Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134050
Lars Geer Hammershøj, Morten Henriksen
The aim of the article is to present the concept professional Bildung and use it to throw light on the professionalism of the social educator. The assumption is that Bildung as a form of character formation will be highly relevant in the labor market in the future. Professional Bildung is a concept for this and is defined as the capacity to relate professionally in one’s work. Based on a presentation of the concept, we analyze acts on educational aims and discussions of professionalism of the social educator. Furthermore, we analyze examples of relating creatively and innovatively as a social educator from project LegeKunst, which aims at promoting play and Bildung through art and culture. In the discussion, we argue that the professionalism of the social educator is exemplary for professional Bildung in the sense that the social educator relates to open situations and exercise judgment. Furthermore, the analysis of LegeKunst indicates that relating creatively and innovatively concerns the readiness of the social educator to play along and change his or hers educational practice. At the end, we compare these findings with the professionalism of the teacher, which appears to differ from the social educator in that teaching to a larger degree includes specific professional tasks and goals.
{"title":"At forholde sig professionelt","authors":"Lars Geer Hammershøj, Morten Henriksen","doi":"10.7146/tfp.v18i35.134050","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134050","url":null,"abstract":"The aim of the article is to present the concept professional Bildung and use it to throw light on the professionalism of the social educator. The assumption is that Bildung as a form of character formation will be highly relevant in the labor market in the future. Professional Bildung is a concept for this and is defined as the capacity to relate professionally in one’s work. Based on a presentation of the concept, we analyze acts on educational aims and discussions of professionalism of the social educator. Furthermore, we analyze examples of relating creatively and innovatively as a social educator from project LegeKunst, which aims at promoting play and Bildung through art and culture. In the discussion, we argue that the professionalism of the social educator is exemplary for professional Bildung in the sense that the social educator relates to open situations and exercise judgment. Furthermore, the analysis of LegeKunst indicates that relating creatively and innovatively concerns the readiness of the social educator to play along and change his or hers educational practice. At the end, we compare these findings with the professionalism of the teacher, which appears to differ from the social educator in that teaching to a larger degree includes specific professional tasks and goals. ","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46664858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134058
Marta Padovan-Özdemir
{"title":"Docenttiltrædelsesforelæsning: De gode viljers skygger","authors":"Marta Padovan-Özdemir","doi":"10.7146/tfp.v18i35.134058","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134058","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41732159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134065
Eva Dam-Christensen
{"title":"Kritisk undersøgende samtaler i elevernes gruppearbejde i skolen","authors":"Eva Dam-Christensen","doi":"10.7146/tfp.v18i35.134065","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134065","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46742126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134057
Eirik Julius Risberg
The importance of educating global citizens, citizens whose mindset or ‘gaze’ is global rather than national or parochial, has been widely recognized. Despite this, critics have argued that the emphasis on fostering ‘skills, knowledge, attitudes, and values’ reveals the neo-liberal underpinnings of global citizenship education. I argue that this overlooks the transformative nature of global citizenship education, and, drawing on recent work in the intersection between transformative education and Bildung, maintain that educating for global citizenship may be understood as a form of global Bildung in which the professional plays a key role.
{"title":"On Bildung and the role of teachers in fostering global citizens","authors":"Eirik Julius Risberg","doi":"10.7146/tfp.v18i35.134057","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134057","url":null,"abstract":"The importance of educating global citizens, citizens whose mindset or ‘gaze’ is global rather than national or parochial, has been widely recognized. Despite this, critics have argued that the emphasis on fostering ‘skills, knowledge, attitudes, and values’ reveals the neo-liberal underpinnings of global citizenship education. I argue that this overlooks the transformative nature of global citizenship education, and, drawing on recent work in the intersection between transformative education and Bildung, maintain that educating for global citizenship may be understood as a form of global Bildung in which the professional plays a key role.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47624596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134052
Merete Wiberg
The paper discusses how theories of ‘Bildung’ can contribute to the pedagogical professions. The point of departure is to view Bildung as a concept with a content of values which contributes to discussions about norms and value-orientation in education. Inspired by the philosopher Nicolai Hartmann, the paper introduces ‘fullness of value’ [Wertefülle] as an educational and analytical concept that helps to support a systematic study of value content in educational theory and practice. In order to provide an example, the paper offers a brief systematic analysis of the Bildung theorist Dietrich Benner’s concept of the non-affirmative. Theories of Bildung are not to be translated and directly applied in educational practice but provide a co- and counterplay to this. Theories of Bildung contribute to draft models of coherent educational views. In this way, the theories of Bildung propose, give the reason for and discuss the ideals of Bildung for future education in order to create reflection and discussion in public and the pedagogical profession.
{"title":"Dannelsens værdifylde","authors":"Merete Wiberg","doi":"10.7146/tfp.v18i35.134052","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134052","url":null,"abstract":"The paper discusses how theories of ‘Bildung’ can contribute to the pedagogical professions. The point of departure is to view Bildung as a concept with a content of values which contributes to discussions about norms and value-orientation in education. Inspired by the philosopher Nicolai Hartmann, the paper introduces ‘fullness of value’ [Wertefülle] as an educational and analytical concept that helps to support a systematic study of value content in educational theory and practice. In order to provide an example, the paper offers a brief systematic analysis of the Bildung theorist Dietrich Benner’s concept of the non-affirmative. Theories of Bildung are not to be translated and directly applied in educational practice but provide a co- and counterplay to this. Theories of Bildung contribute to draft models of coherent educational views. In this way, the theories of Bildung propose, give the reason for and discuss the ideals of Bildung for future education in order to create reflection and discussion in public and the pedagogical profession.","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43773077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134056
S. Christensen, A. Buch
International interdisciplinary research on engineering education and practice (Christensen et al., 2007, 2009, 2019, and 2022 forthcoming) points to the fact, that the engineer’s understanding of the ‘social’ is underprioritized and discursively enacted as soft versus hard technical disciplines. As a result, it has often contributed to a cultural impoverishment of our lifeworld. Hence there is a need for a Bildung perspective in engineering degree programs. A perspective taking its point of departure in the democratic, cultural, and human challenges of society. The discourse on Bildung has primarily taken place in relation to the pedagogical professions, whereas the engineering profession has often been overlooked. In this contribution we make up for this by considering a contribution with potential for supplying a concept of Bildung suitable for the engineering profession and engineering degree programs. The article brings forth the social and ethical responsibility embedded in engineering work in democratic societies and calls to mind John Dewey´s democratic understanding of Bildung (Dewey, 2011 [1916]). The article projects, how this understanding of Bildung might offer an opportunity for rethinking engineering and engineering activity capable of contributing to democratic and responsible resolutions of societal challenges.
{"title":"Dannelse og ingeniørfaglighed","authors":"S. Christensen, A. Buch","doi":"10.7146/tfp.v18i35.134056","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134056","url":null,"abstract":"International interdisciplinary research on engineering education and practice (Christensen et al., 2007, 2009, 2019, and 2022 forthcoming) points to the fact, that the engineer’s understanding of the ‘social’ is underprioritized and discursively enacted as soft versus hard technical disciplines. As a result, it has often contributed to a cultural impoverishment of our lifeworld. Hence there is a need for a Bildung perspective in engineering degree programs. A perspective taking its point of departure in the democratic, cultural, and human challenges of society. The discourse on Bildung has primarily taken place in relation to the pedagogical professions, whereas the engineering profession has often been overlooked. In this contribution we make up for this by considering a contribution with potential for supplying a concept of Bildung suitable for the engineering profession and engineering degree programs. The article brings forth the social and ethical responsibility embedded in engineering work in democratic societies and calls to mind John Dewey´s democratic understanding of Bildung (Dewey, 2011 [1916]). The article projects, how this understanding of Bildung might offer an opportunity for rethinking engineering and engineering activity capable of contributing to democratic and responsible resolutions of societal challenges. ","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42771468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134064
P. H. Frostholm
{"title":"Svend Brinkmann, Thomas Aastrup Rømer og Lene Tanggaard (red.): Sidste chance – nye perspektiver på dannelse","authors":"P. H. Frostholm","doi":"10.7146/tfp.v18i35.134064","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134064","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41515430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-19DOI: 10.7146/tfp.v18i35.134060
J. Gulløv
{"title":"Fredrik Barth: Ethnic Groups and Boundaries","authors":"J. Gulløv","doi":"10.7146/tfp.v18i35.134060","DOIUrl":"https://doi.org/10.7146/tfp.v18i35.134060","url":null,"abstract":"","PeriodicalId":32373,"journal":{"name":"Tidsskrift for Professionsstudier","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47437149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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