| 1. |
- Frisk, Henrik, et al.
(författare)
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Acts of Creation : Introduction
- 2015
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Ingår i: Acts of Creation : Thoughts on artistic research supervision - Thoughts on artistic research supervision. - 9789187483165 ; , s. 7-18
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Lindberg-Sand, Åsa, et al.
(författare)
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Contextual and conceptual ambiguities in supervision of artistic research : experiences from Konstnärliga forskarskolan
- 2015
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Ingår i: Acts of Creation : thoughts on artistic research supervision. - 9789187483165 ; , s. 189-220
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Bokkapitel (refereegranskat)abstract
- To accept the nomination to become the supervisor of a PhD candidate is not only to step into a specific, challenging and potentially rewarding relationship, but also to enter a new zone of uncertainty: what kind of contribution to this relationship is expected from me? In what ways is this new professional task framed and supported by the institutional context to which I belong? What do I gain from becoming a supervisor? In this chapter we draw together our experiences of spending many hundreds of hours listening to and discussing with supervisors of PhD candidates from a wide variety of research domains. We use our experiences from ten years of arranging pedagogical support for supervisors in the form of courses and seminars, and use what we have learned in these meeting places as material to describe how we perceive the cultural and contextual conditions for supervising PhD candidates both in general and in the emerging field of artistic research. The aim is therefore not to describe or evaluate our pedagogical efforts, but to use what we have encountered and reflected on in seminars with supervisors over the years. Another aim is to shed some light on the cultural and contextual conditions for supervising artistic research by comparing and contrasting the situation of the supervisors in this relatively new field with the situation in other fields of research. A more personal aim is to try to disentangle some of the persistent puzzlement that followed us through the years with Konstnärliga forskarskolan (KFS). Why was it that over and over again we were troubled by a feeling that the supervisors, compared to our expectations, were not regarded as being crucially important for the development of artistic research?In this chapter we will first discuss the importance of supervisors for doctoral education and for the regeneration and development of research, both in general and for new fields, with continuous references to artistic research, as it was mirrored to us through KFS. We will then continue along a road where we look at a number of contextual conditions (such as the learning trajectories of artists) and practiced concepts (such as interdisciplinarity and practice-based research), where we have experienced intriguing differences in artistic research when compared to other research environments. Finally, we offer two scenarios staging the institutional and cultural conditions for supervising artistic research in two quite different ways. They are constructed as ideal types and as a tool to disentangle some of the ambiguities supervisors have to face in the real settings where they meet their PhD candidates, and where everything is mixed up, as in life itself. Finally, we end our chapter by pointing out a ghost scenario, which we hope will disappear with the continued development of artistic research.
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| 7. |
- Brodin, Eva, 1974-
(författare)
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Critical Thinking in Scholarship: : Meanings, Conditions and Development
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to explore the phenomenon of critical thinking in scholarship as regards its meanings, conditions, and development using a hermeneutic phenomenological approach. This exploration takes its departure in ancient Greece, following a historical movement of the phenomenon up to present day perspectives on critical thinking, revealing a range of different meanings and conditions. Thus, the reader is invited to follow my synthetic meaning constitution of the phenomenon of critical thinking as it appears in different philosophical and educational texts. Through this gradual process of meaning constitution it is shown that the scholarly critical thinker is in one way or another concerned with abstract relationships, in order to either master, understand, or change the world. These underlying interests may, in turn, be derived from the critical thinker’s sense of responsibility towards God, nature, society, and humanity as a whole. It also appears that even though critical thinking in scholarship is traditionally framed within rational and principle based thinking, the development of the meaning of critical thinking is on its way to new dimensions. Besides rationality, other qualities of critical thinking are highlighted, such as reflective thinking, emotions, creativity, imagination, and intuition. Despite the fact that research on critical thinking has started to move in new directions, educational policy documents implicitly conceptualize critical thinking in traditional terms. This means that the phenomenon is captured within its own instrumentality, with no further concern for its possible ends. The same circumstance can be noted in relation to contemporary perspectives on critical thinking, which tend to focus on the process of critical thinking, since critical thinking is implicitly understood as an assurance of attaining normatively good ends. However, critical thinking is a phenomenon that is future oriented, involving its intention and possible ends. Against this background, it is therefore argued that critical thinking receives its most critical feature when intention, process and end constitute a constructive interrelated whole.
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| 8. |
- Brodin, Eva, et al.
(författare)
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Doctoral supervision in theory and practice
- 2020. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This is a long-awaited book that contributes to the professional development of doctoral supervisors and provides an indepth perspective on doctoral students’ learning. Well anchored in current research, the authors discuss the organisation of Swedish doctoral education, the supervisor’s professional practice, doctoral students’ learning, and the quality system of this education in Sweden.The connection between theory and practice runs throughout the entire book. Using authentic cases and examples from different educational environments, it is demonstrated how supervision is dependent on both individual and cultural factors. In addition, the book offers its readers numerous reflection exercises that can help move thinking forward, both individually and collegially.The book is aimed primarily at supervisors in doctoral education, regardless of the discipline within which they are active or their previous experience. It can also be useful for doctoral students who are interested in understanding their own learning process and who would like to know what can be expected of them in their education, as well as by educational leaders who wish to improve the quality of doctoral education.
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| 9. |
- Brodin, Eva, et al.
(författare)
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Forskarhandledning i teori och praktik
- 2016. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en efterlängtad bok som bidrar till utveckling av forskarhandledares kompetens och ger ett fördjupat perspektiv på doktoranders lärande. Med förankring i aktuell forskning behandlar författarna forskarutbildningens organisation, handledarens professionella praktik, doktorandens lärande samt utbildningens kvalitetssystem. Kopplingen mellan teori och praktik utgör en röd tråd genom boken. Med autentiska fall och exempel från olika utbildningsmiljöer tydliggörs hur handledningen villkoras av både individuella och kulturella faktorer. Dessutom bjuder boken på många reflektionsuppgifter som kan hjälpa tänkandet framåt, både enskilt och kollegialt. Boken riktar sig främst till handledare på forskarutbildningsnivå, oavsett ämnesområde och tidigare erfarenhet. Den kan med fördel läsas även av doktorander som är intresserade av att förstå sitt lärande och vad som förväntas av dem i utbildningen, samt av utbildningsansvariga som vill stärka utbildningens kvalitet.
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