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  • 1. Backman, Ylva
    et al.
    Haglund, Liza
    Södertörn University College, School of Culture and Communication, Education.
    Gardelli, Viktor
    Persson, Anders
    Philosophy with children: moral argumentation and the role of pictures2011In: Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference. / [ed] Marina Santi, Stefano Oliverio, Padova: Liguori , 2011, p. 12 s.-Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to outline the disposition and results of a short-time pilot study (Backman, 2009) of pupils’ ability to express ethical arguments and of the role of pictures in ethical argumentation. There were 18 pupils, in the ages 7-8 years, that participated in the study, which was carried out in a school in the northern part of Sweden. In this paper, we begin by giving a short description of some relevant statements in the Swedish national curriculum and put this in relation to some previous research on philosophical inquiry with children. Then we continue by describing some of the project’s influences from philosophical practice and theoretical groundwork. After this, some methodological concerns and ethical considerations are referred. Finally, some results of the study are described and shortly discussed.

  • 2.
    Benyamine, Isak
    et al.
    Stockholms universitet.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan2017In: Estetiska uttryck och barns rättigheter i utbildning / [ed] Margareta Aspán, Jutta Balldin, Charlotte Engel & Anna Röing Hellberg, Malmö: Gleerups Utbildning AB, 2017, 1, p. 113-131Chapter in book (Other academic)
  • 3. Benyamine, Isak
    et al.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Persson, Anders, J
    Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan2014 (ed. 1)Book (Other academic)
  • 4. Gardelli, Viktor
    et al.
    Persson, Anders
    Haglund, Liza
    Södertörn University College, School of Culture and Communication, Education.
    Backman, Ylva
    Coherentism as a foundation for ethical dialog and evaluation in school: value communication, assessment and mediation2011In: Educating for complex thinking through philosophical inquiry: Models, advances, and proposals for the new millennium : Proceedings of the 14th ICPIC Conference. / [ed] Marina Santi, Stefano Oliverio, Padova: Liguori , 2011, p. 13 s.-Conference paper (Other academic)
    Abstract [en]

    In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school.

  • 5. Haglund, Liza
    Att tänka noga: en filosofibok2001Book (Other academic)
  • 6. Haglund, Liza
    Filosofi med barn: några reflektioner2002In: Barn, ISSN 0800-1669, no 2, p. 55-66Article in journal (Other academic)
  • 7.
    Haglund, Liza
    Stockholms universitet.
    Making meaning of historical evidence: The variety of salient features in a shared activityManuscript (preprint) (Other academic)
  • 8.
    Haglund, Liza
    Stockholms universitet.
    Towards epistemic and interpretative holism: A critique of methodological approches in research on learning2017Doctoral 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.

  • 9.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Undersökande gemenskap för kunskapsbildning och kritiskt tänkande2014In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 04, no 1, p. 67-73Article in journal (Other academic)
    Abstract [sv]

    I denna text beskrivs hur man kan leda ett seminarium med utgångspunkt i C. S. Peirce begrepp ”community of inquiry” (undersökande gemenskap) och tanken om kunskapsproduktion som en social process. Utifrån några praktiska exempel beskrivs hur denna form kan bidra till kritiskt tänkande

  • 10. Haglund, Liza
    et al.
    Bagge, Charlotte
    An Intentional Analysis of Children‘s Reasoningin Philosophy: Patterns Revealed2006In: Encouraging philosophical thinking: proceedings of the International Conference on Philosophy for Children in Graz, Austria / [ed] Daniela G. Camhy und Rainer Born, Sankt Augustin: Academia Verlag , 2006, p. 122-130Conference paper (Other academic)
  • 11. Haglund, Liza
    et al.
    Persson, Anders J.
    Rättigheter och att samtala med barn om deras rättigheter2005In: Barns rätt till kultur / [ed] Anne Banér, Stockholm: Centrum för barnkulturforskning, Stockholms universitetng , 2005, p. 30-44Chapter in book (Other academic)
  • 12.
    Haglund, Liza
    et al.
    Södertörn University College, School of Culture and Communication, Education.
    Persson, Anders J.
    Självklart! Inte?: en filosofibok2009Book (Other academic)
  • 13.
    Haglund, Liza
    et al.
    Södertörn University, School of Culture and Education, Education.
    Persson, Anders J
    Benyamine, Isak
    Värdegrund och filosofiska samtal2014In: Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan / [ed] Benyamine, I. Haglund, L. & Persson, A,J, Möklinta: Gidlunds förlag, 2014, 1, p. 15-25Chapter in book (Other academic)
  • 14. Haglund, Liza
    et al.
    Persson, Anders J.
    Bernholm, Maria
    Öppet sinne, stor respekt: handledning : att föra filosofiska samtal med barn om Barnkonventionens grunder2004 (ed. 1. uppl.)Book (Other academic)
  • 15.
    Halldén, Ola
    et al.
    Stockholm University.
    Haglund, Liza
    Stockholm University.
    Strömdahl, Helge
    Linköping University.
    Conceptions and Contexts: On the Interpretation of Interview and Observational Data2007In: Educational psychologist, ISSN 0046-1520, E-ISSN 1532-6985, Vol. 42, p. 25-40Article in journal (Refereed)
    Abstract [en]

    Research within a constructivist approach often relies on interview data, which are used to reveal beliefs held by the interviewee or to expose conceptions or conceptual structures that are supposed to reside within the interviewee. From a sociocultural perspective, severe criticism has been leveled against the neglect of the problems of inferring conceptions held by a participant from what is uttered in an interview. Utterances should be looked upon as cultural tools used to realize discursive practices, rather than as propositions mirroring mental entities. It is argued that the clinical interview, often used by constructivists, disregards the impact of a situation and discursive norms with regard to what is uttered in a conversation. Here, it is argued that by taking into account an interviewee’s conceptions of the situation, as well as of the subject matter being talked about, some sort of a bridge between the methodological standpoints of constructivism and sociocultural theory can be formed. It is proposed that utterances should be regarded as actions, and thus the problem of ascribing meanings to behavior is in focus, that is, how a series of behaviors can be regarded as an intentional action. It is argued that by means of such an approach, it is possible to make inferences about conceptions and conceptual structures much in the same way as is done in research on conceptual change. However, this means that utterances cannot just be “read off.” The interviewee’s aims, conceptions of the subject matter talked about, as well as the interviewee’s conceptions of the situation to hand must be taken into account. A reinterpretation of data reported by Andrea diSessa and Bruce Sherin is used as an illustration.

  • 16.
    Halldén, Ola
    et al.
    Stockholms universitet, Pedagogiska institutionen.
    Petersson, Gunilla
    Stockholms universitet, Pedagogiska institutionen.
    Scheja, Max
    Stockholms universitet, Pedagogiska institutionen.
    Ehrlén, Karin
    Stockholms universitet, Pedagogiska institutionen.
    Haglund, Liza
    Stockholms universitet, Pedagogiska institutionen.
    Österlind, Karolina
    Stockholms universitet, Pedagogiska institutionen.
    Stenlund, Agneta
    Situating the question of conceptual change2002In: Reconsidering conceptual change: Issues in theory and practice / [ed] Margarita Limơn, Lucia Mason, Dordrecht: Kluwer , 2002, p. 137-148Chapter in book (Refereed)
    Abstract [en]

    The contemporary debate regarding the question of conceptual change relates to the learning paradox in Plato’s dialogue Menon, where Menon asks how it is possible to engage in a search for knowledge of something entirely new. How is it possible to change from a commonsense view of a phenomenon into a scientific one that also sometimes goes quite contrary to the commonsense view? Sociocultural analysis dispatch the question by talking of situated cognition and by that ignoring individual cognitions. Constructivist approaches describes cognitive development as an evolution from simple naïve models of a phenomenon to more complex and powerful models, often by implying that the simple models are abandoned in favour of the new ones. Here, another model for conceptual development and conceptual change will be advanced. It is proposed that conceptual development and conceptual change is constituted by a process of a continuous assimilation of new information into an all-embracing model and, simultaneously, a differentiation within this compounded model resulting eventually in different new models. This description that stick to the Piagetian way of describing cognitive development, will be illustrated by means of empirical data from a study of children’s conceptions of the shape of the earth.

  • 17.
    Halldén, Ola
    et al.
    Stockholms universitet.
    Scheja, Max
    Stockholms universitet.
    Haglund, Liza
    Stockholms universitet.
    The contextuality of knowledge: an intentional approach to meaning making and conceptual change2008In: International handbook of research on conceptual change / [ed] Stella Vosniadou, New York: Routledge, 2008, p. 509-532Chapter in book (Other academic)
  • 18. Larsson, Åsa
    et al.
    Haglund, Liza
    Södertörn University, School of Culture and Communication, Education.
    Halldén, Ola
    Cognitive conflict: Actions taken in the process of conceptual change2010Report (Refereed)
    Abstract [en]

    Conceptual change is described as a multifaceted process involving restructuring and reorganization of already embraced beliefs. Twenty-nine preschool children were interviewed about their conceptions of the earth every year from the year they were four to the year they were six years of age. For the children the incentive for changing ideas about the earth was their processing of incoherencies.  The children processed a lot of conflicting information. However, there does not appear to be any major conflict that causes the process of conceptual change to occur. This process is affected by incoherencies revealed in a relation between three entities, that is, two or more different facts or conceptions that conflict when related to one specific context. Conceptual change involves a simultaneous processing of information and complex conceptions, on the one hand, and revisions and changes at a model level on the other.

1 - 18 of 18
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