Michael Uljens – Icke-affirmativ l\u00e4roplansteori. F\u00f6rel\u00e4sning p\u00e5 8. Nordiska l\u00e4roplansteoretiska konferensen 7-8.11.2019 \u00c5A Vasa. pdf<\/a><\/p>\nThe assumption in this key-note is that curriculum research need to provide conceptual thought models and theories, but also practical models guiding teaching, leadership and school development that enable practitioners, policy makers and leaders to identify, make sense and talk about the complexity of education, without losing sight of core educational issues. How does educational<\/em> theorizing live up to such demands? It is worrying that despite increasing complexity of teaching, studying and learning in multiple contexts, education as a field of study appear to dissolve into particularities. All too often education is seen as a \u2018field of research\u2019 applying insights from other academic disciplines like psychology, sociology, philosophy, justice, economy, subject matter theory, or politics thus hindering a coherent educational contemplation of the complexities at hand. The key-note explores how non-affirmative education theory might be fruitful for conceptually explaining how Bildung<\/em> and education are related, and how different actors and practices, at different levels of the education system mediate between the transnational, national, regional and local levels?<\/p>\nNAT reminds us that the education system as a whole must recognise or pay attention to existing interests, policies, ideologies, utopias and cultural practices but that this education is not asked to affirm <\/em>these interests. Not affirming various predefined interests that are external to educational practice means not passing these interests, knowledge or practices on to the next generation without making these phenomena objects of critical reflection in a pedagogical practice with students. In arguing for such a position non-affirmative theory identifies various forms of subjectivity and intersubjectivity that are interrelated by pedagogical activity.<\/p>\n","protected":false},"excerpt":{"rendered":"\u00c5 muliggj\u00f8re danning gjennom m\u00e5ter \u00e5 forske p\u00e5: om betydningen av bilder, scenarier og historiske linjer. F\u00f8rsteamanuensis, Kirsten Sivesind, Institutt for pedagogikk, UiO Danning fordrer bestemte kvaliteter ved et utdanningstilbud og ikke en \u00abhvilken som helst\u00bb praksis. Derfor kan danning b\u00e5de muliggj\u00f8res og umuliggj\u00f8res. En ikke-affirmativ pedagogisk teori handler b\u00e5de om form\u00e5l (moralsk sett) og … <\/p>\n
Forts\u00e4tt l\u00e4sa \u201dKey notes\u201d<\/span><\/a><\/p>\n","protected":false},"author":413,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-133","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/pages\/133","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/users\/413"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/comments?post=133"}],"version-history":[{"count":5,"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/pages\/133\/revisions"}],"predecessor-version":[{"id":218,"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/pages\/133\/revisions\/218"}],"wp:attachment":[{"href":"https:\/\/blogs2.abo.fi\/nordisk-laroplansteoretisk-konferens2019\/wp-json\/wp\/v2\/media?parent=133"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}