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- Franck, Olof, 1958, et al.
(författare)
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What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school
- 2015
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Ingår i: The 5th NoFa-Conference (Nordisk Fagdidaktisk konferens), Helsinki, Finland, 27-29 May.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the paper is to present the framework of this newly started project and report some initial findings. Questions about a compulsory school teaching ethics has regained urgency in Sweden since national tests are given in ethics. Every fourth child in grade six and nine are evaluated every year as having/not having approved knowledge of ethics, and one can ask if it is reasonable to be forced to undertake a test assessing your skills in ethics and risk being evaluated as not passing. This raises the question of what constitutes relevant knowledge in this field, a question which to a large extent has been absent in research. The purpose of the project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them, in relation to each other and in relation to ethical theory, as potential educational content in compulsory school.
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- Osbeck, Christina, 1969, et al.
(författare)
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Challenges of Assessment in Ethics – Teachers’ reflections when assessing National Tests
- 2015
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Ingår i: EDUCARE – Vetenskapliga skrifter. - 1653-1868. ; 2015:2, s. 19-47
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to identify and discuss challenges in assessing pupils’ knowledge in Ethics. The background of the study is the development of the knowledge field Ethics, a part of Religious Education (RE) in Sweden which in the sixties went from being a Christian school subject to a pluralistic and non-confessional one. The knowledge field Ethics is, in this school context, marked by vagueness, due partly to its indistinct frames and partly to a duality in the aims represented in the directives of the curriculum. Methodologically, data was produced through a think-aloud study where six teachers assessed pupil-responses in Ethics within the National Test for RE. The teachers’ ongoing assessments were audio recorded, transcribed and analysed in a qualitative text analysis that focused on different kinds of challenges that the teachers experienced. Since this kind of study has not been conducted before, the analyses were explorative and, rather than being theory guided, were guided by the aim and the research question of the study. The findings show three groups of challenges related to the assessment processes. The first group of challenges concerns interpretations of the assessment instructions, the second regards competing ideas about what students should be given credit for during assessment in Ethics and the third is about being positioned between the pupils’ need for good grades and the task of differentiating between students. The discussion distinguishes between general challenges in assessment and challenges related to Ethics and its partly unclear character in the RE school context. In such a situation when the construction of a knowledge field is vague, the influence of national tests can be assumed to be considerable and the need for research regarding different conceptions of ethical competence is therefore urgent.
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- Bergström, Göran, 1964, et al.
(författare)
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Body weight at age 20 and in midlife is more important than weight gain for coronary atherosclerosis: Results from SCAPIS.
- 2023
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Ingår i: Atherosclerosis. - : Elsevier BV. - 1879-1484 .- 0021-9150. ; 373, s. 46-54
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Tidskriftsartikel (refereegranskat)abstract
- Elevated body weight in adolescence is associated with early cardiovascular disease, but whether this association is traceable to weight in early adulthood, weight in midlife or to weight gain is not known. The aim of this study is to assess the risk of midlife coronary atherosclerosis being associated with body weight at age 20, body weight in midlife and body weight change.We used data from 25,181 participants with no previous myocardial infarction or cardiac procedure in the Swedish CArdioPulmonary bioImage Study (SCAPIS, mean age 57 years, 51% women). Data on coronary atherosclerosis, self-reported body weight at age 20 and measured midlife weight were recorded together with potential confounders and mediators. Coronary atherosclerosis was assessed using coronary computed tomography angiography (CCTA) and expressed as segment involvement score (SIS).The probability of having coronary atherosclerosis was markedly higher with increasing weight at age 20 and with mid-life weight (p<0.001 for both sexes). However, weight increase from age 20 until mid-life was only modestly associated with coronary atherosclerosis. The association between weight gain and coronary atherosclerosis was mainly seen in men. However, no significant sex difference could be detected when adjusting for the 10-year delay in disease development in women.Similar in men and women, weight at age 20 and weight in midlife are strongly related to coronary atherosclerosis while weight increase from age 20 until midlife is only modestly related to coronary atherosclerosis.
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| 5. |
- Berndtsson, Inger, 1957, et al.
(författare)
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Jan Bengtsson. En sammanflätandets filosof
- 2019
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Ingår i: Fenomenologiska sammanflätningar. - Göteborg : Daidalos. - 9789171735621 ; , s. 13-26
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet tecknar ett porträtt av professor Jan Bengtssons teoretiska arv och hans betydelse för utvecklingen av en pedagogisk livsvärldsansats i Norden.
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Etik, berättelser och samtal. Att använda skönlitteratur i etikundervisning
- 2023
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Vad innebär en förmåga att möta andra människor med omsorg och respekt? Hur kan grundläggande demokratiska värden som jämlikhet och rättvisa, jämställdhet och likaberättigande, tolkas? Och på vilket sätt kan detta synliggöras och diskuteras i undervisning? Etik är ett av läroplanens tydligast framskrivna perspektiv. Det ska genomsyra all verksamhet i skolan och finns med i de flesta av skolans ämnen, med särskild hemvist i religionskunskapsämnet. Att undervisa i etik kan emellertid upplevas som en utmaning. Ett sätt att arbeta med svåra frågor i etikundervisningen är att ta hjälp av skönlitteraturen. Genom litteraturen ges eleverna möjligheter att möta situationer de inte hade mött annars, och på så vis förbereda sig för kommande händelser i det egna livet. I den här boken beskrivs en etikundervisning som med hjälp av skönlitteratur ger förutsättningar för elevers utveckling av en mångdimensionell etisk kompetens, det vill säga en kompetens att identifiera en etisk situation, att göra en bedömning av situationen, att motivera sina val och att sedan välja att handla. I boken presenteras även en undervisningsmodell samt arton lektionsplaneringar för skönlitteraturbaserad etikundervisning i årskurs 5 och 8.
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Fenomenologiska sammanflätningar
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Den fenomenologiska filosofin – skapad av Edmund Husserl (1859–1938) – har haft ett stort genomslag inom den pedagogiska vetenskapen i Norden. Detta beror inte minst på filosofen och pedagogen Jan Bengtsson (1949–2013), som introducerade den fenomenologiska tanketraditionen i en lång rad artiklar och böcker. Bengtsson tog särskilt fasta på fenomenologins utforskning av livsvärlden. Texterna i antologin Fenomenologiska sammanflätningar är alla skrivna i Bengtssons anda och förhåller sig på olika vis till fenomenologin. Den inledande texten tecknar ett porträtt av Jan Bengtsson och diskuterar hans intellektuella arv. De övriga texterna ger en fördjupad bild av hur fenomenologisk teori kan användas inom olika pedagogiska forskningsfält och inom didaktisk praktik på olika nivåer. Läsaren får också talrika exempel på vilka slags resultat fenomenologisk forskning kan ge. På ett praktiskt plan behandlar antologin bland annat fenomenologins relevans för specialpedagogiken, den betydelse undervisningslokalernas ”rumslighet” har i ett fenomenologiskt perspektiv och förutsättningarna för fenomenologisk självreflektion i en lärandesituation. Antologins perspektiv är alltså både teoretiskt och praktiskt. Författarna vill inte minst stimulera till – och underlätta – begreppsliga och erfarenhetsmässiga sammanflätningar.
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| 10. |
- Franck, Olof, 1958, et al.
(författare)
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Being and becoming: Challenging dichotomous conceptions of ethical competence within democratic education in compulsory school International conference on existential questions in research and education, Sigtunastiftelsen 27-29 oktober 2016
- 2016
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Ingår i: URL http://www.su.se/hsd/english/research/conferences.
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Konferensbidrag (refereegranskat)abstract
- What abilities are to be developed within ethics education? Such abilities are sometimes described in terms of ethical competence. The concept of ethical competence is not unproblematic, but it can be used instrumentally to identify abilities that in the framework of the teaching of ethics is thought to be developed. This presentation focuses on dichotomous conceptions of ethical competence according to which subjects either have or lack relevant abilities, and where “ethically competent grown-ups” are distinguished from “ethically not competent”, or “ignorant, children”. With reference to Jacques Rancière's philosophical approach where teachers and students, as collaborative equals, engage in teaching-learning processes, and John Wall's critical "childist approach" in which hierarchic ageist relations are highlighted, a dichotomous, developmentalist conception of ethical competence is analyzed. An examination of conceptions of ethical competence in Nordic RE syllabuses, and an interpretative analysis of interviews with pupils in grade six, performed within a research project financed by the Swedish Research Council, are used as bases for the analysis. Finally, a non-dichotomous conception of ethical competence is elaborated with regard to teachers´ contribution to the transmission of democratic values, and with reference to conceptions of children as moral subjects, being and becoming ethically competent practitioners.
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