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Dannelse
Siden ungdomsoproret i 1968 har dannelse vAeret et omdiskuteret og misbilliget begreb, der med sin dubiose og altmodische klang blev identificeret med smaborgerligt snobberi og ligegyldig viden. Imidlertid har man inden for de seneste ar kunnet konstatere, at dannelse pa ny er blevet noget, der diskuteres. Det betyder, at sporgsmalet, Hvad er dannelse?, bliver stadig mere patrAengende.Det definitive svar findes sandsynligvis ikke, men denne bog giver adskillige bud pa, hvordan man kan forsta begrebet dannelse. Bogen indeholder bidrag fra videnskabelige medarbejdere pa 20 af institutterne pa Aarhus Universitet. Bidragene tager netop udgangspunkt i, hvordan man kan tAenke pa dannelse, nar man som forsker er tilknyttet et af de mange institutter pa universitetet. Bogen indledes med en introduktion til dannelsesbegrebet af den mangearige rektor ved Aarhus Universitet, Henning Lehmann. Derefter er bogen inddelt i fire storre afsnit med overskrifterne Dannelse i dag, Dannelse i forandring, Dannelse i fag og Dannelse i kontekst.
Nordic Social Pedagogical Approach to Early Years
This book studies the major characteristics of the social pedagogical approach to early childhood education and care. It does so by investigating the distinctive elements of the Nordic approach and tradition. The cultural, educational, and ideological structures and values within the Nordic tradition indicate a strong “social pedagogical” rather than “early education” emphasis. The Nordic tradition applies a social learning approach that emphasizes play, relationships and outdoor life, and presumes that learning takes place through children’s participation in social interaction and processes. Set against this background, the book examines the characteristics of the pedagogue and the important features that develop through the Nordic approach. It compares children educated in the Nordic tradition with those educated in the French-English and Anglo-American tradition. It explores quality in relation to how children can enjoy childhood, and at the same time become able to actively participate in society and develop the social and cognitive skills and competences that individuals require to do well in society.
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Volume 15, Tome II: Kierkegaard's Concepts
Kierkegaard’s Concepts is a comprehensive, multi-volume survey of the key concepts and categories that inform Kierkegaard’s writings. Each article is a substantial, original piece of scholarship, which discusses the etymology and lexical meaning of the relevant Danish term, traces the development of the concept over the course of the authorship, and explains how it functions in the wider context of Kierkegaard’s thought. Concepts have been selected on the basis of their importance for Kierkegaard’s contributions to philosophy, theology, the social sciences, literature and aesthetics, thereby making this volume an ideal reference work for students and scholars in a wide range of disciplines.
International Handbook of Research on Multicultural Science Education
This handbook gathers in one volume the major research and scholarship related to multicultural science education that has developed since the field was named and established by Atwater in 1993. Culture is defined in this handbook as an integrated pattern of shared values, beliefs, languages, worldviews, behaviors, artifacts, knowledge, and social and political relationships of a group of people in a particular place or time that the people use to understand or make meaning of their world, each other, and other groups of people and to transmit these to succeeding generations. The research studies include both different kinds of qualitative and quantitative studies. The chapters in this volume reflect differing ideas about culture and its impact on science learning and teaching in different K-14 contexts and policy issues. Research findings about groups that are underrepresented in STEM in the United States, and in other countries related to language issues and indigenous knowledge are included in this volume.
Knowledge, Politics and the History of Education
The humanities and social science disciplines are increasingly expected to prove their relevance faced with the politics of knowledge in the knowledge economy. This tendency is investigated in this book regarding the discipline of the history of education in America and Europe.
