Positioning Theory som pædagogisk teori – Til et forsvar for en svag pædagogik

  • Morten Timmermann Korsgaard Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet
  • Stig Skov Mortensen Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet
Nøgleord: Pædagogisk filosofi, Svend Brinkmann, Knud Grue-Sørensen, Positioning Theory, Rom Harré, Psykologi, Pædagogik, Gert J. J. Biesta

Resumé

The article addresses the emerging framework of ‘positioning theory’, which has become influential in educational theory. We will present the central concepts and ideas of ‘positioning theory’ and subsequently how they are being used to contribute to educational theory. We will focus on an article by Svend Brinkmann where he uses ‘positioning theory’ as the foundation for moral education. Seemingly, Brinkmann uses ‘positioning theory’ rather uncritically in an attempt to ‘strengthen’ the educational process by introducing fixed categorisations and concepts to it. Contrary to this approach, we will use the educational theories of Knud Grue-Sørensen and Gert Biesta to emphasise how we instead should recognise what is here defi ned as the ‘weakness’ of educational theory, and how we have to consider both the adaptive element of education as well as the emancipatory element of it.

Forfatterbiografier

Morten Timmermann Korsgaard, Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet

PhD-Stipendiat 

Forskningsprogrammet for pædagogik og filosofi

Stig Skov Mortensen, Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet
Cand. pæd. i Pædagogisk filosofi
Publiceret
2014-01-09
Citation/Eksport
Korsgaard, M., & Mortensen, S. (2014). Positioning Theory som pædagogisk teori – Til et forsvar for en svag pædagogik. Studier I Pædagogisk Filosofi, 3(1), 55-70. https://doi.org/10.7146/spf.v3i1.6248