sh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
The contextuality of knowledge: an intentional approach to meaning making and conceptual change
Stockholms universitet.
Stockholms universitet.
Stockholms universitet.ORCID iD: 0000-0002-8772-0195
2008 (English)In: International handbook of research on conceptual change / [ed] Stella Vosniadou, New York: Routledge, 2008, p. 509-532Chapter in book (Other academic)
Place, publisher, year, edition, pages
New York: Routledge, 2008. p. 509-532
Keywords [sv]
Begreppsbildning, Inlärning
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-12539ISBN: 978-0-8058-6044-3 (print)OAI: oai:DiVA.org:sh-12539DiVA, id: diva2:451359
Available from: 2011-10-25 Created: 2011-10-25 Last updated: 2017-12-18Bibliographically approved
In thesis
1. Towards epistemic and interpretative holism: A critique of methodological approches in research on learning
Open this publication in new window or tab >>Towards epistemic and interpretative holism: A critique of methodological approches in research on learning
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Stockholm: Stockholm University, 2017. p. 94
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 1
Keywords
interpretation of learning, Intentional Analysis, conceptual change, epistemic holism, interpretative holism, principle of charity, salient features
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-33921 (URN)978-91-7649-755-5 (ISBN)978-91-7649-754-8 (ISBN)
Public defence
2017-05-29, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council
Available from: 2017-12-18 Created: 2017-12-17 Last updated: 2017-12-18Bibliographically approved

Open Access in DiVA

No full text in DiVA

Authority records

Haglund, Liza

Search in DiVA

By author/editor
Haglund, Liza
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 1028 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf