oru.sePublications
Change search
Refine search result
12 1 - 50 of 83
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Uppsala universitet.
    Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

    The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.

     

  • 2.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Uppsala universitet.
    Tema: Didaktiska undersökningar2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 5-10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.

  • 3. Almqvist, Jonas
    et al.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, Department of Education.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Pragmatic investigation: studies of meaning-making in educational practices2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.

  • 4.
    Andersson, Erik
    et al.
    School of Health and Education, University of Skövde, Skövde, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Young people’s conversations about environmental and sustainability issues in social media2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 465-485Article in journal (Refereed)
    Abstract [en]

    Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.

  • 5.
    Andersson, Karin
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Moral relations in encounters with nature2015In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 15, no 4, p. 310-329Article in journal (Refereed)
    Abstract [en]

    The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein’s language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bring- ing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games. 

  • 6.
    Andersson, Pernilla
    et al.
    Environmental Studies, Södertörn University, Huddinge, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Logics of business education for sustainability2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 4, p. 463-479Article in journal (Refereed)
    Abstract [en]

    This paper explores various kinds of logics of‘business education for sustainability’and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education.Our results also showhow the different logics position the subject business person differently, as one who adapts to,adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.

  • 7.
    Andersson, Pernilla
    et al.
    Södertörns högskola, Stockholm, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Östman, Leif
    Uppsala universitet, Uppsala, Sweden.
    A business to change the world: moral responsibility in textbooks for international economics2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 79-96Article in journal (Refereed)
  • 8. Bladh, Gabriel
    et al.
    Boman, Mattias
    Emmelin, Lars
    Ernerfeldt Burman, Lena
    Haraldson, Anna-Lena
    Henningsson, Silvia
    Lindhagen, Anders
    Lundmark, Linda
    Mattsson, Leif
    Müller, Dieter K.
    Norman, Johan
    Petersson Forsberg, Lena
    Sandberg, Mattias
    Stenseke, Marie
    Öhman, Johan
    Örebro University, Department of Education.
    Vara i naturen: varför eller varför inte? Delresultat från en nationell enkät om friluftsliv och naturturism i Sverige2008Report (Other academic)
    Abstract [sv]

    Detta är en av fyra rapporter som ger en översiktlig bild av resultaten från en nationell enkätundersökning om friluftsliv och naturturism i Sverige. Studien är genomförd av forskningsprogrammet Friluftsliv i förändring. Resultaten som presenteras här fokuserar bl a på vilka som är ute i naturen och vilka aktiviteter man ägnar sig åt.

  • 9.
    Boström, Magnus
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Berg, Monika
    Örebro University, School of Humanities, Education and Social Sciences.
    Gustafsson, Karin M
    Örebro University, School of Humanities, Education and Social Sciences.
    Gustavsson, Eva
    Örebro University, School of Humanities, Education and Social Sciences.
    Hysing, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Lidskog, Rolf
    Örebro University, School of Humanities, Education and Social Sciences.
    Löfmarck, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Ojala, Maria
    Örebro University, School of Law, Psychology and Social Work.
    Olsson, Jan
    Örebro University, School of Humanities, Education and Social Sciences.
    Singleton, Benedict E
    Swedish Biodiversity Centre, Swedish University of Agricultural Sciences, Uppsala, Sweden.
    Svenberg, Sebastian
    Örebro University, School of Humanities, Education and Social Sciences.
    Uggla, Ylva
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach2018In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 12, article id 4479Article in journal (Refereed)
    Abstract [en]

    Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

  • 10.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Öhman, Johan
    Örebro University, Department of Education.
    Östman, Leif
    Örebro University, Department of Education.
    Deliberative communication for sustainability?: A Habermas-inspired pluralistic approach2008In: Sustainability and security within liberal societies: Learning to live with the future, London: Routledge , 2008, p. 29-45Chapter in book (Other academic)
    Abstract [sv]

    The purpose of the chapter is to develop Jürgen Habermas's idea of deliberation into a model of deliberative communication in relation to issues of sustainable development and security education

  • 11.
    Klaar, Susanne
    et al.
    Örebro University, School of Humanities, Education and Social Sciences. Humanities and Informatics, University of Skövde, Skövde, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Action with friction: a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool2012In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 20, no 3, p. 439-454Article in journal (Refereed)
    Abstract [en]

    Research into preschool education has paid a lot of attention to investigating children’s conceptual development and cognitive learning aboutnature, with methods based on observations and verbal interviews before and after a teaching period. The purpose of this study has been to present and illustrate an approach that facilitates the analysis of practical meaning making in Early Childhood Education. The study is largely based on John Dewey’s pragmatism and has a particular focus on his use of transaction, functional coordination, inquiry, educative experience and nature. In this context meaning making is understood as the growing, learning process that contributes to further actions in extended ways. A transactional approach to physical experiences, with a focus on analyses of toddlers’ bodily actions in nature encounters, is illustrated by a video recording of a toddler’s encounter with icy and clay surfaces. This encounter was analysed using Practical Epistemological Analysis. Toddlers’ inquiry processes were studied with a specific focus on functional coordination, i.e. relations between different actions and their consequences when meeting the environment. The methodological approach contributes to further research by focusing on practical and physical learning processes. It can also be seen as a contribution to Early Childhood Science Education by showing the relation between previous experiences of natural phenomena and meaning making for further actions in extended ways.

  • 12.
    Klaar, Susanne
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Children’s meaning making of nature in an outdoor-oriented and democratic Swedish preschool practice2014In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, no 2, p. 229-253Article in journal (Refereed)
    Abstract [en]

    Previous research has shown that the Swedish preschool educational tradition is characterised by outdoor-oriented and democratic approaches. The purpose of this study is to empirically investigate what consequences these approaches have for preschool children's meaning-making of nature, when studied in practice, in children's spontaneous outdoor activities. The methodology is based on John Dewey's pragmatism with a specific focus on transaction, habits and customs. A transactional analysis method has been developed to fulfil the purpose of the investigation. The analysis illuminates relations between: (1) the Swedish preschool's educational tradition in terms of national customs; and (2) the local customs expressed in practice. Fifty-seven events were chosen for further analysis including play with water and sand, and sliding on snow. Consequences for children's meaning-making of nature are shown as possibilities for experience-based inquiry based on children's own choices and also for enjoying and feeling good in nature. The results show fewer possibilities for scientific concept learning. The results can thus be seen as a contribution to the early childhood educational discussion about how to arrange learning situations of natural phenomena and processes in preschools and at the same time maintain their democratic/outdoor-oriented characteristics

  • 13.
    Klaar, Susanne
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning2013Manuscript (preprint) (Other academic)
    Abstract [en]

    Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers’ teaching and children’s learning in preschool practice, both in terms of educative processes and nature oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged 1-3) were video-recorded, transcribed and analysed. The methodology is based on John Dewey’s pragmatic philosophy. Here, Epistemological Move Analysis, oriented toward teachers’ guiding processes as moves, and Substantive Learning Quality Analysis, oriented toward multidimensional learning qualities, are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.

  • 14.
    Klaar, Susanne
    et al.
    Örebro University, School of Humanities, Education and Social Sciences. University of Skövde, Skövde, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning2014In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 22, no 1, p. 37-58Article in journal (Refereed)
    Abstract [en]

    Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers’ teaching and children’s learning in preschool practice, both in terms of educative processes and nature-oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed. The methodology is based on John Dewey’s pragmatic philosophy. Here, epistemological move analysis (oriented towards teachers’ guiding processes as moves) and substantive learning quality analysis (oriented towards multi-dimensional learning qualities) are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.

  • 15.
    Kronlid, David O
    et al.
    Uppsala universitet, Uppsala, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    An environmental ethical conceptual framework for research on sustainability and environmental education2013In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 1, p. 21-44Article in journal (Refereed)
    Abstract [en]

    This article suggests that environmental ethics can have great relevance for environmental ethical content analyses in environmental education and education for sustainable development research. It is based on a critique that existing educational research does not reflect the variety of environmental ethical theories. Accordingly, we suggest an alternative and more nuanced environmental ethical conceptual framework divided into Value-oriented Environmental Ethics and Relation-oriented Environmental Ethics and present two pragmatic schedules for analyses of the value and relation contents of e.g. classroom conversations, textbooks and policy documents. This framework draws on a comparative reading of some 30 key books and 20 key articles in academic journals in the field of environmental philosophy and reflects main traits in environmental ethics from the early 1970s to the present day.

  • 16.
    Kronlid, David O.
    et al.
    Institutionen för didaktik, Uppsala universitet, Uppsala, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Tankeredskap för klimatididaktiska val2010In: Klimatdidaktik: att undervisa för framtiden / [ed] David O. Kronlid, Stockholm: Liber, 2010, 1, p. 146-163Chapter in book (Other (popular science, discussion, etc.))
  • 17. Kronlid, David
    et al.
    Öhman, Johan
    Örebro University, Department of Education.
    Friman, Eva
    Lärande och utbildning för hållbar utveckling2008In: Hållbar utveckling och lärande: inspirationsskrift för universitetslärare / [ed] Eva Friman, Carina Borgström Hansson, Solna: Världsnaturfonden WWF , 2008, 1, p. 9-14Chapter in book (Other (popular science, discussion, etc.))
  • 18.
    Larsson, Christina
    et al.
    Örebro University, School of Music, Theatre and Art.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Music improvisation as an aesthetic event: Towards a transactional approach to meaning-making2018In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 3, no 1, p. 121-181Article in journal (Refereed)
    Abstract [en]

    Improvisation in general music education is still a somewhat underdeveloped practice. Moreover, attempts to justify its place in the curriculum have often focused solely on its (measurable) outcomes. In this article, we claim that a deeper understanding of students' meaning-making processes in experiences of improvisation is necessary in order to develop improvisation practice and research. The purpose of this article is to offer a music education perspective on improvisation based on John Dewey's transactional perspective on aesthetic experience and meaning-making. Related to this, we suggest and illustrate a Practical Epistemology Analysis (PEA) as a way of analysing meaning-making in music improvisation within general music education. The method of analysis is illustrated by vignettes from video analyses of music lessons in two Swedish schools with pupils aged 9-10 and their free improvisations. The vignettes show how PEA enables analyses of situated meaning-making in the progress of the pupils' improvisation activities. Further, the transactional perspective makes educational values of improvisation visible, such as musical and personal agency, and elucidates cognitive, embodied and ethical aspects of musical meaning-making.

  • 19.
    Læssøe, Jeppe
    et al.
    The Danish School of Education/Aarhus University, Aarhus, Denmark .
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Learning as democratic action and communication: framing Danish and Swedish environmental and sustainability education2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 1-7Article in journal (Other academic)
  • 20.
    Nicklas, Lindgren
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    A posthuman approach to human-animal relationships: advocating critical pluralism2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Refereed)
    Abstract [en]

    This paper contributes to the debate about the absence of nonhuman animals (The term ‘nonhuman animal’ is used to emphasise the interconnection with the human being, viewed as a human animal. Using this terminology does not avoid a homogenising, stereotyping and simplifying of a multiplicity of animal (and human) beings. Nonetheless, we think that such a ‘simplification’ of concepts is inescapable in academic discussions concerning humans and nonhuman animals.) in environmental and sustainable education (ESE) and the challenge of the anthropocentric characterisation of European education. Relating to the debate about a pluralistic approach in ESE as a ‘one-species only pluralism’, we draw on Val Plumwood’s ecofeministic dialogical interspecies ethics and Rosi Braidotti’s understanding of a posthuman/ nomadic subjectivity. By regarding ‘difference’ as a constituting force, we present a ‘critical pluralistic’ approach to human-animal relationships in ESE. Instead of drawing new lines of moral consideration for nonhuman beings, an ethical and political appreciation of what nonhuman others can do in ESE is suggested. Recommendations for educational practice are to recognise nonhuman agency to reveal political and ethical dimensions, recognise the agency of non-living animals and stay in conflicts and ‘study up’ and develop an immanent critique, which could lead to alternative pedagogical approaches to human-animal relationships in different cross-curricula settings.

  • 21.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Perspektiv på hälsa2000Report (Other academic)
  • 22.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Investigating learning in physical education2009Conference paper (Refereed)
  • 23.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Investigating learning in physical education: a transactional approach2011In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 16, no 2, p. 159-177Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to suggest and describe a methodological approach for studies of learning within school physical education (PE) in order to investigate and clarify issues of learning in an embodied practice. Drawing on John Dewey’s work, and especially his use of the concept transaction, a transactional approach is suggested as a way of developing an action-orientated method necessary for investigating learning in PE. The approach is illustrated by extracts from a video analysis of a PE lesson in Sweden, and shows how an analytical focus on meaning making, actions, events and participators in meaning-making processes can help to overcome methodological challenges related to dualist and cognitivist approaches and reach a deeper knowledge of student learning issues in PE.

  • 24.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Friluftsliv, hälsa och livskvalitet2007In: Friluftslivets pedagogik: för kunskap, känsla och livskvalitet / [ed] Britta Brügge, Matz Glantz, Klas Sandell, Stockholm: Liber , 2007, 3, p. 195-208Chapter in book (Other (popular science, discussion, etc.))
  • 25.
    Rudsberg, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Classroom discussions: Students’ learning in argumentation about ethical and political aspects of sustainability issues2019In: 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.

  • 26.
    Rudsberg, Karin
    et al.
    Department of Curriculum Studies, Uppsala University, Uppsala, Sweden.
    Öhman, Johan
    Örebro University, Department of Education.
    Pluralism in practice: experiences from Swedish evaluation, school development and research2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 95-111Article in journal (Refereed)
    Abstract [en]

    In the international policy debate, environmental education and education for sustainable development seem to be moving away from a focus on behavioural modifications to more pluralistic approaches. This article illuminates a Swedish example of a strategic interplay between evaluation, development and research that relates to this shift, involving actors from schools, governmental agencies and researchers. The specific purpose of the research was to analyse and describe teachers' attempts to stimulate a pluralistic meaning-making process among their students in the context of education for sustainable development. The empirical material consisted of video-recorded lessons in secondary and upper secondary schools. In the analysis we used a methodological approach based on John Dewey's pragmatic philosophy and Ludwig Wittgenstein's first-person perspective on language. A concept called 'epistemological moves' has been used to clarify the actions that teachers perform in order to guide students in procedures of meaning-making. The analysis shows that the teachers perform a number of actions that make pluralistic meaning-making possible: encouraging the students to compare, specify, generalise and test their arguments under different circumstances. The teachers also encouraged the students to examine and evaluate different alternatives and be critical of their own statements. Finally, the findings are related to a perspective of democracy as a form of life.

  • 27.
    Rudsberg, Karin
    et al.
    Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    The role of knowledge in participatory and pluralistic approaches to ESEIn: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871Article in journal (Other academic)
  • 28.
    Rudsberg, Karin
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden. Department of Education, Uppsala University, Uppsala, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    The role of knowledge in participatory and pluralistic approaches to ESE2015In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 21, no 7, p. 955-974Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to investigate in situ the functions that knowledge has when used by students in argumentative discussions. The study is based on Dewey’s pragmatic perspective of knowledge, which means that knowledge gets its meaning in the activity at hand. The analyses are conducted using Transac- tional Argumentation Analysis, which is a combination of pragmatic meaning analysis and Toulmin’s argument pattern. The empirical material consists of video-recorded lessons from two seminars in a Swedish upper secondary school. The results show that knowledge plays a crucial role in the discussions. Six dif- ferent functions are identified: emphasising complexity, clarifying and correcting, highlighting conflicting interests, providing evidence in a counterargument, predicting the consequences and adding support to an earlier claim. Knowledge also has general functions, such as justifying a claim, and is part of a collective process aimed at understanding the issues discussed. Further, the students use knowledge from different disciplines, such as environmental studies, history, politics, biology and human geography.

  • 29.
    Rudsberg, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Östman, Leif
    Uppsala University, Uppsala, Sweden.
    A Transactional Perspective on Meaning-making: Democratic Discussions2017Conference paper (Refereed)
    Abstract [en]

    The purpose is to illustrate a method that facilitates investigations of students’ learning processes in classroom discussions through in situ studies. In environmental and sustainability education there has been a shift to more participatory approaches (see Englund, Öhman and Östman 2008; Huckle 2008). Participatory approaches focus on communication in order to stimulate a critical examination of different views in the debate about different questions and problems relating to the environmental issues. This means a relocation of the process of knowledge and value constitution from before to in the educational event. In this way education is expected to become more democratic and pluralistic. This has led to an increasing interest for student discussions and the importance of argumentation in discussions about environmental and socioscientific issues have been highlighted. The method has been developed in order to conduct investigations of, i) student’s learning progress in terms of the way the arguments are constructed and the knowledge content used, ii) the interplay between the intra-personal and inter-personal dimensions of meaning making, and iii) the role of knowledge in students’ argumentative discussions. The method, called transactional argumentation analysis, TAA, combines a transactional perspective on meaning making based on John Dewey’s pragmatic philosophy (1949/1991) and an argument analysis based on Toulmin’s argument pattern (1958/2003) (see further Rudsberg, Öhman & Östman, 2013). The direction of the students’ meaning making is analysed as the relations construed in and by action. Further, a functional interpretation of Toulmin’s argument pattern is used to clarify the meanings in terms of argumentative elements. The investigated conversations are characterised by a participatory educational practice concerning socioscientific issues. The discussions can be said to be open-ended, even though they follow specific rules for the ‘correct’ way of creating meaning, i.e., how to participate in a pluralistic act of communication about value-related issues. In this way the process is an essential part of the learning content and the examined practice can be seen as a way of learning to ‘live democratically’, which from a theoretical perspective relates to a view of democracy as a communicative activity – democracy as a life form.

  • 30.
    Rudsberg, Karin
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Östman, Leif
    Department of Education, Uppsala University, Uppsala, Sweden.
    Analyzing students' learning in classroom discussions about socioscientific issues2013In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 97, no 4, p. 594-620Article in journal (Refereed)
    Abstract [en]

    In this study, the purpose is to develop and illustrate a method that facilitates investigations of students' learning processes in classroom discussions about socioscientific issues. The method, called transactional argumentation analysis, combines a transactional perspective on meaning making based on John Dewey's pragmatic philosophy and an argument analysis based on Toulmin's argument pattern. This analytical method consists of three steps. In the first step, we analyze the direction of the students' meaning making, that is, the relations construed in and by action. In the second step, we use a functional interpretation of Toulmin's argument pattern to clarify the meanings in terms of argumentative elements. Finally, we investigate the students' learning progress, both in terms of the way the arguments are constructed and the knowledge content used, by comparing each student's arguments over time. The empirical material consists of a video-recorded lesson in a Swedish upper secondary school. Two examples of learning processes identified during the classroom discussion are described: learning to specify the conditions for one's claim and learning to find new solutions. These examples show that the suggested method can be used to identify the different kinds of learning progressions that take place during students' argumentative discussions.

  • 31.
    Sandell, Klas
    et al.
    Karlstads universitet, Karlstad, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    An educational tool for outdoor education and environmental concern2013In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 13, no 1, p. 36-55Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to suggest an outdoor education model that respects the need to critically discuss the general belief in a causal relationship between experiences of nature, environmentally-friendly attitudes and behavioural change, but that at the same time respects the legitimate claims on the part of outdoor education practice for concretisation and clarity. The foundation of this model consists of a combination of theoretical perspectives and models that have been generated through a number of Swedish interdisciplinary research projects concerning human interrelationships with the landscape during the last decade. The paper first focuses on the subtleties of environmental concern with the aid of an environmentally historic model of how care for nature and environmental protection successively developed during the last century. It then addresses different aspects of outdoor education by presenting two specific models: a model of two principally diverse motives for this education, and a model of three different approaches to the landscape when executing outdoor education. In the final section these models are assembled in a suggested model for outdoor education and environmental concern, and identify a handful of main educational paths. The paper concludes with a brief discussion about continued research and examples of what can be regarded as particularly important developments and additions to the suggested model.

  • 32.
    Sandell, Klas
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Johan
    Örebro University, Department of Education.
    Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective2008Conference paper (Other academic)
  • 33.
    Sandell, Klas
    et al.
    Karlstads universitet, Karlstad, Sweden.
    Öhman, Johan
    Örebro University, Department of Education.
    Educational potentials of encounters with nature: reflections from a Swedish outdoor perspective2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 1, p. 113-132Article in journal (Refereed)
    Abstract [en]

    Direct encounters with the natural environment have a long tradition in environmental education. Given that the role and character of these encounters are shaped by the approach taken to environmental or sustainability education, there is a risk that a shift towards pluralistic and political approaches will lead to a neglect of nature encounters. On the basis of an analysis of Swedish/Scandinavian outdoor and environmental history and current Swedish outdoor education practice, we suggest six potentials of encounters with nature: (1) an experience-based meaning of nature; (2) a relational ethical perspective; (3) the addition of a fourth perspective to sustainable development; (4) human ecology in practice; (5) sensing the quality of a simple life; and (6) democracy, identity and dwelling. We argue that these potentials widen the scope of environmental and sustainability education, while highlighting the need for a situated, dynamic and process-oriented concept of nature, rather than a static one in which nature is understood as a particular place or specific organisms.

  • 34.
    Sund, Louise
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Cosmopolitan perspectives on education and sustainable development: between universal ideals and particular values2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 13-34Article in journal (Refereed)
  • 35.
    Sund, Louise
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    On the need to repoliticise environmental and sustainability education: rethinking the post-political consensus2014In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 20, no 5, p. 639-659Article in journal (Refereed)
    Abstract [en]

    This article draws attention to the possibilities of the ongoing philosophical discussion about cosmopolitan universal values in relation to the normative challenges in environmental and sustainability education (ESE). The purpose of this paper is to clarify the philosophical problems of addressing universally sustainable responsibilities and values in ESE. Our arguments draw inspiration from the work of three poststructuralist scholars: we explore how Butler develops her claim that universal assertion requires a cultural translation, how Mouffe exposes the political in universal claim and how Todd argues that education needs to introduce students to a political language that enables them to critically reflect on their own and other groups’ values and actions. In the concluding part, we suggest the following guidelines for rethinking ESE: unmasking the political dimension, re-politicising education, seeing beyond the relativist and objectivist divide and using passion as a moving force.

  • 36.
    Sund, Louise
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Poststructural criticism of cosmopolitanism: implications for education for sustainable development2012Conference paper (Refereed)
    Abstract [en]

    This paper draws attention to the possibilities of the qualified philosophical discussion about a cosmopolitan dilemma in the development of ESD. We argue that one challenge facing the development of ESD is the finding of balanced ways to deal with the normativity dilemma that take both the search for universal claims and particular contexts seriously.

    Taking the perspective of educational philosopher Sharon Todd, we explore how postmodernist thinking and a poststructural perspective balance between the cultivation of universal values and individuals’ autonomous thinking, and relate these approaches to ESD. 

    Our claim is that ESD is in need of a critical discussion and exploration of ESD as a political project with dissonant voices that takes the particular human encounter into consideration.

  • 37.
    Sund, Louise
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Swedish teachers’ ethical reflections on a study visit to Central America2014In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 43, no 3, p. 316-331Article in journal (Refereed)
    Abstract [en]

    In this article we argue that culturally variable values and morals have a key role in educational initiatives that address a global dimension. The article suggests that looking at values and morals in relation to a teaching practice is a way of adding knowledge to this field. Our study inquires into how an intercultural experience can evoke ethical reflections on environmental and sustainability issues. The article is based on a qualitative empirical study of teachers’ experiences of a teacher development programme, where we analyse the variety of ethical reflections that emerge during a study visit to a Central American country. We build on a pragmatic analytical approach that takes John Dewey’s ethical thoughts on moral situations as a point of departure and deals with teachers’ ethical reflections in a way that takes the contextual and situated nature of morals into account.

  • 38.
    Sund, Louise
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Teachers’ ethical reflections on a North–South study visit2013Conference paper (Refereed)
  • 39.
    Teledahl, Anna
    et al.
    Örebro University, School of Humanities, Education and Social Sciences. Dalarna university.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    The Logic of Communication in Competency Frameworks for MathematicsManuscript (preprint) (Other academic)
  • 40.
    Tryggvason, Ásgeir
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education2019In: 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.

  • 41.
    Tryggvason, Ásgeir
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Den politiska dimensionen i samhällskunskapManuscript (preprint) (Other academic)
  • 42.
    Van Poeck, Katrien
    et al.
    Ghent University, Ghent, Belgium.
    Östman, Leif
    Uppsala University, Uppsala, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Ethical moves: How teachers can open-up a space for articulating moral reactions and deliberating on ethical opinions regarding sustainability issues2019In: 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.

  • 43.
    Van Poeck, Katrien
    et al.
    Ghent University, Ghent, Belgium.
    Östman, LeifUppsala University, Uppsala, Sweden.Öhman, JohanÖrebro University, School of Humanities, Education and Social Sciences.
    Sustainable Development Teaching: Ethical and Political Challenges2019Collection (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.

  • 44. Wickenberg, Per
    et al.
    Öhman, Johan
    Örebro University, Department of Education.
    Från undervisningsområde till etablerat forskningsfält: forskarnätverk som stöd och stimulans för mångvetenskaplig forskning om och för utbildning för hållbar utveckling2008In: Resultatdialog 2008: forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2008, , p. 111-118p. 111-118Conference paper (Other academic)
  • 45.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Att utbilda för hållbar utveckling: Ett pluralistiskt perspektiv2009In: Nycklar till framtiden: Lärande för hållbar utveckling / [ed] Mathias Demetriades och Cecilia Karlström, 2009, p. 9-19Conference paper (Other (popular science, discussion, etc.))
  • 46.
    Öhman, Johan
    Örebro University, Department of Health Sciences.
    Den etiska tendensen i utbildning för hållbar utveckling: meningsskapande i ett genomlevandeperspektiv2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The overall aim of this thesis is to contribute to the debate about Education for Sustainable Development (ESD), and provide a practical tool for teachers with which they can relate to ethical and moral learning in the ESD context. This aim is based on the ambition to develop an approach that takes its starting point from our practical experience of ethics and morals, inspired by the later works of Ludwig Wittgenstein and the transactional perspective developed by John Dewey. This implies that ethics and morals are regarded as a human tendency that is observable in action. The central method used to clarify ethical and moral meaning-making is, by the use of examples, to remind of common experiences of how this meaning-making appears in everyday situations. These clarifications are made in order to dissolve (rather than solve) philosophical problems, as well as to create new knowledge. The approach has been applied to four different studies. The first study focuses on the differences between three selective traditions in environmental education: fact-based, normative and pluralistic, with regard to the relationship between facts and values. It is argued that a pluralistic approach can be seen as way of relating facts and values in practice, and consequently that the democratic process neither precedes nor succeeds education but is an integral part of it, and that students therefore are constituted as citizens participating in the progress of sustainable development. The purpose of the second study is to suggest an approach that allows in situ analysis of how individuals’ prior experiences are included in the processes of moral meaning-making. A concrete example shows how individuals can transform the moral discourse in different situations. In the third study, it is suggested that the ethical tendency can be recognised as a communication in which certain values and actions are treated as if they were universally good and right. Three different kinds of situations in which this communication appears are highlighted: personal moral reactions, norms for correct behaviour and ethical reflections.The diverse conditions for learning in these situations are discussed, and specific notice is taken of the risk of indoctrination in ESD. The fourth study addresses the question of how to understand and deal with criticism in a pluralistic educational approach. Through reminders of how criticism appears in everyday practice, it is argued that criticism does not necessarily have to be understood theoretically. Criticism can also be seen as the diverse ways in which human beings morally react, encounter different norms and ethically reflect.

    List of papers
    1. Moral perspectives in selective traditions of environmental education: conditions for environmental moral meaning-making and students' constitution as democratic citizens
    Open this publication in new window or tab >>Moral perspectives in selective traditions of environmental education: conditions for environmental moral meaning-making and students' constitution as democratic citizens
    2004 (English)In: Learning to change our world?: Swedish research on education & sustainable development / [ed] Per Wickenberg ..., Lund: Studentlitteratur , 2004, p. 33-57Chapter in book (Other academic)
    Place, publisher, year, edition, pages
    Lund: Studentlitteratur, 2004
    National Category
    Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-3019 (URN)91-44-03566-7 (ISBN)
    Available from: 2006-02-03 Created: 2006-02-03 Last updated: 2017-10-18Bibliographically approved
    2. Developing the sociocultural perspective on moral meaning-making: the question of individual continuity and change
    Open this publication in new window or tab >>Developing the sociocultural perspective on moral meaning-making: the question of individual continuity and change
    (English)Manuscript (preprint) (Other academic)
    National Category
    Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-15699 (URN)
    Available from: 2011-05-25 Created: 2011-05-25 Last updated: 2017-10-17Bibliographically approved
    3. Clarifying the ethical tendency in education for sustainable development practice: a Wittgenstein-inspired approach
    Open this publication in new window or tab >>Clarifying the ethical tendency in education for sustainable development practice: a Wittgenstein-inspired approach
    2008 (English)In: Canadian Journal of Environmental Education, ISSN 1205-5352, Vol. 13, no 1, p. 57-72Article in journal (Refereed) Published
    Abstract [en]

    This article aims to contribute to the debate about the moral and ethical aspects of education for sustainable development by suggesting a clarification of ethics and morals through an investigation of how these aspects appear in educational practice. The ambition is both to point to the normative dangers of education for sustainable development and the possibilities to enhance pluralism. The Wittgenstein-inspired approach used means that ethics and morals are regarded as expressions of a particular human tendency--the ethical tendency--that is observable in communication. The findings suggest that the ethical tendency appears in three different kinds of situations: "personal moral reactions," "norms for correct behaviour," and "ethical reflections." We discuss the diverse learning conditions of these situations and take specific notice of the risk of indoctrination. (Contains 12 notes.)

    National Category
    Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-3021 (URN)
    Available from: 2006-02-03 Created: 2006-02-03 Last updated: 2017-12-14Bibliographically approved
    4. Pluralism and criticism in environmental education and education for sustainable development: a practical understanding
    Open this publication in new window or tab >>Pluralism and criticism in environmental education and education for sustainable development: a practical understanding
    2006 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 12, no 2, p. 149-163Article in journal (Refereed) Published
    Abstract [en]

    Education is presented with a challenge when faced with criticism of modern science and adoption of a pluralistic view of environmental education and education for sustainable development. In dealing with this challenge, a practical understanding inspired by the later works of Ludwig Wittgenstein is suggested as a complement to more traditional theoretical and analytical responses. Through reminders of how criticism appears in everyday practice, the article shows that criticism does not necessarily have to be understood solely by reference to specific theoretical positions, but can also be seen in terms of the diverse ways that human beings react morally, encounter different norms and conduct ethical reflection. In such a practical understanding, the question is not whether the criticism is correct or not in absolute terms but rather whether the opinions and perspectives have significance in people's lives. Criticism of modern science does not therefore appear to be a reason to exclude modern science, the proposal here being to acknowledge and embrace the criticism and the alternative views put forward by the critics. By means of a practical understanding, the opposition expected between criticism and pluralism can be dissolved, rather than solved.

    Place, publisher, year, edition, pages
    London: Taylor & Francis, 2006
    National Category
    Pedagogy
    Research subject
    Education
    Identifiers
    urn:nbn:se:oru:diva-3022 (URN)10.1080/13504620600688856 (DOI)
    Available from: 2006-02-03 Created: 2006-02-03 Last updated: 2017-12-14Bibliographically approved
  • 47.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    En respons till Swedish environmental and sustainability education research in the era of post-politics?2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 2, p. 123-129Article in journal (Refereed)
  • 48.
    Öhman, Johan
    Örebro University, Department of Education.
    Environmental ethics and democratic responsibility: a pluralistic approach to ESD2008In: Values and democracy in education for sustainable development: contributions from Swedish research / [ed] Johan Öhman, Malmö: Liber , 2008, p. 17-32Chapter in book (Other academic)
  • 49.
    Öhman, Johan
    Örebro University, Department of Education.
    Erfarenhet och meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 25-46Article in journal (Refereed)
    Abstract [sv]

    EXPERIENCE AND MEANING MAKING. The purpose of this article is to contribute to the progress of the sociocultural perspective on learning by suggesting an approach that allows for an in situ analysis of how individuals’ prior experiences take part in the processes of meaning making, and that also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey’s transactional perspective on meaning making and Wittgenstein’s first-person perspective on language use. The article contains an empirical example that illustrates this approach. The substantial knowledge resulting from this analysis shows how prior experiences are re-actualised in an event and thus participate in the process of meaning-making, as well as contributing to the substance of the meanings made.

  • 50.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Klimatundervisning: fakta, normer eller kritiskt tänkande?2010In: Sverige i nytt klimat: våtvarm utmaning / [ed] Birgitta Johansson, Stockholm: Forskningsrådet Formas, 2010, 1, p. 433-443Chapter in book (Other (popular science, discussion, etc.))
12 1 - 50 of 83
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf