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  • 1.
    Agelin, Susanne
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    En essä om känslornas betydelse i lekterapeutisk verksamhet2016Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
  • 2.
    Alsterdal, Lotte
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Essäskrivande som utforskning2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 47-73Chapter in book (Refereed)
  • 3.
    Alsterdal, Lotte
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Säkerhet och osäkerhet i rörelsen: tankar om förskolepraktik och förskollärarutbildning2016In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, p. 391-419Chapter in book (Other academic)
  • 4.
    Alsterdal, Lotte
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Pröckl, MariaSödertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Inifrån och utifrån: Om praktisk kunskap i förskolan2016Collection (editor) (Other academic)
    Abstract [sv]

    Här tecknar studenter på den erfarenhetsbaserade förskollärarutbildningen, och forskare som undervisar på samma utbildning, en bild av förskolepedagogens praktiska kunskap. Texterna rör sig mellan ett förtroget inifrånperspektiv och ett teoretiskt utifrånperspektiv. Boken kombinerar på så vis en djupgående undersökning av dagsaktuella frågor som relationen mellan omsorg och lärande, det ökade antalet diagnostiserade barn, resursbrist, lek och utbildningens betydelse, samtidigt som den sätter dessa frågor i relation till vilken förskola, och vilket samhälle, vi vill ha.

  • 5.
    Ambagtsheer, Frederike
    et al.
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    de Jong, Jessica
    Central Division of the National Police, the Netherlands.
    Lundin, Susanne
    Lund University.
    van Balen, Linde
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Orr, Zvika
    The Hebrew University of Jerusalem, Israel.
    Byström, Ingela
    Lund University.
    Weimar, Willem
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Trafficking in Human Beings for the Purpose of Organ Removal: A Case Study Report2016In: Trafficking in Human Beings for the Purpose of Organ Removal: Results and Recommendations / [ed] Frederike Ambagtsheer & Willem Weimar, Lengerich: Pabst Science Publishers, 2016Chapter in book (Other academic)
  • 6.
    Ambagtsheer, Frederike
    et al.
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    van Balen, Linde
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Ivanovski, Ninoslav
    University of St. Cyril and Methodius, Macedonia.
    Lundin, Susanne
    Lund University.
    Byström, Ingela
    Lund University.
    Weimar, Willem
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Organ Recipients who Paid for Kidney Transplantation abroad: A Report2016In: Trafficking in Human Beings for the Purpose of Organ Removal: Results and Recommendations / [ed] Frederike Ambagtsheer & Willem Weimar, Lengerich: Pabst Science Publishers, 2016Chapter in book (Other academic)
  • 7.
    Andersson, Marie-Louise
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Leva med döden i rummet: Om terapeutisk behandling vid anorexi2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of hisqualitative study is to examine more closely the fronetic knowledge of what it is in a therapeutic treatment thathelps people who are on the edge to develop, or already have developed, long term anorexia. Through threematerials –my own theoretical and practical knowledge and previous qualitative research, one case study fromthe clinical praxis at the Anorexiamottagningen in Stockholm and one field study where one researcher and fivetherapists from two different unities are interviewed. The study has explored common denominators in treatmentwith special focus on the importance of the therapists ́ perspective. All informants have a holistic view and workwith different existential, integrative and systemic models. What stands out in the answers of the informants, andis confirmed by the family and the voice of the client, is that the person behind the symptoms is tuned up –especially for herself – and the illness is downplayed. It is also important that the therapists can mediate boththeir belief that it is a human possibility to become free from anorexia and that there is also good reason tobelieve in the possibility for the individual client to recoup. Other themes of importance are how to deal withanxiety, ambivalence, negative self-images and fear of change, and how to invite to reflection on alternativeways to proceed in life without their “best” friend, Anorexia. This study suggests that my material together withthe account of the family and the contribution of the informants at the treatment units and bring forth aconsiderable amount of collective phronetic knowledge. This suggests that future research look further into someof the aspects discussed in the final reflection.

  • 8.
    Berg, Pia
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att ta sin plats bland hanarna: ett arbete om överlevnadsförmågor, normer och genus2016Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    In this essay I make an attempt to define the abilities that helped me in my antisocial choices that as a woman to become a decorator and throw me into the male construction industry. I use the metaphor of the wolf pack, which may symbolize hierarchies, norms, and even gender. What helped me to take my place among the males? Is it practical knowledge to deal with new antisocial environments, or what is it? I have not only survived, but also survived in the industry. In the pursuit of abilities and its knowledge of relevance, I analyse different stories from my 25 years in the profession and how I 've handled it encountered. These abilities I have then analysed on the basis of gender and Aristotle and Nussbaum's concept of knowledge, mainly Fronesis and various virtues. All in a try to see if it has to do with knowledge to survive in unfamiliar terrain.

  • 9.
    Bjerstedt, Kristin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Är det ens möjligt?: En essä om lika villkor i förskolan.2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay starts with a story about the children Anna and Martin. The story depicts how children can end up in different contexts and provide different conditions in the same preschool depending on what child perspective and ability to adhere to the individual child's needs as the work team and the leading preschool teacher. This difference is highlighted and discussed from an equality perspective that emerges in three research questions: How do the principal and preschoolers interpret the concept of equivalent conditions? How do the principal and the various preschool organizations work to create kindergartens that work for the best of the children and for equal conditions for the children? How do preschool teachers work with this issue in the business?

    A minor qualitative study has been conducted through interviews with a representative from the principal (municipality), a preschool manager, and two preschool teachers. The purpose has been to seek answers to these questions as well as to give a perspective on the story of Anna and Martin.

    After reflection and analysis of the informants' responses and by studying what current research says on the subject, it has been found that equivalent terms are a term that contains many factors. This includes skills, education, and financial resources. A key factor that clearly shows that children are offered equal terms is the ability of the teacher to apply practical knowledge. The pedagogue must be able to establish close relationships with the child and respond to the needs of the child. A skill that some have more of than others.

    However, the social debate and the informants answer that in the development work at preschools, this issue is not prioritized. Instead, the focus is on an increased requirement for learning goals in traditional subjects. The concept of conceptualization is lifted due to the increased demand for learning and the question of what knowledge is essential to lead a rich life. Can there be other values that are more important as the technology society offers tools that make some subjects unnecessary?

    An analysis based on Bronfenbrenner's ecological system theory shows that the debate about increased learning brings impact from social debate and trends to the activities where it meets the child. However, the impact is perceived to be greater from trend to government and from government to principal but weakened as it comes to preschools and educators in the business. A clearer goal picture and training and support efforts are demanded for both active educators and preschool leaders, but also a salutogenic approach, instead of focusing on shortcomings, building on what's positive and creating upward energy spirals. Networking and educational guidance are seen as effective tools for development processes and the focus should be on supporting the development of educators' relationship-building abilities as well as how the children's individual needs are met.

  • 10.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    A Body Sensitive for Transcendence: A Mystical Understanding of Sensibility2013In: Embodied Religion. : Proceedings of the 2012 Conference of the European Society for Philosophy of Religion / [ed] Peter Jonkers & Marcel Sarot, Utrecht: Ars Disputandi , 2013, p. 25-46Chapter in book (Other academic)
  • 11.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Anden mellan liv och vetenskap: Max Schelers fenomenologi2018In: Om anden: Filosofiska perspektiv på ande och andlighet / [ed] Paula Hämäläinen-Karlström, Järna: Kosmos , 2018, p. 13-27Chapter in book (Other academic)
  • 12.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Body as Movement and Reflection2014In: Studio Talks: Thinking Through Painting / [ed] Kristina Bength, Jonatan Habib Engqvist, Jan Rydén, Sigrid Sandström, Stockholm: Arvinius + Orfeus , 2014, p. 190-197Chapter in book (Other academic)
  • 13.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Den mänskliga erfarenhetens möjligheter2013Other (Other (popular science, discussion, etc.))
  • 14.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Södertörn University, School of Culture and Education, Philosophy.
    Det omätbaras renässans: En uppgörelse med pedanternas världsherravälde2018 (ed. 1)Book (Other academic)
  • 15.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Edith Stein and the Carmelites2016In: Early Phenomenology : Metaphysics, Ethics, and the Philosophy of Religion / [ed] Brian Harding och Michael R. Kelly, London, New York: Bloomsbury Academic, 2016, p. 161-179Chapter in book (Other academic)
  • 16.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    EN rörlig själ2014In: Subaltern, ISSN 1652-7046, no 4, p. 62-65Article in journal (Other academic)
  • 17.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    En sandmandala i Ladakh: rationalitet, stämningar och projektioner2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, p. 69-82Chapter in book (Other academic)
  • 18.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Förord2014In: Kvalitetsjakten: Om professionalitet i välfärden / [ed] Lotta Victor Tillberg, Stockholm: Premiss förlag, 2014, p. 8-9Chapter in book (Other academic)
  • 19.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Försvarstal för icke-vetandet: en Marciansk läsning av Nicholas Cusanus2017In: Ad Marciam / [ed] Hans Ruin & Jonna Bornemark, Huddinge: Södertörns högskola, 2017, p. 107-120Chapter in book (Other academic)
  • 20.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Giordano Bruno’s Mnemonics: A Deleuzian Reading2015In: Monument and Memory / [ed] Jonna Bornemark, Mattias Martinson and Jayne Svenungsson, Zürich, Berlin: Lit Verlag , 2015, p. 63-83Chapter in book (Other academic)
  • 21.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gud och människa i Giordano Brunos magiska värld2016In: Att undervisa om människosyner och gudsuppfattningar / [ed] Olof Franck och Mikael Stenmark, Stockholm: Liber, 2016, p. 169-183Chapter in book (Other academic)
  • 22.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    How to Not-Know: an Essay on the Limits of Cognitive Knowledge2015In: Ignorance: Between Knowing and Not Knowing / [ed] Gavin Morrison and Sigrid Sandström, Stockholm: Axl Books, 2015, p. 75-83Chapter in book (Other academic)
  • 23.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Husserl, Edmund2016In: Encyclopedia of the Bible and Its Reception, ISSN 2193-2840, Vol. 12Article, review/survey (Other academic)
  • 24.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Inkännande och enkännande i fenomenologi2013In: Empati / [ed] Henrik Bohlin, Jakob Eklund, Stockholm: Studentlitteratur AB, 2013, p. 109-130Chapter in book (Other academic)
  • 25.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Inledning: Medborgardialogens praktiska kunskap2016In: Medborgardialog – om det svåra i att mötas: Praktikers reflektioner om ett av demokratins viktigaste verktyg / [ed] Jonna Bornemark, Stockholm: Arkus , 2016, p. 9-17Chapter in book (Other academic)
  • 26.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Klokhet, det goda omdömet och praktisk kunskap har länge varit osynliga i debatten2014In: LäS – Tidskrift för Läkepedagogik och Socialterapi, ISSN 1654-2037, no 20, p. 8-9Article in journal (Other (popular science, discussion, etc.))
  • 27.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kroppsliga samspel oss djur emellan2015In: Modern filosofi, ISSN 2002-0473, no 1, p. 28-36Article in journal (Other (popular science, discussion, etc.))
  • 28.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kroppslighetens mystik: En filosofisk läsning av Mechthild von Magdeburg2015Book (Refereed)
  • 29.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Life beyond Individuality: A-subjective Experience in Pregnancy2016In: Phenomenology of Pregnancy / [ed] Jonna Bornemark & Nicholas Smith, Huddinge: Södertörns högskola, 2016, p. 251-278Chapter in book (Refereed)
  • 30.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Låt den födande föda och den döende dö2014In: Palliativ vård: tidskriften för palliativ vård i Sverige, ISSN 2001-841X, no 3, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Matter, Magic and Madness: Giordano Bruno's Philosophy of Creativit2015In: Madness, Religion, and the Limits of Reason / [ed] Jonna Bornemark & Sven-Olov Wallenstein, Huddinge: Södertörns högskola , 2015, p. 99-115Chapter in book (Refereed)
  • 32.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Medborgardialog – om det svåra i att mötas: Praktikers reflektioner om ett av demokratins viktigaste verktyg2016Book (Other academic)
  • 33.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Planerarens fronesis, intellectus och icke-vetande: En undersökning av den praktiska kunskapens djupdimensioner2016In: Medborgardialog – om det svåra i att mötas: Praktikers reflektioner om ett av demokratins viktigaste verktyg / [ed] Jonna Bornemark, Stockholm: Arkus , 2016, p. 129-144Chapter in book (Other academic)
  • 34.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Religion at the Center of Phenomenology: Husserl’s Analysis of Inner Time-consciousness2013In: Impossible Time: Past and Future in the Philosophy of Religion / [ed] Marius Timmann Mjaaland, Ulrik Houlind Rasmussen, Philipp Stoellger, Tübingen: Mohr Siebeck, 2013, p. 59-72Chapter in book (Other academic)
  • 35.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Scientismen tolererar bara sin egen tro2016In: Svenska Dagbladet, ISSN 1101-2412, Vol. Del:1, no 2 mars, p. 1p. 24-24Article in journal (Other (popular science, discussion, etc.))
  • 36.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    The genesis of empathy in human development: a phenomenological reconstruction2014In: Medicine, Health care and Philosophy, ISSN 1386-7423, E-ISSN 1572-8633, Vol. 17, no 2, p. 259-268Article in journal (Refereed)
    Abstract [en]

    In phenomenology, theories of empathy are intimately connected with the question of how it is possible to have insight into the mind of the other person. In this article, the author wants to show why it is self-evident for us that the other person is having experiences. In order to do so, it is not enough to discuss the phenomenon of empathy with a starting point in the already constituted adult person; instead the article presents a genetic approach to human development. The author thus contrasts Edith Stein's discussion of Einfühlung (empathy), which takes its starting point in the experience of the grown-up, with Max Scheler's discussion of Einsfühlung (feeling of oneness), where the relation between mother and infant is taken as one example. Maurice Merleau-Ponty's discussion of the world of the infant is read as one way of developing Scheler's theory of intersubjectivity and of Einsfühlung. This genetic approach is developed further into a phenomenological analysis of the experience of the fetus and of birth. The author argues that the analysis of the fetus highlights the distinction between knowing that another person is having experiences, and knowing the specific content of the other person's experiences. The fetus does not experience different persons, but has a pre-subjective experience of life that includes what is later experienced as belonging to "another." Later in life, the experience of empathy, as an experience of a specific content, can be developed from this experience. In this way empathy and Einsfühlung can be understood as complementary rather than as competing phenomena.

  • 37.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Ängelns rop2016In: Maskros / Dandelion: Cecilia Edefalk / [ed] Karin Sidén, Catrin Lundeberg, Stockholm: Art and Theory Publishing , 2016Chapter in book (Other (popular science, discussion, etc.))
  • 38.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Södertörn University, School of Culture and Education, Philosophy.
    Martinson, MattiasUppsala Universitet.Svenungson, JayneLunds universitet.
    Monument and Memory2015Collection (editor) (Other academic)
  • 39.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Smith, Nicholas
    Södertörn University, School of Culture and Education, Philosophy.
    Introduction2016In: Phenomenology of Pregnancy / [ed] Nicholas Smith & Jonna Bornemark, Huddinge: Södertörns högskola, 2016, p. 7-14Chapter in book (Refereed)
    Abstract [en]

    This anthology takes its starting point in the conviction that a phenomenologyof pregnancy could play an important role in contemporary thought. Stating this is also an acknowledgment that it doesn’t play such a role—yet. The aim of this anthology is to contribute to making philosophical reflectionon pregnancy a greater part of the discussions to come.

  • 40.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Smith, NicholasSödertörn University, School of Culture and Education, Philosophy.
    Phenomenology of Pregnancy2016Collection (editor) (Refereed)
    Abstract [en]

    The fundamental and irreducible experience of carrying a child and bringing forth new life from one’s own body is in this anthology subjected to careful analyses that specifically, though not exclusively, draw on female experiences. In this way the crucial role of a phenomenology of pregnancy for contemporary thought is investigated. Exploring the phenomenon of pregnancy not just as a biological process, but also as a problem of lived bodily meaning, the contributions investigate a wide array of experiences that engage the limits of human life, subjectivity, intersubjectivity, and ethics, but also opens important methodological perspectives on the relation transcendental phenomenology and empirical research.

  • 41.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Wallenstein, Sven-Olov
    Södertörn University, School of Culture and Education, Philosophy.
    Introduction: Madness, Religion and the Limits of Reason2015In: Madness, Religion, and the Limits of Reason / [ed] Jonna Bornemark & Sven-Olov Wallenstein, Huddinge: Södertörns högskola , 2015, p. 7-22Chapter in book (Refereed)
  • 42.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Wallenstein, Sven-OlovSödertörn University, School of Culture and Education, Philosophy.
    Madness, Religion, and the Limits of Reason2015Collection (editor) (Refereed)
    Abstract [en]

    The idea of a limit of reason, a measure that defines reason and that it must not overstep, has been a constitutive part of philosophy since its beginnings in Greek thought. Placing itself in opposition to the madness of hubris, the excesses of tragedy, and the stories of religion and myth, philosophy expels its others just as much as it thrives on them. It begins and ends at the limit; it is drawn towards its outside, and exists as a perpetual attempt to find a line of demarcation that always ends up passing through its interior.

    The present collection analyzes the phenomenon of limit and excess, through readings that range from tragedy and Greek thought, through early Christianity and the Renaissance, to modern phenomenology and philosophy of language.

  • 43.
    Bäckström, Stina
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Modes of a “complicated form of life”: Expression and human-animal continuity2018In: Wittgenstein and Naturalism / [ed] Kevin M. Cahill, Thomas Raleigh, New York: Routledge, 2018, p. 223-240Chapter in book (Other academic)
    Abstract [en]

    My aim in this paper is to use the later Wittgenstein to argue against what I call the continuity-view of human and animal expression. Further, I will show that skepticism about animal expression is not the only alternative to the continuity-view. The paper has three sections. In the first section, I articulate the central commitments of the continuity-view: 1) There is a significant overlap in expressive behavior between humans and animals 2) Adding new expressive repertoire to include linguistic expression does not fundamentally alter the entire spectrum of expressive behavior. In the second section, I develop some passages in Wittgenstein into an argument against those commitments. Reflections on the temporal dimension of expressions and the interplay between non-verbal and verbal expression are central to this argument. In the third and more tentative section, I turn to how to avoid skepticism about animal expression, specifically in the form of claiming that the word “expression” is ambiguous. I discuss two ways of preserving conceptual unity while avoiding the continuity-view: categorial generality (which I find in John McDowell’s view on the human-animal relation) and family resemblance (which I associate with Wittgenstein).

  • 44.
    Carlson, Annika
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Medarbetarundersökningen ˗ ett universalmedel mot olika sjukdomar?: En essä om en medarbetarundersökning i en vårdkontext utifrån konsultens perspektiv: Vad skulle Heidegger ha tänkt?2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This scientific essay aims at investigating the phenomenon of employee surveys. The starting point is a personally experienced event from a meeting room in a maternity ward, depicted from my first˗person perspective as an external consultant. The event tells about relational conflicts and organizational problems at the hospital, an uneasy mood in the meeting room, and my feelings of falsity and being inept as well as my actions. The essay tries to illuminate this event with help from the ideas and reasoning of Martin Heidegger, and specifically his discussions in the areas of talk and mood. A phenomenological approach to the event is taken, where the essay through Heidegger's concepts seeks to capture the practical knowledge that formed the basis for the event turning out as it did. 

  • 45.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att tänka det mänskliga: bortom generna, i ljuset av utopin2015In: Människa, stat, utopi: En antologi om det möjligas konst / [ed] Mårten Björk & Jon Wittrock, Hägersten: Tankekraft , 2015, p. 177-195Chapter in book (Other academic)
  • 46.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Den rätta blandningen: Om antika dryckeslag i sanningens tjänst2014In: Klassiska tänkare om alkoholfrågan / [ed] Oskar Jalkevik, Stockholm: Nocturum , 2014, p. 5-9Chapter in book (Other (popular science, discussion, etc.))
  • 47.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Europe as identity and ideal: Reading Barroso’s ‘New Narrative’ heretically alongside Hegel, Husserl and Patočka2017In: Europe Faces Europe: Narratives From Its Eastern Half / [ed] Johan Fornäs, Bristol: Intellect Ltd., 2017, p. 35-61Chapter in book (Other academic)
  • 48.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Filosofi som lovtal till ...2017In: Ad Marciam / [ed] Hans Ruin & Jonna Bornemark, Huddinge: Södertörns högskola, 2017, p. 319-323Chapter in book (Other academic)
  • 49.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gadamers tolkande samtal med Platon: Hermeneutik och dialektik som filosofisk praxis2014In: Hans-Georg Gadamer och hermeneutikens aktualitet / [ed] Anders Burman, Stockholm: Axl Books, 2014, p. 53-76Chapter in book (Other academic)
  • 50.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Om pedagogens ansvar bortom förskolans läroplan2016In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, p. 367-390Chapter in book (Other academic)
1234 1 - 50 of 155
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