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Den pedagogiska praktikens janusansikte: om det kommunikativa handlandets didaktiska villkor och konsekvenser

Fritzén, Lena LU (1998)
Abstract (Swedish)
Popular Abstract in Swedish

Villkoren för utbildning och undervisning förändras i väsentliga avseenden i takt med samhällets tilltagande komplexitet. Det är många gånger svårt för både lärare och elever att veta hur man på bästa sätt ska orientera sitt pedagogiska handlande. Med utgångspunkt från tre pedagogiska kontexter - grundskolan, de särskilda ungdomshemmen och grundskollärarutbildningen - problematiseras här det spänningsfält som råder mellan ett pedagogiskt handlande som kan beskrivas i termer av strategiska påverkansprocesser och ett mera kommunikativt förhållningssätt. Med grund i forskningsresultaten argumenterar Lena Fritzén för en fokusförskjutning inom didaktiken från ett snävt individperspektiv, som av... (More)
Popular Abstract in Swedish

Villkoren för utbildning och undervisning förändras i väsentliga avseenden i takt med samhällets tilltagande komplexitet. Det är många gånger svårt för både lärare och elever att veta hur man på bästa sätt ska orientera sitt pedagogiska handlande. Med utgångspunkt från tre pedagogiska kontexter - grundskolan, de särskilda ungdomshemmen och grundskollärarutbildningen - problematiseras här det spänningsfält som råder mellan ett pedagogiskt handlande som kan beskrivas i termer av strategiska påverkansprocesser och ett mera kommunikativt förhållningssätt. Med grund i forskningsresultaten argumenterar Lena Fritzén för en fokusförskjutning inom didaktiken från ett snävt individperspektiv, som av tradition gundar sig i relationen elev, lärare och innehåll till ett socialt/samhälleligt perspektiv som tar sin utgångspunkt i det pedagogiska förhållandet mellan individen, samhället och kulturen. (Less)
Abstract
Pedagogical practice is, in several important considerations, contradictory in character. In this dissertation attenention is drawn towards the field of tension that prevails between pedagogical action, which can be descibed in terms of strategic processes and communicative pedagogical action. While the former places the preconditions for effective knowledge development of the individual at the center, the latter, takes its basis in a pedagogical process which focuses on the individual´s understanding of themselves and the social context they find themselves in. An empirical study consisting of four case studies, in three distinct pedagogical contexts, has been carried out in order to reach a deeper understanding of the inner conditions in... (More)
Pedagogical practice is, in several important considerations, contradictory in character. In this dissertation attenention is drawn towards the field of tension that prevails between pedagogical action, which can be descibed in terms of strategic processes and communicative pedagogical action. While the former places the preconditions for effective knowledge development of the individual at the center, the latter, takes its basis in a pedagogical process which focuses on the individual´s understanding of themselves and the social context they find themselves in. An empirical study consisting of four case studies, in three distinct pedagogical contexts, has been carried out in order to reach a deeper understanding of the inner conditions in pedagogical action, primarily with regard to communicative action. By means of participatory observations and interviews teachers, students and pupils have reflected over theire own and other´s actions in pedagogical practice. The communicative action theory of the German social philosopher Jürgen Habermas, which has the conditions which prevail between system and lifeworld as its main theme, has been of essential meaning for the interpretation of the research results. The main result of the empirical study is formulated in a number of dichotomies which gain their specific meaning in a double system and lifeworld perspective. These dichotomies are: passive-active, subjectivity-intersubjectivity, given-created, separation-integration, asymmety-symmety and control-openness. The dichotomies are analysed as an expression of the inner conditions in communicative action. Based on the dissertation results, a reasoning is conveyed for a change of focus in didactics from a narrow individual perspective which by tradition is based on the relations between pupils, teachers and content to a social/societal perspective which is formed around the pedagogical relationship between the individual, community and culture. (Less)
Please use this url to cite or link to this publication:
author
opponent
  • Prof. Englund, Tomas, Uppsala universitet
organization
alternative title
Pedagogical practice - the face of Janus. The didactic conditions and consequences of communicative action
publishing date
type
Thesis
publication status
published
subject
keywords
pedagogical action, pedagogical practice, communicative action, strategic action, didactics, primary and secondary school, teacher training, special homes for juveniles, dialectics, curriculum theory, Pedagogy and didactics, critical ethnography, Pedagogik, didaktik
pages
285 pages
publisher
Lund University Press
defense location
Palaestras hörsal, Lunds universitet
defense date
1998-11-20 10:15
ISSN
1402-389X
ISBN
91-7966-547-0
language
Swedish
LU publication?
yes
id
c411d722-6ddd-4a15-a88e-1ea46e22e1ea (old id 18959)
date added to LUP
2007-05-25 11:15:24
date last changed
2016-09-19 08:44:54
@phdthesis{c411d722-6ddd-4a15-a88e-1ea46e22e1ea,
  abstract     = {Pedagogical practice is, in several important considerations, contradictory in character. In this dissertation attenention is drawn towards the field of tension that prevails between pedagogical action, which can be descibed in terms of strategic processes and communicative pedagogical action. While the former places the preconditions for effective knowledge development of the individual at the center, the latter, takes its basis in a pedagogical process which focuses on the individual´s understanding of themselves and the social context they find themselves in. An empirical study consisting of four case studies, in three distinct pedagogical contexts, has been carried out in order to reach a deeper understanding of the inner conditions in pedagogical action, primarily with regard to communicative action. By means of participatory observations and interviews teachers, students and pupils have reflected over theire own and other´s actions in pedagogical practice. The communicative action theory of the German social philosopher Jürgen Habermas, which has the conditions which prevail between system and lifeworld as its main theme, has been of essential meaning for the interpretation of the research results. The main result of the empirical study is formulated in a number of dichotomies which gain their specific meaning in a double system and lifeworld perspective. These dichotomies are: passive-active, subjectivity-intersubjectivity, given-created, separation-integration, asymmety-symmety and control-openness. The dichotomies are analysed as an expression of the inner conditions in communicative action. Based on the dissertation results, a reasoning is conveyed for a change of focus in didactics from a narrow individual perspective which by tradition is based on the relations between pupils, teachers and content to a social/societal perspective which is formed around the pedagogical relationship between the individual, community and culture.},
  author       = {Fritzén, Lena},
  isbn         = {91-7966-547-0},
  issn         = {1402-389X},
  keyword      = {pedagogical action,pedagogical practice,communicative action,strategic action,didactics,primary and secondary school,teacher training,special homes for juveniles,dialectics,curriculum theory,Pedagogy and didactics,critical ethnography,Pedagogik,didaktik},
  language     = {swe},
  pages        = {285},
  publisher    = {Lund University Press},
  school       = {Lund University},
  title        = {Den pedagogiska praktikens janusansikte: om det kommunikativa handlandets didaktiska villkor och konsekvenser},
  year         = {1998},
}