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  • 101.
    Löfdahl, Britt
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    När mallar brister: Ett möte mellan teori och praktik på biblioteket2018Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    In this scientific essay I explore my profession as a library adviser within the public library sector. The focus in my exploration is on the relation between theory and practice and how this relation is carried to the extreme in a situation where the theory consists of quantitative measuring. This situation triggers a conflict within me, and in the essay I reflect on the reasons for this with the aid of various philosophers and authors, in order to get a deeper understanding of my actions, and to see if I acted with good judgement in the sense of Aristotle´s phronesis. In my writing and exploring I also search for a way onwards, a better way to connect theory with practice in my meetings with library staff. My conclusions are that a first step would be to give practice precedence and start talking about the relation between practice and theory instead of the other way around. Further steps are a deeper understanding of the importance of dialogue, to see the perspective of the other and to dare to remain in, and to make the most of, the moment when theory and practice collide.

  • 102.
    Naeve-Bucher, Ursula
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Handledarens utmaningar: kritik som reflekterande lärprocess2017In: Studenters skrivande i humaniora och samhällsvetenskap / [ed] Anna Malmbjer, Huddinge: Södertörns högskola, 2017, p. 133-154Chapter in book (Refereed)
  • 103.
    Olofson, Christina
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Våga gå vilse – ett sätt att upptäcka det obekanta: Filmskaparens förhållande till konst och vetenskap2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

     

    Fear not going astray – discover the unknown

    A filmmaker’s take on art and science

     

    The purpose of this essay is to examine and make visible the filmmaker’s relation to art and scientific research regarding the investigation of new knowledge. Can art and science meet, and in what way do they connect?

    I have finished Secrets of Animal Anatomy (aka Kropparnas Arkiv), a film project I was working on for eight years. I finished it while I was writing on this essay. The film combines art and science in a meeting between an artist and a scientist. During the process, the question arose: how can you search for something when you don’t even know what it is you are searching for?. It is not wholly new, but has been implicit in discussions with colleagues and in film projects. This became my scientific question. My aim is to investigate how to make the artistic process of filmmaking and film deeper, by reflecting upon and investigating this question. I have chosen to interview three women – one artist, one actor-director, and one scientist. The selection is not meant to be representative. It may seem obvious that the actor, director and artist have more in common with each other than with the scientist, but is this necessarily true? Using this question as a starting point, I aim at finding out differences and similarities between the three interviewees and the filmmaker.

    I have categorised the interviewees’ answers under different themes like “Choice or distinguishing”, “Curiosity in practice or creativity”, and “To evoke the unexpected”. In my investigation, I employ qualitative methods; I analyse the answers and then theorise.

    Phenomenological hermeneutics, or Topos theory, has been the backbone of my study. It is undoubtedly so, that Aristotle and his thinking is the foundation of the theories and thoughts that I apply in this essay.

     

    My ambition is to bring the artistic vision to the scientific world, and to view the terrain of science with a double gaze, which I believe can contribute to an understanding both wider and deeper. Is there a strong connection and strong similarities between film, art, and science, and are these three entities prerequisites for one another – humanities and science? Answering my question has been a method to make visible a method, barely measurable yet visible for those willing to see it. The question gives rise to a process, reflecting the interviewees’ stance on different problems within the scope of their work, and how they proceed in their search. What they all have in common is boundaries, creating them and transcending them. In order to break boundaries, it is necessary to create new lines of thought and transcend limitations. This is something common to all informants.

    The known is necessary to examine the unknown.

  • 104.
    Pascalev, Assya
    et al.
    Bulgarian Center for Bioethics.
    de Jong, Jessica
    Central Division of the National Police, the Netherlands.
    Ambagtsheer, Frederike
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Lundin, Susanne
    Lund University.
    Ivanovski, Ninoslav
    University of St. Cyril and Methodius, Macedonia.
    Codreanu, Natalia
    Renal Foundation, Moldova.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Yankov, Jordan
    Bulgarian Center for Bioethics, Bulgaria.
    Frunza, Mihaela
    Academic Society for the Research of Religions and Ideologies, Romania.
    Byström, Ingela
    Lund University.
    Bos, Michael
    Eurotransplant International Foundation, the Netherlands.
    Weimar, Willem
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Trafficking in Human Beings for the Purpose of Organ Removal: A Comprehensive Literature Review2016In: 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)
  • 105.
    Plate Blomberg, Jennie
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Den levda blicken: En fenomenologisk undersökning av blickens betydelse för mötet mellan lärare och elever2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The title of this essay is: The lived gaze: a phenomenological study of the importance of gaze for the meeting between teachers and students. With a phenomenological gaze at the gaze, I examine the gaze and how it appears in the meeting between me and my high school students. In between the phenomenological method, the reflective conversation with the philosophers Edmund Husserl, Maurice Merleau-Ponty, Michel Foucault and Jean-Paul Sartre as well as portraits from my teaching practice I go on an explorative journey. In my essay I discover that in the meeting between me and my students the gaze appear as directed, broken and supervised.

  • 106.
    Pröckl, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Danspedagogens yta: Där kunskap och konst överlappar varandra2014In: Konst och lärande: Essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 1, p. 251-268Chapter in book (Refereed)
  • 107.
    Pröckl, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Tyngd, sväng och empatisk timing: förskollärares kroppsliga kunskaper2020Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In what way is knowledge embodied and what role does embodied knowledge play in interpersonal professional practices? In this thesis, practical and embodied knowledge of preschool teachers is investigated as an example of a profession where relational and bodily situated knowledge is significant.

    The questions, from where my point of departure is taken, are for instance: How does a skilful preschool teacher act? What approach in terms of embodied knowledge is needed if one wants to give care, trust and offer a child a sense of we? Are there dimensions of embodied knowledge that are present only in situations that appear negative? 

    This thesis belongs to the academic discipline The Theory of Practical Knowledge. Practical Knowledge in often described as experience based, bodily carried, situated and tied to our emotional life. The Theory of Practical knowledge tries to frame and explain these aspects of knowledge in the situations and contexts where they occur. 

    The importance of embodied knowledge, as a form of practical knowledge in relation to preschool teachers professional development, is not a theme that has been scrutinized in other research. In the light of a presupposition that knowledge is bodily carried (a presupposition that is founded in experiences of dance and a phenomenological influenced theoretical base) and that practical wisdom and skill in interpersonal practices exists only in action, this thesis is built upon a concern regarding whether values embedded in these practises could be threatened as a result of the difficulty to grasp them. 

    The forms of embodied knowledge possessed by the preschool teachers in this study appear as relational and situated in the co-embodied space in between the preschool teacher and the child, or, more correctly, between everyone in the group. In the interaction enabled by the good relationship the embodied forms of knowledge express themselves as mastery, a skill honed by care that I have chosen to describe using terms such as grooveweight, and empathetic timing

  • 108.
    Riise, Michael
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kommunikationens anatomi: för regissör och ensemble2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In the frame of Practical knowledge at Södertörn University, Sweden, I have examined my own practical knowledge. The starting-point is what happened during my work as director, when I was rather new in the profession. The studie focuses on what it is that happens when the body communication is not functioning as it should. This essay focuses mainly on physical communication and investigates how the communication worked during this process in which I in the beginning of my carreer led as director at a Public Theatre. My story tells about how I remember the direction process with a Theatre ensemble, framed with communication problems. I call this Directing process 1. The directing work and the actors process work was suffering and an optimal result was not possible to reach. In spite of that, the play was performed and reached a large audience. In a comparative field study  I observed another theatre rehearsal process, interviewed the director and saw the performance. This process worked well. I call this Directing process 2. I have a theoretical discussion with a starting point in communication and theatre literature where I analyze my own understanding of communication and what the communication concept stands for. When traditional communication theory is completed with physical variables, it lightens in a concrete and distinct sense, some essential abilities in the directors work. I reject the assertion that all behavior is communication. I presuppose from the definition that communication builds on someone who sends and someone who confirms.

    I introduce communication theoretical conceptions and six key words as starting-point, for my analysis of physical communication during a process work. I compare the differences in the directors relation to their ensembles. The two theatre directing processes differed in terms of communication in  several crucial points. These differences became a question of vital  importance for a successful and a less successful process. The biggest weakness in process 1 appears to be my own lack of freedom in the way of movement related to the ensemble. It was characterized by a closed body language, difficulties with the listening, and avoiding eye contact. From that I identify the largest problem witch showed to be the lack of confidence between me and the crew. The great assets of the Process 2 was the physical freedom among the bodies that moved in the room, and in relation to each other, while the biggest problem I saw as the lack of clear intentions. The conclusion is that the positions of the bodies related to each other can be a determining factor for successful work together. Moreover that confidence showed up to be the most important communicative reason if these processes succeeded ore failed.

  • 109.
    Roos, EwaMaria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Skammen och de ickeverbala signalerna vid inlärningssituationer2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    Shame and nonverbal communication in learning processes

    Shame, dishonour, disgrace. However described, it is often paralysing and diminishing. It is

    crippling and destructive. But is it possible to develop through shame? This research paper

    takes an interdisciplinary look at this subject. As an aesthetic voice and speech pedagogue I

    have observed how shame has affected communication between my students and myself in

    situations where shame could and/or has occurred. One particular vocational event invoked a

    powerful sense of shame within me and launched a process which led to the investigation of

    two pedagogical situations where I detected and prevented shame in the learning process. These

    situations revealed that communication beyond words were crucial for the learning process

    to continue in a constructive manner.

    The purpose of this study is to explore the importance of nonverbal communication, the wordless

    cues of paralanguage, in body language and voice in the learning process, increasing the

    awareness of the students and pedagogues to this type of communication.

    In this quest for a shame free workspace, I found that changes in my pedagogy had the ability

    to prevent shame for both my students and myself, whilst doing so shaping an improved learning

    environment. A phenomenological approach by way of Nathanson, Cullberg Weston,

    Dreyfus & Dreyfus along with an understanding of the different mechanisms of shame and its

    influence on nonverbal interaction has led to the realisation of the preventive measures that can

    be taken to avoid shame and guilt in learning situations.

    It is possible to develop through shame, it enabled a change within myself as a pedagogue.

  • 110.
    Ruin, Hans
    et al.
    Södertörn University, School of Culture and Education, Philosophy.
    Bornemark, JonnaSödertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Ad Marciam2017Collection (editor) (Refereed)
    Abstract [sv]

    Genom sin distinkta röst och inriktning har Marcia Sá Cavalcante utvidgat det svenska filosofiska språket. I sina texter har hon förvandlat den i hennes eget fall fritt valda exilen till ett tema av större räckvidd. Hennes tänkande är inte bara ett ”lovtal till intet”, som titeln lyder på en av hennes böcker, utan också till mellanrummet, såväl det historiska, kulturella, språkliga och filosofiska mellanrum där förlust och ankomst alltid är sammanlänkade. Genom hennes närvaro har den svenska och nordiska filosofiska miljön blivit rikare, mer mångfacetterad och mer spännande. Hon har också breddat förståelsen för vad filosofi är och därmed utvidgat möjligheterna för vad som är möjligt inom nordisk filosofi. Men hennes inflytande hörs inte bara i norden, utan har även fått internationell genklang och sträcker sig långt utöver det egna ämnets gränser. Om detta vittnar flera av bidragen i denna bok. Det känns följdriktigt att få hylla denna sällsynt mångspråkiga och mångbegåvade filosof med en volym som både genom sin utformning och sitt innehåll utgör en mötesplats for många röster, språk, och uttrycksformer – inte bara filosofin, utan även litteraturen, konsten och musiken.

  • 111.
    Schwarz, Eva
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Bibliotekariens handlingsfält: praktisk kunskap, professionalitet och kollektivt ansvar2016In: Bibliotekariens praktiska kunskap: Om kunskap, etik och yrkesrollen / [ed] Eva Schwarz, Stockholm: Regionbibliotek Stockholm , 2016, p. 57-74Chapter in book (Other academic)
  • 112.
    Schwarz, Eva
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Bibliotekariens praktiska kunskap: Om kunskap, etik och yrkesrollen2016Collection (editor) (Other academic)
  • 113.
    Schwarz, Eva
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Den ständige nybörjaren: om reflektion och praktisk kunskap2019In: Att utforska praktisk kunskap: undersökande, prövande och avtäckande metoder / [ed] Martin Gunnarson, Huddinge: Södertörns högskola, 2019, p. 113-158Chapter in book (Other academic)
  • 114.
    Schwarz, Eva
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Inskolning: Om förnyelse och gemenskap på förskolan2016In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, p. 259-281Chapter in book (Other academic)
  • 115.
    Schwarz, Eva
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Vad gör egentligen en bibliotekarie?2015In: Länsnytt : mötesplats för biblioteken i Stockholms län, ISSN 1652-7208, no 2, p. 5-Article in journal (Other (popular science, discussion, etc.))
  • 116.
    Schwarz, Eva
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Reflektion - en nödvändighet2013In: Förskoletidningen, ISSN 0348-0364, no 6, p. 44-49Article in journal (Other (popular science, discussion, etc.))
  • 117.
    Schwarz, Eva
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Reflektion: en nödvändighet2013In: Förskoletidningen, ISSN 0348-0364, no 6, p. 44-49Article in journal (Other (popular science, discussion, etc.))
  • 118.
    Schwarz, Eva
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Hjertström Lappalainen, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Collective Phronesis?: An Investigation of Collective Judgement and Professional Action2020In: The Logic of Social Practices / [ed] Raffaela Giovagnoli & Robert Lowe, Cham: Springer, 2020, p. 23-35Chapter in book (Refereed)
    Abstract [en]

    This paper is a conceptual investigation of whether, and how, action containing judgement can be understood as collective. Using an empirical example from the police profession, the article tries to capture the complexity of a real situation that requires both agency and judgement. The example is analysed in relation to the idea of collective judgement, both regarding ongoing debates in phenomenology concerning the possibility/need for a we-subject, and in social epistemology concerning the idea of judgement based on social evidence. The article claims that a richer account of action is needed in order to describe the collective aspects of judgements. Drawing on an Aristotelian understanding of action, the paper argues that an understanding of certain collective actions requires a notion of judgement that involves both we-subjectivity, and social evidence.

  • 119.
    Schwarz, Eva
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Exploring the Phenomenology of Whiteness in a Swedish Preschool Class2018In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 50, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    This article explores how constructions of identity, race and difference permeate and are challenged in a Swedish preschool class. The study is informed by theories of phenomenology and critical whiteness. Data are drawn from a larger ethnographic study conducted in an ethnically diverse preschool. The purpose of the study was to explore how preschool teachers manage and reflect upon the construction of children’s social identity within the institution of a preschool. This report considers one incident relating to racial identity. It began with a child’s representation, the boy named Stanley, in a self-portrait: ‘I want to be white and blonde when I grow up… I want to be like Oscar, not a black boy’. Within this article we consider teachers’ reflections on this incident, discussing how ‘whiteness’ is performed, constructed and interrogated by young children and adults in the preschool and uncovering a certain institutional ‘colour blindness’. In this example ‘race’ announces itself and the children make it visible as an existing category in their everyday life. Children’s drawings and narratives reveal much about the implicit understandings and norms that surround them, pointing to teachers’ responsibilities for exploring the possibilities and limitations offered in preschool education to deal with these understandings.

  • 120.
    Schwarz, Eva
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    "Wir gehen jeden Tag in den Wald und haben den Wolf noch nie gesehen": Kindergartenkinder verhandeln ihre Umwelt2018In: Räumen: Raumwissen in Natur, Kunst, Architektur und Bildung / [ed] Birgit Engel; Helga Peskoller; Kristin Westphal, Katja Böhme & Simone Kosica, Weinheim: Beltz Juventa , 2018, p. 38-54Chapter in book (Other academic)
  • 121.
    Seniuk, Patrick
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    I'm shocked: informed consent in ECT and the phenomenological-self2018In: Life Sciences, Society and Policy, ISSN 2195-7819, E-ISSN 2195-7819, Vol. 14, no 1, article id 5Article in journal (Refereed)
    Abstract [en]

    This paper argues that phenomenological insights regarding selfhood are relevant to the informed consent process in the treatment of depression using electro-convulsive therapy (ECT). One of the most significant side-effects associated with ECT is retrograde amnesia. Unfortunately, the current informed consent model does not adequately appreciate the full extent in which memory loss disturbs lived-experience. Through the philosophy of Merleau-Ponty, it is possible to appreciate the way in which memory loss affects a person's self-experience, with emphasis given to one's pre-reflective and embodied, relationship with things in the world. This paper aims to demonstrate that proper informed consent should acknowledge the extent to which repeated ECT treatments affect a patient's sense self.

  • 122.
    Seniuk, Patrick
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Review of 'Experiences of Depression. A study of phenomenology' by Matthew Ratcliffe2016In: Philosophical Psychology, ISSN 0951-5089, E-ISSN 1465-394X, Vol. 29, no 5, p. 792-794Article, book review (Other academic)
  • 123.
    Seniuk, Patrick
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    [Review of] The Feeling Body: Affective Science Meets the Enactive Mind, Giovanna Colombetti. Cambridge and London: MIT Press, 20142015In: The Journal of mind and behavior, ISSN 0271-0137, Vol. 36, no 3 and 4, p. 197-202Article, book review (Other academic)
  • 124.
    Shutzberg, Mani
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Om intervjuns säregenheter på den praktiska kunskapens forskningsfält2019In: Att utforska praktisk kunskap: undersökande, prövande och avtäckande metoder / [ed] Martin Gunnarson, Huddinge: Södertörns högskola, 2019, p. 195-224Chapter in book (Other academic)
  • 125.
    Shutzberg, Mani
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Unsanctioned techniques for having sickness certificates accepted: a qualitative exploration and description of the strategies used by Swedish general practitioners2019In: Scandinavian Journal of Primary Health Care, ISSN 0281-3432, E-ISSN 1502-7724, Vol. 37, no 1, p. 10-17Article in journal (Refereed)
    Abstract [en]

    OBJECTIVES: To explore informal and unsanctioned techniques general practitioners (GPs) employ as a means to increase the likelihood of sickness certificate approval, following the Swedish Social Insurance Agency's (SSIA's) consolidation of the gatekeeping role in sickness benefit evaluation.

    DESIGN: Qualitative semi-structured interviews with 20 GPs working in Swedish primary care. A thematic analysis of the transcribed material was carried out to map different techniques employed by the practitioners.

    RESULTS: Eight techniques were identified, particularly with respect to the way in which the sickness certificate is written to ensure approval by the SSIA. The identified techniques were most commonly adopted when the patient's case was perceived to be at high risk for rejection by the SSIA (such as psychiatric illnesses, chronic pain etc.).

    CONCLUSIONS: The findings imply that the informal and unsanctioned techniques are complex and ambiguous. They are used intentionally and covertly. The study also suggests that, while the consolidation of SSIA's gatekeeping role may have resolved some sickness absence issues, a consequence may be that GPs develop unsanctioned techniques to ensure compliance.

  • 126.
    Stenholm, Eva
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att mötas och förstå: Varför är det svårt?2018Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    In this scientific essay I have focus on parental work in preschool and the difficulties that might arise. The empirical part is based on two meetings with parents and both of them are about how to understand each other. These meetings are linked to literature and helps me research the term reflection. What am I reflecting and how do I reflect? I also explore the practical knowledge in my work and try to understand the role of the multicultural environment in this work. I try to se possibilites in cooperation at the preschool. With the essay I want to understand why it can be challenging to build trustworthy relations with the parents, which seems important, in order to make the children at the preschool feel safe. I am also interested in researching how the multicultural environment affects the intercultural standpoint of the preschool and what this could mean for my work. The end discussion shows that I am not satisfied to which extend the preschool teachers discuss the difficulties and possibilities of parenting cooperation.

  • 127.
    Ståhlberg, Charlotta
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Ska barnen vara med?: En essä om utvecklingssamtal i förskolan2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Skollagen påbjuder att vårdnadshavare och personal på varje förskola minst en gång per år ska genomföra ett samtal om barnets utveckling och lärande, ett utvecklingssamtal. Samtalet ska bygga på en bred och nyanserad bild av barnets utveckling och lärande, om barnet trivs, har roligt och fungerar socialt. Utvecklingssamtal i förskolan genomförs i de allra flesta fall utan barn. Efter nya direktiv i den kommun jag undersöker vill man att barnen ska delta. Frågor väcks kring etik, integritet och kring vilket värde ett utvecklingssamtal för barn mellan ett till fem år har. Undersökningens syfte är att på ett djupare plan ta reda på hur utvecklingssamtal med pedagoger, förskolebarn och deras föräldrar fungerar i praktiken. Utgångspunkten är tre huvudfrågor, hur fungerar den praktiska användningen av utvecklingssamtalsdokumenten? Vilken roll får vårdnadshavare, pedagoger och barn i de nya utvecklingssamtalen? Hur samarbetar förskolan med vårdnadshavare kring barnens utveckling och lärande? Undersökningen är skriven i essäform, en form som på samma gång bildar både metod och innehåll genom narrativa och reflexiva nedslag i praktiken, samt intervjuer med förskollärare på tre olika förskolor. Undersökningen visar att det finns en reell motsättning mellan skollagens och kommunens direktiv gällande form och innehåll för utvecklingssamtal. Den pekar både på utvecklingssamtalets betydelse och dess komplexa plats i en föränderlig förskola. Intervjustudien visar att utvecklingssamtal där barn deltar smalnar in perspektiven på barnets hela vistelse och vara på förskolan i riktning mot en starkare betoning på barnets lärande inom läroplanens kunskapsmål. Genom att integrera teoretiska perspektiv med reflektioner över min egen praktik samt empiri från intervjuer framkommer aspekter i förskolans omvandling mot en starkare betoning av lärandeperspektivet. 

  • 128.
    Svartheden, Joakim
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kriget och katedern: Officersutbildningen, omdömet och det okända2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis has been to illustrate the conditions for development of judgement-based professional skill, by means of institutionalised officer training. The study has been based on two questions: 1) What is, in the context of the exercise of the officer profession and the military school environment, the nature and epistemological foundations of the judicious action? 2) In what way can institutionalised officer training ensure the development of the judgment of future military leaders?This study is presented in the form of a scientific essay, departing from a personally experienced dilemma, which subsequently gets subjected to personal reflection as well as theoretical analysis, in which the author acts as both the subject and the object. The explo-ration has its starting point in the assumption that there is a decisive difference between knowing-that, knowing-how and knowing what, of which especially the latter requires judge-ment. Through a survey of the epistemological concepts of Aristotle and of Maria Hammarén applied to the professional skill of the officer and the military school environment, it is estab-lished that the judicious action is an indispensable part of the professional skill and that per-sonal judgement in its turn is a trained ability, first of all shown in action. A conclusion in this respect is that an officer needs the ability to make judicious decisions based on intuition as well as on analytical thinking, depending on the situation. The author puts Hammarén’s ideas of professional skill being developed through a combination of experience and reflection preferably organised in a reflecting practice, in the context of the military teacher.Another conclusion is that the judgement in (not least the military) professional skill in fact is the sound judgement, i.e. the ability to make and implement ethically well-founded decisions. This subject is further explored in relation partly to Hannah Arendt’s ideas of the role of sound judgement in a bureaucratic organisation, and partly to moral philosophical theories, put in the context of military professional skill and school environment. A conclu-sion is that the ethical education must aim at developing the willingness to do good, as well as the eye for judging what actions being morally right in a certain situation.The author also presents possible methods for establishing a reflective praxis within a military school environment.

  • 129.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    A Defense of the Phenomenological Account of Health and Illness2019In: Journal of Medicine and Philosophy, ISSN 0360-5310, E-ISSN 1744-5019, Vol. 44, no 4, p. 459-478Article in journal (Refereed)
    Abstract [en]

    A large slice of contemporary phenomenology of medicine has been devoted to developing an account of health and illness that proceeds from the first-person perspective when attempting to understand the ill person in contrast and connection to the third-person perspective on his/her diseased body. A proof that this phenomenological account of health and illness, represented by philosophers, such as Drew Leder, Kay Toombs, Havi Carel, Hans-Georg Gadamer, Kevin Aho, and Fredrik Svenaeus, is becoming increasingly influential in philosophy of medicine and medical ethics is the criticism of it that has been voiced in some recent studies. In this article, two such critical contributions, proceeding from radically different premises and backgrounds, are discussed: Jonathan Sholl's naturalistic critique and Talia Welsh's Nietzschean critique. The aim is to defend the phenomenological account and clear up misunderstandings about what it amounts to and what we should be able to expect from it.

  • 130.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    ADHD som en samtida kulturdiagnos2015In: Socialmedicinsk Tidskrift, ISSN 0037-833X, no 1, p. 56-62Article in journal (Refereed)
    Abstract [sv]

    I artikeln görs ett försök att visa, inte hur ADHD-diagnosen har skapats av den västerländska kulturen, utan snarare hur ADHD har blivit en viktig del av vår samtida senmoderna kultur. Kulturella faktorer kan utan tvekan bidra till att en psykiatrisk diagnos blir vanligare eller ovanligare i ett samhälle över tid, och den kraftfulla ökning av antalet diagnosticerade fall av ADHD som ägt rum i Sverige och övriga västvärlden de sista trettio åren är förmodligen, åtminstone delvis, kulturell till sin natur. Men oavsett vilka de diagnosdrivande faktorerna är har neuropsykiatriska begrepp och modeller också kommit att prägla vårt sätt att uppfatta och tolka varandra som människor i olika vardagliga sammanhang under 2000-talet. På detta sätt är ADHD en kulturdiagnos och i artikeln utforskas hur ADHD-diagnosen numera inte bara är ett stigma eller ett sätt att komma i åtnjutande av resurser, utan också en form av identitet.

  • 131.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Anorexia Nervosa and the Body Uncanny: A Phenomenological Approach2013In: Philosophy, Psychiatry, and Psychology, ISSN 1071-6076, E-ISSN 1086-3303, Vol. 20, no 1, p. 81-91Article in journal (Refereed)
    Abstract [en]

    Anorexia nervosa is a disorder that is closely related to questions of selfhood and social roles. The pursuit of excessive thinness is part of a search for identity in which the control of the body—its size and needs— becomes central. This need for control appears to be triggered by a state of bodily alienation in which the body is perceived to be foreign and horrifying to its bearer. The relentless dieting and excessive exercise pursued by the anorexic person eventually leads to a state of starvation in which the relationship of control between the person and her body becomes reversed: the body now controls the thoughts, feelings and actions of the anorexic person in an uncanny and life threatening way. In this paper an attempt is made to better understand the ways in which the body becomes alien in anorexia nervosa by way of a phenomenological analysis. The analysis is exemplified and supported by stories told by girls suffering from the illness. The aim of the paper is to show that anorexia nervosa is neither a bodily dysfunction, nor a cultural product, only. Rather, the disorder is best understood as an illness in which the autonomous nature of one’s own body becomes overwhelming in a fatal and characteristic way. The different ways of becoming bodily alienated interact in anorexia in establishing an uncanniness of the body that is both conspicuous—to people around the ill person—and hard to escape—for the person herself.

  • 132.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att inte kunna sluta.: Datorspel och meningen med livet2017In: Samtider: Perspektiv på 2000-talets idéhistoria / [ed] Anders Burman och Lena Lennerhed, Göteborg: Daidalos, 2017, p. 327-344Chapter in book (Other academic)
  • 133.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Dan Zahavi: Self and Other: Exploring Subjectivity, Empathy, and Shame2016In: Journal of Phenomenological Psychology, ISSN 0047-2662, E-ISSN 1569-1624, Vol. 47, no 1, p. 83-89Article, book review (Other academic)
  • 134.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    De skakades solidaritet.: Om filosofen Jan Patocka2017In: Dixikon, ISSN 2001-1768, no 27 novemberArticle in journal (Other (popular science, discussion, etc.))
  • 135.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    De vill förvandla människan till ett datorprogram2017In: Svenska Dagbladet, ISSN 1101-2412, no 2 juli, p. 18-19Article in journal (Other (popular science, discussion, etc.))
  • 136.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Depression and the Self: Bodily Resonance and Attuned Being-in-the-World2013In: Journal of consciousness studies, ISSN 1355-8250, E-ISSN 2051-2201, Vol. 20, no 7-8, p. 15-32Article in journal (Refereed)
    Abstract [en]

    This paper will explore the relationship between selfhood and depression, by focusing upon the lived body’s capacity to “resonate” with the world and thus open up an “attuned” space of meaning. Persons will become differently tuned in different situations because they embody different patterns of resonance—what is most often referred to as different temperaments—but the self may also suffer from idiosyncrasies in mood profile that develop into deficiencies of resonance, making the person in question ill. In many cases of depression one might describe this as a being out of tune in the sense of being oversensitive to the sad, anxious and boring tune qualities of the world. This phenomenological model allows us to describe a spectrum of various normal sensitivities which might favor certain moods over others, but also to identify pathologies, like depression, in which the body is out of tune and makes the being-in-the-world overwhelmingly unhomelike.

  • 137.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Det naturliga: en kritik av queerteorin, transhumanismen och det digitala livet2019Book (Other academic)
  • 138.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Diagnos som befriar2013In: Modern psykologi, ISSN 2000-4087, no 6, p. 40-43Article in journal (Other (popular science, discussion, etc.))
  • 139.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Diagnosing mental disorders and saving the normal: American Psychiatric Association, 2013. Diagnostic and statistical manual of mental disorders, 5th ed. American Psychiatric Publishing: Washington, DC. 991 pp., ISBN: 978-0890425558. Price: $122.702014In: Medicine, Health care and Philosophy, ISSN 1386-7423, E-ISSN 1572-8633, Vol. 17, no 2, p. 241-244Article, book review (Other academic)
  • 140.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Dying Bodies and Dead Bodies: A Phenomenological Analysis of Dementia, Coma and Brain Death2019In: Phenomenology of the Broken Body / [ed] Espen Dahl, Cassandra Falke, Thor Eirik Eriksen, Abingdon: Routledge, 2019, p. 215-231Chapter in book (Refereed)
    Abstract [en]

    In “Dying Bodies and Dead Bodies: A Phenomenological Analysis of Dementia, Coma, and Brain Death,” Fredrik Svenaeus investigates how we should look upon the death of persons and their bodies, especially in cases in which they appear to split ways. The chapter makes use of the work of Martin Heidegger, Hans Jonas and other phenomenologists to argue that although life and death are to be understood on a bodily level, the ontological and ethical analyses of dying need to be complemented by a phenomenology of how persons may gradually disappear in power of being constituted by bodily processes that are breaking down. In this analysis, a continuous scale of different levels of personhood is introduced and compared to some influential views on the essence of human being and death in contemporary medicine and bioethics.

  • 141.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Edith Stein’s Phenomenology of Empathy and Medical Ethics2018In: Empathy, Sociality and Personhood: Essays on Edith Stein’s Phenomenological Investigations / [ed] Elisa Magri & Dermot Moran, Dordrecht: Springer, 2018, 1, p. 161-175Chapter in book (Refereed)
    Abstract [en]

    In On the Problem of Empathy Edith Stein claims empathy to be a three-step process in which the experiences of the other person (1.) emerge to me as meaningful in my perception of her, I then (2.) fulfil an explication of these experiences by following them through in an imaginative account guided by her, in order to (3.) return to a more comprehensive understanding of the experiences of the other person. Stein obviously intends the phenomenon of empathy to be importantly related to (A.) the project of getting to know more about the experiential world of the other person, as well as (B.) the project of developing an ethics centred around the notion of spirit (Geist) and personhood. Although it is debatable whether Stein actually succeeds in fully realizing either of these aims in her book, in this chapterI intend to explore how the Steinian theory of empathy could serve both as an experientially based anchoring point of medical epistemology and as a founding ground for medical ethics. Empathy is an apt starting point for medical ethics in that it acknowledges that moral reflection begins in experiencing the suffering of a person, who is in need of help, a starting point that also connects to the question of which capabilities (virtues) a good doctor (health care professional) needs to embody. 

  • 142.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Edith Stein’s phenomenology of sensual and emotional empathy2018In: Phenomenology and the Cognitive Sciences, ISSN 1568-7759, E-ISSN 1572-8676, Vol. 17, no 4, p. 741-760Article in journal (Refereed)
    Abstract [en]

    This paper presents and explicates the theory of empathy found in Edith Stein’s early philosophy, notably in the book On the Problem of Empathy, published in 1917, but also by proceeding from complementary thoughts on bodily intentionality and intersubjectivity found in Philosophy of Psychology and the Humanities published in 1922. In these works Stein puts forward an innovative and detailed theory of empathy, which is developed in the framework of a philosophical anthropology involving questions of psychophysical causality, social ontology and moral philosophy. Empathy, according to Stein, is a feeling-based experience of another person’s feeling that develops throughout three successive steps on two interrelated levels. The key to understanding the empathy process á la Stein is to explicate how the steps of empathy are attuned in nature, since the affective qualities provide the energy and logic by way of which the empathy process is not only inaugurated but also proceeds through the three steps and carries meaning on two different levels corresponding to two different types of empathy: sensual and emotional empathy. Stein’s theory has great potential for better understanding and moving beyond some major disagreements found in the contemporary empathy debate regarding, for instance, the relation between perception and simulation, the distinction between what is called low-level and high-level empathy, and the issue of how and in what sense it may be possible to share feelings in the empathy process. © 2017 The Author(s)

  • 143.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Empathy as a necessary condition of phronesis: a line of thought for medical ethics2014In: Medicine, Health care and Philosophy, ISSN 1386-7423, E-ISSN 1572-8633, Vol. 17, no 2, p. 293-299Article in journal (Refereed)
    Abstract [en]

    Empathy is a thing constantly asked for and stressed as a central skill and character trait of the good physician and nurse. To be a good doctor or a good nurse one needs to be empathic-one needs to be able to feel and understand the needs and wishes of patients in order to help them in the best possible way, in a medical, as well as in an ethical sense. The problem with most studies of empathy in medicine is that empathy is poorly defined and tends to overlap with other related things, such as emotional contagion, sympathy, or a caring personality in general. It is far from clear how empathy fits into the general picture of medical ethics and the framework of norms that are most often stressed there, such as respect for autonomy and beneficience. How are we to look upon the role and importance of empathy in medical ethics? Is empathy an affective and/or cognitive phenomenon only, or does it carry moral significance in itself as a skill and/or virtue? How does empathy attain moral importance for medicine? In this paper I will attempt to show that a comparison with the Aristotelian concept of phronesis makes it easier to see what empathy is and how it fits into the general picture of medical ethics. I will argue that empathy is a basic condition and source of moral knowledge by being the feeling component of phronesis, and, by the same power, it is also a motivation for acting in a good way.

  • 144.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Empatins fenomenologi2017In: Ad Marciam / [ed] Hans Ruin & Jonna Bornemark, Huddinge: Södertörns högskola, 2017, p. 379-388Chapter in book (Other academic)
  • 145.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    En revolution för reproduktionen2014In: Svenska Dagbladet, ISSN 1101-2412, no 18 juniArticle in journal (Other (popular science, discussion, etc.))
  • 146.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Heidegger’s Philosophy of Technology and the Perils of Medicalization2018In: Existential Medicine: Essays on Health and Illness / [ed] Kevin Aho, London: Rowman & Littlefield International, 2018, 1, p. 131-144Chapter in book (Refereed)
  • 147.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Hermeneutics, health and medicine2015In: Routledge Companion to Hermeneutics / [ed] Gander, H-H. and Malpas, J., London: Routledge, 2015, p. 550-560Chapter in book (Refereed)
  • 148.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Homo patologicus: Medicinska diagnoser i vår tid2013Book (Other academic)
    Abstract [sv]

    Diagnoser som ångestsyndrom, depression, ADHD, fetma och datorspelsberoende har snabbt ökat i omfattning och de är intimt sammankopplade med den tid vi lever i. Varför har det blivit så svårt att sluta? Sluta oroa sig. Sluta förtvivla. Sluta äta. Sluta stöka. Sluta spela. Varför kan vissa men inte andra låta bli? Och när beror det på att man är sjuk?

    Med utgångspunkt i egna erfarenheter och ett skärskådande av forskningsläget om olika diagnoser tar författaren pulsen på vår samtid. Människan har alltid varit en lidande varelse. Nu lider hon också på den medicinska vetenskapens vis, som en ”homo patologicus”. Men vad är egentligen en medicinsk diagnos? Varför har diagnoser blivit så viktiga för oss i vårt vardagsliv? Vilken betydelse får psykiatriska diagnosmanualer som DSM för vår syn på människan och hur hon skall hjälpas i hälso- och sjukvården?

  • 149.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Human Suffering and Psychiatric Diagnosis2018In: Bioethica Forum, ISSN 1662-6001, E-ISSN 1662-601X, Vol. 11, no 1, p. 4-10Article in journal (Refereed)
    Abstract [en]

    This article aims at investigating and specifying the form of suffering that is characteristic of mental illness in relation to other forms of human suffering, such as political suffering, existential suffering, and bad luck suffering. It does so by making use of a theoretical framework found in phenomenological philosophy, according to which the flourishing or suffering of a person can be understood as an attuned and embodied being-in-the-world in and through which a person aims to realize core life values made meaningful by way of a life narrative. The importance of such a phenomenological analysis lies in pointing towards how contemporary psychiatry needs to involve the life world and life narrative of the patient to make a reliable and valid diagnosis and how such a phenomenological diagnostic approach can act as a counter movement to unnecessary medicalization in psychiatry. 

  • 150.
    Svenaeus, Fredrik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Jenny Slatman: Our Strange Body: Philosophical Reflections on Identity and Medical Intervention2015In: Journal of Phenomenological Psychology, ISSN 0047-2662, E-ISSN 1569-1624, Vol. 46, no 1, p. 135-138Article, book review (Other academic)
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