dc.contributor.author | Æsøy, Knut Ove | |
dc.date.accessioned | 2020-01-21T08:16:24Z | |
dc.date.accessioned | 2020-03-30T07:27:43Z | |
dc.date.available | 2020-01-21T08:16:24Z | |
dc.date.available | 2020-03-30T07:27:43Z | |
dc.date.issued | 2018-12-31 | |
dc.identifier.citation | Æsøy KO. Om læraren sin levande kunnskap. Studier i Pædagogisk Filosofi. 2018(2):58-72 | en |
dc.identifier.issn | 2244-9140 | |
dc.identifier.issn | 2244-9140 | |
dc.identifier.uri | https://hdl.handle.net/10642/8342 | |
dc.description.abstract | Det er eit uttalt mål å gjøre grunnskulelærarutdanninga forskingsbasert. I det dominerande tankemønsteret i grunnskulelærarutdanninga er det konstruert ei motsetning mellom vitskapleg kunnskap og erfaringskunnskap. Vitskapleg kunnskap vert skildra som noko positivt, medan erfaringskunnskap får ei negativ omtale. Dette filosofiske essayet vil framskrive ei re-oppfatning av denne dikotomien. Målet med arbeidet er å redusere dikotomien mellom desse to kunnskapsformene og vise ei forståing som er meir jambyrdig, og som samlande kan bli kalla for lærarens levande kunnskap. Teorien om levande kunnskap tar utgangpunkt i mennesket si heilskapande erkjenningsevne. Mennesket sin kognitive kapasitet inneheld både rasjonelle, etiske, emosjonelle og motoriske erkjenningar. Eit avgjørande aspekt med den levande kunnskapen er lærarens etiske- emosjonelle kunnskap og sensibilitet i tillegg til den logisk rasjonelle evna. | en |
dc.description.abstract | It is declared that teacher education should be research-based. In the dominant mindset of teacher education, a prevalent dichotomy between scientifi c knowledge and experience-based knowledge is constructed. Scientifi c knowledge is described as something positive, while experience-based knowledge has a negative connotation. Th is philosophical essay attempts to express a re-understanding of this dichotomy. Th e aim of the work is to reduce the dichotomy between these two forms of knowledge and to present an understanding that is more even, and which collectively can be referred to as the teacher’s living knowledge. Th e theory of living knowledge is based on human’s ability to be in the world in a holistic way. Human’s cognitive capacity contains rational, ethical, emotional and motoric cognitions. A crucial aspect of living knowledge is the teacher’s ethical-emotional knowledge and sensitivity in addition to the logical ability. | en |
dc.language.iso | nb | en |
dc.publisher | Pædagogisk Filosofisk Forening | en |
dc.relation.ispartofseries | Studier i Pædagogisk Filosofi;Årgang 7 | Nr. 2 | 2018 | |
dc.rights | The author(s) and the journal share the Copyright. Articles published in Studier i Pædagogisk Filosofi (Studies in Philosophy of Education) may be used (downloaded) and reused (distributed, copied, cited) for non-commercial purposes with reference to the authors and publication host.Articles submitted to Studier i Pædagogisk Filosofi (Studies in Philosophy of Education) may not be submitted to - or published in - other journals. Articles may be uploaded in institutional repositories if the author is required to so as part of a grant or institutional requirement. | en |
dc.subject | Living knowledge | en |
dc.subject | Sensitivity | en |
dc.subject | Holistic knowledge | en |
dc.subject | Dichotomy reduction | en |
dc.subject | Cognitive emotions | en |
dc.title | Om læraren sin levande kunnskap | en |
dc.title.alternative | On the teacher’s living knowledge | en |
dc.type | Journal article | en |
dc.type | Peer reviewed | en |
dc.date.updated | 2020-01-21T08:16:23Z | |
dc.description.version | publishedVersion | en |
dc.identifier.doi | https://dx.doi.org/10.7146/spf.v7i2.115630 | |
dc.identifier.cristin | 1778876 | |
dc.source.journal | Studier i Pædagogisk Filosofi | |