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Frödén, S. & Rosell, A.-L. (2019). Opening an imaginative space? A study of toys and toy play in a Swedish Waldorf preschool. Nordisk tidsskrift for pedagogikk og kritikk, 5, 186-201
Åpne denne publikasjonen i ny fane eller vindu >>Opening an imaginative space? A study of toys and toy play in a Swedish Waldorf preschool
2019 (engelsk)Inngår i: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 5, s. 186-201Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study is to examine how the triadic relationship between children, toys and the educational context of a Waldorf preschool may contribute to children’s growing imagination. The toys provided at Waldorf preschools in general are simple objects, and the selection is limited. Still, the toys are supposed to stimulate the imagination of children. In this analysis, we draw on Iris Murdoch’s distinction between imagination and fantasy in order to highlight two qualities of the ability of imagination: Imagination implies openness and curiosity towards new ways of being and acting, and fantasy suggests a closed approach that offers few new possibilities. The distinction between these qualities enables us to examine how the relationship between children, toys and educational context opens or closes the children’s growing imagination. The study identifies three particular factors that influence the possibilities for children’s imagination. These are: a) the form of the toys; b) the placement of the toys; and c) the pedagogical intentions of the teachers and their interactions with the children.

sted, utgiver, år, opplag, sider
Cappelen Damm Akademisk, 2019
Emneord
Imagination, Steiner Waldorf pedagogy, toys, early childhood education, play
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-76813 (URN)10.23865/ntpk.v5.1383 (DOI)
Tilgjengelig fra: 2019-09-27 Laget: 2019-09-27 Sist oppdatert: 2019-10-01bibliografisk kontrollert
Olsson, A.-L. (2018). A Moment of Letting Go: Iris Murdoch and the Morally Transformative Process of Unselfing. Journal of Philosophy of Education, 52(1), 163-177
Åpne denne publikasjonen i ny fane eller vindu >>A Moment of Letting Go: Iris Murdoch and the Morally Transformative Process of Unselfing
2018 (engelsk)Inngår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 52, nr 1, s. 163-177Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Higher education as a personal, intellectual and moral cultivation is a longstanding ideal that is constantly challenged by the view that education is merely the development of specific skills for vocational and personal success. Much research argues that the latter understanding makes education a technical affair that creates an egocentric emphasis on the individual students' ambitions and desires. This article joins in the defence of the former ideal by enquiring into the moral dimensions of education. This is done by turning to Iris Murdoch's idea of moral transformation, with a specific focus on the idea of unselfing. The main argument is that unselfing is a transformative process characterised by a growing attunement to the surrounding world, and the interconnectedness of goal and process is emphasised. Also, to gain a deeper understanding of what unselfing entails I turn to the idea of attention. It is understood as having a specific direction, outward from the egocentric, and as enabling unselfing. The article concludes by suggesting that unselfing can offer a challenge to (higher) education as it entails a moment of letting go of plans and narratives, and of surrendering to the influence of an existence that exceeds the individual. This moment is of relevance to education as it is crucial to the possibility of growing as a moral being as it cultivates a moral manner of relating to others.

sted, utgiver, år, opplag, sider
John Wiley & Sons, 2018
HSV kategori
Identifikatorer
urn:nbn:se:oru:diva-66994 (URN)10.1111/1467-9752.12278 (DOI)000431006200011 ()2-s2.0-85045978857 (Scopus ID)
Tilgjengelig fra: 2018-05-18 Laget: 2018-05-18 Sist oppdatert: 2018-05-18bibliografisk kontrollert
Frödén, S. & Rosell, A.-L. (2018). An imaginative Space?: An Ethnographic Study of Toys in a Waldorf Preschool. In: : . Paper presented at International Toy Research Associaltion 8th World Conference. Toys and material culture. Hybridisation, Design and Consumption. Sorbonne Paris Cité University, Paris, France, July 11-13, 2018.
Åpne denne publikasjonen i ny fane eller vindu >>An imaginative Space?: An Ethnographic Study of Toys in a Waldorf Preschool
2018 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-71607 (URN)
Konferanse
International Toy Research Associaltion 8th World Conference. Toys and material culture. Hybridisation, Design and Consumption. Sorbonne Paris Cité University, Paris, France, July 11-13, 2018
Tilgjengelig fra: 2019-01-20 Laget: 2019-01-20 Sist oppdatert: 2019-01-21bibliografisk kontrollert
Olsson, A.-L. (2015). Strävan mot unselfing: en pedagogisk studie av bildningstanken hos Iris Murdoch. (Doctoral dissertation). Örebro: Örebro university
Åpne denne publikasjonen i ny fane eller vindu >>Strävan mot unselfing: en pedagogisk studie av bildningstanken hos Iris Murdoch
2015 (svensk)Doktoravhandling, monografi (Annet vitenskapelig)
Abstract [en]

This dissertation is a study in philosophy of education and focuses on the moral dimensions of an individual’s formation, and on how reading fictional literature can contribute to the process of formation. The point of departure is the notion that education contains – or should contain – moral dimensions and thus contributes to the formation of individual life and a life shared with others. The study revolves around the philosophical works of Iris Murdoch (1919-1999) and what she calls “moral transformation” - a task and a striving towards realism and unselfishness. The study is concluded by a discussion of how Murdoch’s thinking contributes to the understanding of formation within philosophy of education.

It is argued that Murdoch’s ideas about moral transformation can be summarised in four theses and that these show that transformation is a process of profound individual change. The theses are in short: 1) imagination supports moral transformation by allowing the individual to understand the world in a more realistic way, 2) attention supports transformation by directing the individual towards the good, 3) unselfing is a moral state of consciousness and a transformative process that leads towards unselfishness. The ego is subdued and the individual opens up to the influence of his or her surroundings, 4) reading fictional literature supports the moral transformation of the individual if the text has a quality of imagination.

The study shows that Murdoch’s work can make an important contribution to the understanding of formation within the philosophy of education: With the idea of moral transformation as a point of departure the study develops questions of the individual’s formation by highlighting individuality and imagination. Moral transformation means gaining a deeper presence in one’s relationships, and it is a continuous process of discovering the world that the individual needs to endeavour to maintain. It is a striving towards unselfing.

sted, utgiver, år, opplag, sider
Örebro: Örebro university, 2015. s. 188
Serie
Örebro Studies in Education, ISSN 1404-9570 ; 50
Emneord
Education, formation, fictional literature, imagination, attention, unselfing, Iris Murdoch
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-45716 (URN)978-91-7529-094-2 (ISBN)
Disputas
2015-10-30, Forumhuset, Hörsal F, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2015-09-07 Laget: 2015-09-07 Sist oppdatert: 2017-10-17bibliografisk kontrollert
Öberg Tuleus, M., Olsson, A.-L. & Bonnevier, J. (2012). Sharing: a Comperative Perspective on the Relation Between Teaching and Learning. Journal of the Comenius Association (21), 7-12
Åpne denne publikasjonen i ny fane eller vindu >>Sharing: a Comperative Perspective on the Relation Between Teaching and Learning
2012 (engelsk)Inngår i: Journal of the Comenius Association, ISSN 2033-4443, nr 21, s. 7-12Artikkel i tidsskrift (Annet vitenskapelig) Published
sted, utgiver, år, opplag, sider
Comenius Association, 2012
Emneord
Teaching, Learning, democracy, litterature
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-30875 (URN)
Tilgjengelig fra: 2013-09-19 Laget: 2013-09-19 Sist oppdatert: 2019-04-05bibliografisk kontrollert
Olsson, A.-L. (2012). The Cultivation of attention in the light of the works of Iris Murdoch (1ed.). In: Heny Fiskå Hägg, Aslaug Kristiansen (Ed.), Attending to silence: educators and philosophers on the art of listening (pp. 41-53). Kristiansand: Portal forlag
Åpne denne publikasjonen i ny fane eller vindu >>The Cultivation of attention in the light of the works of Iris Murdoch
2012 (engelsk)Inngår i: Attending to silence: educators and philosophers on the art of listening / [ed] Heny Fiskå Hägg, Aslaug Kristiansen, Kristiansand: Portal forlag, 2012, 1, s. 41-53Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

In this chapter I enquire into the notion of attention as part of the relationship between the individual and the surrounding world. I am especially interested in the cultivation of attention. Drawing on Iris Murdoch, I distinguish and discuss two different directions of attention: Firstly, I discuss an attention directed towards self. It is directed mainly towards egocentric wishes or personal narratives. It implies an enclosure into oneself, and it cultivates a relationship between self and world which is marked by self-centeredness. It may lessen the possibilities of new understandings. Secondly, I discuss attention as an aspect of heightened receptivity. I describe this as cultivating a relationship between the individual and her surroundings which is marked by a greater awareness of the limits of personal narratives. It can spur a curiosity towards all the new that could be explored in the world. I conclude the chapter by suggesting how this enquiry is of relevance to education: I argue that certain qualities of attention can hold a greater possibility of new understandings and I also suggest that such a cultivation benefits from places of stillness and silence.

sted, utgiver, år, opplag, sider
Kristiansand: Portal forlag, 2012 Opplag: 1
Emneord
Cultivation, Attention, Iris Murdoch
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-31075 (URN)978-82-92712-72-6 (ISBN)
Prosjekter
The Silent Seminars
Tilgjengelig fra: 2013-10-04 Laget: 2013-10-04 Sist oppdatert: 2017-10-17bibliografisk kontrollert
Olsson, A.-L. (2010). Iris Murdoch and the Reading Experience: On Beauty and the Sublime. In: : . Paper presented at The Iris Murdoch Conference, 2010.
Åpne denne publikasjonen i ny fane eller vindu >>Iris Murdoch and the Reading Experience: On Beauty and the Sublime
2010 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

This paper explores how the philosophy of Iris Murdoch can contribute to pedagogy.

Firstly, the paper discusses some aspects of pedagogy which appears to have been marginalized within the field, but which may still be of great importance to how we understand educational situations.

Secondly, the paper turns to Iris Murdoch and some of her writings on art and literature in order to construct an understanding of the experience of reading. Through the concept of beauty reading is understood as a comforting intimation of some profound insights through the experience of unity. Through the sublime it is understood as a distressing collapse of knowledge through the experience of formlessness and plurality. The paper discusses how the reading experience can be taken to present an image of human relations in the cross section between self and world which holds the possibility of enlarged perspectives and that is the site for its pedagogical relevance.

Emneord
Reading, fictional literature, beauty, sublime, Iris Murdoch
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-31076 (URN)
Konferanse
The Iris Murdoch Conference, 2010
Tilgjengelig fra: 2013-10-04 Laget: 2013-10-04 Sist oppdatert: 2018-04-24bibliografisk kontrollert
Olsson, A.-L. & von Wright, M. (2009). Imagination and Reading for Enjoyment: On students’ space for creative action in classroom conversations. In: : . Paper presented at The 37th Annual Congress of the Nordic Educational Research Association (NERA),5-7 March 2009, Trondheim.
Åpne denne publikasjonen i ny fane eller vindu >>Imagination and Reading for Enjoyment: On students’ space for creative action in classroom conversations
2009 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

Reading for enjoyment in school can be an act of subjective pleasure and thrill for the individual reader or listener, yet it also has an intersubjective dimension which is of educational importance.  When students engage in communication with the surrounding, for instance verbalizing the reading experience in discussions or writings, its meaning is altered in ways which may be of fundamental importance for the development of the self/identity of the student (M. von Wright 2000). Classroom discussions and paper writing are the most common ways of dealing with the reading experiences, but they tend to rely on didactic traditions and habits that seldom challenge the students – or teachers- but rather keep the classroom in a safe order (see e.g.  E. Hultin 2006; G. Molloy 2003).

The paper deals with the educational role of ‘reading for enjoyment’, and it focuses on the possibility for student’s to freely play with their imaginations and to share them through creative action in the classroom. 

The aim of the paper is to outline a basis for a coming study on the subject. True ‘reading for enjoyment’, so we argue, comprises of several dimensions such as the subjective imaginative play with roles and identities and the intersubjective creative action where these may be verbalized and “tried” and their meaning confronted.  This, in turn, raises several questions about school practice: Can students claim space within the narrow genres of the classrooms in secondary school? Is it reasonable to think that this is a wider question of human flourishing, or is it foremost just a practical question of didactic arrangements?

Emneord
Reading, fictional literature, imagination
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:oru:diva-31077 (URN)
Konferanse
The 37th Annual Congress of the Nordic Educational Research Association (NERA),5-7 March 2009, Trondheim
Tilgjengelig fra: 2013-10-04 Laget: 2013-10-04 Sist oppdatert: 2017-10-17bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0001-6427-8456