Jacob Klitmøller

Between ‘pedagogy’ and ‘Pädagogik’: a critique of lived pedagogy

ABSTRACT The present paper is an analysis of the recently formulated concept of Lived Pedagogy. With roots in phenomenology and narrative research and research on ‘student voice’, the concept is coined as a way to research participants’ experience of practical pedagogy in school. The main theoretical and methodological challenges in Lived Pedagogy stem from the use of relational theory (i.e. phenomenology and narrative theory) while a priori maintaining a number of divisions that challenge this relational logic. Having outlined these problems, a suggestion is made to inform Lived Pedagogy by way of the German Pädagogik with its central focus on purpose(s) of education. Specifically, I employ Løvlie’s educational transformation of Habermas’s discourse ethics as a framework for structuring the deliberation of what is educationally desirable.

Educational practice, student experience, and the purpose of education—a critique of ‘Pedagogy in Practice’

Abstract The focus of the present paper is a critical discussion of the recently developed concept Pedagogy in Practice (PiP) with the intention of improving the concept for future research. PiP aims to understand ongoing educational practice from the students’ perspective by interviewing groups of students about their understanding of learning. By emphasising ‘pedagogy’ and ‘practice’ and drawing from a theoretical foundation that takes practice and action as key concepts, PiP is an appealing alternative to research in student voice, to which it is closely related. However, a critical analysis of PiP in relation to its stated theoretical sources (Bourdieu, Bernstein, Dewey) shows that the approach contradicts these sources in key areas. In PiP students’ understanding of learning is taken as basic for improving educational practice, however, PiP is developed without an explicit notion of what education is for. This paper introduces a specific formulation of the purpose and functions of education based on the work of Gert Biesta, and outlines how a revised version of PiP might contribute to future empirical research in education.

Review of the methods and findings in the Dunn and Dunn learning styles model research on perceptual preferences

Evidence-based teaching methods are in demand in education. As a consequence, practitioners and policy-makers are turning to learning styles for an evidence-based teaching technique. The Dunn and Dunn Learning Style Model is a widely used model, claiming effectiveness based on findings from experimental research. A central aspect of the model concerns the use of modality-based teaching – i.e., visual, auditory, kinesthetic, and tactual. Although having been debated since its inception no study to date has made a systematic review of the findings in the model literature, which to a large extent consist of unpublished sources, nor of the quality of that research. Findings suggest that the support expressed in published sources cannot be found in the actual studies. The quality of the studies is questioned on a number of counts with implications for existing meta-analyses. In all, with respect to perceptual preferences, the Dunn and Dunn model is not recommended for use in educational practices until a number of issues regarding the model and the model literature have been resolved.

Turboladet globalisering og den fremtidsparate skole - en vision

Jacob Klitmoller och Dion Sommer tar sin utgangpunkt i den snabbt okade globaliseringen nar de presenterar sin vision om den ”den fremtidsparate skole”, det vill saga en skola som forbereder dagens ...

Target article incl. comments:Turboladet globalisering og den fremtidsparate skole - en vision

Jacob Klitmoller och Dion Sommer tar sin utgangpunkt i den snabbt okade globaliseringen nar de presenterar sin vision om den ”den fremtidsparate skole”, det vill saga en skola som forbereder dagens ...