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- Bengtsson, Jan, 1949
(author)
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Framtida lärares kompetens
- 2009
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In: Krop og læring – at lære med kroppen, University College Sjælland, Vordingborg, Danmark den 19 maj 2009.
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Conference paper (peer-reviewed)
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- Bengtsson, Jan, 1949
(author)
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Hvilken kompetanse trenger lærere?
- 2009
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In: Profesjonskompetanse – allmenndanning og yrkesutdanning – jubileumskonferanse, Senter for profesjonsstudier, Høgskolen i Oslo, Norge den 3 december 2009.
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Conference paper (peer-reviewed)
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- Bengtsson, Jan, 1949, et al.
(author)
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Learning daily activities – A life-world approach
- 2003
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In: Paper publicerat i Proceedings på CD från 11th International Mobility Conference IMC11, 30 March–11 April, Stellenbosch Sydafrika.
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Conference paper (peer-reviewed)abstract
- In order to enhance the rehabilitation for visually impaired and blind persons it is of great importance to deepen our knowledge about the processes that this target group has to undergo. Being blind is such a revolutionary experience, as it tends to change a person’s life in a thoroughly fundamental way – it is indeed an existential challenge. In studying the processes people are going through we have used the phenomenological concept of the life-world as a starting point as we found this promising for studying the phenomenon in focus. From a lifeworld perspective these persons’ worlds are changed. We will give some hints in what respect visually impaired or blind persons life-worlds are changed, but then focus upon how their worlds can be rebuilt again. Here learning processes play a central role. As man is living in the world it is also through an active interaction that a new and changed world can be re-conquered. These processes consist of both re-learning previously well known activities, as well as learning completely new activities, for example the white cane technique. Learning is here elaborated from a life-world approach, grounded in visually impaired peoples’ lived experiences and narratives. We will also stress that visually impaired and blind peoples’ learning can be understood as lived learning.
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