| 1. |
- Franck, Olof, 1958, et al.
(författare)
-
What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school
- 2015
-
Ingår i: The 5th NoFa-Conference (Nordisk Fagdidaktisk konferens), Helsinki, Finland, 27-29 May.
-
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.
|
|
| 2. |
- Osbeck, Christina, 1969, et al.
(författare)
-
Challenges of Assessment in Ethics – Teachers’ reflections when assessing National Tests
- 2015
-
Ingår i: EDUCARE – Vetenskapliga skrifter. - 1653-1868. ; 2015:2, s. 19-47
-
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.
|
|
| 3. |
- Aevarsson, Arnthór, et al.
(författare)
-
Going to extremes - a metagenomic journey into the dark matter of life
- 2021
-
Ingår i: FEMS Microbiology Letters. - : Oxford University Press (OUP). - 1574-6968. ; 368:12
-
Forskningsöversikt (refereegranskat)abstract
- The Virus-X-Viral Metagenomics for Innovation Value-project was a scientific expedition to explore and exploit uncharted territory of genetic diversity in extreme natural environments such as geothermal hot springs and deep-sea ocean ecosystems. Specifically, the project was set to analyse and exploit viral metagenomes with the ultimate goal of developing new gene products with high innovation value for applications in biotechnology, pharmaceutical, medical, and the life science sectors. Viral gene pool analysis is also essential to obtain fundamental insight into ecosystem dynamics and to investigate how viruses influence the evolution of microbes and multicellular organisms. The Virus-X Consortium, established in 2016, included experts from eight European countries. The unique approach based on high throughput bioinformatics technologies combined with structural and functional studies resulted in the development of a biodiscovery pipeline of significant capacity and scale. The activities within the Virus-X consortium cover the entire range from bioprospecting and methods development in bioinformatics to protein production and characterisation, with the final goal of translating our results into new products for the bioeconomy. The significant impact the consortium made in all of these areas was possible due to the successful cooperation between expert teams that worked together to solve a complex scientific problem using state-of-the-art technologies as well as developing novel tools to explore the virosphere, widely considered as the last great frontier of life.
|
|
| 4. |
|
|
| 5. |
- Bader, Britt-Marie, 1960-
(författare)
-
Att lyssna med hela kroppen : en studie om lärares ledarskap i utvecklingssamtal
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Keywords: Teachers´ leadership, parents-teachers ‘conference, primary school, didactic, hermeneutic, lifeworld phenomenologyThis thesis aims to explain what importance teachers´ leadership is given and how teachers' leadership appears in the parents-teacher conferences. The theoretical frame is lifeworld phenomenology, which means that the world is a social, intersubjective, and historical world where people experience, act, and intertwine in a private and a shared world. The study is inspired by a lifeworld approach and the data was analyzed to consider people's context, their experiences and the challenges involved in leading parent-teacher conferences. The empirical work is based on observations of parent-teacher conferences and interviews with teachers and students. The analyses are made with the support of the life-world phenomenological concepts of hållning, seeing-as and pedagogical tact. The concept hållning has a duality and loses its meaning in translation. Hållning means a bodily approach and is an intertwining between the teacher's attitude and her body posture. All three concepts include verbal and bodily communicative expressions and sensitive and intuitive actions, their meanings will be highlighted and explained. The results show that teachers' leadership in parent-teacher conferences includes both preparatory and subsequent work and forms part of the teaching. Leadership both shapes the parent-teacher conference and is shaped in the same and given importance when teachers show consideration for the student, the relationship between teacher and student and the situation, balance challenges with time and sensitive topics, choose to take notes in the parent-teacher conferences in favor of presence in the conversation itself and document afterwards. Teachers' leadership in parent-teacher conferences shape the conversation through teachers' willingness to involve the students, flexibility, and ability to structure. Teachers' leadership in parent-teacher conferences are shaped by teachers' responsiveness, compliance, presence, attention, ability to improvise and playfulness.The study's life-world phenomenological approach has made it possible to see that the parent-teacher conference requires a didactic knowledge related to the student as a person, to the content and to the structure that surrounds the conversation. This has been made visible in teachers' intuitive actions and bodily expressions as well as unreflected and reflected experiences. The study's starting points have made it possible to broaden the didactic understanding of the teachers' leadership in parent-teacher conferences by highlighting the clear intertwining of these conferences with other teaching
|
|
| 6. |
- Bergström, Göran, 1964, et al.
(författare)
-
Body weight at age 20 and in midlife is more important than weight gain for coronary atherosclerosis: Results from SCAPIS.
- 2023
-
Ingår i: Atherosclerosis. - : Elsevier BV. - 1879-1484 .- 0021-9150. ; 373, s. 46-54
-
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.
|
|
| 7. |
- Berndtsson, Inger, 1957, et al.
(författare)
-
Jan Bengtsson. En sammanflätandets filosof
- 2019
-
Ingår i: Fenomenologiska sammanflätningar. - Göteborg : Daidalos. - 9789171735621 ; , s. 13-26
-
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.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Bygdell, Maria, et al.
(författare)
-
Birth weight and young adult body mass index for predicting the risk of developing adult heart failure in men.
- 2022
-
Ingår i: European journal of preventive cardiology. - : Oxford University Press (OUP). - 2047-4881 .- 2047-4873. ; 29:6, s. 971-978
-
Tidskriftsartikel (refereegranskat)abstract
- Hospitalizations for heart failure among young adults and middle-aged individuals have increased. The aims of the present study were to evaluate the association between birth weight and risk of adult heart failure and the importance of change from low birth weight to overweight/obesity at young adulthood.We used the population-based body mass index (BMI) Epidemiology Study cohort Gothenburg (n=35659) with birth weight and young adult BMI (20years) available from child healthcare records, school health records, and military conscription register for men born 1945-1961. The cohort includes all children who finished school, which was mandatory, in Gothenburg, Sweden. Information on heart failure diagnosis was retrieved from the National Patient Register and the Cause of Death Register (n=415). In cox regression analyses, there was an inverse association between birth weight and risk of heart failure [hazard ratio (HR) 0.83 per standard deviation (SD), 95% confidence interval (CI) 0.76-0.90], and a direct association for young adult BMI (HR 1.48 per SD, 95% CI 1.36-1.61). Of note, individuals with birth weight in the lowest tertile, who were overweight/obese in young adulthood had a five-fold risk of heart failure (HR 4.95, 95% CI 3.36-7.31) compared with individuals in the middle birth weight tertile who were normal weight at 20years.Birth weight was inversely associated with the risk of hospitalization due to heart failure. The combination of low birth weight and overweight/obesity in young adulthood results in excess risk of heart failure beyond that of low birth weight or young adult overweight/obesity separately. These findings indicate the need of a life course perspective in heart failure prevention and risk assessment.
|
|
| 11. |
|
|
| 12. |
-
Etik, berättelser och samtal. Att använda skönlitteratur i etikundervisning
- 2023
-
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.
|
|
| 13. |
-
Fenomenologiska sammanflätningar
- 2019
-
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.
|
|
| 14. |
|
|
| 15. |
- Franck, Olof, 1958, et al.
(författare)
-
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
-
Ingår i: URL http://www.su.se/hsd/english/research/conferences.
-
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.
|
|
| 16. |
- Franck, Olof, 1958, et al.
(författare)
-
Being and Becoming. Challenging Dichotomous Conceptions of Ethical Competence within Democratic Ethics Education in Compulsory School
- 2018
-
Ingår i: Ristiniemi, J., Skeie, G. & Sporre, K. (Eds.): Challenging Life: Existential Questions as a Resource for Education, Religious Diversity and Education in Europe, Vol. 37. - Münster : Waxmann. - 1862-9547. - 9783830938866 ; , s. 247-260
-
Bokkapitel (refereegranskat)
|
|
| 17. |
|
|
| 18. |
- Franck, Olof, 1958, et al.
(författare)
-
What May be Learnt in Ethics? Varieties of Conceptions of Ethical Competence to be Taught in Compulsory School
- 2015
-
Ingår i: http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/34085/The European Conference on Educational Research, (ECER), Budapest 7 - 11/9 2015 Education and Transition - Contributions from Educational Research15.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- •The research project to be presented has received a grant from the Swedish Research Council and will run for three years from 2015 – 2017. 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. The empirical starting point of the project is material from the test round of the national assessment of ethics within RE. The project critically examines how ethical competence is operationalised therein – what kind of competence which pupils in Swedish compulsory school are differentiated in relation to – and how this competence is spread among the pupils. The character of the ethical competence of the test is then paid attention to in relation to other ethical competences related to different curricula levels such as the institutional, the instructional and the experiential level (e.g. Goodlad & Su, 1992; Bråten, 2009). •1. What conceptions of ethical competence can be identified in pupils’ utterances in national tests and concerning experienced needs of ethical competence as expressed in interviews? •2. What conceptions of ethical competence can be identified in teachers' utterances in interviews regarding their commission and the goals of their teaching of national tests? •3. What conceptions of ethical competence can be identified in supranational policies and in a sample of national curricula? •4. What can be said about the identified varieties of conceptions of ethical competence in the light of each other as well as ethical theory, and as potential content in contemporary compulsory school? The framework through which the analyses of the qualitative material is carried out is based on abductive processes where the inductively identified set of conceptions is theoretically elaborated with help of the ethical theorists Martha Nussbaum, Peter Singer, Seyla Benhabib and Knud E. Løgstrup. Together with the findings of the quantitative analyses the overarching issue of varieties of conceptions of ethical competence will be examined and elucidated. •Methods/methodology (up to 400 words) The base to start from consists of an empirical material which the project members at Gothenburg University have at their disposal; material from the test round of the national assessment in RE of which ethics is one area. Concerning the material of the national test three main types of analyses will be conducted: First, a critical examination of the way to operationalise and measure ethical competence in the national test will be conducted. What conceptions of ethical competence are asked for and what conceptions are absent? Second, a qualitative content analysis of three tasks answered by 100 pupils in grade 6 and 100 pupils in grade 9 will be conducted. Here two questions are central: 1) What conceptions of ethical competence do the answers express? 2) Do the answers express other conceptions of ethical competence than the ones measured in the tests? Third, quantitative analyses will be conducted focusing pupils’ expressed ethical competences given the tasks of the tests. These competences will be supplemented in the project; first by focus interviews aiming at grasping pupils’ experiences of what has been taught and learnt concerning ethics in school, and second by what kinds of ethical competences they express that young people need. Conceptions of ethical competence will also be identified among teachers. Focus interviews will be conducted. Important questions of the interviews concern both what the teachers regard as important objectives of their teaching in ethics and what they actually do when they teach ethics. For the latter purpose the teachers will be asked to bring their teaching material to the interviews in order to make the discussions as concrete as possible. Further, conceptions of ethical competence are brought to the project through analyses of policy documents such as curricula. Here, first, the Swedish curricula and examples of syllabuses, mainly RE, will be analysed. But also some other national curricula, as well as a couple of supranational policies, will be analysed. In the analyses an abductive approach, starting in inductive qualitative content analyses of each group of empirical material, is conducted. In relation to empirically identified, named and described conceptions of ethical competence strategically chosen examples of ethical theory are used in order to understand and explain the character of the identified conceptions of ethical competence. In that way theoretical qualifications of the empirically identified conceptions of ethical competence are used as tools for renewed systematical analyses of the empirical material.
|
|
| 19. |
- Hagstrom, Emil, et al.
(författare)
-
IMPACT OF BODY WEIGHT AT AGE 20 AND WEIGHT GAIN DURING ADULTHOOD ON MIDLIFE CORONARY ARTERY CALCIUM IN 15,000 MEN AND WOMEN : AN INTERIM ANALYSIS OF THE SWEDISH CARDIOPULMONARY BIOIMAGE STUDY
- 2019
-
Ingår i: Journal of the American College of Cardiology. - : ELSEVIER SCIENCE INC. - 0735-1097 .- 1558-3597. ; 73:9, s. 1692-1692
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- BackgroundElevated body weight in adolescence is strongly associated with early cardiovascular disease, but whether this association is traceable to weight in early adulthood, or to weight gain with subsequent high adult weight is not known. Using data from the Swedish CArdioPulmonary bioImage Study (SCAPIS), we investigated the association between weight at age 20, weight gain to midlife and coronary artery calcium score (CACS) at midlife.MethodsIn the first 15,810 participants in SCAPIS (mean age 58 years, 52% women), data on CACS at midlife, self-reported body weight at age 20 and weight at examination in SCAPIS were recorded.ResultsCACS in midlife was significantly higher with increasing weight at age 20 (p<0.001 for both sexes), and then increased with weight gain until midlife at all levels of body weight at age 20 after adjusting for age, height, smoking, alcohol intake, education level, exercise levels and LDL cholesterol. However, the association with weight gain was only significant in men (p = 0.047), not in women (p=0.474). No significant interaction was seen between weight at age 20 and midlife weight with CACS. The effect of weight at age 20 on CACS was significantly more marked in men than in women, as was the effect of weight gain (p<0.001 for both interactions).ConclusionWeight at age 20 and weight gain to midlife were both related to CACS, but much more markedly so in men than in women, indicating a generally larger effect of both early adult weight and further weight gain until midlife on CACS in men, compared to women.
|
|
| 20. |
|
|
| 21. |
- Levinsson, Magnus, et al.
(författare)
-
Bodily ascpects of becoming and being a teacher
- 2017
-
Ingår i: 4th Symposium on Phenomenological Educational Science, Humboldt University, Berlin. - Berlin.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 22. |
- Lifmark, David, et al.
(författare)
-
What do teachers regard as opportunities respective difficulties/obstacles when teaching ethics based in fiction stories?
- 2021
-
Ingår i: International Seminar on Religious Education and Values.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this RE paper of the EthiCo II-project is to present findings about five teachers’ experiences during an academic year when teaching ethics based on fiction stories. Their experiences about opportunities and difficulties are examined in relation to the theories of Martha C Nussbaum. The empirical data has been produced through two interviews with each of the participating teachers, in all 10 interviews, and notes from meetings where the fiction based teaching about ethics has been prepared. The teachers participating in the study teach RE and are working at three different schools in three different types of municipalities. Three of the teacher teach grade 8 students (14 years) and two of the teachers teach grade 5 students (11 years). The interviews are transcribed and the analyses of the interviews were informed by thematic interpretation procedures. The preliminary findings show that the obstacles often are related to practical problems, for example, to get opportunity to have lessons long enough for the students’ discussions, but also to find good literature that give the students opportunities to widen their understanding about a good life and society. Example of opportunities that the teachers emphasize is the students engagement in the fiction stories and that they bring general competences from the discussions about the ethical content in the fiction texts to other subjects than RE, competences as for example to take other persons perspective and to analyse.
|
|
| 23. |
- Lilja, Annika, 1963
(författare)
-
Arbetsallianser i klassrummet
- 2011
-
Ingår i: Undervisning och Existens. - Göteborg : Daidalos. ; , s. 115-142
-
Bokkapitel (refereegranskat)abstract
- Undervisning och Existens rymmer en mycket initierad skildring av nutida skolliv och ger därigenom lärare möjlighet att på djupet reflektera över sina pedagogisk och existentiella arbetsvillkor. Det är dessutom en bok som medvetet använder berättandet som verktyg.
|
|
| 24. |
- Lilja, Annika, 1963
(författare)
-
Att skärpa den etiska rösten och blicken. En skönlitteraturbaserad etikundervisning
- 2020
-
Ingår i: Religion och Livsfrågor. ; :1, s. 6-7
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I texten beskrivs en etikundervisning som genomförs av lärare i ett pågående forskningsprojekt. Syftet med projektet är att lärare och forskare tillsammans ska undersöka vilka möjligheter och svårigheter en skönlitteraturbaserad etkundervisning har.
|
|
| 25. |
- Lilja, Annika, 1963, et al.
(författare)
-
Barns existentiell frågor idag - och för 50 år sedan
- 2020
-
Ingår i: Årsbok 2020. Föreningen lärare i religionskunskap.. - Lomma : Föreningen Lärare i religionskunskap (FLR). ; , s. 29-39
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 26. |
- Lilja, Annika, et al.
(författare)
-
Barns existentiella frågor idag - och för 50 år sedan
- 2020
-
Ingår i: Existentiella frågor i barns och ungas liv. - Malmö : Föreningen lärare i religionskunskap (FLR). ; , s. 29-39
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I texten presenteras forskningsprojektet Barn och läroplan. Existentiella frågor och skolans svar. I projektet besvarar barn i årskurs 5 i 10 skolklasser frågor om vad de funderar över. Samma frågor har riktats till barn från och med sent 1960-tal fram till och med 2000-talets början. I den publicerade texten ges exempel på den forskningsmetodik som använts och några jämförande exempel ges med barns svar idag och för 50 år sedan. Exemplen utgör några första mycket preliminära analyser. I forskningsprojektet ingår tillika läroplansanalyser och lärarintervjuer i ett studium av didaktiska förhållningssätt till barns frågor.
|
|
| 27. |
- Lilja, Annika, 1963
(författare)
-
Body, space and time – and their influences on trustful relationships in the classroom.
- 2013
-
Ingår i: Indopacific Journal of Phenomenology. - 1445-7377. ; 13:Special Edition, s. 1-10
-
Tidskriftsartikel (refereegranskat)abstract
- A trustful relationship between teacher and student is fundamental when it comes to the question of what makes teaching and learning work in the classroom. Most researchers have been content with simply examining teachers' subject knowledge and teaching methods. The aim of this study is to highlight the trustful relationship between teacher and student from the teachers' point of view. Taking both experience and bodily views into account allows for another way of understanding relationships in the classroom. This is accomplished throught the use of a lifeworld phenomenological approach and the concepts of the lived body, lived space and lived time described by Merleau-Ponty (1962/2008). The empirical material on which this article is based was collected by fieldwork in five different compulsory schools in Sweden. In this article I discuss how these lived aspects help to describe a multifaceted relationship. The article also shows that these lived aspects influence relationships through the organisation of activities in the classroom. The article discusses how these lived aspects influence the relationship between the teacher and the student, as well as they influence the student's opportunities to learn in school. This study shows that the lived aspects need to be taken seriously in order for teaching and learning to work.
|
|
| 28. |
- Lilja, Annika, 1963, et al.
(författare)
-
Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education
- 2023
-
Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575.
-
Tidskriftsartikel (refereegranskat)abstract
- Based on an analysis of Swedish students’ group discussions while taking part in a fiction-based ethics education, this article presents conditions for the development of a multidimensional ethical competence. Four crucial conditions in students’ group discussions are identified: focus on the task, interest in each other’s contributions, knowledge about the object of the ethical analysis and its context, and explorations of the complexity of the human being. The results show that the fiction stories, and the students who act as more capable others, support the development by modelling in different ways; both procedural and substantial knowledge in ethics are required.
|
|
| 29. |
- Lilja, Annika, 1963
(författare)
-
En fråga om förtroende och ansvar
- 2019
-
Ingår i: Didaktisk utvecklingsdialog. Anette Olin, Jonas Almqvist, Lisbeth Gyllander Torkildsen, Karim Hamza (red.). - Lund : Studentlitteratur. - 9789144125749 ; , s. 129-130
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 30. |
- Lilja, Annika, 1963, et al.
(författare)
-
Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views
- 2018
-
Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:5, s. 506-516
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.
|
|
| 31. |
- Lilja, Annika, 1963
(författare)
-
Ethical competence as displayed in interviews with teachers
- 2016
-
Ingår i: The 44th NERA Conference, 9-11 Mars, Helsinki, Symposium: What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The intention of this presentation is to present preliminary results from interviews with teachers teaching pupils in grade 6 in the Swedish compulsory school regarding ethical competence. The interviews will be carried out in December 2015 in eight schools in different municipalities in western Sweden. The eight municipals in the study have been chosen as they are categorized as different types of municipals by the Swedish Association of Local Authorities and Regions (SKL). The schools selected in the different municipalities differ when it comes to parental background and parental level of education. The aim of the interviews is to let the teachers express what they view as ethical competences, how they perceive the writings in the curriculum and how they teach ethics. The interviews will be interpreted in a hermeneutical way and also reflected in the theories about capabilities by Marta C Nussbaum. The intention with this is to see how the encounter between the empirical results and the theories can become fruitful through mutual critique when it comes to understand what teachers perceive as ethical competences.
|
|
| 32. |
- Lilja, Annika, 1963
(författare)
-
Ethical competence expressed in students’ written texts
- 2020
-
Ingår i: HTS Teologiese Studies / Theological Studies. - : AOSIS. - 0259-9422 .- 2072-8050. ; 76:1
-
Tidskriftsartikel (refereegranskat)abstract
- © 2020. The Authors. Licensee: AOSIS. Teaching ethics in compulsory school regained urgency some years ago in Sweden when National Tests in ethics were introduced. Students were evaluated as having or not having the ethics knowledge required. The aim of this study is to investigate what aspects of ethical competence students express in texts from National Tests, and to investigate what cultural tools 12-and 15-year-old students use in their texts about a given ethical situation. A qualitative content analysis was performed in three steps. In the first step, four aspects of ethical competence were identified: to verbalise, to take a stand, to take responsibility for one’s actions and an understanding of life. In the second step, the identified ethical competence was interpreted through four ethical voices building on the theories of Nussbaum, Løgstrup, Benhabib and Singer, showing that the students’ texts contain varying aspects of ethics. In the third step, cultural tools used by the students were identified. The conclusions were that (1) some ethical perspectives, such as the societal and global perspectives, are disadvantaged in the analysed texts, and accordingly in the tasks; (2), ethics is a difficult subject to assess in a fair way; and (3) since cultural tools are dependent on the social, cultural and historical context, the school has a responsibility to teach ethics in a way that gives all students the power and authority to live good lives.
|
|
| 33. |
- Lilja, Annika, 1963
(författare)
-
Ethical Competences Expressed by Pupils in Grade Six when Solving an Ethical Dilemma
- 2016
-
Ingår i: ECER Dublin 2016-08-23 - 2016-08-26, Symposium: Varieties of Conceptions of Ethical Competence Displayed in Pupils’ Responses to National Tests in Ethics.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper is to present some ethical competences expressed in texts from pupils in grade six (age 12-13 years). The texts were first selected randomly from the 25 000 national tests in RE taken by grade six pupils in Sweden in spring 2013, then a strategic selection was made and from this sample 50 texts were chosen for this presentation. Parts of Martha Nussbaum’s philosophy about virtues and capabilities will be used to discuss and interpret the findings. The 50 texts are taken from a task about two friends, Keyla and Maria. Maria smells of sweat and some of her friends avoid her because of this. The task for the pupils is to show what it means to act in a good way by reasoning about how Keyla, as Maria’s best friend, could handle this situation: tell Maria that she smells bad and risk hurting her or let Maria smell, knowing that she risks losing some of her friends. The pupils are also supposed to reason about what consequences their proposal might have for both Maria and Keyla. The first overall analysis shows that the pupils’ answers include both abilities that are written in the syllabus for RE, but also some other competences not highlighted in the syllabus. For instance the texts show that the pupils have an ability to feel empathy. The answers also show that the pupils believe that to act in a moral way, you have to do what is best for your friend even though it might cause you discomfort. Further they show an ethical insight (Osbeck, Franck, Lilja & Lindskog, 2015; Osbeck, in print) when they, for example, write about the guilt one can feel when not doing what is right. Nussbaum’s writings (2010, 1995) about cultivating imagination, i.e. the importance of a narrative imagination for refining the capacity to see the world through another person’s eyes, and her writing about the capabilities all people should be able to develop to live with human dignity (Nussbaum, 2013) will work as tools to develop the understanding of the ethical competences found in the pupils’ responses. References Nussbaum, M.C. (1995). Känslans skärpa, tankens inlevelse: essäer om etik och politik [The sharpness of emotion, the insight of thought: Essays on ethics and politics]. Stockholm: Brutus Östlings bokförlag Symposium. Nussbaum, M.C. (2010). Not for profit. Why democracy needs the humanities. Princeton: Princeton University Press. Nussbaum, M.C. (2013). Creating Capabilities. The human development approach. Cambrige USA: The Belknap press. Osbeck, C. (in press). Ethical competences in pupils’ texts – Existential understandings and ethical insights as central but tacit in the curriculum. Dordrect: Springer. Osbeck, C., Franck, O., Lilja, A., Lindskog, A. (2015). Challenges of Assessment in Ethics – Teachers’ reflection when assessing National Tests. Educare, 2015(2),19-47.
|
|
| 34. |
- Lilja, Annika, 1963
(författare)
-
Ethics education in compulsory school: Ethical competence in the light of ethical theories. Teachers perspectives on important ethical competences for their students to develop.
- 2018
-
Ingår i: The 44th Conference of the AME Association for Moral Education, 8-10 November, Barcelona.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teachers’ perspective on important ethical competence for their students to develop In this study a variety of ethical lenses or voices are used in order to interpret, understand and characterize the expressed perspectives of teachers. 14 group interviews with all together 46 teachers teaching social studies, i.e. the four subjects Civics, Geography, History and Religious Education have been accomplished. Group interviews have taken place at the teachers’ school; they have been recorded and then transcribed. After that an abductive process inspired by a constructivist grounded theory (Charmaz, 2011) have been accomplished. Inspired by Tappan (2006) we have interpreted the ethical theories of Benhabib, Løgstrup, Nussbaum and Singer, as four different voices of ethics. Of course, these voices are a simplification of the theories. However, theses interpretations are useful in order to see that there are different emphasises in the landscape of ethical theory. The four philosophers express ethics in different voices (cf also Gilligan, 1982) and the interpretations and summaries of the teachers’ utterances have made us hear these voices in the teachers’ speech on ethical competence. The analysis have resulted in four identified capacities that the teachers want their student to develop; to understand, to act, to verbalize and to be persevering. These capacities always have a direction, they can be focused on an individual him-/herself, the fellow being or a social context. The direction of a capacity is in itself a value expression. The four identified capacities, with their directions show a wide understanding of ethics education, the teachers give a picture of an education that can be described as both implicit and explicit (c.f. Thornberg, 2008). The material could be interpreted as visualizing a tension between an egocentric and a sociocentric perspective. The most common direction of the teachers’ utterances concerns the competence to develop the individual him- or herself, but since pupils need to start in themselves in order to be able to gradually turn outwards, this is not surprising. We have interpreted the teacher’s language as a language applicable in school. The voices of the four philosophers illustrates languages, which work in a broader context. In this way the voices, used as an analytical tool, serve as an aid to emphasize the teachers’ utterances to a higher level of abstraction and thus expand our understanding of what the teachers regard as an important ethical competence for their students. References: Charmaz, K. (2011). A Constructivist Grounded Theory Analysis of Losing and Regaining a valued Self. In F.J. Wertz; K. Charmaz; L.M. McMullen; R. Josselson; R. Anderson & E. McSpadden. (Eds.), Five Ways of Doing Qualitative Analysis (p. 165 – 204). New York: The Guilford Press. Gilligan, C. (1982). In a different voice. Boston: Harvard University press. Tappan, M.B. (2006). Moral functioning as mediated action. Journal of Moral Education. 35(1), pp.1-18. Thornberg, R. (2008a). The lack of professional knowledge in values education. Teaching and Teacher Education 24 (2008) 1791– 1798.
|
|
| 35. |
|
|
| 36. |
- Lilja, Annika, 1963, et al.
(författare)
-
Etikundervisning och en mångdimensionell etisk kompetens
- 2023
-
Ingår i: Etik, berättelser och samtal: att använda skönlitteratur i etikundervisning. - Lund : Gleerups. - 9789151107547 ; , s. 41-54
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I kapitlet presenteras inledningsvis några typer av etikundervisning som vilar på olika etiska teorier och som därför har olika mål. Delar av dessa olika typer av etikundervisning finns också representerade i den svenska läroplanen. Därefter utvecklas det perspektiv som tas vidare i boken, nämligen vad en mångdimensionell etisk kompetens kan innebära enligt elever och lärare.
|
|
| 37. |
- Lilja, Aina, et al.
(författare)
-
Experiences and explanations of mental ill health in a group of devout Christians from the ethnic majority population in secular Sweden : a qualitative study
- 2016
-
Ingår i: BMJ Open. - : BMJ. - 2044-6055. ; 6:10
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: To explore existential meaning-making in an ethnic-majority subgroup with mental ill health and to increase knowledge about the importance of gaining access to such information in mental healthcare. Design: Qualitative study using in-depth interviews and systematic text condensation analysis. Participants: 17 devote Christians with an ethnicSwedish background, 12 women and 5 men, 30-73 years old, from different congregations across Sweden, having sought medical care for mental ill health of any kind. Setting: The secular Swedish society. Results: A living, although asymmetric, relationship with God often was seen as the most important relationship, giving hope and support when ill, but creating feelings of abandonment and fear if perceived as threatened. Symptoms were interpreted through an existential framework influenced by their view of God. A perceived judging God increased feelings of guilt, sinfulness and shame. A perceived merciful God soothed symptoms and promoted recovery. Existential consequences, such as being unable to pray or participate in congregational rituals, caused feelings of ` spiritual homelessness'. Participants gave biopsychosocial explanations of their mental ill health, consonant with and sometimes painfully conflicting with existential explanations, such as being attacked by demons. Three different patterns of interaction among biopsychosocial and existential dimensions in their explanatory systems of illness causation were identified: (a) comprehensive thinking and consensus; (b) division and parallel functions and (c) division and competitive functions. Conclusions: Prevailing medical models for understanding mental ill health do not include the individual's existential experiences, which are important for identifying risk and protective factors as well as possible resources for recovery. The various expressions of existential meaning-making identified in this devout religious subgroup illustrate that existential information cannot be generalised, even within a small, seemingly homogenous group. The three identified patterns of interactions formed a typology that may be of use in clinical settings.
|
|
| 38. |
- Lilja, Annika, 1963
(författare)
-
Förtroendefulla relationer mellan lärare och elev
- 2013
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to explain how trustful relationships between teachers and students are expressed in the Swedish compulsory school system, and to explore what a trustful relationship implies for teacher and student. The empirical material presented is derived from field studies. The work of five teachers in five different schools was observed over various periods of time. The material has mostly been collected by means of observations in the classroom but also using interviews and informal conversations. The classroom observations focus on trustful relationships between teacher and student. The interviews with the teachers were conducted both as formal interviews and as informal talks where both the teachers and the students took part. A phenomenological lifeworld approach has been used both when collecting and interpreting the empirical material; in particular, Lögstrup’s theory about the ethical demand is used to understand trust. The students’ life and world are intertwined and expressed during the school day, and the teacher has to receive this in a way that leads forward. In the results, four dimensions of trustful relationships are identified. The teachers care about the students; the teachers also listen, set limits and encounter students’ resistance in a trustful way. The dimensions of trustful relationships that are reported in this study can be divided into those that deepen and confirm the trust and those which test and hopefully also confirm the trust. This study contributes to an understanding of what trustful relationships and students’ lived experience can imply for ordinary school work. When the teacher and the students have trust in each other the relationships allow each student to be met in a way that is the best for him or her, i.e. according to each student’s needs. This study also hints that a trustful relationship seems to be necessary in creating opportunities for the student to learn and to believe in his or her own ability.
|
|
| 39. |
|
|
| 40. |
- Lilja, Annika, 1963
(författare)
-
Important Perspectives and Concepts to Teach in Ethics Education
- 2023
-
Ingår i: Social Sciences-Basel. ; 12:10
-
Tidskriftsartikel (refereegranskat)abstract
- In the field of ethics, which is a part of the subject religious education (RE) in Sweden, there is still insufficient research related to powerful knowledge. The aim of this article is to contribute knowledge to the field by examining what teachers see as important perspectives and concepts in ethics education. To fulfil this aim, eight teachers in Swedish compulsory schools have been interviewed about central perspectives and concepts related to their teaching in ethics. The results show that the interviewed teachers emphasize three perspectives which concern: (1) society locally and globally, (2) different ethical dilemmas and (3) the students' experiences in school and at home. The teachers also believe that certain concepts are needed for students to understand what a democratic society means, to succeed in subsequent stages of education and to understand their own lives. The teachers' descriptions of what they view as important perspectives and concepts relate to knowledge that has power and potential for social justice. They want to prepare and engage their students in relation to questions that they may face both now and in their futures.
|
|
| 41. |
- Lilja, Annika, 1963
(författare)
-
Pupils' views on moral competence in school
- 2017
-
Ingår i: Ethical literacies and sustainability education: young people, subjectivity and democratic participation.. - London : Palgrave/Macmillan. - 9783319490090 ; , s. 37-53
-
Bokkapitel (refereegranskat)
|
|
| 42. |
|
|
| 43. |
- Lilja, Annika, et al.
(författare)
-
Skolutveckling genom didaktiskt klassrumsarbete i samverkan lärare och forskare
- 2021
-
Ingår i: Skolutveckling i teori och praktik. - Malmö : Gleerups Utbildning AB. - 9789151102832 ; , s. 283-291
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta bokkapitel är ambitionen tvådelad – dels vill vi beskriva en skolutvecklingsmodell för samverkan mellan lärare och forskare och dels vill vi beskriva den undervisningsmodell i etik som lärare och forskare tillsammans utvecklat inom ramen för skolutvecklingsmodellen. Vårt sätt att arbeta i forskningsprojektet EthiCo II Att skärpa den etiska blicken och rösten. En skönlitteraturbaseradetikundervisnings möjlighet och svårigheter, ser vi här som en modell för skolutveckling.
|
|
| 44. |
|
|
| 45. |
|
|
| 46. |
- Lilja, Annika, 1963, et al.
(författare)
-
Teachers’ perspectives on ethics education – expressed as opportunities and challenges
- 2023
-
Ingår i: British Journal of Religious Education. - : Taylor & Francis Group. - 0141-6200 .- 1740-7931. ; 45:3, s. 240-250
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education within a research and evaluation project, and five teachers used their ordinary ethics teaching. The analysis shows five different themes, time, the students’ background, safe relations, lesson plans, and fiction, to be crucial for ethics education, in relation to both opportunities and challenges. The analysis shows that ethics is a subject that occupies a special position, giving students an education that points to the world and provides opportunities to encounter and explore important situations,in other words, an education that develops a multidimensional ethical competence.
|
|
| 47. |
- Lilja, Annika, 1963, et al.
(författare)
-
The importance of relationships in the classroom
- 2018
-
Ingår i: Didactic classroom studies. A potential research direction. - Lund : Kriterium/ Nordic Academic Press. - 2002-2131. - 9789188661456 ; , s. 131-150
-
Bokkapitel (refereegranskat)
|
|
| 48. |
|
|
| 49. |
- Lilja, Annika, 1963, et al.
(författare)
-
Understanding, acting, verbalizing and persevering - Swedish teachers' perspectives on important ethical competences for students
- 2020
-
Ingår i: Journal of Moral Education. - : Informa UK Limited. - 0305-7240 .- 1465-3877. ; 49:4, s. 512-528
-
Tidskriftsartikel (refereegranskat)abstract
- The delicate question of teaching ethics in compulsory school regained urgency in Sweden in 2013 when national tests were introduced in religious education, of which ethics is a part. In this article, a variety of ethical competences that teachers want their students to develop are presented, based on group interviews with 46 teachers. Grounded theory analyses show four main categories of ethical competence—to understand, to act, to verbalize and to persevere—which furthermore differ in what they are being directed towards. In addition, the categories are interpreted in relation to the ethical voices of Benhabib, Nussbaum, Løgstrup and Singer. The study shows that teachers view ethical competence as a combination of specific competences and certain directions that these competences work in defence of, indicating a broader perspective than the one shown in the national syllabus, which in turn supports previous research emphasizing teachers’ nuanced understanding of ethical concepts.
|
|
| 50. |
|
|
