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Öhman, Johan
Publications (10 of 83) Show all publications
Öhman, J. & Kronlid, D. O. (2019). A pragmatist perspective on value education. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 93-102). Milton Park and New York: Routledge
Open this publication in new window or tab >>A pragmatist perspective on value education
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 93-102Chapter in book (Refereed)
Abstract [en]

The first part of this chapter presents a pragmatist perspective on ethics and morals specifically based on the works of the American philosopher and educational reformer John Dewey (1859–1952). In this perspective, morals are not innate or fixed but are something that we learn, and this is a continuous process throughout life. We learn by experiencing moral situations that make us reflect on responsibilities and concerns that we have previously taken for granted. In this way, we gradually learn to be more sensitive to the specific circumstances that prevail in diverse moral situations and develop an intelligent sympathy. Furthermore, Dewey holds democracy as a moral ideal. In his view, democracy is way of life in which people with different experiences create new possibilities by influencing each other. The second part suggests two teaching principles based on the pragmatist perspective: (1) start in students’ moral experiences of concrete cases and 2) introduce ethical theory and language. These principles provide guidelines for teachers to organise their ‘ethical moves’ systematically in a way that supports a moral learning in line with the normative competency necessary for achieving the UN’s Sustainable Development Goals.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge Studies in Sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74394 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Östman, L., Van Poeck, K. & Öhman, J. (2019). A transactional theory on sustainability learning. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 127-139). Milton Park and New York: Routledge
Open this publication in new window or tab >>A transactional theory on sustainability learning
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 127-139Chapter in book (Refereed)
Abstract [en]

This chapter introduces a transactional theory of learning. It addresses the specific content that teachers should pay attention to in an environmental and sustainability education (ESE) context: learning sustainability-related habits that allow for creativity. It also presents models for understanding learning processes in an ESE context: two different ‘routes’ learning can take (i.e. short and long learning loops) as well as three different ‘roots’ for learning (i.e. intellectual disruptions, changes in the physical surrounding and poignant experiences). Furthermore, it identifies and discusses four crucial aspects that influence the learning outcomes: the intrapersonal, the interpersonal, the institutional and the physical. The presented models and aspects can be used as a background for designing efficient and fruitful ESE teaching. The chapter ends with a reflection on the relation between bodily feelings and cognition, since an important part of ESE learning concerns not only knowledge but also feeling connected to ethical and political issues.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74395 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Östman, L., Van Poeck, K. & Öhman, J. (2019). A transactional theory on sustainability teaching: Teacher moves. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 140-152). Milton Park and New York: Routledge
Open this publication in new window or tab >>A transactional theory on sustainability teaching: Teacher moves
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 140-152Chapter in book (Refereed)
Abstract [en]

This chapter focuses on teachers’ influence on students’ ethical and moral learning and, in particular, on how teachers can promote students’ growth as moral subjects in environmental and sustainability education (ESE) practice. It describes and discusses a variety of ‘ethical moves’, i.e. actions performed by a teacher that open up a space for articulating moral reactions and deliberating on ethical opinions. Six types of ethical moves are distinguished: clarifying ethical moves, articulating ethical moves, evaluating ethical moves, testing ethical moves, controversy-creating ethical moves and hierarchizing ethical moves. By performing such moves, the authors argue and illustrate, teachers can turn students’ moral experiences into fruitful drivers for pluralistic ESE by enabling students to express and share moral experiences and standpoints, to articulate ethical differences and controversies and to reflect and deliberate on moral reactions and dilemmas.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74396 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Rudsberg, K. & Öhman, J. (2019). Classroom discussions: Students’ learning in argumentation about ethical and political aspects of sustainability issues. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 175-184). Milton Park and New York: Routledge
Open this publication in new window or tab >>Classroom discussions: Students’ learning in argumentation about ethical and political aspects of sustainability issues
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 175-184Chapter in book (Refereed)
Abstract [en]

This chapter focuses on students’ learning in argumentation that takes place in educational practices. The authors first clarify how an argument can be understood as consisting of different elements when it comes to classroom discussions. Drawing on earlier research, they then clarify questions that are important for teachers to think about in relation to students’ learning, their use of knowledge and the importance of peer interactions. They conclude that argumentation can be a fruitful method in the teaching of complex, value-related issues. In argumentation, the students not only learn and use content knowledge, but also learn how to formulate valid arguments in order to participate in deliberative discussions. The findings show that teachers have an important role to play with regard to the quality and diversity of the deliberation.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74398 (URN)9780815357537 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Tryggvason, Á. & Öhman, J. (2019). Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 115-124). Milton Park and New York: Routledge
Open this publication in new window or tab >>Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 115-124Chapter in book (Refereed)
Abstract [en]

Discussions about environmental and sustainability issues in classrooms can bring different political visions, opinions and conflicts to the fore. From a pluralistic perspective on environmental and sustainability education (ESE), such political differences and conflicts can be seen as a suitable starting point for teaching, rather than as an obstacle to overcome. But how can teachers approach this political dimension of ESE? This chapter outlines deliberation and agonism as two different approaches to the political dimension of ESE. With a deliberative approach, the role of rational and respectful communication is underscored as is the ideal to reach for consensus in classroom discussions. With an agonistic approach, the role of emotions, and how they are intertwined with political visions in sustainability issues, are highlighted. From an agonistic perspective, the teacher should not aim for a consensus in classroom discussions, but instead aim at enabling conflicts and pluralism to have a democratic outlet in discussions. A main point of this chapter is that deliberation and agonism should be seen as two different approaches to the political dimension in ESE, as they draw on different ideas about classrooms and conflicts and have different educational consequences.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74393 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Öhman, J. & Östman, L. (2019). Different teaching traditions in environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 70-82). Milton Park and New York: Routledge
Open this publication in new window or tab >>Different teaching traditions in environmental and sustainability education
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 70-82Chapter in book (Refereed)
Abstract [en]

There exists a variety of ways of teaching about sustainability issues which can be viewed as different ‘selective traditions’ that represent different answers as to what constitutes good teaching in this subject. Based on a large-scale empirical analysis in schools, three selective traditions within environmental and sustainability education have been identified: a fact-based tradition, a normative tradition and a pluralistic tradition. This chapter describes the differences between the three traditions when it comes to their sustainability approach, didactic approach, approach to facts and values and approach to democracy and education. The purpose of clarifying these traditions here is to establish a reference point that can be applied when discussing teaching involving issues related to the environment and sustainable development. They can be seen as alternatives to reflect on, oppose or support when planning lessons or formulating ideas. The strengths and shortcomings of the traditions are discussed in relation to two interconnected premises: that environmental and sustainability issues are value issues and that they should be dealt with democratically.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge Studies in Sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74391 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Van Poeck, K., Östman, L. & Öhman, J. (2019). Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 153-161). Milton Park and New York: Routledge
Open this publication in new window or tab >>Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 153-161Chapter in book (Refereed)
Abstract [en]

This chapter focuses on teachers’ influence on students’ ethical and moral learning and, in particular, on how teachers can promote students’ growth as moral subjects in environmental and sustainability education (ESE) practice. It describes and discusses a variety of ‘ethical moves’, i.e. actions performed by a teacher that open up a space for articulating moral reactions and deliberating on ethical opinions. Six types of ethical moves are distinguished: clarifying ethical moves, articulating ethical moves, evaluating ethical moves, testing ethical moves, controversy-creating ethical moves and hierarchizing ethical moves. By performing such moves, the authors argue and illustrate, teachers can turn students’ moral experiences into fruitful drivers for pluralistic ESE by enabling students to express and share moral experiences and standpoints, to articulate ethical differences and controversies and to reflect and deliberate on moral reactions and dilemmas.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74397 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Öhman, M. & Öhman, J. (2019). Power and governance in environmental and sustainability education practice. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 185-193). Milton Park and New York: Routledge
Open this publication in new window or tab >>Power and governance in environmental and sustainability education practice
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 185-193Chapter in book (Refereed)
Abstract [en]

This chapter focuses on how the subject content that is highlighted in school can be understood in terms of power. In Foucault’s notion of power, power is not a question of who has, hold or exercises power. Power is seen as embodied in people’s everyday actions, for example the content (knowledge, norms and values) that is offered to students in a teaching situation. The chapter explains how the subject content guides students in certain directions and thereby favours certain ways of thinking and acting, which in turn create opportunities and restraints for students to understand and look at themselves and their environment in specific ways. The teaching practice in a school subject is often rooted in habits and traditions, and we often regard the content as natural and obvious. By highlighting the power dimension, the authors want to offer teachers a way of reflecting on the consequences of the choice of content. The chapter is illustrated with examples of classroom practices in environmental and sustainability education.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74399 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Östman, L., Van Poeck, K. & Öhman, J. (2019). Principles for sustainable development teaching. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 40-56). Milton Park and New York: Routledge
Open this publication in new window or tab >>Principles for sustainable development teaching
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 40-56Chapter in book (Refereed)
Abstract [en]

This chapter focuses on how sustainability issues bring about specific challenges for teaching. The authors highlight the need to move beyond traditional ‘schooling’ practices and formulate five principles for designing sustainable development teaching: (1) create engagement for the content of teaching, (2) use the right focus for the teaching, (3) deal with local sustainability problems, (4) stress pluralism and (5) include ethical and political dimensions. These principles are based on a pragmatist, transactional didactic theory that understands learning and teaching in terms of action. Learning is approached as a process of meaning-making that takes into account both prior experiences and the specificity of a particular learning situation and that results in a more developed and specific repertoire for coordinating activities with the surrounding world. It is about extended possibilities to act. A vital aspect of learning is inquiry, which involves both action and reflection as inseparable activities. This perspective on teaching and learning makes it possible to stress pluralism and the ethical and political dimension of sustainability issues without falling into an anything-goes attitude.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019
Series
Routledge studies in sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74390 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
Van Poeck, K., Östman, L. & Öhman, J. (Eds.). (2019). Sustainable Development Teaching: Ethical and Political Challenges. Milton Park and New York: Routledge
Open this publication in new window or tab >>Sustainable Development Teaching: Ethical and Political Challenges
2019 (English)Collection (editor) (Refereed)
Abstract [en]

The aim of this book is to support and inspire teachers to contribute to much-needed processes of sustainable development and to develop teaching practices and professional identities that allow them to cope with the specificity of sustainability issues and, in particular, with the teaching challenges related to the ethical and political dimension of environmental and sustainability education.

Bringing together recent scholarship on the topic, this book translates state-of-the-art academic research into teaching models, methods and tools. Starting with an outline of the challenge of sustainability, it offers insights and models for understanding the interesting yet ambiguous concept of ‘sustainable development’ and the complex process of transforming society in a more sustainable direction (Part I). It then goes on to provide a guide to preparing courses and lessons as well as tools for reflection about teaching practices and the multiplicity of approaches to addressing ethical and political challenges in sustainable development teaching (Part II). Finally, the book offers useful conceptual frameworks, models and typologies about the concrete design and implementation of sustainable development teaching (Part III).

This book will be essential reading for students of education, as well as teachers in compulsory and higher education and sustainability education researchers.

Place, publisher, year, edition, pages
Milton Park and New York: Routledge, 2019. p. 264
Series
Routledge Studies in Sustainability
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74389 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-05-24 Created: 2019-05-24 Last updated: 2019-05-29Bibliographically approved
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