| 1. |
- Amhag, Lisbeth, et al.
(författare)
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Förord : det pedagogiska fältet
- 2015
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Ingår i: Pedagogisk forskning i Sverige. - : Institutionen för pedagogik och specialpedagogik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 20:1-2, s. 3-7
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Tidskriftsartikel (refereegranskat)abstract
- En viktig uppgift för tidskriften Pedagogisk Forskning i Sverige är att fungera som samlingsplats för att definiera och utveckla pedagogikämnet betraktat som vetenskaplig disciplin. Allt sedan Durkheim (1922/1965) – som ursprungligen själv var professor i pedagogik innan han bytte ämnesidentitet till sociologi och ifrågasatte om pedagogik kan sägas utgöra en självständig vetenskaplig disciplin – har frågan om pedagogikens vetenskapliga status förblivit omstridd och oavklarad. Det visar sig dock då vi jämför med andra vetenskapliga discipliner att dessa långt ifrån är så enhetliga som vi vanligen förknippar med en vetenskaplig disciplin.
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| 2. |
- Amhag, Lisbeth, et al.
(författare)
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Pedagogik som profession
- 2017
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Ingår i: Pedagogisk forskning i Sverige. - : Pedagogisk Forskning i Sverige. - 1401-6788 .- 2001-3345. ; 22:1-2, s. 3-8
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I ett tidigare nummer av Pedagogisk Forsknings i Sverige (vol 20, nr 3-4, 2005) om temat “Högre Utbildning och professionell verksamhet” pekar redaktörerna Sven Persson och Anders Olsson på en rad nya tendenser inom forskningen om professioner och professionalitet. Den viktigaste utmaningen är den personliga kunskapsaspekten. Även om det otvivelaktigt är så att professioner är makrosociologiska och därvid också kollektiva och strukturella fenomen – som existerar utanför och är oavhängiga den enskilde individen, både historiskt och nationellt – krävs en lång erfarenhet och oftast någon form av högre utbildning för att kunna inträda i rollen som professionell yrkesutövare.
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| 3. |
- Bergman, Paavo, 1945-, et al.
(författare)
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Utbildningen i Sverige
- 1971
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Ingår i: Zenit. - Lund : Tidskriften Zenit. - 0044-3980. ; :2, s. 10-26
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
- Elam, Katarina, et al.
(författare)
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Educating Responsible Citizens; Intercultural Competence and Aesthetic Education
- 2017
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Ingår i: Learning Scenarios for Social and Cultural Change: Bildung Through Academic Teaching.. - : Peter Lang. - 9783631729304
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Bokkapitel (refereegranskat)abstract
- The article is a joint product of researchers working within different disciplines and with different kinds of knowledge interests, but united by a common interest in the question of how aesthetic education can lead to intercultural competence and education of responsible citizens. What characterizes aesthetic education and how can a clarification of pedagogical tools of such education help us clarify intercultural competence as a learning goal? What are the connections between intercultural education and aesthetic education and how can the latter contribute to the former? Our approach to these issues is a practical one. This means that our efforts are focused on a critical investigation of the conditions of the possibility of intercultural education. Our main argument in the article is that the core of intercultural competence is of a particular type, is active rather than passive and open to radically different experiences than our own. Having this starting point, we in the first step identify some tools through which intercultural competence and education can be made possible. The notions of aesthetic education and empathy are among these tools. Identifying these tools, we in the next step connect the identified tools to basic impediments in the way of intercultural education like that of obstacles for intercultural competence to take form like hidden prejudices of educators in order to remove them and clear the way for intercultural education. As a result of these two steps, educators engaged in, and pupils educated by intercultural education, become empowered. They are then enabled to clarify their hidden prejudices and counteract them instead of being steered by them. They also become empathetic and “responsible citizens”.
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| 5. |
- Hackstaff, Karla, et al.
(författare)
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Biography and turning points in Europe and America
- 2012
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Bok (refereegranskat)abstract
- This sociological collection advances the argument that the concept of a `turning point´expands our understanding of life experiences from a descriptive to a deeper and more abstract level of analysis. It addresses the conceptual issue of what distinguishes turning points from life transitions in general and raises crucial questions about the application of turning points as a biogrphical research method. Biography and turning points in Europe and America is all the more distinctive and significant due to its broad empirical database. The anthology includes authors from ten different countries, providing a number of contexts for thinking about how turning points relate to constructions of meaning shaped by globalisation and by cultural and structural meanings unique to each country. The book will be useful across a wide rangev of social sciences and particularly valuable for researchers needing a stronger theoretical base for biographical work.
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| 6. |
- Karlsson Häikiö, Tarja, 1962, et al.
(författare)
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Is intercultural pedagogy possible?” : Theme: Globalization, Interculturality and Interdependence. Identifying and overcoming intellectual barriers to intercultural education in the interface of epistemology and aesthetic learning
- 2016
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Ingår i: Education is Relation not Output? - Scenes of Knowledge and Knowledge Acquisition, Växjö..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Is intercultural pedagogy possible? Identifyng and overcoming intellectual barriers to intercultural education in the interface of epistemology and aesthetic learning The idea of intercultural education is a peculiar phenomenon. On a rethorical level it seems to float freely powered by good intensions, in practice through intercultural pedagagogy and educational goals are constrained by invisible riverbeds, taking it along in quite other directions than talked of or admitted on the superficial level. In this project in progress we want to identify intellectual barriers to intercultural education and critically discuss it; if it is possible to overcome the barriers and how. Our two main assumption are 1) that the main intellectual barriers to intercultural education are of an epistemic art originating in how we describe and conceptualize the world around us (truth regimes) and how we categorize the Other which is always grounded in relations of power, and 2) that in order to overcome such intellectual (epistemic) barriers, we need to start with a third, aesthetic dimension which is rooted in our relation to our self (aesthetic learning). Our main theoretical inspiration is Foucalt´s research methodology with its critique of the Kantian understanding of eduation which is highly rationalistic and scientistic in the sense that education is reduced to a question of how to study the world around us in an objectice and systematic manner. Pedagogy from this point of view, in order to become scientific, becomes a highly rationalistic enterprise, where the learning subjects are socialized and trained to reproduce the correct answers in a planned and rationalistic manner. In reality such a reductionist view of science and pedagogy reproduces power relations and views of the other which identifies the epistemic subject as the ”west” enlightening the rest of the world. From an archeological point of view a main intellectual barrier to intercultural pedagogy is a view of the other, which is constrained by a historically memory-shortage forgetting the recurrent phenomenon of mass migrations in world history. From its very beginning Homo Sapiens has been a wandering species, originating in Africa and spreading from here to the rest of the world. The present, modern form of mass migration (refugees) should be seen in the context of globalizing forces which have managed to retain the image of the other by power relations dominated by the west. A core recent critique of the Kantian view of science and pedagogy, originated with Kuhn who radically critiqued Kant´s view of science as something uniform and universal. In reality science is as diversified as the world of different cultures and nations. Each discipline can be seen as a riverbed which leads its flows in different, given directions. Another current critique of Kant is reduction of aesthetics to something passive (the analytical observer passing aesthetic judgements) rather than something active and participatory, allowing the exploration of self, other and the world through aesthetic learning. A third critiue concerns the tendency to reduce language to written texts, ignoring other forms of more visual representations and presentations. A forth critique concerns the epistemic position of the child and the role of aesthetic learning which foregrounds the relation to the self as a starting point to become curious about the other and the world.
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| 7. |
- Kupferberg, Feiwel
(författare)
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Aesthetic and artistic aspects of the teaching profession
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to present a theoretical framework that can help us make visible the aesthetic and artistic aspects of the teaching profession. The framework consists of the following aspects: a) the social- semiotic aspect or how the teacher communicates and how effectively in the class room in term not only of ideas but also relations and textual presentations as well as in terms of the teacher´s awareness of metacommunicational issues and sub-texts (aesthetic sensibility) b) the experiential aspect or the more vague, pre-reflexive, tactile and sensual experiences of critical situations (aesthetic experience) c) the organizational aspect or how teachers finds legitimate time to plan ahead and renew teaching materials and methods, as well as being able to improvise, motivate and inspire students within the time constraints of a highly scheduled everyday organization of school work (artistic working methods) d) the identity aspect or how to negotiate between personal and professional convictions and the expectations and demands coming from other actors which are part of ones life-world such as students, other colleagues, superiors, parents, guiding documents, national policies etc (the problem of authenticity). The method is mainly essaistic, using any kind of empirical material available ( “fishing method”).
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| 8. |
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| 9. |
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| 10. |
- Kupferberg, Feiwel
(författare)
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Becoming a visual arts teacher in a multicultural European city
- 2009
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Ingår i: Abstract book.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A core competence as well as central part of the identity of future teachers in the arts, is the problem of how to teach visual methods. What are visual methods for, how can one motivate youth to learn visual methods and how do you engage your students in a dialogue or communication about the role and functions of art and visual methods in contemporary societies that feels relevant for the younger generations? In this paper I will present the oral as well as written and visualized reflections by nineteen coming school teachers made over a period of one and a half years of training in the teaching of art . I will look at how they have coped with these issues both in their own education to become teachers of art and in their attempts to apply some of the theories, ideas and methods they learned at Malmo University during their periods of practical training in different schools in and outside Malmo. Since the town of Malmo is the "immigrant port" of Sweden, Malmo itself as well as it schools can be seen as natural laboratories of how visual methods in teaching interact with the increasingly multicultural context of contemporary Europe (more the fifty per cent of all school children are recent immigrants or children of recent immigrants).
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| 11. |
- Kupferberg, Feiwel
(författare)
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Biografisk självgestaltning
- 1995
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Ingår i: Sociologisk forskning. - : Sveriges Sociologförbund. - 0038-0342 .- 2002-066X. ; 32:4, s. 32-57
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Tidskriftsartikel (refereegranskat)abstract
- The biologiscal continuation of selfIn this article I argue that although individual changes or ”biographies” are crucial for the dynamics and functioning of modem societies, sociological theorizing has tended to downplay the importance of the biographical constitution of self. Methodologically sociologists have relied too much upon explanatory ” types” rather then starting from the social fact of ”variation”, the chaotic nature of the actual functioning of society has been ignored and the subjective element in societal changes has been defined out of existence. A model for analyzing the biographical constitution of self is suggested including such aspects as risk management and strategic thinking, biographical reflexivity, biographical work, repair work, biographical convertability, biographical events and normal biographies. The arguments rely heavily upon recent biography research in Germany and are illustrated by reference to the founder of the Zionist movement, Theodor Herzl, modern art and literature and studies on the biographical adaption of former GDR citizens in the process of German unification.
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| 12. |
- Kupferberg, Feiwel
(författare)
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Conclusion : theorizing turning points and decoding narratives
- 2012
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Ingår i: Biography and turning points in Europe and America. - : Policy Press. - 9781847428608 ; , s. 227-259
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Bokkapitel (refereegranskat)abstract
- The chapter frames and highlights the advances represented in the anthology Biography and Turning Points in Europe - theoretically and methodologically. It reveals the importance of integreting the notion of "event" into our comprehension of narrative - and understanding that we are not necessarily speaking of institutionalized or ritualized life courses, but turning points granted or constructed by the individual. It builds an analysis of narrative devices (for example the narrator/ character divide, the structurating factor of time and the myths and modes of narration) to illustrate the contributions in the text. It also points to the enduring sociological promise of turning points as a tool for deconstructing narratives that the subjects confer with meaning.
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| 13. |
- Kupferberg, Feiwel, et al.
(författare)
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Corporate entrepreneurship - undervisning i felten
- 2011
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Ingår i: Entreprenørskabsundervisning. - : Aarhus Universitetsforlag. - 9788779347113 ; , s. 185-206
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In the article a new educational concept is presented with the purpose of renewing education in corporate entrepreneurship from a theoretical point of view. The article presents the results so far from the attempts to develop a research based concept for corporate entrepreneurship education with a focus on field work as the core of a practical training period. The idea is that the role of "stranger" should enable the student to 1) identify obstacles for innovations within a company 2) become aware of ones own competences which might be useful to remove some of these obstacles. The educational concept is developed from theoretical studies, analyses and pracital experiences with entrepreneurial education and similar activities. The developent of the concept has been supported by the Cultural Ministry of Denmark and has been tested by an experimental course. The development of the course has been supported by the Oresund Entrepreneurship Academy
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| 14. |
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| 15. |
- Kupferberg, Feiwel
(författare)
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Disciplinary imperialism or analytical wrestling : Rethinking semiotics, aesthetics and sociology
- 2009
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Ingår i: Abstract book.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In his book Structuralist Poetics, Jonathan Culler argues that from a literary point of view, everything can be seen as a "text". The everyday world is a text, culture is a text and literary norms (genres) as well as conventions are texts. From a sociological point of view everything, not the least the literary and artistic worlds are seen as partial empirical realities ("social fields" or "institutions") which are at the same time "social constructions." Now looking on the world as a text which is to be dechiffered by some competent reader or as empirical realities that have already been constructed socially by actors who are themselves endowed with different kinds of habitus and equipped with different degrees of social and symbolic capital and accompanying strategies of distinction, is obviously something different. On the other hand, the two approaches amount to the same thing in the sense that both seek to impose a particular perspective on the world. The question I want to raise in this paper is iif there are some epistemological advantages in trying to replace the usual, "elevated" way disciplines go about trying to make sense of the world (which we could call "disciplinary imperialism") with something more "down to earth" that we could call "analytical wrestling". With the latter I mean that you so to say step down from your imagined throne and try to "grab" the other in a more open-ended contest. You emerge yourself in the perspective of the other, but not completely, you then return to your own perspective but somewhat shaken or changed. What would such a way of approaching the issue of aesthetics and sociology contribute to both? Could something new emerge out of such analytical wrestling, something that contains elements of both perspectives at the same time?
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| 16. |
- Kupferberg, Feiwel
(författare)
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Entreprenörskap som existentiell handling
- 2002
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Ingår i: Sociologisk forskning. - : Sveriges Sociologförbund. - 0038-0342 .- 2002-066X. ; 39:2, s. 68-103
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Tidskriftsartikel (refereegranskat)abstract
- Entrepreneurship as existential actIn this paper I argue that business economics tends to present an overrationalized view of entrepreneurial action. Entrepreneurship is basically an existential type of action, as it includes elements of tradition-breaking activities and emotions related to coping with uncertainty. These existential aspects are best revealed as one studies aspects of entrepreneurship that have been marginalized in entrepreneurial studies, such as first time entrepreneurs, women entrepreneurs, ethnic entrepreneurship, entrepreneurs with an academic background and entrepreneurship in undersocialized industrial populations. The existential aspects of entrepreneurship are only partially taken into account by the new economic sociology, emphasizing the value of socializing for it own sake. More generally a focus upon the existential aspects of entrepreneurial action challenges the classical sociological views of order and individuality, pointing to a neo-classical view of modernity which puts uncertainty in the center of modernity as well as recognizing its unmistakingly romantic traits.
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| 17. |
- Kupferberg, Feiwel
(författare)
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Farvel til "de rigtige svars" pædagogik
- 2009
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Ingår i: Kreativitetsfremmende læringsmiljøer i skolen. - : Dafolo A/S. - 9788772814179 ; , s. 103-120
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Kupferberg, Feiwel
(författare)
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Hidden impact of a cultural migration : Traces of Lewis Coser's Transatlantic experience in his sociological work
- 2010
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Ingår i: Transatlantic Voyages and Sociology. - : Ashgate. - 9780754676171 ; , s. 239-254
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Culture is strongly dependent on audiences. Migration tend to change the adience of intellectuals. The success and failure of migrating intellectuals depend upon their ability to adapt to the expectations and language of the new audience. This theoretical model is illustrated by the case of Lewis A. Coser who migrated twice, first from Germany to France in the thirties and then to USA in the early 1940s.
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| 19. |
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| 20. |
- Kupferberg, Feiwel
(författare)
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Homo pedagogicus :mänskligt lärande och pedagogiska språkhandlingar
- 2011
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Ingår i: Pedagogisk forskning i Sverige. - : Institutionen för pedagogik och didaktik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 16:2, s. 144-158
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In contrast to those who claim that science is purely empirical, the philosophy of science argues that science is based on certain norms of a methodological nature. Such norms have to be learned, that is they are pedagogical in kind. In this article I discusse what this means for our understanding of pedagogy as a science. What is it and how can it be conceptualized. In particular the aricle looks at speecg act theory and how pedagogical speech acts make human learning inherently creative
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| 21. |
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| 22. |
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| 23. |
- Kupferberg, Feiwel
(författare)
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Livsvärldar och systemtransformation
- 1994
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Ingår i: Sociologisk forskning. - : Sveriges Sociologförbund. - 0038-0342 .- 2002-066X. ; 31:4, s. 33-61
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Tidskriftsartikel (refereegranskat)abstract
- Lifeworlds and SystemtransformationsHow are we to understand and explain the ongoing processes of transformation in Eastern Europe? The main thesis of this article is that the difficulties of the social sciences to predict both the collapse of the previous system and the difficulties in transforming them to systems of the Western type, is due to an underestimation of the strength and independence of the life-world dimension of the social order. The predominance of ”systemic thought” in the social sciences is related to a view of capitalism which grossly overestimates the unpersonal, ”systemic” dimension of this social order. It is argued that the capitalist social order is not only a system, but is also contingent on the existence of a life-world. The coming into existence of this life-world cannot be taken for granted. Sociology has partly recognized the existence of this life-world by emphasizing the importance of the moral dimension in capitalist societies, but theoretically and methodologically ”systemic” sociology has been unable to explain how this particular capitalist morality is possible. The role of Adam Smiths theory of morality and capitalism is discussed and compared to other, more ”life-world”-oriented sociological theories, such as phenonemology, the symbolic interactionism of Cooley and Mead, and the civilizational sociology of Norbert Elias.
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| 24. |
- Kupferberg, Feiwel
(författare)
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Läraruppdragets egenart och rollmodeller : kreativitetsregimer i hybridmoderniteten
- 2007
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Ingår i: Educare. - : Malmö högskola. - 1653-1868 .- 2004-5190. ; :1, s. 53-75
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Tidskriftsartikel (refereegranskat)abstract
- What does learning to become a professional mean and how can the scientific study of various forms of professional education help those institutions that educate teachers understand better what becoming a professional teacher means in contemporary Swedish society? In this inauguration lecture as new professor of education at Malmo University, I argue that the traditional understanding of what it means to enter a profession that we find in the subdiscipline “the sociology of professions,” has had an unfortunate tendency to overestimate the importance of scientifically grounded knowledge and underestimate other forms of relevant knowledge and experience. In order to conceptualize such an alternative view of analyzing professional education and learning, I suggest the concepts of “creativity regimes” and “hybrid modernity.” Whereas the former concept helps us to clarify how professional education can help students to cope with new situations in a creative manner within their own profession, the concept of hybrid modernity suggests that the professional education of teachers can also gain from studying other types of professional education, as this could broaden the creative competence of future teachers. What I am suggesting is thus that rather than trying to prepare teachers for a career as researchers – which represents a particular creativity regime where critique is the dominant norm in which students are professionally socialized – the education of teachers should be organized around the dominant norm of the pedagogical creativity regime, which is dialogue. Teaching has its own role expectations, norms and identity, but in a society which is increasingly hybridized, being inspired by other models is both a virtue and necessity This role-modeling should not drive out the core competence of teaching but rather supplement it.
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| 25. |
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| 26. |
- Kupferberg, Feiwel
(författare)
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Medierat lärande och pedagogisk teori
- 2013
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Ingår i: Medierat lärande och pedagogisk mångfald. - : Studentlitteratur AB. - 9789144084664 ; , s. 15-51
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Begreppet "mediering" eller "medierat lärande" används allt oftare i svensk pedagogisk forskning, men på att motsägelsefullt och förvirrande sätt. Begreppet tycks stå för helt olika saker som har olika pedagogiska konsekvenser. I detta introducerande kapitel diskuteras hur en pedagogisk teori om kunskapsfältet "medierat lärande" skulle kunna struktureras på ett bättre och tydligar sätt. För detta syfte har jag använt mig av Ragnar Josephons teori om konstnärligt gestaltande och Austin & Searles språkhandlingsteori
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| 27. |
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| 28. |
- Kupferberg, Feiwel
(författare)
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Projektarbejde og kreativitetsteori
- 2008
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Ingår i: Projektpaedagogik. Perspektiver fra Aalborg Universitet. - : Aalborg Universitetsforlag.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 29. |
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| 30. |
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| 31. |
- Kupferberg, Feiwel
(författare)
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Transformative agency as social construction : Overcoming knowledge constraints in science, art and technology
- 2017
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Ingår i: Social Science Information. - : Sage Publications. - 0539-0184 .- 1461-7412. ; 56:3, s. 454-476
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Tidskriftsartikel (refereegranskat)abstract
- A core problem of social constructivist theories of knowledge is the lack of theoretical clarity about the role of knowledge constraints and how they are overcome in practice, by what type of social agency. Knowledge constraints are both special - rules constituting and/or regulating such distinct intellectual fields as science, art and technology - and general - laws working across the nature/culture divide. In order to sort out this complexity of knowledge constraints in science, we need to start by recognizing the existence of knowledge constraints in the first place. Advance of knowledge is not contingent, as claimed by the Strong Program inaugurated by David Bloor. The latter reduces the problem of knowledge constraints to reputational work. But reputational work is what all humans engage in; this is one reason why networking is so crucial for the human species. Moreover, it requires the special form of communicative competence, talk, which only humans possess. It is also because humans can talk that they have managed to invent the coherent argument, the core of the special constraint that constitutes science, giving it a law-like character. Arguments are both competitive and cooperative at the same time, reputational work contains both elements. This strongly social element of science is missing in Latour's concept of the social. Latour reduces the social (both networking and agency) to naked competition. But the model for this thinking is not sociology, it is literature. As a social construction it possibly reflects the psychological effect of the French system of elite education.
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| 32. |
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| 33. |
- Kupferberg, Feiwel
(författare)
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Unpacking biographical narratives : investigating stories of artistic careers in Northern Jutland, Denmark
- 2012
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Ingår i: Biography and turning points in Europe and America. - : Policy Press. - 9781847428608 ; , s. 9-40
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Bokkapitel (refereegranskat)abstract
- The chapter describes a research project on artistic career patterns in Northern Jutland,Denmark. It discusses how the interpretative work of a biographical researcher might change over the course of time, as more and more layers of interpretation are identified. Such layers need to be gradually unpacked by the researcher, as they are not immediately visible. One of the main obstacles for such a multilayered interpretative work seems to be the problem of incommensurability of or movement between alternative paradigms that Thomas Kuhn discovered. Such incommensurability makes the translation of discourse or movement from one paradigm to another difficult. Incommensurabilities can be found both within the narrated stories or interviews, different available theoretical and methodological approaches and between current theory and the empirical material itself, suggesting that interpretative work is a higly complex activity which needs to be studied for its own sake.
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| 34. |
- Linge, Anna, 1964-
(författare)
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När och hur musikaliskt lärande blir kreativt
- 2013
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Ingår i: Medierat lärande och pedagogisk mångfald. - Lund : Studentlitteratur. - 9789144084664 ; , s. 149-171
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 35. |
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