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  • 1.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    A state-independent education for citizenship?: Assessing students in Swedish comprehensive and Steiner Waldorf schools on questions of civic and moral development2009Conference 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

  • 2.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bildning eller yrkesanpassning: En granskning av lärarutbildningen vid Högskolan i Karlstad1995Report (Other academic)
  • 3.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Bildning till verklighet och icke-representationell kunskap: Implikationer för pedagogiken?2012In: Studier i pædagogisk filosofi, ISSN 2244-9140, Vol. 1, no 1, p. 55-71Article in journal (Refereed)
    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.

  • 4.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Critique of the Schema Concept2001In: Scandinavian Journal of Educational Research vol 45,No 3, 2001Article in journal (Refereed)
    Abstract [en]

    A basic concept in most theories in cognitive psychology, as well as in many versions of constructivism, is that of the schema. The questions behind this paper concern the nature of schemata and what role the concept plays in educational theory and practice

  • 5.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den tunga vetenskapen: Aspekter av blivande NA-lärares föreställningar om naturvetenskap2002In: Pedagogisk Forskning i Sverige, ISSN 1401-6788Article in journal (Refereed)
  • 6.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Den tunga vetenskapen: Lärarstuderandes uppfattningar av naturvetenskap med kontroversen mellan Goethes och Newtons optik som utgångspunkt2002Report (Refereed)
    Abstract [sv]

    Science literacy, dvs förståelse för naturvetenskapens karaktär och innehåll, har i många länder under flera decennier varit ett övergripande mål för skolans undervisning i naturkunskap/ naturvetenskap. Huvudsyftet med denna rapport äratt undersöka, beskriva och diskutera blivande NA-lärares uppfattningar av vad som kännetecknar naturvetenskaplig kunskap. Rapporten syftar också till att belysa relationen mellan science literacy och bildning. Den utgår från ett hermeneutiskt- fenomenologiskt grundperspektiv, vilket tillämpas både på naturvetenskapen som sådan och på empiriska data. Det hermeneutiskt-fenomenologiska perspektivet på naturvetenskap exemplifieras med Johann W Goethes färglära

  • 7.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Didaktik i döda poeters sällskap: Existensfilosofiska perspektiv på didaktik1993Report (Refereed)
  • 8.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Didaktiken-bildningsväg eller socialisationsinstrument?1996In: Pedagogisk forskning i Sverige 1, s 153-164Article in journal (Refereed)
    Abstract [en]

    Artikeln diskuterar spänningen mellan två poler inom den svenska didaktiken

  • 9.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Does Waldorf education need particular methods of assessment and evaluation?2010In: 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

  • 10.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Education and psycho-utopianism - leaving no outsiders?2004Conference paper (Refereed)
    Abstract [en]

    Abstract: In the history of ideas some researchers have recently coined the term psycho-utopianism, denoting the notion that the ideal society presupposes a new man, i e, that the psychological nature of man must change before society can change. Cultural studies have noted this line of thinking also within the so-called New Age movement. However, the notion of a New Age is not really new, it occurred already at the beginning of the Modern Epoch; in 17th century Europe. In these times, the educational philosopher J A Comenius was writing his canonical work Didactica Magna and other texts on education, science and philosophy, with the ultimate aim of contributing to a new world order. Comenius was one of the first modern educators to argue for a general education of both boys and girls irrespective of social class. This all-inclusiveness actually seems to be an essential trait of educational psycho-utopian ideas. Three hundred years later, B F Skinner suggested psychological methods of education and upbringing, also with the ultimate aim to transform society. Skinner regarded operational conditioning as an educational mechanism applicable to everyone without exception, denying the significance of any inborn nature of the human psyche. In the paper I will look closer at the similarities and differences between these two thinkers regarding their psycho-utopian notions and their relation to the issue of insiders and outsiders. I will conclude with similar reflections on psycho-utopian tendencies in present discourses on ICT and education

  • 11.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Education for Citizenship in the Context of the State, the Market, and Civil Society ' where does it belong?2004Conference paper (Refereed)
    Abstract [en]

    ABSTRACT. The concept of education for citizenship is a contested one. Arguments about what education for citizenship ought to be must be balanced with a thorough analysis of what our social, cultural and political situation really is. The starting point of my reflections on our present politico-socio-cultural situation is the notion of a threefold social structure, based on the metaphors of the state, the market and culture. The idea of a threefold social structure has deep historical roots. In educational thinking it has been elaborated by Comenius and Steiner. Already after WWI, Steiner maintained the necessity to emancipate cultural life in general and education in particular from the state and the economy. More recently, Habermas and Cohen & Arato have argued for a similar emancipation of the cultural lifeworld and civil society, respectively. Against this background, some proposals for citizenship education are taken up, e.g. Nussbaums cultivating humanity and Schützs well-informed citizen. However, in proposing such educational ideals we must also consider the social conditions that work against them. The paper ends with the question of whether a genuine education for citizenship is possible in state-ruled schools, considering the corporate nature of modern states. In order to counteract alliances between government power and market forces, and to strengthen the development of democracy, perhaps education for citizenship is better taken care of by civil society

  • 12.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Education, History, and Be(com)ing Human: Two Essays in Philosophy and Education2006Report (Refereed)
  • 13.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    En skolskjutares självmordsbrev2012In: 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.))
  • 14.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Enriching the theoretical horizons of phenomenography, variation theory and learning studies2007In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, no 4, p. 327-346Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to introduce some theoretical frameworks which may develop the researchgoing on within phenomenography and variation theory. Central concepts from the epistemological and cognitive theories of Charles S. Peirce, Niklas Luhmann and Margaret Boden are presented and their implications for phenomenography and variation theory are discussed. Peirces concept of the semiotic triad clarifies the interrelations of conceptions, their linguistic expressions and their meanings or referents. Luhmanns concepts of primary and secondary distinctions point out an implicit hierarchy of dimensions of variation. Bodens notion of conceptual spaces as grounds for explorative and transformative creativity points to the relevance and value of becoming familiar with the conceptional spaces of the outcomes of phenomenographic studies. Finally, Ipoint to the possibility of including the notion of a hidden curriculum of the discipline as animplicit dimension of variation in classroom studies based on variation theory

  • 15.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Fristående skolor och segregation: Give a dog a bad name and hang him?2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 1, p. 31-51Article in journal (Refereed)
    Abstract [sv]

    Non-public schools and segregation: give a dog a bad name and hang him?ABSTRACT. This article analyses three basic assumptions behind the view that a common school for all is better than a so called segregated school system. The assumptions are 1) that segregation makes it difficult for future citizens to communicate and cooperate across social and cultural boundaries; 2) that it inhibits the development of autonomy and critical self-reflection; and 3) that children with low-valued cultural capital will be stuck in low-achievement schools. The tenacity of these assumptions is discussed from empirical and philosophical points of view. Finally, the impossibility of the present corporate state to be neutral with regard to the good life is pointed out. In view of the lack of knowledge about what school system actually contribute to autonomy and a communicative society, as well as of the impossibility of an ethically neutral state, the most just conclusion seems to be that parents should have the possibility to freely choose school for their children

  • 16.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    From myth to spirituality in RE: Reflections on the past and intimations of the future2009Conference paper (Refereed)
    Abstract

    The expression from mythos to logos is well known in cultural history, signifying the development from mythical to more or less rational understandings of life. In the time of myth human beings did not clearly distinguish between knowledge of the world, art (storytelling, music, dance etc), and religion (ritual, worship of the divine). The development of rational thinking meant the gradual separation of these cultural realms; in modernity they are (or were?) considered as distinct and autonomous fields of practice. Today a further differentiation between religion and spirituality is establishing itself. Spirituality actually opens new possibilities for the re-union of the three fields. Researchers are looking for a new science encompassing the spiritual (for inst. E. Laszlo), and artists are exploring spiritual questions of meaning and wholeness (beginning with W. Kandinsky). What would be the gains and losses of such a re-union? What happens to faith if it adapts itself to science? How can science be reconciled with the creative freedom of art?

    This cultural-historical picture is presented as a backdrop for recently emerging research within developmental psychology, where the notion of wisdom and concepts of post-formal or post-conventional levels of intelligence or cognition are systematically explored. This, together with research on how meditative and contemplative practices influence brain functions, produces new knowledge of the possible future evolution of human consciousness. In the US, the use of meditative and contemplative practices in education at all levels is already emerging. One alternative future of RE may lie in this direction: by drawing upon the wisdom teachings present within all religious traditions we can inform simple or more advanced contemplative practices even in the ordinary classroom.

  • 17.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    "From the worst to the first" - the story of the Rinkeby school2010In: Bildung und Erziehung, ISSN 0006-2456, Vol. 63, no 3, p. 293-312Article in journal (Refereed)
    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

  • 18.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Genforskningen och människosynen ' ett angeläget tema för religionsundervisningen2003In: Religion & Livsfrågor, ISSN 0347-2159, no 3Article in journal (Other (popular science, discussion, etc.))
  • 19.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ingrid Sanderoths Om lust att lära i skolan. En analys av dokument och klass 8y2003In: Pedagogisk Forskning i Sverige, 8(1-2); 130-134Article, book review (Refereed)
  • 20.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Människan, Konsten och Kunskapen: En filosofisk och didaktisk betraktelse1996In: Didaktisk Tidskrift 4/1996, s 37-54Article in journal (Other academic)
    Abstract [sv]

    Artikeln diskuterar konstens roll i människans lärande och utveckling

  • 21.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om Goethes färglära som "alternativ vetenskap" och kunskap om vetenskapliga kontroverser som nödvändig för naturvetenskaplig bildning2011In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 95, no 4, p. 286-296Article in journal (Refereed)
  • 22.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om IKT-baserad distansutbildning och 'flexibelt lärande' en forskningsöversikt2000Report (Refereed)
    Abstract [sv]

    Denna rapport är en forskningsöversikt som handlar om informations- och kommunikationsteknologiskt (IKT) baserad distansutbildning och distansundervisning. Den behandlar olika aspekter av datormedierad kommunikation i högre utbildning, såsom lärarens roll i denna typ av undervisning och olika strukturer för hur utbildningen kan byggas upp

  • 23.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om undran inför livet: Barn och livsfrågor i ett mångkulturellt samhälle2004Book (Refereed)
  • 24.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Om waldorfskolan och gränsen mellan konfessionella och icke-konfessionella skolor2008In: Religion & Livsfrågor, ISSN 0347-2159, no 4Article in journal (Other (popular science, discussion, etc.))
  • 25.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    On the path towards thinking: learning from Martin Heidegger and Rudolf Steiner2009In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 28, no 6, p. 537-554Article in journal (Refereed)
    Abstract [en]

    This paper is a philosophical treatment of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being is reductively objectified, and the question of the meaning of Being is forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarities between his approach to thinking and that of various mystical teachings, such as those of Meister Eckhart or Zen Buddhism. Another less well known philosopher who devoted himself to this question was Rudolf Steiner. Like Heidegger, Steiner also claims that we do not know what it means to really think. Steiner was however more outspoken in insisting that only through a kind of meditative practice can we directly experience the nature of thinking. Present day materialistic explanations of thinking as caused by the brain stand in clear opposition to this spiritual conception of thinking. Drawing upon Heidegger (somewhat) and Steiner (mostly) I argue against the materialistic understanding of thinking as jumping to unwarranted conclusions. The paper ends with describing some of the elements of Steiner Waldorf education which are intended to promote the development of living, creative thinking

  • 26.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Our posthuman future and education: Homo Zappiens, Cyborgs, and the New Adam2012In: 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)
    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.

     

  • 27.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Phenomenography, language and semiotics ' a neo-Peircean perspective2005Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper argues for the relevance of the so-called semiotic triad of C S Peirce within phenomenography. According to Peirce, a triad of internal relations between the sign, the referent and the interpretant is the basic analytic tool for investigating human perception. The relation between the interpretant and the referent is characterised as phenomenological, whereas that between the interpretant and the sign is seen as hermeneutical. Phenomenography and variation theory so far has not paid due attention to the fact that access to phenomena involves both of these relations. Human understanding develops on the basis of perceptual experience of phenomena as well as on participating in language-mediated discourse about the same phenomena

  • 28.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Psycho-utopianism and education: Comenius, Skinner, and beyond2009In: World Futures: Journal of General Evolution, ISSN 0260-4027, E-ISSN 1556-1844, Vol. 65, no 7, p. 507-526Article in journal (Refereed)
    Abstract

    In the history of ideas some researchers have recently coined the term psychoutopianism,denoting the notion that the ideal society presupposes a new man, that is, the psychological nature of man must change before society can change. Cultural studies have noted this line of thinking also within the so-called New Age movement. However, the notion of a New Age is not really new; it occurred already at the beginning of theModern Epoch; in seventeenth-century Europe. At

    that time, the educational philosopher J. A. Comenius was writing his canonical work Didactica Magna and other texts on education, science, and philosophy,

    with the ultimate aim of contributing to a new world order. Comenius was one of the first modern educators to argue for a general education of both boys and girls

    irrespective of social class. Three hundred years later, B. F. Skinner suggested psychological methods of education and upbringing, also with the ultimate aim

    to transform society. In this article I will look closer at the similarities and differences between these two thinkers regarding their psycho-utopian notions. I will conclude with similar reflections on psycho-utopian tendencies in present discourses on information and communication technology (ICT) and education

  • 29.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Social and emotional education in Sweden: Two examples of good practice2008In: Social and emotional education: An international analysis / [ed] C. Clouder, Santander, Spanien: Fundación Marcelino Botín , 2008Chapter in book (Other academic)
    Abstract [en]

    This chapter starts with a description of the Swedish school system and the situation of social and emotional education in Swedish schools. In Sweden, special programs for social and emotional learning are often associated with interventions in or prevention of bullying. No particular social and emocional program has been implemented on a national level, but several are in use in various schools around the country. However, no systematic scientific evaluations of these programs, as employed within the Swedish context, have yet been completed. The chapter goes on to describe two examples of social and emotional education. The first recounts a success story of one particular school which changed from the worst to the first through several creative and imaginative pedagogical innovations focused on the social and emotional aspects of schooling. The story illustrates among other things the benefits of gathering external resources and institutions around the school, turning it into a cultural centre for the neighbourhood. The second example summarises some results of an evaluation study of Swedish Steiner Waldorf schools. The evaluation provides suggestive evidence that these schools cultivate a successful form of social and emotional education. The two examples illustrate indirect forms of social and emotional education, focused on values and the cultivation of positive feelings

  • 30.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The Primacy of Cognition - or of Perception?: A Phenomenological Critique of the Theoretical Bases of Science Education2001In: Science & Education 10: 453-475, 2001Article in journal (Refereed)
    Abstract [en]

    This paper is a phenomenological critique of a particular trend in educational research and practice, which is identified as cognitivism. The basic feature of this trend is a one-sided and exclusive focus on conceptual cognition and concept formation, with a simultaneous neglect of sense experience

  • 31.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The primacy of cognition ' or of perception?: A phenomenological critique of the theoretical bases of science education2001In: F. Bevilacqua & E. Giannetto & M. Matthews (Eds.), Science Education and Culture: The Role of History and Philosophy of Science (pp. 129-151), Dordrecht: Kluwer Academic Publishers , 2001Chapter in book (Other academic)
    Abstract [en]

    samma som tidskriftartikeln i Science & Education

  • 32.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies. Norway.
    The purpose of education: A "post-liberal" perspective2012In: Contemporary Debates in Childhood Education and Development / [ed] Sebastian Suggate, Elaine Reese, Taylor & Francis, 2012, 1, p. 3-12Chapter in book (Other academic)
  • 33.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The Waldorf Scool - Cultivating Humanity?: A report from an evaluation of Waldorf schools in Sweden2007Report (Refereed)
    Abstract [en]

    This report is a summary of an extensive avaluation of Waldorf schools in Sweden, carried out between 2003 and 2005. The evaluation dealt with several questions, such as former Waldorf students in higher education, the civic-moral competencies developed by Waldorf pupils, how Waldorf schools take care of children with learning porblems, and questions concerning Waldorf teacher training. In addition, the results are related to the idea of cultivating humanity inherent in Waldorf education, as well as to issues of social and political philosophy discussed today, for instance the notion of a (global) civil society

  • 34.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Veta Göra Leva Vara: om skolan som samhällets själ2002In: Pedagogiska Magasinet nr 2/02Article in journal (Other (popular science, discussion, etc.))
  • 35.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ways of coming to understand: metacognitive awareness among first-year university students1999In: Scandinavian Jounal of Educational Research 43, s 191-208Article in journal (Refereed)
    Abstract [en]

    Intervjuundersökning med 30 förstaårs studerande vid dåvarande Högskolan i Karlstad

  • 36.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Andersson, C.
    Langmann, E.
    Waldorfelever i högre utbildning. En uppföljningsstudie2003Report (Other academic)
  • 37.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Andersson, C.
    Langmann, E.
    Waldorfskolor och medborgerligt-moralisk kompetens: En jämförelse mellan waldorfelever och elever i den kommunala skolan2004Report (Other academic)
  • 38.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Andersson, C.
    Langmann, E.
    Waldorfskolorna och segregationsfrågan: En undersökning av2004Report (Other academic)
  • 39.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Hugo, Aksel
    Östergaard, Edvin
    This side up!' Reversing the Theoretical Bases of Science Education: A Phenomenological Alternative to Cognitionism2005Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to argue for a renewal of science teaching by introducing a phenomenological perspective and showing not only its practical implications, but also how this perspective in itself promotes a fruitful interchange between the theory and practice of science teaching. Our basic arguments are based on three radical reversals. We call them the ontological reversal, the epistemological reversal, and the pedagogical reversal. We conclude by presenting some consequences of these reversals for science teacher education, emphasising the training of multiple skills

  • 40.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Ingelman, Rutger
    Dahlin, Christina
    Besjälat lärande: Skisser till en fördjupad pedagogik2002Book (Refereed)
  • 41.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Liljeroth, I.
    Nobel, A.
    Waldorfskolan ' en skola för människobildning?: Slutrapport från projektet Waldorfskolor i Sverige2006Report (Refereed)
  • 42.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Majorek, Marek
    On the path towards thinking: Learning from Martin Heidegger and Rudolf Steiner2008Conference paper (Refereed)
    Abstract [en]

    This paper is a philosophical consideration of how to understand thinking as a mental activity. It starts by noting that some teachers claim to observe the decrease of thinking abilities among young people today. Apart from the questions of how to establish this as a fact and the possible empirical causes behind it, it is also important to consider the more basic question of what thinking really is. Heidegger deals with this question in his later philosophy; another important, if generally less well known, thinker and researcher, who devoted much attention to this issue was Rudolf Steiner. For Heidegger, some pre-Socratic Greek philosophers exemplify genuine thinking, appreciating the meaning of Being and transcending the subject-object dualism. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being is reductively objectified, and the question of the meaning of Being is forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarity between his approach to thinking and that of various mystical teachings, such as those of Meister Eckhart or Zen Buddhism. Like Heidegger, Steiner also claimed that we do not know what it means to really think. Steiner was however more outspoken and penetrating in his approach, insisting that only through meditative practice can we directly experience the nature of thinking as mental activity. However, the present day materialistic explanations of thinking as originating in (or being identical with) neurological brain processes of a purely biochemical nature, stand in clear opposition to these or any other spiritual conceptions of thinking. Drawing upon Heidegger (somewhat) and Steiner (mostly) we argue against the materialistic understanding of thinking as misguided and jumping to unwarranted conclusions. We also argue that the materialistic understanding of thinking widespread today may be one of the reasons behind the alleged decrease of thinking abilities among young people. As is well known, Rudolf Steiner was the founder of Steiner Waldorf education, which is based on a spiritual conception of the human being. The paper ends with describing some of the elements of Steiner Waldorf education which are intended to promote the development of living, creative thinking

  • 43.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Murari Regmi, P
    Learning in Nepal: A phenomenographic study of conceptions of learning among Nepali students1997Report (Refereed)
    Abstract [en]

    Under de senaste åren har den pedagogiska forskningen kring hur studerande upplever sitt lärande, och saker sammanhängande därmed, ökat betydligt. Inte bara västerländska studenter har undersökts, utan även studerande i Asien och Fjärran Östern. Det ökar möjligheterna att synliggöra kulturens inverkan på det individuella lärandet och studieprocessen. Den här rapporten redogör för en studie av nepalesiska studenter på gymnasie- och universitetsnivå. Undersökningen följer den fenomenografiska forskningsansatsen. Fenomenografins teoretiska utgångspunkter diskuteras inledningsvis i förhållande till bl a cultural psychology och cross-cultural psychology.



    Resultaten av intervjuanalyserna visar bl a att de nepalesiska studenterna lägger stor vikt vid lärandets sociala och moraliska aspekter. De tenderar också att förbinda memorering med förståelse på ett sätt som är ovanligt bland västerländska studenter. Resultaten relateras till tidigare undersökningar i Nepal, vilka huvudsakligen använt kvantitativa test utvecklade i Väst. Resultaten visar att möjligheten att använda dessa test i en helt annan kultur kan ifrågasättas. Å andra sidan finns vissa likheter mellan de nepalesiska föreställningarna om lärande och kunskap och de tänkesätt som förekommit i Europa under tidigare århundraden. Jämför man resultaten av både synkrona och diakrona studier av människors erfarenhet av studier och lärande tycks slutsatsen bli, att denna erfarenhet har både universella och kulturellt betingade drag.



    In English:



    Fairly extensive research into studentsÕ experiences of and approaches to learning and related matters has been conducted during the last decade. Recently, such studies have also been carried out among non-Western, particularly Asian students. This report presents a qualitative study of conceptions of learning, and related phenomena among Nepali students. The research approach used - phenomenography - is discussed in relation to various methodological perspectives within the area of Cultural Psychology. The results presented are based on interview data, from a total of 59 interviews.



    In general, the social and moral aspects of learning seemed to be of primary importance to Nepali students. They also tended to look upon memorising and understanding as interlinked in a way not usually found among Western students. The Nepali views of memorising and understanding are related to the role of memorising in Medieval Western educational culture. Comparing the results of both synchronic and diachronic investigations of the human experience of learning, the ultimate conclusion seems to be that this experience has both universal and culturally specific aspects

  • 44.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Regmi, Murari P
    Conceptions of learning among Nepalese students1997In: Higher Education 33. p 1-23Article in journal (Refereed)
  • 45.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Regmi, P. Murari
    Ontologies of knowledge, East and West - a comparison of the views of Swedish and Nepalese students2000In: Qualitative Studies in Education, 2000, vol. 13, No 1, 43-61Article in journal (Refereed)
  • 46.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Watkins, D
    The role of repetition in the processes of memorising and understanding: A comparison of the views of German and Chinese secondary school students in Hong Kong2000In: British Journal of Educational Psychology (2000), 70, 65-84Article in journal (Refereed)
  • 47.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Watkins, David
    Ekholm, Mats
    Karlstad University, Faculty of Arts and Education, Department of Education.
    The role of assessment in student learning: The views of Hongkong and Swedish lecturers2001In: I D. Watkins & J. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives (pp. 47-74), Hongkong & Melbourne: CERC & ACER , 2001Chapter in book (Other academic)
  • 48.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Östergaard, E
    Hugo, A
    An Argument for Reversing the Bases of Science Education: A Phenomenological Alternative to Cognitionism2009In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 5, no 2, p. 201-215Article in journal (Refereed)
    Abstract

    This paper is a phenomenological critique of some of the basic notions informing much of the research in and practice of science education (SE) today. It is suggested that the theoretical bases of SE are in need of three reversals of primacy: the ontological primacy of the perceptual lifeworld must replace that of abstract scientific models; the epistemological primacy of attentive action must replace that of conceptual cognition; and the pedagogical primacy of cultivating competencies must replace that of imparting ready-made knowledge. Four arguments for a phenomenological approach to SE are presented and some consequences for the training of science teachers are discussed; some of which are already being implemented at the science teacher education of the Norwegian University of Life Sciences

  • 49.
    Dahlin, Bo
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Education.
    Östergaard, Edvin
    Sound and sensibility: Pre-service science teachers bridging phenomena and concepts2009Conference paper (Refereed)
    Abstract

    This paper reports an empirical study of pre-service science teachers (PST) exploring the phenomenon of sound. The research design is based on a phenomenological approach to science education, starting from careful descriptions of phenomena as experienced before introducing scientific concepts. The purpose of the study is to explore how PST conceive the relation between on the one hand a phenomenon as experienced and described in everyday terms and on the other the scientific concepts explaining it. How do they experience a particular sound phenomenon, and how do they link these experiences with scientific concepts when planning a science lesson on sound? Data were generated by involving two classes of PST in listening and describing a sound, then planning and presenting a lesson based on a bridge between these descriptions and scientific concepts. The results show that the science end of such bridges established by the PST was wider in the sense of being quantitatively more prevalent in their planned lessons than that end of the bridge which rested in lifeworld experience. The majority of participants presented lesson plans based on an illustrative-deductive approach. A minority based their plans on a genetic-inductive approach; starting from experience and proceeding to scientific concepts. This was in spite of the fact that non-scientific, more or less imaginative associations were more prevalent in the experiential descriptions of the phenomenon. This conclusion points to the need for PST to develop courage to use their own and their students immediate perceptual experiences as raw material for building that end of the bridge which rests in the perceptual lifeworld of human experience

  • 50. Langmann, E.
    et al.
    Andersson, C.
    Dahlin, Bo
    Karlstad University, Faculty of Arts and Education, Department of Education.
    I mötet mellan två pedagogiska kulturer: Waldorflärarutbildares, utbild¬ningssamordnares och studerandes uppfattningar om utbildningen Lärarexamen med Waldorfprofil2005Report (Other academic)
12 1 - 50 of 56
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