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Viktor Vesterberg 《Studies in Continuing Education》2015,37(3):302-316
This article focuses on adult learning in labour-market projects targeting unemployed migrants in Sweden. Drawing on a Foucauldian analysis of governmentality, the results of the study problematize the ways that such projects produce individualizing discourses – targeting individuals, constructing them as responsible for their position as unemployed. The project’s target groups are generally defined not on the basis of ethnicity as such, but rather using terms such as non-Nordic background, foreign born and immigrants. However, two groups considered especially problematic are constructed through ethnicity: Somali and Roma people. The notion of social competency is analysed here as a way of constructing the unemployed migrants as not yet employable. Another significant result concerns the notion of gender equality, which makes migrants governable because it constructs boundaries between Swedishness and Otherness. In line with this rationality, the targeted migrants are governed towards Swedishness through learning gender equality. These results raise a number of issues of great concern for the inclusion of migrants in the labour market, as they highlight a paradoxical relationship between the inclusive ambitions of interventions targeting unemployed migrants and the ethnicized discourses of ‘Othering’ that imbue these learning practices. 相似文献
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Viktor Johansson 《Educational Philosophy and Theory》2019,51(5):519-530
AbstractThis paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example. 相似文献
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Viktor Johansson 《Educational Philosophy and Theory》2018,50(1):61-71
This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end. 相似文献
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This paper is intended to contribute to the discussion of the meaning of open learning. The trend in higher education in Australia towards open learning is seen to be politically driven. We argue that the lack of educational debate over its meaning and implications allows us to presume that open learning is of social value, while in reality it may have the power to create anew binary divide in higher education or to re‐fashion entirely what constitutes knowledge within society. In order to ‘de‐reify’ the term we argue that a critical examination of its meaning, from a political as well as pedagogical perspective, is necessary. 相似文献
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FRBR, FRAD, and FRSAD models propose user tasks as a way to address and categorize functions that a catalog should support. The user tasks are not harmonized among these models, but to do that, they should first be fully understood and analyzed, especially “select” and “identify.” We decided to look at the FRBR user tasks from the perspective of interactive information retrieval (IIR). Several IIR models were reviewed and Ellis’ and Belkin's models were chosen for further analysis and interpretation of FRBR “select” and “identify” tasks. 相似文献
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This research was aimed at deriving average stress-average strain tension-stiffening relationships in accordance with the
provisions of design codes for reinforced concrete (RC) members. Using a proposed inverse technique, the tension-stiffening
relationships were derived from moment-curvature diagrams of RC beams calculated by different code methods, namely Eurocode
2, ACI 318, and the Chinese standard GB 50010-2002. The derived tension-stiffening laws were applied in a numerical study
using the nonlinear finite element software ATENA. The curvatures calculated by ATENA and the code methods were in good agreement. 相似文献
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It has been observed that different people learn the same things in different ways – increasing their knowledge of the subject/domain uniquely. One plausible reason for this disparity in learning is the difference in the existing personal knowledge held in the particular area in which the knowledge increase happens. To understand this further, in this paper knowledge is modelled as a ‘system of cognitive schemata’, and knowledge increase as a process in this system; the effect of existing personal knowledge on knowledge increase is ‘the Learning Capability’. Learning Capability is obtained in form of a function, although it is merely a representation making use of mathematical symbolism, not a calculable entity. The examination of the function tells us about the nature of learning capability. However, existing knowledge is only one factor affecting knowledge increase and thus one component of a more general model, which might additionally include talent, learning willingness, and attention. 相似文献
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Unserious but Serious Pilgrimages: What Educational Philosophy Can Learn about Fiction and Reality from Children's Artful Play 
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下载免费PDF全文 Viktor Johansson 《Educational theory》2017,67(3):309-326
What happens if we think of children's play as a form of great art that we turn to and return to for inspiration, for education? If we can see play as art, then what and how can we learn from children's play or from playing with them? What can philosophy, or philosophers, learn from children's play? In this essay Viktor Johansson gives examples of what and when children can teach philosophers through play or, more specifically, how children's play can teach philosophers about the relation between fiction and reality. It begins by exploring the educational relation between fiction and reality in recent revivals of literary humanism. Johansson gives examples from a preschool project of how children use fiction picture books and create new fiction in their play, and how they do so in ways that relate to previous philosophical considerations of literary fiction. To explore this, the essay enters into conversation with the work of Iris Murdoch on the playfulness of art. Through, and in contrast to, Murdoch's work, Johansson establishes that play can be great art through its nonpurposefulness and its use of skill and imagination. Moreover, turning to children's play becomes a method for attending to what Ludwig Wittgenstein calls philosophy's “natural history,” that is, a historicization of philosophical thinking that enables philosophers to learn from children. Johansson concludes by showing that encounters between fiction and play, and with children playing, can be an educational embroilment, not only between teacher and child, but between teacher, child, the visual, the material, and the philosophical in which all learn from one another. 相似文献