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The Vienna Circle in the Nordic Countries.
The rise of scientific (analytic) philosophy since the turn of the twentieth century is linked to the philosophical interaction between, on the one hand, Ernst Mach, the Vienna Circle around Moritz Schlick and Otto Neurath, the Berlin Group (Hans Reichenbach, Carl G. Hempel), and the Prague Group (Rudolf Carnap, Philipp Frank), and, on the other, philosophers and scientists in Denmark (Niels Bohr, Joergen Joergensen), Finland (Eino Kaila, Georg Henrik von Wright and their disciples), Norway (Arne Næss and his students), and Sweden (Åke Petzäll, the journal Theoria and a younger generation of philosophers in Uppsala). In addition, the pure theory of law of Hans Kelsen achieved wide dissemi...
New Challenges New Learning New Possibilities
The title of this anthology mirrors the theme of the 9th Nordic Conference on Adult Education and Learning. The caption reflects how adult education plays an integral part in our societies by advancing new learning that generates possibilities to address contemporary challenges. While the chapters reflect the wide variety of research connected to the field of adult education, the authors agree on the ideal of combining the development of work life competences with the promotion of democratic empowerment, as demonstrated in the tradition of Nordic adult education.
The Status of the Teaching Profession
Focusing on the historical development of the teaching profession, this book explores how the relationship between education and the formation of modern nation states has influenced both the status of the profession as a whole and the differential status accorded to different kinds of teachers within it. Addressing different national and international contexts with seven distinct case studies, the book provides a comparative analysis of the long-term trajectories that illuminate the nature of teaching as a public profession, and demonstrates the variety of forms that labour markets have taken in different contexts. Offering new and up-to-date international analysis at a critical time for the field of teacher research, when recruitment into the profession and retention are major challenges, the volume will be of interest to scholars, researchers and doctoral students engaged in teacher research and comparative and international education more broadly. Those involved with education policy and politics will also benefit from reading this volume.
The International History of Communication Study
The International History of Communication Study maps the growth of media and communication studies around the world. Drawing out transnational flows of ideas, institutions, publications, and people, it offers the most comprehensive picture to date of the global history of communication research and education. This volume reaches into national and regional areas that have not received much attention in the scholarship until now, including Asia, Latin America, Africa, and the Middle East alongside Europe and North America. It also covers communication study outside of academic settings: in international organizations like UNESCO, and among commercial and civic groups. It moves beyond the trad...
The Power of the Periphery
Examines how Norway has positioned itself as an alternative, environmentally-sound nation in a world filled with tension and instability.
University Jubilees and University History Writing
Researching and writing its history has always been one of the tasks of the university, particularly on the occasion of anniversary celebrations. Through case studies of Prague (1848, 1948), Oslo (1911), Cluj (from 1919), Leipzig (2009) and Trondheim (2010), this book shows the continuity of the close relationship between jubilees and university historiography and the impact of this interaction on the jubilee publications and academic heritage. Up to today, historians are faced with the challenge of finding a balance between an engaged, celebratory approach and a more distant, academically critical one. In its third part, the book aims to go beyond the jubilee and presents three other ways of writing university history, by focusing on the university as an educational institution. Contributors are: Thomas Brandt, Pieter Dhondt, Marek Ďurčanský, Jonas Flöter, Jorunn Sem Fure, Trude Maurer, Emmanuelle Picard, Ana-Maria Stan and Johan Östling.
Lazarsfeld’s Methodology and Its Influence on Postwar Sociology in Europe
This book explains how the Columbia model of sociology, which was based on the methodology of P.F. Lazarsfeld, became a dominant sociological school of thought in American and European postwar sociology. Providing an overview of Lazarsfeld’s inventions and his methodological, organisational, and institutional innovations, it describes the means by which a particular model of sociology was gradually adopted in departments headed by Lazarsfeld and in the work of his successors. With attention to the use by Lazarsfeld of methodological texts published by prestigious publishing houses in his research and teaching, his activity in international organisations – including the UN – his collaboration with figures such as Robert K. Merton and Raymond Boudon, and his attempts to show how the roots of his empirical research methodology lay in the work of early European scholars, this volume shows how a particular sociological paradigm came to prevail over others for more than a decade. It will therefore appeal to scholars of sociology with interests in the history of the discipline and questions of research methodology.
The Transformation of Humanities Education
This first comprehensive study of Norwegian humanities education employs systems theory to analyze its transformation from a form of teacher training to its modern status as research-oriented generalist education. Using historical documents and statistical analyses, Vidar Grøtta shows that the expansion of the post-war research system in Norway led to an increase in admissions to humanities education in the 1960s and an ensuing research drift in humanities curricula. Interacting with certain political dynamics and the knowledge economy that has emerged since the 1970s, this research drift resulted in a shift in humanists' career patterns and a transformation of the societal functions of the humanities. The most recent developments in Norwegian humanities education, from 2000 to 2018, are outlined and discussed in the afterword to this volume.
Education, Curriculum and Nation-Building
Contributing to interdisciplinary discussions on nationalism, the book explores how educational systems and practices contribute to the phenomena of nationalism and nation-building. Using nine comparative case studies from four continents, the book elaborates a theoretical understanding of nationalism from the perspectives of comparative education research. It integrates the theme of nation, nation-building and nationalism and its involvement with issues of education. It explores the theoretical scope of concepts such as national identities, national literacies, or "doing" nation. The book revives the idea that nation should be the starting point of comparative research and contributes to the theoretically reflective integration of nationalism research into education research. This timely book will be highly relevant for researchers, academics, and postgraduate students in the fields of comparative education, international education, education policy, and curriculum studies.
