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  • 1. Andersson, Rickard
    et al.
    Arvidsson, MalinBartonek, AndersBengtsson, BeatriceCarleheden, MikaelÖrebro University, School of Humanities, Education and Social Sciences.Eriksson, MikaelGundenäs, HenrikGustafsson, NilsHagen, NiclasKnaggård, ÅsaLindgren, JohanMukhtar-Landgren, DaliaNiklasson, BirgittaSchenk, Anett
    Demokrati och expertstyre:  2009Collection (editor) (Other (popular science, discussion, etc.))
  • 2.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Askestism, organisation och autenticitet: om den strukturella omvandlingen av modern livsföring i väst2007In: Livsföring: ett sociologiskt grundbegrepp / [ed] Carl-Göran Heidegren, Mikael Carleheden, Bo Isenberg, Malmö: Liber , 2007, 89-119 p.Chapter in book (Other academic)
    Abstract [en]

    In this article a concept of structural transformation is worked out and applied on the history of modernity. It involves a distinction between abstract modernity and epochs of realized modernities. The general theory of a structural transformation of modernity is applied on a special case; the transformation of the modern conduct of life in the West. The Weberian concept 'conduct of life' is today almost forgotten, but the author argues that it is a very useful conceptual tool for grasping crucial aspects of everyday life. These theoretical points of departure are then related to some classical American sociological investigations, but also to recent investigations. The result is a division of the history of conduct of life in Western modernity in three different epochs: the age of asceticism, the age of organization and the age of authenticity.

  • 3.
    Carleheden, Mikael
    Örebro University, School of Humanities, Education and Social Sciences.
    Bauman on politics: stillborn democracy2008In: The sociology of Zygmunt Bauman: challenges and critique / [ed] Michael Hviid Jacobsen, Poul Poder, Aldershot: Ashgate , 2008, 175-192 p.Chapter in book (Other academic)
  • 4.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Den demokratiske illusions kollaps?: Om Zygmunt Baumans politiske sociologi2006In: Om Bauman: kritiske essays / [ed] Michael Hviid Jacobsen, Poul Poder, København: Hans Reitzels Forlag, 2006, 239-282 p.Chapter in book (Other academic)
  • 5.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Den dödfödda demokratin?: Om Zygmunt Baumans politiska teori2006In: Om demokratins villkor: volym 1 / [ed] Mats Ekström et al., Örebro: Örebro universitet , 2006, 31-61 p.Chapter in book (Other academic)
  • 6.
    Carleheden, Mikael
    Örebro University, School of Humanities, Education and Social Sciences.
    Det andra moderna: Om Jürgen Habermas och den samhällsteoretiska1996Doctoral thesis, monograph (Other academic)
  • 7.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Fostran till frihet: skolans demokratiska värdegrund ur ett habermasianskt perspektiv2007In: Utbildning som kommunikation: deliberativa samtal som möjlighet / [ed] Tomas Englund, Göteborg: Daidalos , 2007, 109-143 p.Chapter in book (Other academic)
    Abstract [en]

    Education has never only been about teaching facts about the world. It has also always been about passing on values to pupils. This aspect of teaching is not fulfilled if pupils only learn the meaning of the favoured values. A teacher should also be able to make his or her pupils believe in them and to act according to them. Thus, teaching is also a kind of political socialisation. The values taught change historically and this change is related to the political history of a society. The point of departure of this article is the fact that it is currently possible to observer signs of such a value transformation. School children are not anymore to become good national patriots, atomistic possessors of negative rights or loyal cogs in the welfare state machinery, but democratic citizens in a radical sense. This article takes Jürgen Habermas’ political theory in Faktizität und Geltung as its point of departure. With the help of Habermas the above-mentioned value transformation will be interpreted and his understanding of democratic citizenship will be discussed. The aim of the article is to use Habermas’ theory to give a general idea of the possibility and meaning of a normative education of democratic citizens.

  • 8.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    John Sitton: Habermas and contemporary society2006In: Acta Sociologica, ISSN 0001-6993, E-ISSN 1502-3869, Vol. 49, no 1, 113-114 p.Article, book review (Other academic)
  • 9.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Jürgen Habermas:  det postnationale samfund - om Habermas, globalisering og demokrati2001In: Tradition og fornyelse: en problemorienteret teorihistorie for sociologien / [ed] Michael Hviid Jacobsen, Mikael Carleheden, Sören Kristiansen, Aalborg: Aalborg Universitetsforlag , 2001, 405-430 p.Chapter in book (Other academic)
  • 10.
    Carleheden, Mikael
    Örebro University, School of Humanities, Education and Social Sciences.
    Kritisk teoretisk metodologi eller konsten att bedriva teoretisk och normativ forskning2007Report (Other academic)
    Abstract [sv]

    Inom vetenskapsteorin är sedan länge tesen om faktas teoriberoende väletablerad, men i den vetenskapliga praktiken tenderar snarast teori och empiri att fragmentiseras. För att undvika detta måste vi först närmare undersöka vad som logiskt skiljer dessa verksamheter åt. I grundutbildning lär vi våra studenter å ena sidan vad olika teorier innebär, å den andra hur man går tillväga för att empiriskt nå kunskap om samhället. Vi lär dem däremot sällan något om teoretisk metodologi. I denna artikel vill jag, för det första, undersöka hur man gör när man konstruerar teorier. Vidare är det få som på vetenskapsteoretisk nivå längre hävdar att man kan och bör rensa ut värderingar från vetenskapligt arbete. Vi är mitt uppe i en ”normative turn” inom samhällsvetenskapen. Men även här är det fortfarande ofta oklart hur man gör när man forskar normativt. Det är något vi mycket sällan lär ut till våra studenter. Jag vill i denna artikel, för det andra, undersöka innebörden av normativ forskning i ett samhällsvetenskapligt sammanhang. Min grundläggande tes är att normativ forskning måste ses som en slags underavdelning till teoretisk forskning. Medan empirisk forskning i hög grad bygger på tankeoperationer så som induktion och deduktion så bygger teoretisk och normativ forskning snarare på en annan typ av tankeoperationer, nämligen retroduktion och abduktion. I min argumentation använder jag mig i första hand av Jürgen Habermas och Roy Bhaskar.

  • 11.
    Carleheden, Mikael
    Örebro University, School of Humanities, Education and Social Sciences.
    Om vetenskapliga allmänningar2009In: Sociologisk forskning, ISSN 0038-0342, Vol. 46, no 2, 79-80 p.Article in journal (Other (popular science, discussion, etc.))
  • 12.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Social ojämlikhet och kulturell missaktning: två utmaningar för den deliberativa demokratimodellen2007In: Utbildning som kommunikation: deliberativa samtal som möjlighet / [ed] Tomas Englund, Göteborg: Daidalos , 2007, 169-204 p.Chapter in book (Other academic)
    Abstract [en]

    The importance of Jürgen Habermas’ theory of democracy has increasingly been recognized also in an educational context. His theory seems to be able to give a convincing answer not only to the question of what contemporary pupils should learn in order to become democratic citizens, but also of how teaching should be structured in order to avoid that the content of citizen education contradicts its methods. Answers inspired by Habermas’ way of thinking are normative, but it is a kind of kind of normativity that takes its point of departure in the current transformation of both political convictions and structures.

     

    In this chapter I discuss important criticisms directed against Habermas’ democratic theory, which are relevant in an educational context. I use these criticisms as tools to develop the theory so that it can overcome its weaknesses. Critics of the deliberative model have claimed that it presupposes an idealization of the communicative situation. The model, according to these critics, neglects the fact that we today still live in a society which is characterized by structural discrimination and power relationships of different kinds. I address two of the most central examples of discrimination which in different ways tend to exclude persons from deliberation, that is, social inequality and cultural disrespect. Thus, the main question of this chapter is: Can the deliberative model of democracy handle the fact that we live in a society characterized by inequality and disrespect? My answer is that it has better potentials to do that than other important models of democracy, but only if it is modified in certain ways.

  • 13.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Sociologförbundet har ordet2007In: Sociologisk forskning, ISSN 0038-0342, no 4, 85-86 p.Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Sociologförbundet har ordet2006In: Sociologisk forskning, ISSN 0038-0342, no 3, 89-90 p.Article in journal (Other (popular science, discussion, etc.))
  • 15.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    Subjektivitetens intersubjektiva förutsättningar2007In: Social interaktion: förutsättningar och former / [ed] Mikael Carleheden, Rolf Lidskog, Christine Roman, Malmö: Liber , 2007, 65-82 p.Chapter in book (Other academic)
  • 16.
    Carleheden, Mikael
    Örebro University, Department of Social and Political Sciences.
    The transformation of our conduct of life: one aspect of the three epochs of western modernity2007In: Modernity at the beginning of the 21st century / [ed] Volker H. Schmidt, Newcastle: Cambridge Scholars Publishing , 2007, 62-88 p.Chapter in book (Other academic)
    Abstract [en]

    In this chapter a concept of structural transformation is worked out and applied on the history of modernity. It involves a distinction between abstract modernity and epochs of realized modernities. The general theory of a structural transformation of modernity is applied on a special case; the transformation of the modern conduct of life in the West. The Weberian concept 'conduct of life' is today almost forgotten, but the author argues that it is a very useful conceptual tool for grasping crucial aspects of everyday life. These theoretical points of departure are then related to some classical American sociological investigations, but also to recent investigations. The result is a division of the history of conduct of life in Western modernity in three different epochs: the age of asceticism, the age of organization and the age of authenticity.

  • 17.
    Carleheden, Mikael
    Örebro University, School of Humanities, Education and Social Sciences.
    The transformation of our conduct of life: One aspect of the three epochs of Western modernity2006In: Distinktion Scandinavian Journal of Social Theory, ISSN 1600-910X, E-ISSN 2159-9149, no 13, 55-75 p.Article in journal (Refereed)
    Abstract [en]

    In this article a concept of structural transformation is worked out and applied on the history of modernity. It involves a distinction between abstract modernity and epochs of realized modernities. The general theory of a structural transformation of modernity is applied on a special case; the transformation of the modern conduct of life in the West. The Weberian concept 'conduct of life' is today almost forgotten, but the author argues that it is a very useful conceptual tool for grasping crucial aspects of everyday life. These theoretical points of departure are then related to some classical American sociological investigations, but also to recent investigations. The result is a division of the history of conduct of life in Western modernity in three different epochs: the age of asceticism, the age of organization and the age of authenticity.

  • 18.
    Carleheden, Mikael
    Örebro University, School of Humanities, Education and Social Sciences.
    Towards democratic foundations: A Habermasian perspective on the politics of education2006In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Journal of Curriculum Studies , ISSN 1366-5839 online, Vol. 38, no 5, 521-543 p.Article in journal (Refereed)
    Abstract [en]

    A central aspect of education has always been the passing on of norms and values. This task is not fulfilled if pupils only learn the meaning of established norms and values. It is also about making pupils believe in them and to act according to them. Thus, teaching is also a kind of political socialization. The values taught change historically and this change is related to the political history of a society. Western societies currently are in the middle of a normative transformation. The question is which normative significance this general social transformation has for contemporary education. The answer is that schools should make a radicalized understanding of democratic citizenship its normative foundation. Jürgen Habermas’s theory of democracy is the general point of departure.

  • 19.
    Carleheden, Mikael
    Örebro University, School of Humanities, Education and Social Sciences.
    Är demokrati möjligt i komplexa samhällen?2009In: Fronesis, ISSN 1404-2614, no 29, 8-24 p.Article in journal (Other academic)
  • 20.
    Carleheden, Mikael
    et al.
    Örebro University, Department of Social and Political Sciences.
    Lidskog, Rolf
    Örebro University, Department of Social and Political Sciences.
    Roman, Christine
    Örebro University, Department of Social and Political Sciences.
    Inledning2006In: Social interaktion: förutsättningar och former / [ed] Mikael Carleheden, Rolf Lindskog, Christine Roman, Malmö: Liber, 2006, 1, 11-16 p.Chapter in book (Other academic)
  • 21.
    Carleheden, Mikael
    et al.
    Örebro University, Department of Social and Political Sciences.
    Lidskog, RolfÖrebro University, Department of Social and Political Sciences.Roman, ChristineÖrebro University, Department of Social and Political Sciences.
    Social interaktion: förutsättningar och former2007Collection (editor) (Other academic)
  • 22.
    Ekström, Mats
    et al.
    Örebro University, Department of Humanities.
    Carleheden, MikaelÖrebro University, Department of Social and Political Sciences.Gidlund, GullanÖrebro University, Department of Social and Political Sciences.Gustavsson, BerntÖrebro University, Department of Education.Horgby, BjörnÖrebro University, Department of Humanities.Ljungvall, LisaÖrebro University, Department of Education.Roman, ChristineÖrebro University, Department of Social and Political Sciences.von Wright, MoiraÖrebro University, Department of Education.
    Om demokratins villkor: volym 12006Collection (editor) (Other academic)
  • 23.
    Ekström, Mats
    et al.
    Örebro University, Department of Humanities.
    Carleheden, MikaelÖrebro University, Department of Social and Political Sciences.Gidlund, GullanÖrebro University, Department of Social and Political Sciences.Gustavsson, BerntÖrebro University, Department of Education.Horgby, BjörnÖrebro University, Department of Humanities.Ljungvall, LisaÖrebro University, Department of Education.Roman, ChrsitineÖrebro University, Department of Social and Political Sciences.von Wright, MoiraÖrebro University, Department of Education.
    Om demokratins villkor: volym 22006Collection (editor) (Other academic)
  • 24.
    Engdahl, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Carleheden, Mikael
    Sociologisk institut, Köpenhamns universitet.
    The transformation of alienation within modern society2010Conference paper (Refereed)
    Abstract [en]

    Sociology arose around 1900 as a response to the general need to understand the ongoing transition from 'traditional' to 'modern' society and the many social problems (anomie, alienation, disenchantment, inequality, exclusion, etc) which had their base in this groundbreaking transformation. While the distinction between 'tradition' and 'modernity' was fundamental for early sociology as a discipline, a number of contemporary social scientists question the sufficiency of such a distinction. One problem is that the distinction implies that the last major transformation of Western societies occurred some hundred years ago and that subsequent social change has only been a question of gradual modifications.

    These contemporary scholars suggest instead that transformations of social institutions and of cognitive and normative convictions within modernity are so fundamental that the history of modern societies itself must be divided into different epochs. Today, distinctions such as between 'early' and 'late' (or 'high') modernity (Giddens), modern and 'postmodern' society (Lyotard), 'first' and 'second modernity' (Beck), 'solid' and 'liquid' modernity (Bauman) have become widespread. Recently it has also been argued that the history of modernity should been divided into three rather than two epochs (Wagner, Boltanski & Chiapello).

    In our paper we develop a three part model of structural transformation within modern society on a micro-level. The central aim of the paper is to apply this model on the social significance of self-realization. This includes an investigation of the meaning of failed self-realization in the three different epochs of modernity. We understand alienation here as failed self-realization and thus conceptualize three modern forms of self-alienation as counterparts to the three different forms of self-realization. 

  • 25.
    Heidegren, Carl-Göran
    et al.
    Lunds Universitet, Sociologiska institutionen.
    Carleheden, MikaelÖrebro University, Department of Social and Political Sciences.Isenberg, BoLunds Universitet, Sociologiska institutionen.
    Livsföring: ett sociologiskt grundbegrepp2007Collection (editor) (Other academic)
  • 26.
    Hviid Jacobsen, Michael
    et al.
    Aalborgs universitet.
    Carleheden, MikaelÖrebro University, Department of Social and Political Sciences.Kristiansen, SørenAalborgs universitet.
    Tradition og fornyelse: en problemorienteret teorihistorie for sociologien2001Collection (editor) (Other academic)
1 - 26 of 26
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