Dalarna University's logo and link to the university's website

du.sePublikasjoner
Endre søk
Begrens søket
1 - 7 of 7
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Lifmark, David
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Ansiktsslöjor, fasta och emotioner – om lärares värdegrundsarbete 2010Inngår i: Religion och livsfrågor, ISSN 0347-2159, nr 2, s. 13-15Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 2.
    Lifmark, David
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Challenges when defining and counteracting xenophobia in schools2014Konferansepaper (Fagfellevurdert)
  • 3.
    Lifmark, David
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen.
    Emotioner och värdegrundsarbete: Om lärare, fostran och elever i en mångkulturell skola2010Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis explores aspects of teachers’ obligation to implement and discuss what are referred to in the Swedish national school curricula as “fundamental values” (“värdegrunden” in Swedish). The aim is to describe and analyze dilemmas in interpretations of and teachers’ work with these fundamental values.

    Four questions are related to this aim. The first addresses difficulties discussed in conversations between seven upper secondary teachers, during nine meetings over the course of one year. In these conversations the teachers reflected upon how to interpret the fundamental values in relation to their daily practice. The second question focuses on the considerable diversity of Swedish schools and examines the work of the teachers through a perspective of intersectionality. The third question concerns how Martha Nussbaum’s theory of emotions as judgments of value could be used for an understanding of the identified dilemmas. The fourth question focuses on ways in which the participating teachers’ discussions may contribute to a wider discussion about possible aims and circumstances of teachers’ work with the fundamental values.

    Chapter 2 introduces the theoretical framework of the study, Martha Nussbaum’s (2001) ethical thinking on emotions as judgments of value. She argues that emotions have four common cognitive components. They have (1) external objects, and are directed towards these objects. They are (2) intentional, reflecting a person’s particular point of view, his or her special way of beholding the object, and (3) consist of judgments, i.e. views of how things in the world are. According to Nussbaum’s Aristotelian ethics, emotions also (4) mirror the individual’s vision of what a good human life is like, and the vulnerability of it. The concept of eudaimonia, a fulfilled or flourishing life, is central.

    Chapter 3 focuses on ideas of ethnicity, and on the specific obligation mentioned in the curriculum of counteracting xenophobia and intolerance in a multicultural society. Chapter 4 discusses various aspects of the teachers’ thoughts on religiosity within Swedish society (often depicted as one of most secular in the world) and within the educational system that is non-denominational. Chapter 5 draws attention to different ways in which the teachers view and teach pupils about sexual orientation.

    Chapter 6 presents conclusions on potential advantages of and challenges involved in Nussbaum’s Aristotelian theory of emotions, when applied to teachers’ views of and practical work with the fundamental values described in the curriculum. One advantage is that emotions may be intellectually scrutinized and morally assessed, on grounds that are known beforehand and discussed in a democratic process. The non-productive division between emotions, on the one hand, and intellectual and moral capabilities, on the other, is transcended by Nussbaum’s theory. An important challenge is to reflect upon when to discuss the cognitive content of pupils’ emotions, and when it is appropriate to state what is right or wrong, and try to influence pupils accordingly.

    Keywords: Emotions, vulnerability, values education, religious education, teaching, Martha Nussbaum, ethnicity, religion, sexual orientation.

    Fulltekst (pdf)
    FULLTEXT01
  • 4.
    Lifmark, David
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Emotions and accounts of continuity and change in values education2012Konferansepaper (Fagfellevurdert)
  • 5.
    Lifmark, David
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Implicit confessionality in non-confessional Swedish RE text books?2015Konferansepaper (Fagfellevurdert)
  • 6.
    Lifmark, David
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Skolforskares etiska dilemman och relationer till sina informanter2005Inngår i: Forskningsarbete pågår: Nationella forskarskolan i pedagogiskt arbete (NaPA) / [ed] Per-Olof Erixon, Umeå: Umeå universitet , 2005, s. 198-219Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 7.
    Lifmark, David
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Vad främlingsfientlighet kan vara2014Inngår i: Religion och livsfrågor, ISSN 0347-2159, nr 1, s. 11-13Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
1 - 7 of 7
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf