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For the last decade, reflection has been a major theme in discussions about professional skillfulness and the development of the competence of practitioners such as nurses and teachers. The intellectual pattern that has structured ambitions in relation to reflection is found mainly in Schön’s The Reflective Practitioner and the epistemological turn suggested there. In this text, however, I focus on a dimension that is often forgotten when professional practitioners are conceived of as being reflective, namely, perception. From the framework of (...) |
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This paper is a philosophical study of the nature of thinking based on the philosophies of Martin Heidegger and Rudolf Steiner. For Heidegger, the pre-Socratic Greek philosophers exemplified genuine thinking, appreciating the meaning of Being. But this kind of philosophy was soon replaced by the onto-theological approach, in which Being was reductively objectified, and the question of the meaning of Being was forgotten. Hence, according to Heidegger, we still have to learn to think. Commentators on Heidegger point to the similarities (...) |
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In the article, I argue that teachers can promote their students’ audial attention, in general education as well as in science education, by drawing on musicians’ and composers’ refined listening skills. I investigate the act of listening phenomenologically by exploring listening in its multiple forms. With reference to Heidegger’s philosophy of existence, I further explore how listening constitutes our Being-in-the-world. The question whether listening to music might increase a more general readiness to audial attention is of educational interest: how can (...) |
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Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. Alienation from (...) |
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The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...) |
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In the cave allegory, Plato illustrates his theory of ideas by showing that the world man senses and tries to understand, actually only is a dim representation of the real world. We know the allegory for its light and shadow; however, there is also sound and echo in the cave. In this article, I discuss whether the narrative of the prisoners in the cave is in tune with an audial experience and whether an allegory led by sound corresponds to the (...) |
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In this article, I explore the music-in-becoming as a dialogue. The thesis of my inquiry is that during musical composition, the composer’s listening is marked by both activeness and receptiveness; actively structuring the sounding work, and receptively letting the work express itself as it takes its form. Composer and work merge in sudden moments of attunement, the sensation of coherence between the so-fare completed and the anticipation of the as-of-yet unformed work. Composition is all about balancing writing as a handicraft (...) |
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Sounds are all around us, all the time. We constantly engage in listening: to the everyday sounds of the streets on our way to work, to the black-bird's soft nattering an early morning in spring, to a teacher's tiresome talk. Nature speaks to us with a thousand voices, and a place sounds of its inhabitants. Normally, we take our ability to hear as a matter of course; hearing is an implicit and mostly unreflected engagement in our daily activities. As educators, (...) |
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Focus of this article is the current situation characterized by students’ de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I discuss efforts to promote aesthetic experience in science class and in science teacher education. Within a wide range of definitions, my main understanding of aesthetic experience is (...) |
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This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. the role of aesthetic judgements and the significance of spontaneous metaphors while learning science and the latter two dealing with how art activities mediate what elementary school children learn in science and what a variety of (...) |
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