9 found
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  1.  10
    Exploring the Role of Exemplarity in Education: Two Dimensions of the Teacher’s Task.Morten Timmermann Korsgaard - 2019 - Ethics and Education 14 (3):271-284.
    ABSTRACTThis paper explores the role of exemplarity in education through a conceptualisation of two different dimensions of exemplarity in educational practice. Pedagogical exemplarity, which relates to the pedagogical and ethical dimension of educational practice. In other words, this dimension explores the educational moments when someone takes up an exemplary function in educational practice. Didactical exemplarity, which relates to the exemplary function of subject matter or educational content. In other words, this dimension explores the educational moments when something takes up an (...)
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  2.  12
    Diving for Pearls. Thoughts on Pedagogical Practice and Theory.Morten Timmermann Korsgaard - 2019 - Journal of Philosophy of Education 53 (1):180-199.
  3.  4
    Introduction: The Role of the Exemplar in Arendt and Spinoza: Insights for Moral Exemplarism and Moral Education.Johan Dahlbeck & Morten Timmermann Korsgaard - 2020 - Ethics and Education 15 (2):135-143.
    ABSTRACTIn late October of 2019, we brought together scholars from very different traditions in order to explore the notion of exemplarity and the role of exemplars in education. Bringing together scholars working on ethics and moral exemplarism, Spinoza scholars and Arendt scholars, we attempted to bring these different perspectives to bear on the role of exemplarity in education. Not in order to create a synthesis of ideas or to find solutions for practical issues, but in order to explore collegially the (...)
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  4.  3
    Visiting Exemplars. An Arendtian Exploration of Educational Judgement.Morten Timmermann Korsgaard - 2020 - Ethics and Education 15 (2):247-259.
    ABSTRACTThe role of exemplification and exemplars is receiving increasing attention in educational theory. Usually, this is connected to emulation models in character and moral education. Exemplars in this framework are those who show us how to act and what to do, and inspire us emotionally to improve. In Hannah Arendt’s unfinished work on judgement, the exemplar plays a different role. Instead of functioning as an inspiration for behavioural change, the exemplar inspires thinking. In Men in Dark Times and the lecture (...)
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  5.  9
    The Educator's Diary: Arendt and Kierkegaard on Progressivism and the Educational Relation.Morten Timmermann Korsgaard & Mathias Mogensen Aldinger - 2018 - Educational Theory 68 (4-5):513-527.
  6.  1
    Pearl Diving and the Exemplary Way Educational Note Taking and Taking Note in Education.Morten Timmermann Korsgaard - forthcoming - Educational Philosophy and Theory:1-9.
    In this paper, I will explore the experience of noticing/becoming attentive to something in education. What does it mean to take notice of something in an educational way, and how does some...
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  7.  2
    Growing Roots and Becoming Interested: Teaching About the World Through Exemplarity.Morten Timmermann Korsgaard - 2020 - Journal of Philosophy of Education 54 (1):235-249.
    Journal of Philosophy of Education, EarlyView.
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  8.  36
    Positioning Theory som pædagogisk teori – Til et forsvar for en svag pædagogik.Morten Timmermann Korsgaard & Stig Skov Mortensen - 2015 - Studier I Pædagogisk Filosofi 3 (1):55-70.
    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 (...)
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  9.  3
    Education and the Concept of Commons. A Pedagogical Reinterpretation.Morten Timmermann Korsgaard - 2019 - Educational Philosophy and Theory 51 (4):445-455.
    This paper explores the concepts of commons and commoning from an educational vantage point. These concepts point to places and activities that are shared, communal and un-privatised, in other words they point to places and practices not yet enclosed or appropriated by capital and market logics. Education is certainly a place and an activity that is increasingly being enclosed and appropriated by these logics, but at the same time education seems to always find ways of escaping this enclosure, and teachers (...)
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