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- Bladh, Gabriel, 1959-, et al.
(författare)
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Editorial Nordidactica 2023:1 Jubileum
- 2023
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; :1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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- Christensen, Torben Spanget, et al.
(författare)
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Interdisciplinaritet – en udfordring til fagdidaktikken
- 2014
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2014:1, s. i-xiv
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Tidskriftsartikel (refereegranskat)abstract
- This editorial outlines a theoretical, general didactical framework for analysing demands for interdisciplinarity that we see arising in the school system, and why they occur. It also outlines a theoretical, subject specific didactically framework for analysing challenges school subjects are facing when meet with the requirement of interdisciplinarity. The intention is to provide a theoretical framework for understanding the theme of interdisciplinarity in Social Science Education in primary and secondary education and also to set a frame which cuts across the questions taken up in the various articles of this issue. It thus provides a scaffold for transverse reflections on general and subject specific didactic problems related to interdisciplinarity in primary and secondary education and in teacher training programmes. We also give short introductions to how each article in Nordidactica 2014:1 contributes to the theme of interdisciplinarity. For more adequate introductions we refer to the abstracts of the articles themselves.
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- Spanget Christensen, Torben
(författare)
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Interdisciplinarity and self-reflection in civic education
- 2013
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 201-226
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Tidskriftsartikel (refereegranskat)abstract
- Focus of interest in this article are the concepts of globalization and civic citizenship and the questions are; what is required to be a global citizen, and how to work with this in civic education. The concept of civic citizenship implies democracy. A citizen is an independent and (to some extent) educated decision maker and actor, not a mere subject loyal to the sovereign. So whenever speaking of a global citizen democracy is implied. But the world is not a democratic place as such. Most of it in fact is quite undemocratic. The question therefore is how it is possible to act as a citizen (as a democrat) in global space. The article argues that this will only be possibly if citizens are capable of dealing with complex societal problems and to understand their own role as citizens (democrats) in relation to these problems. The argument is firstly that problems and issues in global space are complex and can only be understood interdisciplinary. Therefore the ability to reflect problems interdisciplinary is crucial to the global citizen. The second argument is that the ability of self-reflection is necessary for citizens in their efforts to understand, maintain and develop their own (democratic) identity and (democratic) values and practices in relation to the complexity and unfamiliarity of the various non-democratic identities, values and practices in a global space. Therefore it is suggested that students in civic education need to develop competencies of reflection on interdisciplinarity and self-reflection-as-citizen as key tools for analyzing societal problems and to act democratically on them. And it is suggested that dealing with interdisciplinarity requires use of second order concepts and that self-reflection as citizens requires third order concepts
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- Spanget Christensen, Torben
(författare)
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Samfundsfag - et senmoderne fag?
- 2011
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Ingår i: Nordidactica. - Karlstad CSD. - 2000-9879. ; :1, s. 1-25
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Tidskriftsartikel (refereegranskat)abstract
- This article is about social studies (civics) as a school subject in Danish secondary and upper secondary school, especially with focus on what the subject contributes to the students in terms of development of citizenship (democratic Bildung) and in terms of general preparation for college and university studies. The subject curriculum show clear signs of a postmodern identity. The term postmodern refer to a globalized society challenging the absolute authority of the state. The state is under pressure of two interconnected and partly conflicting tendencies, namely globalization and individualization, leading to problems of state governance that cannot be solved in the traditional way, by strengthening the state and citizen loyalty. On the contrary, the situation calls for a high level of self governing on the part of the citizens and a high level of cooperation in the international society between states and between citizens in NGO’s. This sets a new task to social studies. The presented analysis of the social studies curriculum demonstrate how postmodern features are evident by the priority given to aims of student self governance and student self reflection opposed to a more traditional aim of loyalty to the state, by the implicit status given to democratic norms and democratic behavior opposed to explicit pointing out the right democratic norms and behavior, and by the emphasis on inductive methods opposed to deductive methods. It is argued that the postmodern identity of the social studies subject can be traced back to the early 1960’ties and even further back to anti authoritarian reactions to Fascism and Nazism in the 1930’ties and the 1940’ties. A comparison of two important textbooks (1917 and 1945) show how social studies changes focus from a legal to a sociological focus comprising postmodern features. It is further showed how these postmodern features develop in the social studies subject from the 1950’ties till today’s curriculum.It is concluded that the most important general aims (citizenship/ general bildung)of today’s social studies subject is to develop the students ability to connect social science knowledge on one side with societal development and own possibilities to act on a democratic basis in society, ability of self governance and ability of normative reflection. In addition the higher (optional) levels of subject gives a social science based preparation for college and university studies.
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