained in and practicing philosophical critique. It is a reflection on experiences I had during teaching on social justice, inclusion and diversity; and it is a refl ection on the on-going debate on negative vs. affirmative forms of critique within feminist philosophy. It is also an exercise in imagining a transformation of our critical practices, where the embrace of more affi rmative (...)
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  25.  11
    On Happiness and Critique. From Bouquet V to ´Possible Elsewheres´.Claudia Schumann - 2018 - Studier i Pædagogisk Filosofi 6 (1):83-96.
    The paper explores the relationship of happiness and critique. It is a reflection on a decade of being trained in and practicing philosophical critique. It is a reflection on experiences I had during teaching on social justice, inclusion and diversity; and it is a reflection on the on-going debate on negative vs. affirmative forms of critique within feminist philosophy. It is also an exercise in imagining a transformation of our critical practices, where the embrace of more affirmative modes of critique (...)
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  26.  7
    Anmeldelse Af Tone Kvernbekks "Evidence-Based Practice and Education".Mikkel Helding Vembye - 2018 - Studier i Pædagogisk Filosofi 6 (1):98.
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