| 1. |
- Bengtsson, Stefan, et al.
(författare)
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Irony and environmental education : on the ultimate question of environmental education, the universe and everything
- 2023
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 29:4, s. 659-674
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Tidskriftsartikel (refereegranskat)abstract
- This paper seeks to reclaim irony as more than a way of humorously pointing out that the times we live in are out of joint or coming to an end, instead emphasizing its potential as a productive force and method in both educational thinking and teaching practice. By interrogating the educative potential of irony as method and humorous experience in the Bildung-oriented Didaktik tradition, we argue that irony can reveal the tensions and dilemmas of didactic posturing in order to facilitate a productive decentring and self-alienating critique of our anthropocentric predicament in education. It can be difficult to tease out the inherent distance between educational content and its substance in times where educators are caught between crowded curricula and strict testing regimes, but this irony is rarely lost on either pupils or teachers. Irony, we argue, is more than a constant fissure in the efforts to streamline ideas about what constitutes the most efficient didactic approaches. Instead, it could be used as a method to make educative processes attentive to what didactic posturing might be missing and how self-alienation might be a premise of education as formation of the self.
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| 2. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Fiction Science and the Role of Theory in ESE
- 2023
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Konferensbidrag (refereegranskat)abstract
- This presentation will conceptualize fiction science and the derived potential for the ESE field (Bengtsson & Lysgaard, 2023). Fiction science can be seen as a form of paying homage to realism in science, where we see the acknowledgement of realism as to open up again the facticity of how things are. Fiction science as a genre we would like to introduce plays with this openness of facticity, as acknowledged in the scientific tradition to scepticism, in order to play with potential futures and pasts that can be seen to be partially informed by generally perceived truth(s) and partially informed by fiction, where do not yet/any longer know if that fiction is turning out to be a “truth”. We consider fiction science to engage with the challenges to human exceptionalism that the Anthropocene can be interpreted to impose on us. This rests on the acknowledgement that an empirically founded experience of the world in the “present” focusing on the human senses and self-conception is out of tune with the strange times we live in (Bengtsson & Lysgaard, 2022). To put it simply, we are increasingly becoming aware that the projected facticity of our understanding of ourselves and the world is lacking in “truthiness”, and that what is and has been is apparently different than we thought (Saari & Mullen, 2020). Fiction science relates, in this sense, to the possibility of things existing in the past, present and future at the same time (Bengtsson & Lysgaard, 2023). Fiction science taps into an openness or the intervention of a past and future that we as humans do not have access to. The fictive or imaginative aspects of fiction science can not be “contained” to a imagined and non-factual future or past but rather have a Schrödinger's cat state where the future is open and the fictive aspect of its prediction can turn out to be a seemingly “fact” in the future (cf. Harman, 2012). In our presentation we will engage with the question of what fiction science might mean for the conception of theory in ESE research as well its delineation from data- or practice-driven research.
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| 3. |
- Bengtsson, Stefan L., 1978-, et al.
(författare)
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Under the Influence : On the Role of the Object of Education in Bildung
- 2023
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Konferensbidrag (refereegranskat)abstract
- This paper focuses on the status of the content of education and how the content might be rethought by drawing on speculative realist thought. Drawing on our previous work (Bengtsson 2022), where we differentiate between the content of education and the object of education that this content refers to, we aim to provide an object-oriented ontological differentiation between sensible object and real object (Harman 2011) in order to break with the correlationist reduction of the object of education to the content of education as always already incorporated into human practice and historicity. The paper is to outline, against the background of the German Geisteswissenschaftliche Didaktik (curriculum theory based on the epistemological principles of Geisteswissenschaft), how the theory of curriculum and instruction is based on expressions of correlationist thought- We will here specify by relating to Klafki’s (2013, 1959) and Menck’s (1986) influential work what the consequences are for the conception of the content of education (Unterrichtsinhalt) as well as how this conception frames the project of education as a project of self-cultivation and formation (Bildung). By critiquing the consequences of a reduction of the content to a conflation of its position in nature and culture, we illustrate how content only attains a stable educative substance by an appeal to a static notion of nature and how the determinism of a static and universal educative substance is only partially bracketed by the appeal to human exceptionalism and agency in relation to the appropriation of that content in culture (Bildung of humanity) and the project of self-formation (Bildung of the individual self). The correlationist conflation of those two positions of the content leads here to explanatory difficulties with regard to the relation between the Bildung of self and humanity, as well as how the stability and substance of the content in the natural world can be maintained in the context of the Anthropocene. By rehabilitating the notion of the object of education, we aim to explore how objects have a form of agency that shapes self-formation and the formation of humanity. We draw here on the concept of “allure” in Harman´s (2010, 2011) work to illustrate how the object of education exerts a form of causal aesthetic influence on individuals and humanity’s Bildung. This is particularly relevant for ESE and how we - as humans - come to know ourselves in the Anthropocene, which will be further addressed in the paper.
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| 4. |
- Höhle, Juliane V., et al.
(författare)
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A didactic toolkit for climate change educators: lessons from constructive journalism for emotionally sensitive and democratic content design
- 2023
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Ingår i: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; , s. 1659-1677
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Tidskriftsartikel (refereegranskat)abstract
- Climate change education is seen as an important contributor to climate change mitigation. Yet, its predominant focus on cognitive learning tends to omit the emotional effects of learning about climate change, which often entails learners feeling anxious and overwhelmed and therefore struggling to engage with and enact ?solutions?. This paper addresses a gap in current environmental education research relating to the role that the design of educational content might play in engaging with the emotional dimension of learning in environmental and sustainability education. In this effort, the paper draws on constructive journalism to provide an account of how the design of content influences the appropriation of content on both a cognitive and emotional level by the learner. The paper outlines three content design tools (solutions orientation, future orientation, community orientation) that aim to reconcile the emotional and cognitive dimensions of learning while supporting the agency of learners and a democratic conception of climate change education.
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| 5. |
- Springob, Jan
(författare)
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Sustainability in teacher education around the world : FIRST INSIGHTS IN NATIONAL LEGAL GUIDELINES AS WELL AS GOOD PRACTICE EXAMPLES AND INITIAL APPROACHES FROM UNIVERSITIES IN ARGENTINA, AUSTRIA, CANADA, ESTONIA, GERMANY, MEXICO, NAMIBIA, SWEDEN, THE USA, AND VIETNAM
- 2023
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Rapport (populärvet., debatt m.m.)
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| 6. |
- Bengtsson, Stefan Lars
(författare)
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Critical education for sustainable development: exploring the conception of criticality in the context of global and Vietnamese policy discourse
- 2022
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Ingår i: Compare. - : Informa UK Limited. - 0305-7925 .- 1469-3623. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses how ‘criticality’ is negotiated in the global policy frameworks on Education for Sustainable Development (ESD) and re-conceptualised in Vietnamese ESD policymaking. Taking the context of Viet Nam, this paper reflects on what constitutes criticality in education in the light of cultural and historical contexts of the education systems. The comparative perspective helps explore whether (1) universal or decontextualised ‘criticality’ exists or (2) whether ‘criticality’ is culturally negotiated based on the premise that educational imaginaries of societal formation and transformation are historically and contextually embedded and contingent. In addition, this paper connects the ongoing debate on the critical potential of ESD within the field of environmental education (EE) research to comparative education research by highlighting both what a comparative perspective might offer to EE research and what recent developments in EE research might contribute to comparative education research.
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| 7. |
- Bengtsson, Stefan L., 1978-
(författare)
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Didaktiken efter idealismen : Undervisningsobjektets återkomst i antropocen
- 2022
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 27:3, s. 32-53
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Tidskriftsartikel (refereegranskat)abstract
- Artikelns syfte är att skapa medvetenhet om den tyska idealismens påverkan på didaktiskt tänkande, både när det gäller undervisningsinnehåll och specifikt när undervisningsinnehåll förstås i relation till antropocen. Artikeln är strukturerad så att den belyser de två aspekter som ingår i artikelns titel: kopplingen mellan didaktik och idealism, samt undervisningsobjektets status och antropocen. Den första aspekten rör kopplingen mellan didaktiken och idealismen. Här kommer artikeln påvisa idealismens påverkan på didaktiskt tänkande. Jag argumenterar för att idealismens arv lett till att undervisningsobjektet reduceras till ett undervisningsinnehåll i didaktiskt tänkande. Den andra aspekten rör vikten av att återupptäcka undervisningsinnehållet i antropocen. Det är i relation till antropocen som jag argumenterar för vikten av att göra en åtskillnad mellan undervisningsinnehållet och undervisningsobjektet.
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| 8. |
- Bengtsson, Stefan L., 1978-
(författare)
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Locating the Controversial in Environmental and Sustainability Education
- 2022
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Konferensbidrag (refereegranskat)abstract
- ContributionThis submission interrogates how we can understand the position of controversy in the teaching about sustainability issues. Based on semi-structured interviews with teachers and qualitative analysis of their responses, the empirical engagement with their self-reported teaching practices is to provide entry points for understanding the positionality of “controversy from a didactic perspective. Thais is, the analysis is to provide insights regarding how teacher perceive of how and where “controversy” emerges in the relational engagement of teachers and students with specific sustainability related contents. Positionality of controversy refers here to a” where” and “when” in educational processes, where for example controversy might be described by teachers as being a priori to the teaching situation and located “in” the content or alternatively as something that might be described as emerging “in” the student as a result of conflicts in the classroom between “held” perspectives. The empirical analysis is here to result in a didactic triangulation of controversy according to identified different traditions of teaching. Didactic triangulation utilizes the three reference points of “content”, “learner” and “teacher” in relation to which the position of controversy is accounted for by different teaching traditions. Teaching tradition is here understood as a form of selective tradition (Öhman, 2004; Sund & Wickman, 2011) that relates to an institutionalized form of patterns or habits in practice. The didactic triangulation of controversy is to provide an empirical ground for a reflection on the premises and limits of engaging with controversy as a political aspect of environmental and sustainability education. The overarching ambition of interrogating the position of controversy is to contribute to existing research debate within environmental and sustainability education (ESE) research that focus on its political dimension (Bengtsson, 2014; Håkansson & Östman, 2018; Tryggvason & Öhman, 2019). Locating “controversy” is to provide entry points for reflecting on the premises for and limits of selective teaching traditions and education as a political project that is on the on hand seen as to contribute to emancipation through subjectification and a social project that is socializing into norms and values (Biesta, 2009; Hasslöf & Malmberg, 2014). The ambition is here also to connect this debate on the political dimension of ESE to arguments and findings of the sparse existent research on teaching about controversial issues in environmental and sustainability education (e.g. Anderson & Jacobson, 2018; Camino & Calcagno, 1995; Gayford, 2000).A key question is to engage with is to clarify: A) What are the limits and premises of controversy for disrupting or realizing the educational ideals of subjectification and socialization in the teaching practices once it is located differently in didactic relations? The submission is here to provide a conceptual framework for teasing out consequences of certain teaching practices locating controversy differently. What does this location of controversy mean for learning and teaching in terms of possibility and limits? Speaking back to broader conceptual and political frameworks for understanding the possibilities and limits of environmental and sustainability education, the analysis is to reflect on the “educational” consequences of locating “controversy” differently in learning and teaching, that it is to engage with the overarching question B): What does controversy mean for education as a social project once we take into consideration the differently “located” premises and limits teaching and learning? MethodThe basic means of data generation that will be utilized in this submission are semi-structured interviews with 20 - 35 teachers working in secondary education. The interviews are structured in the form of six overarching questions regarding their teaching about controversial sustainability issues. The first question concerns the nature of content (what), that is which issues the teacher addresses and if they are controversial in the classroom or are identified as controversial in learning material and the teacher's design thereof. The second question relates to the frequency of their teaching about controversial sustainability issues (when/how often). The third question concerns the teachers’ methods of instruction about these issues (how). The fourth question addresses their purposes and objectives that they have in mind when teaching about these issues (why). The fifth question focuses possible emotions that might emerge in the classroom (emotions). The analysis utilized in this paper consists of a qualitative data analysis utilizing Nvivo as analysis software. The qualitative data analysis consisted of first and secondary cycle coding. In first cycle coding the analysis utilized a study specific form of protocol coding, that is a coding that utilizes preestablished codes as a form of deductive analysis (Miles et al., 2020, p. 66). The protocol codes are adapted to the purposes of the study and is by the author labelled “didactic coding” utilizing the above outlined research questions´ specific codes: “WHAT”, “HOW OFTEN”, “HOW”, “WHY”, “EMOTIONS”. In addition to this didactic coding descriptive coding, that assigns labels in short words or phrases was utilized to give meaning to patterns emerging in the particular cases as a form of inductive coding (ibid.). The second cycle coding is to identify patterns and differences among patterns with regard to the didactic and descriptive coding. In addition, a particular analysis of the relation of the codes “EMOTIONS”, “WHAT” and “WHY” in the identified patterns is used to characterize particular teaching traditions as well as to create a basis for the didactic triangulation of “controversy” in these traditions.Expected OutcomesThe didactic triangulation is to be presented in the form of visual representations of “positions” of controversy in the identified selective teaching traditions. This visual representation is to provide a basis for a theoretical reflection of the consequences of the premises and limits of these traditions to engage with controversies in environmental and sustainability education. The discussion is here to engage in a dialogue with existent research in the field in order to substantiate the “location” of the political dimension of different theoretical frameworks applied in that research and informing approaches to teaching about sustainability related content. For example, the conceptual “location” of the political in deliberative traditions’ appeal to reasoning communication (Englund et al., 2008) and the conception of antagonism in radical democratic approaches (Bengtsson, 2014; Håkansson et al., 2018; Hasslöf, 2015; Tryggvason & Öhman, 2019) are interrogated in regard to what aspect of education (socialisation, subjectification) “controversy” is an expression of. In particular, the submission is to interrogate the extent “controversy” is located in the “social/subject” realm of didactic relation to a content? Is controversy and the controversial aspect of sustainability issues only related to how teachers, students and members of the social public relate to it as a content of education? Might “controversy” be located “in” the content itself and what might this mean for our (social/subjectifying) efforts to “handle” the controversy in teaching and education? What would such a positionality of “controversy” mean for our understanding of education as a social project? The submission is here to open up for shared reflection on how practical positioning of “controversy” in teaching as well as research might limit conceptions of how to engage in teaching with the political dimension of environmental and sustainability education.References Anderson, C., & Jacobson, S. (2018). Barriers to environmental education: How do teachers’ perceptions in rural Ecuador fit into a global analysis? Environmental Education Research, 24(12), 1684–1696. Bengtsson, S. L. (2014). Beyond Education and Society: On the political life of Education for Sustainable Development. Acta Universitatis Upsaliensis. Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33–46. Camino, E., & Calcagno, C. (1995). An Interactive Methodology for ‘Empowering’ Students to Deal with Controversial Environmental Problems. Environmental Education Research, 1(1), 59–74. Englund, T., Öhman, J., & Östman, L. (2008). Deliberative communication for sustainability? A Habermas-inspired pluralistic approach. In S. Gough & A. Stables (Eds.), Sustainability and security within liberal societies. Learning to live with the future (pp. 29–48). Routledge. Gayford, C. (2000). Biodiversity Education: A teacher’s perspective. Environmental Education Research, 6(4), 347–361. Håkansson, M., & Östman, L. (2018). The political dimension in ESE: the construction of a political moment model for analyzing bodily anchored political emotions in teaching and learning of the political dimension. Environmental Education Research, 4622(January), 1–16. Håkansson, M., Östman, L., & Van Poeck, K. (2018). The political tendency in environmental and sustainability education. European Educational Research Journal, 17(1), 91–111. Hasslöf, H. (2015). The educational challenge in “education for sustainable development” : qualification, social change and the political. Malmö University. Hasslöf, H., & Malmberg, C. (2014). Critical thinking as room for subjectification in Education for Sustainable Development. Environmental Education Research, 21(2), 239
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| 9. |
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| 10. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Lärarstudenters ämnesdidaktiska reflektioner i geografi, historia, religion och samhällskunskap
- 2022
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:3, s. 122-148
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Tidskriftsartikel (refereegranskat)abstract
- In this study we investigate subject didactic reflections of 183 teacher students in civics, history, geography or religion in primary, elementary or secondary schools. We ask teacher students to reflect on what they perceive to be important and difficult to teach in their subject and also what methods they think would be productive. A comparative content analysis shows that a majority of the teacher students view academic knowledge and skills as important and challenging to teach in their respective subjects, and pupil-centered methods as those that primarily should be used in teaching. We do, however, find significant differences between the four subjects, for example concerning focus on facts and teacher-centered methods versus attitudes and values and student-centered methods. The students’ subject didactic reflections indicate important insights about teaching but they generally lack insights into pupils’ subject specific difficulties and how different methods may be used to support pupils’ learning.
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