Studier i Pædagogisk Filosofi Tidsskrift for pædagogisk filosofi i Norden da-DK <p>&nbsp;<span style='color: black; font-family: "Calibri",sans-serif;'><span style="font-size: medium;">The author(s) and the journal share the Copyright. </span></span><span style='color: black; font-family: "Calibri",sans-serif;'><span style="font-size: medium;">Articles published in <em><span style='font-family: "Calibri",sans-serif;'>Studier i Pædagogisk Filosofi </span></em></span><span style="font-size: medium;">(Studies in Philosophy of Education) may be used (downloaded) and reused (distributed, copied, cited) for non-commercial purposes with reference to the authors and publication host.</span></span><span style='color: black; font-family: "Calibri",sans-serif;'><span style="font-size: medium;">Articles submitted to <em><span style='font-family: "Calibri",sans-serif;'>Studier i Pædagogisk Filosofi </span></em></span><span style="font-size: medium;">(Studies in Philosophy of Education) may not be submitted to - or published in - other journals. Articles may be uploaded in institutional repositories if the author is required to so as part of a grant or institutional requirement.</span></span></p> <p>&nbsp;</p> <p>&nbsp;</p> <p><span style="color: red;"><span style="font-family: Times New Roman; font-size: medium;">.</span></span></p> (Jørgen Huggler) (Mathias Christensen) tor, 12 apr 2018 00:00:00 +0200 OJS 60 Educated tastes <p><span style="font-size: small;"><span style="color: #5a5a5a;"><span style="font-family: Georgia;"><em>This paper explores taste in the context of phenomenology and outlines possibilities for situating a phenomenological approach to taste within the framework of educational theory. In such an approach, taste emerges as a complex interaction between all senses and as interplay between recollection and anticipation.</em> <em>In this respect, taste-experience is indicative of a privileged but hitherto relatively unexplored access to cognition. It is a sensory encounter that encompasses possibilities for learning, not only about taste but also about other subjects through taste.</em></span></span></span></p><p> </p> Liselotte Hedegaard ##submission.copyrightStatement## tor, 12 apr 2018 19:34:46 +0200 Instrumentalundervisningens problem – en kritik af fraværet af instrumentalpædagogisk grundlagsforskning <p><strong>Abstract</strong></p><p>The article argues that there is a need for a thorough philosophical inquiry into the epistemological basis of instrumental teaching. This kind of inquiry has not previously been undertaken. The way in which practitioners within the instrumental-pedagogical field are often making subjective and individual references to taste (taste-argument) and tradition (tradition-argument) in order to legitimize the self-understanding of the instrumental-pedagogical field, is critiqued.  Hans-Georg Gadamer’s Philosophical Hermeneutics and his opus magnum, <em>Truth and Method,</em> are primarily informing the hermeneutical and epistemological analysis and critique of the instrumental-pedagogical praxis. The aim of the article is not only to point to the absence of epistemological research, but also to sketch the foundation for a future constructive discussion about the cultivation of critical self-understanding of the instrumental-pedagogical field.</p><p><span style="font-family: Calibri; font-size: medium;"> </span></p> Øyvind Lyngseth ##submission.copyrightStatement## tor, 12 apr 2018 19:34:47 +0200 How I Live Now: The Project of Sustainability in Dystopian Young Adult Fiction It is impossible to ignore the enduring and sweeping popularity of young adult novels (YA) written with a dystopian, or even apocalyptic, outlook. Series such as Th e Hunger Games, Th e Maze Runner, and Divergent present dark and boding worlds of amplifi ed terror and societal collapse, and their vulnerable protagonists must answer constant environmental, social, and political challenges, or risk starvation, injury, and various forms<br />of pain and suff ering. More frequently than not, the tensions of the dystopian YA universe turn to the natural world, one of sustenance and renewal, for resolution. The continued popularity of dystopian fi ction written expressly for young adult readers requires critical examination, as teachers must prepare themselves to deal with the questions raised by these texts. Th e trend toward the dystopian seems like rather a bleak expression of political and social hopelessness, but it does off er certain insights into what young readers want from the world around them. Much of the appeal of the dystopian comes from imagining not just problems, but how to solve them. The ingenuity and resourcefulness displayed in dystopian YA novels is not only appealing, but becomes a bold and ultimately optimistic statement on the need for environmental and social sustainability. The optimal incorporation of dystopian YA into the English as a foreign language (EFL) curriculum relies on the preparation of instruction as understood by Wolfgang Klafki in a mode and format that feels fresh and encourages student-led engagement, genuine multimodality, and an organic progression from the closed circle of the classroom to the open arena of adult civilization. Jessica Allen Hanssen ##submission.copyrightStatement## tor, 12 apr 2018 19:34:47 +0200 Etisk afgørende øjeblikke – en pragmatisk-dualistisk forskningsetik <p>This article analyses and discusses research-ethical dilemmas, ambivalences and problematic issues. This is done firstly by making a distinction between procedural research ethics and particularistic research ethics. Such a distinction refl ects a theoretical construction and generalization – in practice there can be a very close correlation between the two types. Hereafter, the distinction will therefore be used as a jumping-off point for the presentation of a pragmatic-dualist research ethics. Th e approach is dualist because it draws on the presence of two independent, contrasting understandings, which are essentially diff erent yet equal aspects of good research ethics; and it is pragmatic because this dualism is first and foremost structural and institutional by nature, and designed with an eye to what can realistically and expediently be done in practice. Thus the intention of the article is to both analyze and discuss two different understandings of research ethics and simultaneously<br />qualify a research ethics that draws on both these understandings. At the same time, the intention is to try to visualize a diff erent understanding of research ethics which others can address and elaborate on or qualify but even at this point can be included in an arsenal or catalogue of research-ethical understandings and approaches that can be exploited in research-ethical practice.</p> Martin Blok Johansen ##submission.copyrightStatement## tor, 12 apr 2018 19:34:47 +0200 Mod en teori om kausale hukommelsesprocesser: præliminære bemærkninger <p style="margin: 0cm 0cm 10pt;">This paper argues for a theory of memory that I have coined “the theory of causal memory processes”. The central claim of the paper is that it is more empirically sound to construct theories of memory in accordance with the theory of causal processes rather than in accordance with causality as regulation. In order to put this claim forward I will, first, describe what kind of function causality serves in philosophical theories of memory. Secondly, I will show that regularity theories of causation is dominant in the causal theories of memory. Thirdly, I will account for the theory of causal processes. Lastly, I will sketch a definition of the theory of causal memory processes.</p> Mathias Christensen ##submission.copyrightStatement## tor, 12 apr 2018 19:34:47 +0200 Hvad var dannelse? The article reconstructs the history of the concept of “Bildung” from its origin in the philosophy of Enlightenment to the crisis of education in the middle of the 20th century. After a presentation of the rise of the concept in the 18th and 19th century (Kant, Humboldt), the article discusses Horkheimer and Adornos critique of the classical tradition of Bildung and their diagnosis of the intellectual and educational climate in Th e Western World after the 2nd World War. Following this it presents the even more pessimistic view of the Austrian philosopher Konrad Paul Liessmann, who in his book Theorie der Unbildung from 2008 claims that the concept of “Bildung” today has no longer any normative impact on the theory and practice of education. In the final section I second this view by claiming that the tradition of Bildung is now closed: What is left of it is its history. Per Jepsen ##submission.copyrightStatement## tor, 12 apr 2018 19:34:47 +0200