Sökning: "educational philosophy"
Visar resultat 11 - 15 av 177 avhandlingar innehållade orden educational philosophy.
11. Edmund Husserls fenomenologi. Öppningar och blockeringar
Sammanfattning : .... LÄS MER
12. On Axioms and Images in the History of Mathematics
Sammanfattning : This dissertation deals with aspects of axiomatization, intuition and visualization in the history of mathematics. Particular focus is put on the end of the 19th century, before David Hilbert's (1862–1943) work on the axiomatization of Euclidean geometry. The thesis consists of three papers. LÄS MER
13. Om professionella aktörers musikpedagogiska definitionsmakt : En kulturhistorisk studie av samband mellan musikpedagogisk teori och definitionsmakt
Sammanfattning : The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. LÄS MER
14. Ett medialt museum : lärandets estetik i svensk television 1956-1969
Sammanfattning : This thesis investigates the aesthetic interpretation of learning processes in television produced and broadcast in Sweden between 1956 and 1969. The thesis explores how these programmes are linked to concepts of Bildung by their aesthetics, by which the intangible cultural heritage is entrusted in the form of oral and visual traditions, storytelling and games/play, where learning is the common denominator. LÄS MER
15. Juridification of Educational Spheres : The Case of Swedish School Inspection
Sammanfattning : This dissertation argues that the great transformation of education policy and governance that we have witnessed in the last few decades can only be properly understood by taking into account a process of juridification. In and of itself, this is not a novel assertion; what is argued here is that what this entails concretely has been only partially understood. LÄS MER