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Learning through combining aesthetics and rationality. Teacher guidance and children's problem-solving through art and form. Paper presented at NFPF's 31.kongres Danmarks Paedagogiske Universitet Köpenhavn. 6th-9th marts
Kristianstad University, Department of Behavioural Sciences. (Barndom, Lärande och utbildning)
2003 (English)Conference paper, Published paper (Refereed)
Abstract [en]

The aim of this study is to describe and interpret discussions between teachers and children, in which the children are expected to solve problems through the use of art and form. One result is the identification of three ideal types of conversations, which I have named creative, reproductive and instrumental conversation. The cultural historical theory has been used as an analytical tool. That which I have chosen to call as the aesthetic position and the social position can explain different things because they focus on different aspects in the cultural-historical theory and refer to different social practices and discourses for learning.

Place, publisher, year, edition, pages
2003.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-7447OAI: oai:DiVA.org:hkr-7447DiVA, id: diva2:371043
Available from: 2010-11-18 Created: 2010-11-18 Last updated: 2011-07-08Bibliographically approved

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Lindahl, Ingrid

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf