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Making meaning of historical evidence: The variety of salient features in a shared activity
Stockholms universitet.ORCID-id: 0000-0002-8772-0195
(engelsk)Manuskript (preprint) (Annet vitenskapelig)
HSV kategori
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Identifikatorer
URN: urn:nbn:se:sh:diva-33920OAI: oai:DiVA.org:sh-33920DiVA, id: diva2:1166950
Merknad

As manuscript in dissertation.

Tilgjengelig fra: 2017-12-17 Laget: 2017-12-17 Sist oppdatert: 2017-12-18bibliografisk kontrollert
Inngår i avhandling
1. Towards epistemic and interpretative holism: A critique of methodological approches in research on learning
Åpne denne publikasjonen i ny fane eller vindu >>Towards epistemic and interpretative holism: A critique of methodological approches in research on learning
2017 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Abstract

The central concern of this thesis is to discuss interpretations of learning in educational research. A point of departure is taken in core epistemological and ontological assumptions informing three major approaches to learning: behaviourism, cognitive constructivism and socioculturalism. It is argued that all three perspectives provide important insights into research on learning, but each alone runs the risk of reducing learning and interpretations of learning to single aspects. Specific attention is therefore given to Intentional Analysis, as it has been developed to account for sociocultural aspects that influence learning and individual cognition. It is argued that interpretations of learning processes face challenges, different kinds of holism, underdetermination and the complexity of intentionality, that need to be accounted for in order to make valid interpretations. Interpretation is therefore also discussed in light of philosopher Donald Davidson’s theories of knowledge and interpretation. It is suggested that his theories may provide aspects of an ontological and epistemological stance that can form the basis for interpretations of learning in educational research. A first brief sketch, referred to as ‘epistemic holism’, is thus drawn. The thesis also exemplifies how such a stance can inform empirical research. It provides a first formulation of research strategies – a so-called ‘interpretative holism’. The thesis discusses what such a stance may imply with regard to the nature and location of knowledge and the status of the learning situation. Ascribing meaning to observed behaviour, as it is described in this thesis, implies that an action is always an action under a specific description. Different descriptions may not be contradictory, but if we do not know the learner’s language use, we cannot know whether there is a difference in language or in beliefs. It is argued that the principle of charity and reference to saliency, that is, what appears as the figure for the learner, may help us decide. However, saliency does not only appear as a phenomenon in relation to physical objects and events, but also in the symbolic world, thus requires that the analysis extend beyond the mere transcription of an interview or the description of an observation. Hence, a conclusion to be drawn from this thesis is that the very question of what counts as data in the interpretation of complex learning processes is up for discussion.

sted, utgiver, år, opplag, sider
Stockholm: Stockholm University, 2017. s. 94
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 1
Emneord
interpretation of learning, Intentional Analysis, conceptual change, epistemic holism, interpretative holism, principle of charity, salient features
HSV kategori
Identifikatorer
urn:nbn:se:sh:diva-33921 (URN)978-91-7649-755-5 (ISBN)978-91-7649-754-8 (ISBN)
Disputas
2017-05-29, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, Stockholm, 10:00 (svensk)
Opponent
Veileder
Forskningsfinansiär
Swedish Research Council
Tilgjengelig fra: 2017-12-18 Laget: 2017-12-17 Sist oppdatert: 2017-12-18bibliografisk kontrollert

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Haglund, Liza

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