• Becoming Virtuous : Character Education and the Problem of Free Will
  Dahlbeck, Johan Eds: Smeyers, Paul   Book chapter in International Handbook of Philosophy of Education : Springer Serie: Springer International Handbooks of Education; (2018)	Book chapter

  

  

  English abstract:

  How can we reconcile the fact that in order to act virtuously we appear to need to refer to the concept of a free will, while, at the same time, there are convincing philosophical arguments (aligned with a contemporary scientific understanding of natural causation) discrediting any viable notion of an unconstrained or uncaused will? Taking its cue from this important question, this chapter will proceed along the following lines. First, I aim to substantiate the link between contemporary character education and the concept of the free will so as to illustrate the interdependency between the two. Next, I will scrutinize the concept of a free will, raising some philosophical concerns about its validity in a contemporary educational context. This involves looking at the philosophical stakes involved in proposing a unique capacity to intervene with the causal order of nature. At this point, I will suggest that there is a way out of this conundrum, and I will continue by proposing a radically different understanding of the will, offered by the seventeenth century rationalist Spinoza. The chapter will close by looking at some of the practical consequences of grounding contemporary character education in a Spinozistic conception of the will.

• Education and Free Will : Spinoza, Causal Determinism and Moral Forma...
  Dahlbeck, Johan  : Routledge Serie: Routledge International Studies in the Philosophy of Education; (2018)	Book

  

  

  English abstract:

  Education and Free Will critically assesses and makes use of Spinoza’s insights on human freedom to construe an account of education that is compatible with causal determinism without sacrificing the educational goal of increasing students’ autonomy and self-determination. Offering a thorough investigation into the philosophical position of causal determinism, Dahlbeck discusses Spinoza’s view of self-determination and presents his own suggestions for an education for autonomy from a causal determinist point of view. The book begins by outlining the free will problem in education, before expanding on a philosophical understanding of autonomy and how it is seen as an educational ideal. It considers Spinoza’s determinism and discusses his denial of moral responsibility. Later chapters consider the relationship between causal determinism and autonomy, the educational implications of understanding free will and how free will can be utilised as a valuable fiction in education. This book will be of great interest to academics and postgraduate students in the field of education, especially those with an interest in moral education and philosophy of education. It will also be of interest to those in the fields of philosophy and psychology and specifically those focusing on the free will problem, on Spinoza studies, and on the relation between moral psychology and external influence.

• Perceptions of the ecosystem services concept : Opportunities and cha...
  Ekelund, Nils G. A.; Schubert, Per  (2018) South Africa – Sweden Research & Innovation Week (14-18 May, 2018 : Pretoria and Bloemfontein, South Africa)	Conference contribution

  

  

  SouthAfrica20180514.pdf   (2.185Mb)

• Att lära av det lokala och experimentera : Resilienstänkande i brotts...
  Lozic, Vanja   Journal article in Arkiv : Tidskrift för samhällsanalys;9 : Arkiv (2018)	Journal article

  

  

  Swedish abstract:

  Samtida samhällsutmaningar beskrivs alltmer som komplexa och oförutsägbara samtidigt som risker för människors och samhällets trygghet och säkerhet anses ha ökat under det senaste decenniet. Problembilderna har lett till ett skifte i synen på brottsprevention där resiliens som begrepp och styrsystem fått stort genomslag inom brottsförebyggande arbete. Mot bakgrund av resilienstänkandets ökade inflytande analyserar Vanja Lozic hur representanter för blåljusmyndigheter, kommun och frivilligorganisationer framställer och legitimerar resiliensinspirerat förebyggande trygghets- och säkerhetsarbete. Artikeln visar att det finns en kritik mot tidigare organisering av förebyggande arbete som anklagas för stuprörstänkande, kortsiktighet och bristande förankring i lokalsamhället. Intervjuerna och fältobservationerna synliggör att man i stället efterfrågar helhetstänkande, anpassning till det lokala, samverkan, experimentering och transformativt och relationellt lärande. Det nya arbetssättet med informellt och nätverksbaserat samarbete liksom ett närmande till och inkludering av lokalbefolkningen ses av de medverkande som en demokratisering av brottspreventionen.

  104-509-1-PB.pdf   (957.8Kb)

  http://www.tidskriftenarkiv.se/index.php/hem/article/view/2000-6217.9.5

• Multilingual students' use of translanguaging in science classrooms
  Karlsson, Annika; Nygård Larsson, Pia; Jakobsson, Anders   Journal article in International Journal of Science Education; : Routledge (2018)	Journal article

  

  

  English abstract:

  This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education.

  Multilingual st ... in science classrooms.pdf   (3.985Mb)

  https://doi.org/10.1080/09500693.2018.1477261

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