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  • 1.
    Aspelin, Jonas
    Malmö högskola.
    Biesta och "utbildningens brännpunkt"2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 3, p. 95-100Article, book review (Refereed)
  • 2.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Lärares relationskompetens: begreppsdiskussion med stöd i Martin Bubers begrepp "det sociala" och "det mellanmänskliga"2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 49-63Article in journal (Refereed)
    Abstract [en]

    Teachers’ relational competence: A concept discussion, supported by Martin Buber’s concepts of “the social” and “the interhuman”. Current research and policy documents treat relational competence as an important part of teacher professionalism. Relational competence is generally understood as the ability to build respectful and trusting relationships with students and others. However, research in the field is scarce and theoretical discussions are rare. This article outlines a framework for understanding fundamental aspects of the concept. Buber’s (1990b) distinction between “the social” and “the interhuman” is adopted to provide theoretical support for the framework. Based on this distinction, I construct two forms of relational competence represented by the expressions “attitude to relationships” and “attitude in relationships”. The framework could be used as a “puzzle picture” (Asplund, 1991), i.e., a picture of one phenomenon that includes a picture of another, though the two pictures cannot be focused on simultaneously. The practical implications of the concept are addressed as well.

  • 3.
    Aspelin, Jonas
    Malmö högskola.
    Relationer i undervisningen2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 3, p. 27-33Article in journal (Refereed)
    Abstract [en]

    This article discusses how social relations can be defined as an aspect of educational practice. Among educators there is a growing interest for relations in teaching. Two different approaches to the issue are outlined, one instrumental and one interactionist, where the former is considered to be misleading.

  • 4.
    Bergöö, Kerstin
    et al.
    Kristianstad University, Department of Humanities and Social Sciences.
    Ewald, Annette
    Malmö högskola.
    Liv, identitet, kultur: om utredningen Att lämna skolan med rak rygg och svenska som ett demokratiämne2003In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 12, no 2, p. 31-46Article in journal (Refereed)
  • 5.
    Brante, Göran
    Kristianstad University, Department of Behavioural Sciences.
    Förbättrad interaktion mellan studerande och lärare genom ökad professionalism?2002In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 11, no 3, p. 91-105Article in journal (Refereed)
    Abstract [en]

    In recent years, there has been a lively debate on the state of schools. Two aspects have so far been discussed separately: the problematic status of the teaching profession, and interaction problems between teachers and students. These aspects have been considered in an inquiry involving 110 upper secondary school students. The analysis revealed severe criticism of teachers' actions and attitudes towards their students. Using this study as a basis, several theories are put forward - starting point for understanding the causes of the problems that have provoked students' criticism. These theories cover the following factors: interaction, the generation gap, relations between Human Service Organization Workers and their clients, and dissonance in the interaction between teachers and students. One particular implication is that teachers' inadequate professionalism may limit their possibilities to counteract the tendencies noted in the theoretical approaches mentioned above.

  • 6.
    Ekstrand, Britten
    et al.
    Kristianstad University, Department of Behavioural Sciences. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Nordin, Andreas
    Kristianstad University, Department of Behavioural Sciences.
    Bilder av bildning - och dess frånvaro i det politiska talet om ett livslångt lärande2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 1, p. 109-122Article in journal (Refereed)
    Abstract [en]

    Studying a sample of what has been written about the concepts Bildung and lifelong learning, we find little connection between the two. The term Bildung, mostly used in the hermeneutic tradition, is understood as an individual’s way of interpreting the world. The skills of interpretation create individual freedom and a potential to achieve communicative capacity, which is essential in developing a deliberative democracy. In contrast, with the term lifelong learning, which is mostly found in a political context, the perspective of individual freedom in the above-mentioned sense is put to one side infavour of individual adjustment to economic needs. This essay raises questions about the importance of understanding the concept of Bildung in aknowledge-based community.

  • 7.
    Madsén, Torsten
    Kristianstad University, Department of Behavioural Sciences.
    Lärarutbildningen mellan vetenskapliggörande och yrkesprofessionalisering1996In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 5, no 2, p. 127-131Article in journal (Refereed)
  • 8.
    Malmström, Elisabet
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Bild och pedagogikens estetiska språk : en analys av nationella styrdokument2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 1, p. 109-135Article in journal (Refereed)
    Abstract [en]

    Today visual culture is important in society but not in school. This article outlines some features of guidance in the authorities about how to support children’s aesthetic learning processes in relation to meaning construction and becoming. The purpose is to highlight the aesthetic learning processes from a semiotic approach to the field of knowledge in terms of how well the aesthetic learning processes are formulated in state support and policy documents. The methodology presents a pragmatic discourse analysis made on Government bills in Sweden. The question asked is: How do Government texts support the aesthetic language of education including integrative aesthetic hermeneutic skills? Educational function of qualification, segregated, extended and integrative modes of education, as well as likeness (iconic), relation (indexical) and conventional (symbolic) features of learning are important semiotic resources used as analytical tools in this study. The result shows that aesthetic learning processes and concepts related to it are phasing out. The conclusion is that it is of great importance to challenge a hermeneutic paradigm in support of teachers’ aesthetic education. Socialization into aesthetic self sign and experience of art activity as a language of education is lacking and thus qualification is not taken seriously.

1 - 8 of 8
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