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- Emmoth, Björn, 1972-
(författare)
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Estetiska lärprocesser: Definition, position och potential
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute to an understanding of the definition and position of aesthetic learning processes (ALP), as well as to illustrate and discuss its potential for learning. This is achieved based on Ricoeur´s hermeneutic approach.The first part concerns the Scandinavian concept of ALP, which has proven difficult to define. The lack of clarity and the ambiguity, which mainly derives from the two parts of the concept, namely aesthetic and learning processes, and from two fields, the artistic/aesthetic and the educational, has led to a medium-specific and a medium-neutral point of view. If ALP is to be a useful and meaningful concept, a greater degree of theoretical understanding is required. My hermeneutic interpretation suggests a medium-neutral point of departure, focusing the aesthetic aspect of the learning process, which shows itself in the form. My definition stipulates that in ALP meaning is created through an active reflection on previous and new experiences, where reason and emotions as well as imagination and creativity contribute to a form-expression, which carries meaning and moves the learner. This occurs within the aesthetic form-language, where fragmented pieces of content are formed and transformed into coherent wholes in a personally shaped and expressed experience.The second part addresses the position of ALP in the Swedish school system. Four chronological periods are presented: 1) The societal and pedagogical context that ALP emerges from, such as the development of a new view on knowledge and learning, also the notion and project Arts in School. 2) The establishment of ALP through a rapidly growing research field, based on political priorities connected to the expression a desire to learn. 3) The ambiguous concept of ALP in a non-electable position, the inability to create a theoretical understanding, and the neo-liberal negative effects. 4) Finally, the current position of ALP, at the intersection between the past and the future. I argue that many teachers in school, as well as researchers at universities, associate ALP in a both medium-specific and medium-neutral way, which entails an exclusiveness that excludes most teachers in their positioning to this concept and moves ALP to a peripheral position in the school system. The third part, based on a school study, reports a strong correlation between the aesthetic quality in students’ form-expressions and their course grades. The higher aesthetic quality in the form, the higher the course grade. Central aspects of ALP, such as intrinsic motivation, reflection and creativity, and the aesthetic formation of personal experiences, generate deep conceptual learning, which harmonizes with the criteria of the highest grade. Students as well as teachers emphasize these aspects to learn and remember. The concept of ALP offers a great potential for learning.
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- Bygdeson-Larsson, Kerstin, 1949-
(författare)
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"Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. The study is based on a hermeneutic and a socio cultural perspective and a combination of activity theory and object relation theory. The methodology draws on activity theory and Yrjö Engeström’s (1987) development work research and specifically a more elaborated version of learning activity termed Educational Process Reflection, which is a model for professional development created in the previous EPR-studies presented in Bygdeson-Larsson (2005a; b; 2006). It builds on practitioners´ observations of peer play interactions and practitioners retold experiences of interaction with the children. The model consists of an oscillation between EPR-sessions and pre-school practice. The results of the study are presented in a narrative way and show how changes in pre-school grow out of collaborative reflection combined with new theoretical perspectives. The practitioners´ competence or professionalism concerning the interactive dimension was improved and individual children at risk got new and better conditions for being included in positive peer play and interaction experiences. The pre-school turned out to become a resilient environment for children in peer play and interactive difficulties. The main results illuminate and give an understanding of how practitioners´ ways of working with children in peer play problems or special needs turned out to become more resilient and how children got better possibilities to be included in positive ways. It also enhances the understanding of how the processes in peer play situations changed for the better for other children and how the whole climate in the pre-school also seemed to change and become more inclusive. Overall the results of this study bring about an enhanced understanding of the complexity of the pre-school seen as an activity system and the need for new tools concerning interactive processes. This study implicates that pre-school practitioners own investigation and reflection of interactive processes in pre-school is essential, and may well be used before applying a categorising or diagnostic approach concerning children in special needs. This study has implications for professional development, researcher-practitioner co-operation and consultative activities concerning pre-schools and children. The present study implies that all these activities have an advantage of taking the dynamics of the pre-school as an activity system into account before focusing on practitioners or children as individuals.
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- Alerby, Eva
(författare)
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A Picture Tells More than a Thousand Words
- 2015
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Ingår i: Children’s Images of Identity. - Rotterdam : Encyclopedia of Global Archaeology/Springer Verlag. - 9789463001243 ; , s. 15-25
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Bokkapitel (refereegranskat)abstract
- ‘A picture tells more than a thousand words’, is a common saying. Given that a picture tells more than a thousand words – how can we understand and use this expression? How can a picture, or an image, be analysed and used as part of educational research? In this chapter the use of images, and more specifically drawings, will be explored.
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- Alerby, Eva, et al.
(författare)
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A quite ordinary day in a quite ordinary classroom : Alfred Schutz's theory about the phenomenology of the social world in school
- 2011
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Ingår i: Encyclopaideia. Journal of Phenomenology and Education. - 1590-492X .- 1825-8670. ; 15:29, s. 47-65
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to illuminate, enable understanding of, and discuss the meaning of social relations in the learning process, and how knowledge and skills influence roles and relations. The starting point is a story in a 9th grade computer lesson, where a student knew more than the teacher about the subject. How was the relation between the student and the teacher affected by this situation? We analyse and discuss this by using Alfred Schutz’s theory of the phenomenology of the social world. We limit the discussion to focus on the ways that teacher-student relations can be understood and explained in accordance with this theory. Finally we emphasize the importance of the teacher being aware of different types of relations with students, and the consequences of these relations, and argue that Schutz’s theory is helpful in creating new ways of understanding learning situations in school.
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- Alerby, Eva, et al.
(författare)
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A silent message is also a message
- 2005
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Ingår i: A Nordic dimension in education and research - myth or reality?. ; , s. 83-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- "Dammed taxi cab!" A twelve year old student wrote these words in the margins of a questionnaire in school concerning psychosocial well-being. Within this paper they will serve as a point of departure for the discussion. Can the messages found on the sides of the squares intended for an X in a questionnaire be considered non-messages? Or are these expressions indeed messages that are made silent and therefore can be considered silent messages? Then one might wonder what the meanings of the silent messages are that often occurs in questionnaires? Can, or maybe should, we take notice of these silent messages? According to Polanyi every human being has silent and unexpressed dimensions within themselves, which acknowledge situations where we recognise that we know more than we can explain. This is also stressed by Merleau-Ponty, who argued that something exists beyond what is said, and Bateson emphasised that a non-message is also a message - the silence tells us something. Within this paper we will highlight and discuss the significance of silent messages of communication in general, and especially in questionnaires.
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- Alerby, Eva
(författare)
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A way of visualising children´s and young people´s thoughts about the environment : a study of drawings
- 2000
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Ingår i: Environmental Education Research. - : Informa UK Limited. - 1350-4622 .- 1469-5871. ; 6:3, s. 205-222
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Tidskriftsartikel (refereegranskat)abstract
- This article attempts to visualise the way in which children and young people think about a specific topic, namely the environment. The aim is to make the thinking of children and young people available and to interpret the meaning of their thoughts about our environment. The theoretical roots of the study are to be found within the phenomenology of the lifeworld. The study is based on empirical material consisting of drawings produced by 109 children and young people, combined with subsequent oral comments. During the drawing analysis different structures and patterns gradually crystallised, and eventually four different themes emerged, consisting of thoughts which focus on the following: the good world, the bad world, the dialectics between the good and the bad world, and symbols and actions protecting the environment. It can be stated that the results which emerged, in the form of the thoughts of the children and young people on the environment, reflect a thinking characterisedby many nuances, such as clean and unspoilt nature in different manifestations, the need for human beings to use nature for recreation and well-being, environmental destruction in different forms, and direct or indirect ways of taking care of the prevailing environmental situation.
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- Alerby, Eva
(författare)
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About silence : a matter for educational settings
- 2012
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Ingår i: Abstract book. - Copenhagen : Nordic educational research association, NERA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ”… if we know more about silence, we will know more about ourselves”, states Jaworski. What then do we know about silence? Sometimes people are silent of their own free will, while others have silence thrust upon them. Others are perhaps silent to demonstrate their position of strength or superiority with regard to others. To have understanding of and insight into the meaning and different aspects of silence is of importance to life itself, as well as to different educational settings. Within the framework of this paper, the significance of silence for educational settings will be highlighted and discussed. The discussion will be based on the recently published book ”Om tystnad - i pedagogiska sammanhang” [About Silence - in educational settings] (Alerby, 2012).The presentation will deal with issues like - is it accepted for students to be silent? Or is this seen as a problem? Some students are experienced by others or by themselves as silent. Perhaps they are neither given, nor do they take, the silent space that is required for participation in the conversation. They remain silent even though the ongoing discussion wakens thoughts and opinions, and they continue to be silent even though they know the answer to the question which the teacher has just asked. Most silent students probably have an opinion to add to the discussion or an answer to give to the question, but they choose for some reason not to express this, and therefore remain silent in the eyes (or ears) of others. But are they really silent? One way to approach these issues is to take the phenomenological movement as a point of departure. To be more precise - this paper will discuss silence in educational settings using a phenomenological life-world approach.
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