https://tidsskrift.dk/spf/issue/feed Studier i Pædagogisk Filosofi 2019-06-26T05:33:47+02:00 Jørgen Huggler johu@edu.au.dk Open Journal Systems Tidsskrift for pædagogisk filosofi i Norden https://tidsskrift.dk/spf/article/view/111840 Forord 2019-06-26T05:32:35+02:00 Sune Frølund sufr@dpu.dk Thyge Winther-Jensen twj@edu.au.dk 2019-01-07T22:23:31+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/111841 Den senere Grue-Sørensen 2019-06-26T05:33:05+02:00 Thyge Winther-Jensen twj@edu.au.dk <p>In 1955 the fi rst Danish chair in education was set up at the University of Copenhagen and Knud Grue-<br>Sørensen – Doctor of Philosophy – became appointed as holder of the chair. In 1965 the chair had an institute,<br>Institute of Educational Th eory, connected to it.<br>The following deals with the nineteen years (1955-74) in which Grue-Sørensen worked as a professor of education<br>at the university. The assumption upon which the essay rests is that his main ambition during these<br>years was to lay the scientific foundations of educational theory as a an autonomous discipline in its own right<br>next to neighbouring disciplines like, say, psychology and sociology. Although well acquainted with those disciplines<br>he nevertheless consequently subjected their research results to critical examination of their relevance<br>to the solution of educational problems. Infl uenced in general by a strong interest in language matters and<br>by English philosophers (e.g. George Moore and Gilbert Ryle) in particular he practiced a method of ordinary<br>language analysis and applied it to bring to light important language nuances often overlooked in empirical<br>research. Convincingly, he demonstrated this method in his analysis of the concept of learning.</p> 2019-01-07T00:00:00+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/102698 Tre pointer fra Grue-Sørensen til nutidens pædagogik 2019-06-26T05:33:47+02:00 Per Fibæk Laursen pefi@edu.au.dk <p><em>When K. Grue-Sørensen became a professor of pedagogy at the University of Copenhagen in 1955, he was in<br>line with the dominant historical-hermeneutical approach to humanities. From the late 1960s until retirement<br>in 1974, his approach was challenged by both technical and critical alternatives. Both these alternative have<br>since grown steadily, while the historical-hermeneutical view has been in the defensive. But Grue-Sørensen<br>and the tradition he represented have three signifi cant points for today’s pedagogy, whether it is technical<br>or critical: pedagogy can and should not deliver effi ciency technology, pedagogy should as far as possible use<br>everyday language, and fi nally that the educational history can make us wiser.</em></p> 2019-01-06T21:50:01+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/111843 Et forsvar for teoretisk pædagogik! 2019-06-26T05:32:55+02:00 Alexander von Oettingen avoe@ucsyd.dk <p>The article introduces the pedagogical background and impact of Grue-Sørensen. Knud Grue-Sørensen came<br>to educational science from philosophy and was infl uenced by Kantian philosopher Leonard Nelson (1882-<br>1927). Grue-Sørensen became the first professor of education at the University of Copenhagen. During an era<br>in which research in the fi eld of education became more and more infl uenced by empirical research, Grue-<br>Sørensen held on to a theoretically and historically rooted pedagogy. Among other works he authored a threevolume account of the history of education and the encyclopaedia “Almen Pædagogik”.</p> 2019-01-07T12:06:55+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/111838 Grue-Sørensen og psykologien 2019-06-26T05:33:16+02:00 Hans Vejleskov hans@vejleskov.dk <p><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">As a primary school teacher in Copenhagen, and, simultaneously, as a student of philosophy at The University</span><br style="background-color: transparent; color: #000000; cursor: text; font-family: &amp;quot; noto sans&amp;quot;,arial,helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; outline-color: transparent; outline-style: none; outline-width: 0px; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">of Copenhagen, Grue-Sörensen became so well acquainted with contemporary psychology that he, in the</span><br style="background-color: transparent; color: #000000; cursor: text; font-family: &amp;quot; noto sans&amp;quot;,arial,helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; outline-color: transparent; outline-style: none; outline-width: 0px; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;"><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">years 1941-55, worked as a school psychologist in Copenhagen. Furthermore, from 1934 until 1955, he published </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">22 articles or chapters about psychological issues. The present contribution presents and characterizes </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">the 22 publications categorized in (1) works about developmental psychology (including very early mentioning </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">of Jean Piaget and Heinz Werner in Danish), and (2) works about central psychological issues – motivation, </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">learning, and cognition. In the last Section, Grue-Sörensen’s understanding of the relationships between </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">the fields of education, philosophy and psychology is discussed, especially the question of the importance of </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">psychology to education. Finally, it is concluded that, according to Grue-Sörensen, the value of (educational) </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">philosophy to psychology is not to off er insight into theories of science but, rather, inspiration to use words and </span><span style="display: inline !important; float: none; background-color: transparent; color: #000000; cursor: text; font-family: 'Noto Sans',Arial,Helvetica,sans-serif; font-size: 14px; font-style: normal; font-variant: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: left; text-decoration: none; text-indent: 0px; text-transform: none; -webkit-text-stroke-width: 0px; white-space: normal; word-spacing: 0px;">concepts in a clear and careful way.</span></p> 2019-01-07T00:00:00+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/106611 Moralsk opdragelse 2019-06-26T05:33:37+02:00 Merete Wiberg wiberg@dpu.dk <p>The paper explores the concept of duty in the moral philosophy of the Danish educational philosopher Knud<br>Grue-Sørensen. The aim is to discuss how Grue-Sørensen’s view on duty might contribute to answering the<br>question of what the content of moral education should be. Grue-Sørensen is inspired by the German philosopher<br>Immanuel Kant, but even though he in his prize dissertation from 1937 addresses the possibility of<br>objective morality, he adopts a more pragmatic approach regarding what it means to do one’s duty. In an<br>actual Danish daily life context, the concept of duty has lost its moral meaning and decayed into a matter of<br>domestic duties such as cleaning and dishwashing. Grue-Sørensen’s view on duty in an educational context<br>might contribute to revitalizing the concept in a more pragmatic sense, which is useful for teachers, social<br>educators, children, and parents.</p> <p>&nbsp;</p> <p>&nbsp;</p> 2019-01-06T22:00:26+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/111918 Betragtninger over refleksivitet (og pædagogik) 2019-06-26T05:32:14+02:00 Oliver Kauffmann kauffmann@edu.au.dk <p>The paper is an investigation of the concept ‘reflexivity’ and its possible relation to consciousness. By taking advantage of Knud Grue-Sørensens discussions of ‘reflexivity’ in his treatise Studier over refl eksivitet. En fi losofi sk afhandling (1950), I discuss a number of arguments to the effect that there is an intimate connection between reflexivity, consciousness and epistemology. The idea that pedagogy is somehow essentially related to reflexivity is also briefly taken into consideration.</p> 2019-01-10T15:05:59+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/106507 Erkendelse i undervisningssammenhæng 2019-06-26T05:33:27+02:00 Jørgen Huggler johu@edu.au.dk <p>This paper examines Knud Grue-Sørensen’s discussion of knowledge as a basic concept in an educational context.<br>In particular, I explore his notions of clarity, justifi cation and truth, and their implications for a moderate<br>realist position. In addition, I highlight Grue-Sørensen’s reflections on the inevitable lack of sufficient evidence<br>in educational communication processes, where, despite personal observation and even proof, remaining the<br>ideal, there are many things both teachers and pupils must accept as a given.</p> 2019-01-06T22:06:21+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/111907 Om Grue-Sørensen og begrebet ’opdragende undervisning’ (Kant, Herbart) som almenpædagogisk kategori 2019-06-26T05:32:45+02:00 Frederik Pio frpi@edu.au.dk <p>Grue-Sørensen’s concept of ’educational teaching’ is traced back to an original infl uence from Herbart and Kant. On this background the article attempts to interpret, how one can understand a concept of educationalteaching today. With that, the concept is shown to have its root in a tradition of general education and Grue-Sørensen is shown to be a Danish representative of this. However, in research programs as well as educational programs this tradition has generally been under increasing pressure the last approximately 30 years. Grue-Sørensen and his possible relevance today is discussed in connection with a potential revitalization of a general educational thinking in our current postmodern epoche of higher education.</p> 2019-01-07T22:03:52+01:00 ##submission.copyrightStatement## https://tidsskrift.dk/spf/article/view/111908 K. Grue-Sørensen imellem filosofi og pædagogik 2019-06-26T05:32:25+02:00 Hans Siggaard Jensen hsj@edu.au.dk <p>The philosophical situation at Copenhagen University in the 1960’s was dominated by two positivists. Th e<br>logical positivist Jørgen Jørgensen – who had written the history of the “movement” – and the legal positivist<br>Alf Ross. There were also two “outsiders”: Peter Zinkernagel, who did more analytical philosophy of language in the British style, and K. Grue Sørensen who was working in the traditions of neo-Kantianism. In 1955 Grue-Sørensen was hired as the first professor in education – after a long controversy about the scientific status ofeducation as a discipline – but with a focus on the history of education. He had received a doctoral degree in philosophy in 1950 with a dissertation on refl exivity as a philosophical concept and a thesis about the reflexivity of consciousness. He was also an objectivist in ethics, and had been critical of the prevalent moral relativism and subjectivism found in recent philosophy. Jørgensen and Ross had done important work on moral argumentation with more technical work on the logic of imperatives and norms. Moral objectivism was not only wrong but in a way also “immoral” because it undermined their belief in democracy. Especially Jørgensen also thought that the idea of reflexivity was wrong when applied to consciousness. Neither statements nor consciousness could be reflexive – that is refer to themselves/itself. The reflexivity of consciousness is – according to Jørgensen – simply not an empirical psychological fact. Grue-Sørensen tried to establish the foundation of a theory of education based both on conceptions of consciousness and of the relation between scientific knowledge – facts – and moral values – in a neo-Kantian fashion. For him the interplay between ethics and knowledge was a central part of a theory of education – a belief due to which he never became a professor of philosophy – having tried many times. These debates in philosophy and in education were superseded in the 1970’s by the rise in influence of the German inspiration from Critical Theory and the demise of logical positivism.</p> 2019-01-07T22:29:13+01:00 ##submission.copyrightStatement##