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Viktor Gardelli
Lulea University
  1. Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing.Ylva Backman, Alina Reznitskaya, Viktor Gardelli & Ian A. G. Wilkinson - 2023 - Written Communication 40 (2):555–585.
    Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work (...)
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  2. ’you talk and try to think, together’ – a case study of a student diagnosed with autism spectrum disorder participating in philosophical dialogues.Viktor Gardelli, Ylva Backman, Anders Franklin & Åsa Gardelli - 2023 - Childhood and Philosophy 19:1-28.
    We present results from a single case study based on semi-structured interviews with a student (a boy in school year 3) diagnosed with autism spectrum disorder and his school staff after participating in a short and small-scale intervention carried out in a socio-economically disadvantaged Swedish elementary school in 2019. The student participated in a seven week long intervention with a total of 12 philosophical dialogues (ranging from 45 to 60 minutes). Two facilitators, both with years of facilitation experience and teacher (...)
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  3.  25
    Inclusion as participation: mapping the participation model with four different levels of inclusive education.Kattis Edström, Viktor Gardelli & Ylva Backman - forthcoming - International Journal of Inclusive Education:1–18.
    In Swedish schools, the so-called ‘Participation Model’ is used to observe and analyse participation, with the intention of supporting an inclusive learning environment. While this model is widely promoted by government agencies, its theoretical alignment to the concept(s) of inclusion is not established. This article therefore compares and maps the six aspects of participation within the Participation Model (i.e. belonging, accessibility, interaction, autonomy, involvement and acceptance) with a hierarchically ordered set of commonly occuring definitions of inclusive education (ranging from the (...)
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  4.  77
    Why philosophical ethics in school: implications for education in technology and in general.Viktor Gardelli, Eva Alerby & Anders J. Persson - 2014 - Ethics and Education 9 (1):16-28.
    In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics in (...)
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  5.  45
    To Describe, Transmit or Inquire: Ethics and technology in school.Viktor Gardelli - 2016 - Dissertation, Luleå University of Technology
    Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...)
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  6. Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries.Ylva Backman, Teodor Gardelli, Viktor Gardelli & Caroline Strömberg - 2020 - International Journal of Disability, Development and Education 67 (1):107-123.
    The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for (...)
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  7. To Colorize a Worldview Painted in Black and White : Philosophical dialogues to reduce the influence of extremism on youths online.Daniella Nilsson, Viktor Gardelli, Ylva Backman & Teodor Gardelli - 2015 - International Journal of Humanities and Social Science 5 (1):64-70.
    A recent report by the Swedish National Council for Crime Prevention in cooperation with the Swedish Security Service shows that the Internet has been extensively used to spread propaganda by proponents of violent political extremism, characterized by a worldview painted in black and white, an anti-democratic viewpoint, and intolerance towards persons with opposing ideas. We provide five arguments suggesting that philosophical dialogue with young persons would be beneficial to their acquisition of insights, attitudes and thinking tools for encountering such propaganda. (...)
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  8. Game Technologies to Assist Learning of Communication Skills in Dialogic Settings for Persons with Aphasia.Ylva Backman, Viktor Gardelli & Peter Parnes - 2021 - International Journal of Emerging Technologies in Learning 16 (3):190-205.
    Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. A small strand of research indicates effec- tiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative participation in dialogic settings for persons (...)
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  9.  47
    Six forms of variety in students' moral reasoning: an age-old distinction enabling new methods and findings.Ylva Backman & Viktor Gardelli - 2015 - Ethics and Education 10 (2):227-240.
    In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue (...)
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  10.  13
    Coherentism as a foundation for ethical dialog and evaluation in school : value communication, assessment and mediation.Viktor Gardelli, Anders Persson, Liza Haglund & Ylva Backman - unknown
    In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well (...)
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  11.  4
    The ambiguity of value.Jarkko Erikshammar, Anders Björnfot & Viktor Gardelli - unknown
    'Value' is a central concept in all of the principles and methods applied in Lean Construction, but it is rather difficult to provide a precise definition of the term. The problem lies in the word value itself: its ambiguity and vagueness make theorization difficult. This paper investigates the philosophical concept of value from a Lean Construction perspective. Several elements that contribute to value are considered, including objective elements such as waste reduction, quality, price and functionality, and more subjective elements such (...)
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  12. Problems and Solutions in Researching Computer Game Assisted Dialogues for Persons with Aphasia.Ylva Backman, Viktor Gardelli & Peter Parnes - 2022 - Designs for Learning 1 (14):46–51.
    In this paper, we describe technological advances for supporting persons with aphasia in philosophical dialogues about personally relevant and contestable questions. A computer game-based application for iPads is developed and researched through Living Lab inspired workshops in order to promote the target group’s communicative participation during group argumentation. We outline some central parts of the background theory of the application and some of its main features, which are related to needs of the target group. Methodological issues connected to the design (...)
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  13.  8
    On Being Twice Exceptional in Sweden - An Interview-Based Case Study about the Educational Situation for a Gifted Student Diagnosed with ADHD.Anna-Carin Holmgren, Ylva Backman, Viktor Gardelli & Åsa Gyllefjord - 2023 - Education Sciences 13 (11).
    The gifted education research area is rapidly expanding in Sweden. In the context of very limited research nationally, demands are increasing for steering documents and addressing of student and teacher needs in practice. However, Swedish research on students that are ‘twice exceptional’—students classified as being both gifted and disabled (for instance, through a neurodevelopmental disorder such as ADHD)—is nearly non-existent. In this study, we present an exploratory single case study of a female student in school year seven based on semi-structured (...)
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  14.  5
    Vetenskapliga tankeverktyg.Ylva Backman, Teodor Gardelli, Viktor Gardelli & Anders Persson - 2012 - Lund: Studentlitteratur.
  15.  8
    Philosophy with children : moral argumentation and the role of pictures.Ylva Backman, Liza Haglund, Viktor Gardelli & Anders Persson - unknown
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  16.  30
    Ethics in school : from moral development to children's conceptions of justice.Backman Ylva, Haglund Liza, Persson Anders & Viktor Gardelli - manuscript
    A main issue in Swedish school debate is the question of how to teach the student a common value system based on democracy and western humanism. The debate is rather intense, to say the least. Not only is the premise that there exists one value system that we share a target for critique, but there is also the question of what value education is or could be. There is, as well, quite a body of research on children's moral development, where (...)
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  17.  23
    Research Methods in the Swedish project Education for Participation : Philosophizing back a ‘New’ Life After Acquired Brain Injury.Ylva Backman, Teodor Gardelli, Viktor Gardelli, Caroline Strömberg & Åsa Gardelli - 2018 - In F. García, E. Duthie & R. Robles (eds.), Parecidos de familia: Propuestas actuales en Filosofía para Niños. Anaya. pp. 482-490.
    Annually, more than ten million people in all age groups in the world experience an acquired brain injury, which is a brain injury caused after birth by external forces or certain internal factors. Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually (...)
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  18.  10
    Ethics in school : a study of the foundation and methods for value communication.Viktor Gardelli, Anders Persson, Liza Haglund & Ylva Backman - unknown
    This article is about a coming project concerning a coherentist approach to ethics in school. The project has two main parts; one theoretical and one empirical. The former focuses on philosophical problems and issues concerning coherentism as a metaethical position in general, and particularly when applied to the field of value education, and the latter aims to study some consequences of a coherentist approach to the study of discussing ethical matters with children.Metaethical coherentism is a position in the discussion about (...)
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  19.  9
    Philosophical dialogues in education for persons with acquired brain injuries.Teodor Gardelli, Ylva Backman, Viktor Gardelli, Åsa Gardelli & Caroline Strömberg - unknown
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  20. Philosophy for/with Children, Teacher Training and Value Transmission: Contradictions, Problems and a Solution.Viktor Gardelli - 2022 - In Arie Kizel (ed.), Philosophy with children and teacher education: Global perspectives on critical, creative and caring thinking. Routledge. pp. 14-22.
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  21.  11
    Philosophy with Children, Inquiry Ethics and Value Transmission : Merits, demerits and relations between the approaches.Viktor Gardelli - manuscript
    Education for participation – Philosophizing back a "new" life after acquired brain injury.
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  22.  5
    Thinking in the Upper Secondary School.Viktor Gardelli - 2018 - Proceedings of the XXIII World Congress of Philosophy 43:27-31.
    There is a constant need for new ways to improve the Swedish school system. One such way could be to implement Matthew Lipman’s philosophy of education, which then must be proven compatible with the curriculum governing the Swedish school system. We restricted our examination to a comparison between Lipman’s Thinking in Education and the first chapter of the Swedish curriculum for upper secondary schools. We divided the results into three degrees of coherence: inconsistence, compatibility, and accordance, where accordance was a (...)
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