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Dahlin, Bo
Publications (10 of 56) Show all publications
Dahlin, B. (2012). Bildning till verklighet och icke-representationell kunskap: Implikationer för pedagogiken?. Studier i pædagogisk filosofi, 1(1), 55-71
Open this publication in new window or tab >>Bildning till verklighet och icke-representationell kunskap: Implikationer för pedagogiken?
2012 (Swedish)In: Studier i pædagogisk filosofi, ISSN 2244-9140, Vol. 1, no 1, p. 55-71Article in journal (Refereed) Published
Abstract [en]

This paper explores the educational significance of the critique of representationalism. As it includes the notion of non-representational knowledge, Rudolf Steiner’s epistemology is introduced and further linked to elements in Bergson and Deleuze. Humboldt’s idea of Menschenbildung as the central function of knowledge is brought in, since both Humboldt and Steiner emphasise knowledge as mediating the interplay between self and world, producing a deeper sense of reality. Such an education must respect the living nature of genuine concepts as well as the aesthetic aspects of learning. After a note on the educational abuse of language in discursive closures, some traits of Steiner’s practical pedagogy are presented as possible practical implications.

Place, publisher, year, edition, pages
Köpenhamn: Danmarks Pædagogiske Universitets Forlag, 2012
Keywords
representationalism, verklighet, bildning, estetiskt lärande, levande begrepp
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-14262 (URN)
Available from: 2012-07-08 Created: 2012-07-08 Last updated: 2015-06-24Bibliographically approved
Larsson, J. & Dahlin, B. (2012). Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education. Complicity : An International Journal of Complexity and Education, 9(2), 1-14
Open this publication in new window or tab >>Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education
2012 (English)In: Complicity : An International Journal of Complexity and Education, ISSN 1710-5668, E-ISSN 1710-5668, Vol. 9, no 2, p. 1-14Article in journal (Refereed) Published
Abstract [en]

It would be futile, John Dewey argued in 1902, to think that we have to choose between child-centered, progressive education and traditional, subject-matter-oriented approaches. Calling for adaptivity, he stressed that we need the act of balancing the one with the other. The tendency in current educational policy to lean in favor of traditional, disciplinary modes of control appears to lose sight of this need. The aim of this paper is to reconnect to the task of maintaining a balance between educational freedom and structure, using a variety of theoretical resources such as complexity science, and the philosophies of Deleuze and Guattari, Schiller, and Nietzsche. Based on these resources, the authors also discuss Steiner Waldorf education as an example of how educational practice may approach, and integrate the significance of chaos in the form of a “virtual pedagogy”.

Place, publisher, year, edition, pages
Alberta: , 2012
Keywords
Complexity Theory, Chaos Theory, Deleuze & Guattari, Schiller, Nietzsche
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-14850 (URN)
Available from: 2012-09-19 Created: 2012-09-19 Last updated: 2017-12-07Bibliographically approved
Dahlin, B. (2012). En skolskjutares självmordsbrev. In: Valentin Sevéus & Yvonne Terjestam (Ed.), Livskunskap i skolan: Röster från klassrum och samhälle (pp. 196-206). Stockholm: Seveus
Open this publication in new window or tab >>En skolskjutares självmordsbrev
2012 (Swedish)In: Livskunskap i skolan: Röster från klassrum och samhälle / [ed] Valentin Sevéus & Yvonne Terjestam, Stockholm: Seveus , 2012, p. 196-206Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Seveus, 2012
Keywords
livskunskap, våld
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-11967 (URN)
Available from: 2012-03-02 Created: 2012-03-02 Last updated: 2012-03-05Bibliographically approved
Dahlin, B. (2012). Our posthuman future and education: Homo Zappiens, Cyborgs, and the New Adam. Futures: The journal of policy, planning and futures studies, 44(1), 55-63
Open this publication in new window or tab >>Our posthuman future and education: Homo Zappiens, Cyborgs, and the New Adam
2012 (English)In: Futures: The journal of policy, planning and futures studies, ISSN 0016-3287, E-ISSN 1873-6378, Vol. 44, no 1, p. 55-63Article in journal (Refereed) Published
Abstract [en]

This paper is a philosophical reflection on the historical development of ideas about the nature of human beings and what this development may mean for the future of and in education. In terms of the causal layered analysis developed by Sohail Inayatullah, it is an investigation on the levels of worldviews and archetypes. Ideas of human nature describe a trajectory from supranature (theological and mystical) via nature (philosophical and mechanical) to subnature (digital). With the development of psychological science about a century ago, so called psycho-utopian visions of a better society arose, based on the transformation of the human mind. Such visions seem today to have been replaced by digital utopias, based on the development of superfast computers and the enhancement of brain capacity through neural implants. The latter is a prominent feature of so called transhumanism. The transhumanist ideas of Ray Kurzweil are briefly presented and contrasted with traditional religious and spiritual ideas. Of special interest in this context is Rudolf Steiner’s philosophical–spiritual understanding of human being and development, which underpins Steiner Waldorf education. There is an existential choice confronting us today: whether to see humans as essentially spiritual beings, or as highly complex bio-computers. This choice has obvious ramifications for education as well as for the future of human being in general.

 

National Category
Social Sciences Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-9677 (URN)10.1016/j.futures.2011.08.007 (DOI)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2017-12-07Bibliographically approved
Dahlin, B. (2012). The purpose of education: A "post-liberal" perspective (1ed.). In: Sebastian Suggate, Elaine Reese (Ed.), Contemporary Debates in Childhood Education and Development: (pp. 3-12). Taylor & Francis
Open this publication in new window or tab >>The purpose of education: A "post-liberal" perspective
2012 (English)In: Contemporary Debates in Childhood Education and Development / [ed] Sebastian Suggate, Elaine Reese, Taylor & Francis, 2012, 1, p. 3-12Chapter in book (Other academic)
Place, publisher, year, edition, pages
Taylor & Francis, 2012 Edition: 1
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-44044 (URN)10.4324/9780203115558 (DOI)2-s2.0-84906129019 (Scopus ID)9780203115558 (ISBN)9780415614894 (ISBN)
Available from: 2016-07-01 Created: 2016-06-30 Last updated: 2016-07-01Bibliographically approved
Dahlin, B. (2011). Om Goethes färglära som "alternativ vetenskap" och kunskap om vetenskapliga kontroverser som nödvändig för naturvetenskaplig bildning. Norsk pedagogisk tidsskrift, 95(4), 286-296
Open this publication in new window or tab >>Om Goethes färglära som "alternativ vetenskap" och kunskap om vetenskapliga kontroverser som nödvändig för naturvetenskaplig bildning
2011 (Swedish)In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 95, no 4, p. 286-296Article in journal (Refereed) Published
National Category
Didactics
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-9678 (URN)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2017-12-07Bibliographically approved
Dahlin, B. (2010). Does Waldorf education need particular methods of assessment and evaluation?. In: Harm Paschen (Ed.), Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik: (pp. 157-171). Wiesbaden: VS Verlag
Open this publication in new window or tab >>Does Waldorf education need particular methods of assessment and evaluation?
2010 (English)In: Erziehungswissenschaftliche Zugänge zur Waldorfpädagogik / [ed] Harm Paschen, Wiesbaden: VS Verlag , 2010, p. 157-171Chapter in book (Refereed)
Abstract

In these days of both national and international comparative studies of so called learning outcomes it seems important to raise the question of appropriate methods and methodologies for the assessment and evaluation of educational processes. Present evaluation methods seem to focus more and more on curriculum-as-product at the expense of curriculum-as-process. However, it is in the latter that more holistic qualities like social, moral and spiritual aspects of development and learning are likely to emerge, since such qualities are embedded in everything that teachers and students are doing. And, as MacGilchrist, Myers, and Reed (2004) point out, it is important that we assess what we value, rather than value what we can easily measure

Place, publisher, year, edition, pages
Wiesbaden: VS Verlag, 2010
Keywords
Pedagogy
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-9981 (URN)9783531173979 (ISBN)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-06-12Bibliographically approved
Larsson, J. & Dahlin, B. (2010). Far from Equilibrium. Wholeness, Boldness, and the Quest for Complexity in Education. Paper presented at INPE Conference, 28-31 July, 2010, in Bogotá, Colombia. Paper presented at INPE Conference, 28-31 July, 2010, in Bogotá, Colombia.
Open this publication in new window or tab >>Far from Equilibrium. Wholeness, Boldness, and the Quest for Complexity in Education
2010 (English)Conference paper, Published paper (Refereed)
Keywords
Pedagogy
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-10042 (URN)
Conference
INPE Conference, 28-31 July, 2010, in Bogotá, Colombia
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-06-12Bibliographically approved
Dahlin, B. (2010). "From the worst to the first" - the story of the Rinkeby school. Bildung und Erziehung, 63(3), 293-312
Open this publication in new window or tab >>"From the worst to the first" - the story of the Rinkeby school
2010 (English)In: Bildung und Erziehung, ISSN 0006-2456, Vol. 63, no 3, p. 293-312Article in journal (Refereed) Published
Abstract [en]

This paper recounts the success story of a school in the suburbs of Stockholm, which describes a trajectory of development from being threatened by abandon and closing by the municipal authorities in the late 80s to being rewarded and celebrated as one of the best schools in Sweden about 15 years later. The radical transformation of the schools climate and mode of action was to a large extent due to the creative initiatives of a new headmaster, whose strong will, sound educational ideas and charismatic leadership inspired his staff to work hard for the improvement of the school. The actions undertaken and described in the paper are related to what research on good school leadership has shown to be good practice, as well as to more general ideas in educational theory. The choice of the story format is pragmatically and aesthetically motivated: we are usually more impressed by a (good) story and more inspired to let ourselves be guided by it, than by mere theoretical principles or abstractions

Place, publisher, year, edition, pages
Walter de Gruyter, 2010
Keywords
Pedagogy, Educational Work
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-10095 (URN)10.7788/bue.2010.63.3.293 (DOI)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2015-06-25Bibliographically approved
Dahlin, B. (2009). A state-independent education for citizenship?: Assessing students in Swedish comprehensive and Steiner Waldorf schools on questions of civic and moral development. Paper presented at EARLI 25-29 Augusti 2009, i Amsterdam. Paper presented at EARLI 25-29 Augusti 2009, i Amsterdam.
Open this publication in new window or tab >>A state-independent education for citizenship?: Assessing students in Swedish comprehensive and Steiner Waldorf schools on questions of civic and moral development
2009 (English)Conference paper, Published paper (Refereed)
Abstract

In the wake of globalisation, multiculturalism and the marketisation of schools the education-for-citizenship-question in relation to state and independent schools seems increasingly relevant. This paper is based on a comparison of the civic and moral development of students in Swedish state and Steiner Waldorf schools. The aim of the study was to evaluate the possible differences between the two types of schools regarding their effects on the civic and moral development of students. The study employed both qualitative and quantitative analyses of data from two different surveys and a strategic sampling of schools. In the first survey, the student sample was a cohort of pupils from grade 9 and from the last grade of the upper secondary school (grade 12 in Steiner Waldorf schools). The qualitative analyses were based on a responsive evaluation approach; that is, students were confronted with problems to which there were no given or correct answers. The qualitative data were analysed inductively and thematically. In the second survey, grade 9 students from Steiner Waldorf and state schools were compared regarding democratic attitudes, values and opinions about their school and their teachers. These data were only quantitative. Results of the two surveys showed some significant differences between students from the two school systems. The most striking result of the comparisons concerned the differences between the younger and the older students in their attitudes to social and moral questions. In the state schools, the interest and engagement in social and moral questions were approximately the same in both age-groups, but in Steiner Waldorf schools the older students showed more interest and engagement in social and moral questions. The Steiner Waldorf students also showed more positive attitudes already in grade 9. This result raises the question whether the pedagogical approach of Steiner Waldorf schools has more positive effects on moral and civic development

Keywords
Pedagogy
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-11152 (URN)
Conference
EARLI 25-29 Augusti 2009, i Amsterdam
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-06-12Bibliographically approved
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