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Ryms erfarenheten och handlingens kontinuitet i skolan?: Om Deweys kontinuitetsprincip i relation till likvärdighet och kunskap
Örebro University, Department of Education.ORCID iD: 0000-0001-5554-6041
2004 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 1, p. 87-109Article in journal (Refereed) Published
Abstract [sv]

The article sets out to discuss John Dewey's notion of the principle of continuity and what this principle means in relation to experience, action and growth. The aim is to discuss if the principle of continuity can be a friutful contribution to a discussion about how activities in school can be understood. The article tries to open up for a wider interpretation of the concept of knowledge as an alternative to a more technical approach to results. The significance of the continuity of action and experience might provide means of regarding equivalence as a potentiality, as a willingness to continously move on to more qualitative experiences which at the same time will lead to the unknown, to the experience beyond habit.

Place, publisher, year, edition, pages
2004. Vol. 13, no 1, p. 87-109
Keywords [en]
utbildningspolitik, likvärdighet, pragmatism
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-4123OAI: oai:DiVA.org:oru-4123DiVA, id: diva2:138422
Available from: 2007-11-04 Created: 2007-11-04 Last updated: 2017-12-14Bibliographically approved

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Wahlström, Ninni

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