| 1. |
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| 2. |
- Avdic, Anders, 1950-
(författare)
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Användare och utvecklare : om anveckling med kalkylprogram
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I avhandlingen behandlas förutsättningar och effekter av kalkylprogramanveckling (KPA). KPA utförs av anvecklare, som fungerar både som användare och utvecklare. Anvecklare har djup verksamhetskunskap och viss verktygskunskap. Systemet, som anvecklaren utvecklar med kalkylprogram, kallas kalkylsystem. Den grundläggande forskningsfrågan i avhandlingen är: "Vilka nya möjligheter får användare att utföra arbetsuppgifter då de själva kan bygga informationssystem?" Avhandlingens syfte är att formulera en begreppsmodell över vilka förutsättningar och effekter, som gäller för kalkylprogramanveckling.Avhandlingens strategi kan sägas vara kvalitativ, hermeneutisk, abduktiv och empirinära. Fyra empiriska studier har genomförts. Empiri har i stor utsträckning styrt studier av relaterad teori. Den praktikgeneriska modellen har använts som referensmodell i avhandlingen, vilket har lett till ett synsätt, som innebär att när anvecklaren anvecklar, agerar han i minst två praktiker, utvecklarpraktiken och huvudpraktiken. Varje praktik har sin uppsättning av förutsättningar, t ex kunskap, normer och verktyg.Den integrerade karaktären på anveckling, gör interaktivitet i utvecklingsarbetet möjlig, vilket i sin tur innebär att anvecklaren snabbt kan växla mellan utveckling och användning. Ökad verktygskunskap kan innebära att anvecklaren ökar sin verksamhetskunskap. Då anvecklarens verksamhetskunskap ökar, ökar möjligheterna att analysera och ifrågasätta verksamheten. Anveckling innebär också att hänsyn kan tas till svårformaliserbara mål och normer, samt att formalisering av tyst kunskap möjliggörs. Anveckling i en miljö med lokala nätverk förenklar möjligheterna att distribuera kalkylsystem för granskning och verifiering. Kalkylsystemets transparens underlättar analys och diskussion. I avhandlingen diskuteras anveckling som ett sätt att hantera kontinuerlig omvärldsförändring på ett sätt som kan innebära omprövning av normer i verksamheten. Då anveckling betraktas som en form av systemutveckling, skiljer sig anveckling starkt från traditionell systemutveckling i och med att anveckling kännetecknas av integration, medan traditionell systemutveckling kännetecknas av specialisering.
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| 3. |
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| 4. |
- Berg, Gunnar
(författare)
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Företagskulturers makt : överbrygga språkliga klyftor
- 2008
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How do we work in projects that are expected to bridge cultural, social and historical boundaries? Is it possible to apply stated instructions across these boundaries so that, for example, the task of producing a requirement specification is interpreted in the same way by all the parties involved? In this thesis, the author takes a stand against his personal experience from such a trans-cultural project – a project in which he failed. A factor that made a strong contribution to this failure was the inability of the companies involved to manage the underlying complex of problems, problems associated with the philosophy of language. They possessed neither the knowledge nor the instruments to bridge the chasms of language. Essential reflection and analysis was replaced by the power language of the enterprise; individuals were singled out and held responsible, and the failure was relegated by definition to the level of personal issues. Experience does not automatically become knowledge; this is a process that requires reflection. The author suggests a number of ways of tackling communications problems among people who not only do not understand one another, but do not understand that they do not understand. The latter may mean that two people think that something is unambiguous, yet their interpretations diverge. This is when problems occur. Nobody has made a mistake – both parties have acted properly, they have even (perhaps) talked the matter through and reached agreement, yet the result still does not coincide with what they anticipated. A central concept is dialogue. Through its organised form, dialogue can make openings in problems that cut through cultural, social and historical boundaries. It is an approach that may be illustrated through authors and philosophers such as Witold Gombrowicz, Ludwik Fleck, Oscar Wilde, Joseph Conrad and Galileo Galilei. This study has its basis and its origins in the research area of Skills and Technology at the Royal Institute of Technology, Stockholm (KTH).
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| 5. |
- El Gaidi, Khalid, 1949-
(författare)
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Lärarens yrkeskunnande : bildning och reflekterade erfarenheter
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Teacher’s Skills – Liberal Education and Reflected Experience is a case study of the practical skills of teachers, in which the responsible action is central. This is an action which, while informed by science, cannot be fully determined by it, since the circumstances that relate to the interaction between teacher and students cannot always be fully predicted. With Liberal Education, reflection on experience, and trained intuition, the teacher bridges the gap between scientific knowledge and the unforeseen and immediate demands of the situation. The role of Liberal Education in this ambition cannot be overestimated. To be a part of such a practice is to dedicate one’s life to a struggle with language. Therefore, insights into the theory of knowledge and the philosophy of language, as well as analogies with literature and other professional fields, help us examine the glasses through which we observe and interpret reality in order gain greater knowledge. It is in the reflective dialogue, where we meet others with whom we are not always in agreement, that we can see ourselves, our knowledge and our prejudices. The interpretation and re-interpretation of our experience in the light of the experience of others is the bridge across which we can escape from our imprisonment on the island of convenience. Once the teacher has developed a consistency in his actions, his skills can be acknowledged. When these skills are raised to the level of a style, they become an art. The main purpose of this case study is to describe the teacher’s skills; how it can be developed, and the conditions required for its assessment. A possible assumption is that reflection on our own experience and the experience of others can give us insights into ourselves, an essential prerequisite to striking the spark that motivates the investment of time and resources in the development of one’s skills as a teacher
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| 6. |
- Ennals, Richard, et al.
(författare)
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Dialogue, Skill and Tacit Knowledge : Practical Knowledge and Corporate Social Responsibility
- 2016
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Ingår i: Cultural Roots of Sustainable Management. - Switzerland : Springer. - 9783319282855 - 9783319282879 ; , s. 153-163
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Bokkapitel (refereegranskat)abstract
- This chapter explores work in the Skill and Technology tradition in Sweden, which links work and learning in a distinctive way, backed by a long intellectual tradition. There is a recognition of the limits of explicit knowledge, which is supported by computers. The key resource for organisations and individuals is Tacit Knowledge. Work in the field of practical knowledge has developed through cases, and reflection on Skill. Reflection and Dialogue provide the basis for a culture of Corporate Social Responsibility.
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| 7. |
- Granström, Helena, et al.
(författare)
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Turing's man : A dialogue
- 2013
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Ingår i: AI & Society. - : Springer Science and Business Media LLC. - 0951-5666 .- 1435-5655. ; 28:1, s. 21-25
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Tidskriftsartikel (refereegranskat)abstract
- We can never emulate their meekness,soft servants of durable material:they live without pretensionin complicated relays and electrical circuits. Speed, docility are their strength. One asks: "What is 2 × 2?"-"Are you a machine?"They answer orrefuse to answer, depending on what you demand. There are, however, other machines as well,more abstract automatons, bolder and moreinaccessible,which eat their tape in mathematical formulae. They imitate in language. In infiniteloops, farther and farther back in their retreattowards more subtlealgorithms, more recursive functions. They are logical and describe themselves. As when a man with a hand-mirror pressed against his nosein front of a mirrorsees in infinite rows the same image multipliedin a shrinking, darkening corridor of glass. It is a Gödel theorem as good as any. He sees infinity,but what he does not see is his face.(From Göran Printz-Påhlsońs poem "The Turing Machine" published in Säg minns du skeppet Refanut? Samlade dikter 1950-1983 (1984) Bonniers, Stockholm).
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| 8. |
- Göranzon, Bo
(författare)
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Introduction to The Last Dream by Joseph Weizenbaum
- 2019
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Ingår i: AI & Society. - : Springer Nature. - 0951-5666 .- 1435-5655. ; 34:2, s. 177-194
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Tidskriftsartikel (refereegranskat)abstract
- What is ‘certainty’ in our everyday life and work? AI changing what it means to ‘be certain’. For example, when we engage with others and are doing our work, we make judgments in which we ‘trust our instinct’. Are we still able to do so if we engage with the ‘certainty’ of the machine? How is ‘being certain’ in ‘dialogue’ affected by our conceptions of what it means to be human in interaction with the ‘machine’, and consequent distinctions between body and mind? Descartes first likened the human body to a machine (albeit a machine created by God) and endowed reason as being a transcendent universal instrument. La Mettrie proposed that language and culture separates humans from ‘animals’. However, in Diderot’s writing, ‘knowledge’ is seen as embodied, coming from our senses and language, and where gesture and rhythm evolve in practice. For D’Alembert, human ‘instinct’ is a skill, a learnt practice, and Rousseau believes that human certainty is something that cannot be measured. These questionings of the dichotomies of body and mind and human and animal, that relate practice and knowledge, also question the place and meaning of ‘rules’ of engaged practice. For Wittgenstein, one learns to make judgments through personal experience, ‘rules in practice’, whereby language is necessarily culturally situated and embodied, and calculation and Judgement are part of each other.
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| 9. |
- Göranzon, Bo
(författare)
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On dialogue and certainty
- 2022
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Ingår i: AI & Society. - : Springer Science and Business Media Deutschland GmbH. - 0951-5666 .- 1435-5655.
-
Tidskriftsartikel (refereegranskat)abstract
- What is ‘certainty’ in our everyday life and work? AI changing what it means to ‘be certain’. For example, when we engage with others and are doing our work, we make judgments in which we ‘trust our instinct’. Are we still able to do so if we engage with the ‘certainty’ of the machine? How is ‘being certain’ in ‘dialogue’ affected by our conceptions of what it means to be human in interaction with the ‘machine’, and consequent distinctions between body and mind? Descartes first likened the human body to a machine (albeit a machine created by God) and endowed reason as being a transcendent universal instrument. La Mettrie proposed that language and culture separates humans from ‘animals’. However, in Diderot’s writing, ‘knowledge’ is seen as embodied, coming from our senses and language, and where gesture and rhythm evolve in practice. For D’Alembert, human ‘instinct’ is a skill, a learnt practice, and Rousseau believes that human certainty is something that cannot be measured. These questionings of the dichotomies of body and mind and human and animal, that relate practice and knowledge, also question the place and meaning of ‘rules’ of engaged practice. For Wittgenstein, one learns to make judgments through personal experience, ‘rules in practice’, whereby language is necessarily culturally situated and embodied, and calculation and Judgement are part of each other.
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| 10. |
- Göranzon, Bo
(författare)
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Tacit knowledge and risks
- 2007
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Ingår i: AI & Society. - : Springer Science and Business Media LLC. - 0951-5666 .- 1435-5655. ; 21:4, s. 429-442
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Tidskriftsartikel (refereegranskat)abstract
- How are risks and disasters prevented in high-technology environments? This is a question that has many facets. In this essay I shall discuss the aspects related to the history of knowledge, and to tacit knowledge in particular.
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| 11. |
- Göranzon, Bo, et al.
(författare)
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Training in Analogical Thinking : The Dialogue Seminar Method in Basic Education, Further Education and Graduate Studies
- 2006
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Ingår i: Dialogue, Skill and Tacit Knowledge. - Chichester, England : John Wiley & Sons. - 9780470019214 ; , s. 320-333
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Bokkapitel (refereegranskat)abstract
- The dialogue seminar method was developed to facilitate experience transfer in Combitech Systems, a specialised and knowledge-intensive Swedish enterprise. As a whole the dialogue seminar method, which includes reading, writing and advanced forms of dialogue, may be regarded as a framework for the process of reflection. Each part of the method is based on analogical thinking. Analogical thinking involves reflection on the similarities and differences between various objects. It is a dominant activity in judgement and action – whether the judgement or action be expressed in academic research, in industrial development projects or in traditional “practical ”occupations. Further, analogical thinking is important in all problem solving, in the arts and in those stages of research work that include inventiveness and imagination. For several years the dialogue seminar method has been applied in graduate education at the Royal Institute of Technology in Stockholm, and may soon become an essential part of a range of educational programmes in the network of our partners. The dialogue seminar method has already proved to be a powerful tool in the further education of music teachers at the Royal College of Music in Stockholm. We aim to explore the potential of the dialogue seminar method in giving systematic support to analogical thinking. Research on skills and technology has shown that the arts may be seen as a source of powerful, paradigmatic examples of practical knowledge. For that reason, work continues, together with the Collegium Musicum department of the Royal Collegeof Music in Stockholm
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| 12. |
- Hammarén, Maria, et al.
(författare)
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The Methodology of the Dialogue seminar
- 2006
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Ingår i: Dialogue, Skill & Tacit Knowledge. - Chichester, West Sussex, UK : John Wiley & Sons. - 9780470019214 - 0470019212 ; , s. 57-65
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 13. |
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| 14. |
- Havemose, Karin, 1956-
(författare)
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Konsten att uppfinna hjulet två gånger : om uppfinnandets teknik och estetik
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- “There is no need to reinvent the wheel” – a cliché, often told when you want to come up with something new that in someway can be connected to something that already exist. This study shows the opposite – that inventions emanate from what is given. It can be a detail, a problem in a thing - a wheel - or a situation that catches the inventor’s attention. It is something that seeks a solution or something that generates an idea, a hint or a clue of something new and useful. The art of invention emerges from the ability and skill to broaden the seeing and put thinking, substance and tradition into motion. An old radio dial generates a new ergonomic steering wheel. The connection of memories between a chestnut, a cello and an early morning at a water pump creates three works of art. The epistemology of this study is based on a dialogue between voices from different times and traditions. Some voices are normative examples, drawn from a dialogue between Swedish inventors. The others are those of philosophers from the Age of Enlightenment, fetched from their original writings. Through that dialogue, perspectives and ideas of inventors and classical philosophers meet and are compared. A deeper understanding thus emerges that shows the essence of invention and in fact the essence of all creative work: i) Freedom – in thought and in action ii) Dialogue - to test and try new ideas and things in the ever changing circumstances. iii) Doubt - not taking established fact and assumptions for granted iv) Action – testing and breaking established praxis and rules. The study also illustrates the need for an alternative scientific form and expression concerning studies in the fields of invention, innovation and other practical work. Invention can not be captured or shaped by exact measurements, concepts, definitions or abstract models. It takes place in the borderland between fact and fiction, where technique, aesthetics and philosophy are one working entity. The strive for knowledge is endless and without limits and it is nurtured by wondering, searching and ambiguity. With inspiration from the dialogue seminar method used within KTH Advanced Programme in Reflective Practice – this study point out the actuality and vitality in using the classical philosophical writings, dialogue and analogical thinking as a scientific method within higher education.
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| 15. |
- Hoberg, Christer
(författare)
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Komplexitetsmax
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study explores the development of an engineering praxis as a result of a cooperation between an engineering company and the programme KTH Advanced Programme in Reflective Practice of the research area of Skill and technology at the Royal Institute of Technology (KTH) in Stockholm. The dialogue seminar method has been used and taken as a starting point for the dialogue in groups of engineers. Using the writings of René Descartes, Ludwik Fleck, Einar Már Gudmundsson and Fridtjof Nansen the study begins to formulate an approach – Maximum Complexity – to the skill of problem-solving. The approach has been presented previously in a short form in Dialogue, Skill and Tacit Knowledege edited by Bo Göranzon, Maria Hammarén and Richard Ennals.
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| 16. |
- Mouwitz, Lars, 1949-
(författare)
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Matematik och bildning : berättelse, gräns, tystnad
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Mathemathics and Liberal Education – narrative, limit, tacitness is a study of mathematics as a special human endeavour to grasp and understand the world. Mathematics is seen as a cultural activity related to other cultural phenomena as music, art and literature, but also as a very efficient modelling tool for science, economy and social organisation. The concept of Bildung includes many aspects, but one of the most significant is to handle the double perspective of including both connections and limitations between different kinds of human understanding, in this case with mathematics in focus. To explore this double perspective the study has its focus mainly on the mathematical language. A language has a special territory of objects, structures and relations possible to name and handle. Therefore it will also define a certain kind of tacitness, an area not expressible in that very language. A typical example is the notation of a chess game. The mathematical language with its very specified vocabulary certainly also has a somewhat similar kind of tacitness. The research question is to identify and discuss aspects of human activities, which reasonably should be called “mathematical”, that the mathematics language could not articulate. The purpose is to show the necessity of a manifoldness of understanding, also in mathematical activities. Focus is on pure mathematics and mathematical modelling as two kinds of successful mathematical narratives with great scientific and societal impact. The study is on a meta-mathematical level with origin and base in the Department of Skill and Technology at the Royal Institute of Technology, and the empirical material is gathered mostly at three Dialogue Seminars at the Royal Dramatic Theatre, Stockholm. The approach is broad, including humanistic, philosophical and artistic perspectives. Skilled representatives from other fields than mathematics have in many cases contributed, in rich analogical and metaphorical dialogues, to qualify the research question.
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| 17. |
- Mouwitz, Lars, 1949, et al.
(författare)
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Vad är att förstå?
- 2005
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Ingår i: Berg, Gunnar (red.). Det matematiska kulturarvet.. - Stockholm : Dialoger. - 9197506044 ; , s. 99-121
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Dialog mellan flera personer om vad det innebär att förstå matematik.
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| 18. |
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| 19. |
- Ratkić, Adrian, 1965-
(författare)
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Dialogseminariets forskningsmiljö
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study explores the application of the dialogue seminar method within a doctoral programme KTH Advanced Programme in Reflective Practice of the research area of Skill and technology at the Royal Institute of Technology (KTH) in Stockholm. In order to understand distinctive features of the dialogue seminar method the study starts with a survey of how the method and its spirit were affected by the history of ideas related to the research area, of which many were generated within the intellectual milieu gathered around the Dialogue seminar of the Royal Dramatic Theatre in Stockholm and cultural journal Dialoger.The dialogue seminar method stands for a well thought out idea about what the link between skills, literature, philosophy, history of ideas, art and science is made up of. This idea is expressed in the way the dialogue is conducted; various topics are explored through associations, digressions and deviations form the subject. This indirect approach to reflection is called analogical thinking in contrast to the thinking based on deduction or induction. Analogical thinking prevails in judgement and action. It is also of great significance in e.g. development projects, in arts, all sorts of problem-solving, and those phases of research that call for inventiveness and imagination.The Dialogue Seminar’s Research Milieu brings up new questions about the possibilities of pursuing scientific or methodological reflection by means of analogical thinking and about the status of classical humanistic readings within the post graduate education.
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| 20. |
- Sandblad, Anders
(författare)
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Yrkeskunnande Maskiner Människor
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna avhandling handlar om yrkeskunnande och vad som händer när arbetsuppgifter läggs över på teknologi. Syftet är att bidra till förståelsen av yrkeskunnandet, dess roll och utveckling i ett allt mer digitaliserat arbetsliv. Intresset är riktat mot den erfarenhetsbaserade kunskapen.Avhandlingen omfattar tre delstudier: (i) en syntetiserande studie av resultat från ett urval av tidigare fallstudier om yrkeskunnande från 1970-talet och framåt; (ii) en ny fallstudie om yrkeskunnande i tillblivelse, där informanterna består av unga ingenjörer som är nya i yrkeslivet; samt (iii) en ny fallstudie om yrkeskunnande i karriären, där informanterna består av yrkesmänniskor med olika yrkesbakgrund och ett antal års praktisk erfarenhet. Den sistnämnda fallstudien är utvecklad inom masterprogrammet yrkeskunnande och professionsutveckling. De tre delstudierna förs samman för att forma en syntes som skapar insikter avseende långsiktiga kunskapsrelaterade konsekvenser av teknologins användning. Syntesen innebär en historieskrivning kring forskningen om yrkeskunnande och det paradigm som denna bygger på, där konsten som kunskapskälla utgör ett fundament.Resultaten visar att människor succesivt anpassar sitt sätt att tänka och uppfatta verkligheten efter den teknologi de använder. Teknologins utveckling har medfört att människan gradvis blir som maskinen hon använder. Det pågår en intellektuell inre mekanisering, vilken kan kontrasteras mot den yttre mekanisering av mänsklig muskelkraft som den industriella revolutionen innebar. Den digitala tidserans intellektuellt maskinella människa betraktar och beskriver verkligheten i teknologins termer och tappar gradvis förmågan att urskilja nyanser och göra kvalificerade bedömningar. Begreppen turingmänniskan respektive funktionell autism fångar dessa fenomen, vars långsiktiga konsekvens är att det professionella omdömet urholkas. Tacit engagement är ett begrepp som står för den tysta kunskap som bara kan komma till uttryck när människor delar fysisk plats.Skickligt yrkesutövande bygger på ansvarig handling. Det en skicklig yrkesmänniska kan har hon lärt genom reflekterad erfarenhet från de ansvariga handlingar hon utför. Ansvarigheten är situations- och kontextberoende och kan inte fångas av någon teknologi. Kärnan ligger i mötet med det oväntade. I ett samhälle och arbetsliv som alltmer domineras av teknologi och formalisering av arbete finns en risk att ansvaret riktas mot teknologin eller mot de formella processer, instruktioner och mätetal man använder. Konsekvensen är att såväl yrkeskunnandet som kvaliteten i arbetet urholkas långsiktigt.Det är inte maskiner med förmodat mänskliga förmågor och egenskaper vi behöver uppmärksamma, utan människor som succesivt blir som maskiner. Det som krävs för att värna den kunskap som är unik för människan i ett arbetsliv som blir allt mer digitaliserat är bildning. Inte minst den bildning avseende människan, livet och teknologins användning som konsten, den klassiska litteraturen och dramatiken är bärare av.
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| 21. |
- Sjunnesson, Jan
(författare)
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Erfarenhet och processer : en metod för reflekterande ledarskap
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Experience and Process – a Method for Reflective Management is questioning the increasing focus on processes as being the leading management tool for development of technical systems. A process has its strength in its overall visualization of a company’s operational model. It shows the flow of tasks and their interdependencies, similar to an assembly line in a factory. In such means it describes the foreseen repetitive work that takes place in development projects, but it does not cover the aspects of unforeseen deviations nor the working tasks that cannot be performed without a high degree of skill. A process does not cope with experience, which is a major issue for the success of a development project. Experience is built on three corner stones, the memory from what you have been part of yourself, the memory of other people’s actions, and memories from what you have read in literature and experienced by art. By reflecting on memories from dilemmas you have been through, but from a different viewpoint, you will find new aspects on the events; your experience is nuanced and developed. This is used in a method for reflection, the Dialogue Seminar Method. Memories of difficult events are triggered by the associations given when reading qualified literature from authors like Ingmar Bergman and René Descartes. From the memory fragments, the story of what happened is told in an essay. The work with reading, associating and describing are all different forms of inner reflection. When essays from a group of people are ready, they assemble for a dialogue to share the experiences. A nine months training programme for reflection, Experience Development of Project Managers is using the Dialogue Seminar Method to share experiences among project managers from different development organisations. The participants mature in their management role and are able to use reflection to understand and solve difficult problems. It gives them the needed distance to see the context of actual dilemmas. Big changes put the management skills on test. The Dialogue Seminar Method was used by two consultants as a mean to implement a major process change in a large development company. The idea of the new process was described in a presentation material which was the only information available for first development project. They had to use the presentation material together with their experience. Using the method made it easier for managers and other key persons to connect the new process with their current situation and thereby understand and work in accordance to it. The changes were made by people working together. Process descriptions would have assisted the change, but they would not have made a big difference. A better utilization of experience is a success factor for the development industry. Methods for reflection cannot be replaced by processes.
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| 22. |
- Victor Tillberg, Ann-Charlotte, 1971-, et al.
(författare)
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Konsten att vårda och ge omsorg
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A study on skills among healthcare workers investigates how healthcare workers use skills in difficult caring contexts, aiming to describe how practical knowledge is employed in decision making in occuring situations. The dialogue seminar method, with it’s elements of reading and writing to explore practical knowledge, was used to gather information. Contributing healthcare workers represent a multiplicity of experiences and perspectives. Their narratives on caring dilemmas are presented and used as framework for the study. The author creates an analogy between caring dilemmas and performing knowledge in professional art work. The narratives of the healthcare workers has been arranged in a documentary composition and on several occasion presented to a wider audience in order to make a reality-check on the study’s conclusions. The study shows how terms from professional art work such as presence, interpretation and reflexive techniques are useful in understanding skills of healthcare workers. The investigation also points out problems related to the inability of healthcare organizations to comprehend and acknowledge the practical dimension of healthcare workers skills. The study has been carried out within the KTH Advanced Programme for Reflective Practice presented at www.dialoger.se.
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| 23. |
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| 24. |
- Åberg, Sven, 1963-
(författare)
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Spelrum : om paradoxer och överenskommelser i musikhögskolelärarens praktik
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation discusses the transfer of practical knowledge as seen in the practises of conservatory teachers at the Royal College of Music in Stockholm. It is based on material from three series of dialogue seminars conducted with teachers and students. The aim of the dialogue seminar is to bring a practitioner’s personal style of relating to a profession into a form which makes it possible for the practitioner and others to reflect upon. Using the participants’ texts and the seminar protocols as a starting point the dissertation develops some of the themes which emerged. It is divided into three parts: The first discusses conservatory teachers’ relationship to language. Examples include the teachers’ use of indirect ways to »work around« a problem rather than addressing it directly, the use of metaphors and figures of speech, and the fields of disagreement that surround certain central concepts. These disagreements exist within a »thought-style« shared by practitioners of a profession. The second part develops some of the paradoxes inevitably encountered in practical music making and musical education. Examples include planning-spontaniety, simplicity-complexity, reflection-action, clarity-truth, breadth-depth. It is argued that the way in which practitioners’ handle and relate to such »paradoxical fields« constitute an essential part of mature professional skills. The third part discusses the nature of practical knowledge, especially its relationship to the rules that can be established to help transmit such knowledge. The wittgensteinian image of basic rules, which are followed in a way that can not be described in rules, is contrasted by an image in which the learner gains access to patterns of action which are handled on the basis of the percieved meaning of the actions.
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