I denna vetenskapligaessä undersöker jag hur förskolan arbetar med deliberativ demokrati, dvs i vilken utsträckning barnen har möjlighet att diskutera och debattera frågor för att sedan kunna påverka gemensamma beslut på ett inkluderande sätt. Jag har främst fokus på de barn med begränsat eller obefintligt talspråk, där jag ställer mig frågande till om deliberativ demokratiform är möjlig. I essän beskriver jag två olika händelser från mitt yrkesliv där barn är frusterade av olika anledningar och hur jag som förskollärare bemöter dem och hanterar situationerna. Jag har också gjort en deltagande observation på en förskola som jag besökt, som gav mig mycket stoff och tankar i min text, där jag fick ställa mig lite utanför situationer och observera dessa istället för att själv vara aktiv.

John Deweys och Jürgen Habermas idéer om kommunikation och lärandet i samspel lyfter jag för att få en inblick i deliberativ demokrati. Under studiens gång har språkets betydelse, makt och tolkning, förskolans förutsättningar och praktisk kunskap blivit de centrala delarna. Jag reflekterar kring mina erfarenheter, observationer och de valda teoretiska perspektiven. Det har givit mig många infallsvinklar och tankar under resan. Jag har blivit mer medveten om hur dominerande det individualistiska tänkandet är inom förskolan och att vi tappar den gemensamma tanken och känslan för varandra. Begreppen "motstånd" och "obemärkt styrning", som förskoleforskaren Klara Dolk använder sig av, har gjort ett starkt avtryck hos mig och understryker vilken kraft och tolkningsföreträde vi pedagoger har. Vidare öppnar jag upp för reflektion om utbildningen ska ha samma styrdokument från ett års ålder till sex år, eller om den måste förtydligas och anpassas till olika utvecklingsnivåer. En förskola för alla, men där alla kan bli sitt bästa jag i relation till andra.  

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.

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.

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.

“When a system gets cold, then images can warm it up - a vitalising journey using storytelling as part of a management system”. This essay wants to show that the rational language used in management and governance needs to come alive. I have spent a long time in business, moving from a rational programming mind to becoming a reflective storyteller, and I now use the metaphorical language of storytelling to add life and vitality to organisations. The form of an essay is used to reflect on practical knowledge and one’s own proficiency. I used storytelling in a workshop to deepen the significance and meaning of a company’s vision. The method reveals, through the process, the management team’s practical knowledge. The method and my own practical knowledge are in a hermeneutic spirit compared to contemporary philosophers. The development of rational thinking and its counterforces are explored. The possibilities of leadership within an organisation’s structures is compared to management research. It leads to the conclusion that the metaphorical language is a language that opens spaces in-between, “the nothingness” and as such opens a tear to the vitality of leaders.

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.

In this essay, which is written as a scientific essay, I examine the artist's practical knowledge based on a situation where I paint. What I am interested in is how thinking affects bodily action. Henri Bergson, Erich Fromm and Japanese Zen Buddhism are perspectives I use to survey the theme. Fromm has made clear, that love is an attitude that means I am concentrated in the meeting with others. Being able to concentrate and the ability to make love an end in itself, is synonymous. To avoid plagiarizing previous work, I need to love working. Bergson has shown that intuition and intellect are two forms of consciousness and fundamental in the experience of reality. Two forms of knowledge. If I plan what I am going to paint, my point of departure is the intellect which inhibit the work. If I instead start from intuition, I let the present time add something new to the work. What Zen has shown and emphasized, is that my behavior indicate whether I am present or not. Practically practicing being present enables you to react spontaneously on reality instead of planning your actions. The theoretical perspectives agree on the importance of being present. And also, what is important is not to choose one or the other. What is essential is both. The meeting between me and others. Intuition and intellect. As well as a behavior that reacts spontaneously and plans. What the essay has shown is that there is an imbalance between the two forms of knowledge, intellect and intuition, in a Western context. A summary question the essay asks is: what impact does it have on man as a biological being if a natural way of experiencing life, is not affirmed?

In this essay from my perspective as a furniture designer and theacher at a design college I explore the idea that design actually is (playful) play. And if not exactly play that a playfulmind is an asset when it comes to being a designer as well as an teacher. From two portrayals and throughout the essay from experience as designer I study the different concepts play, design, design-process and creativity to see what tears them apart as well what binds them together.

A specific account of bonding in creative circumstances – a study of releasing music is a scientific essay which examines the relationship between will, context and creativity in the process of releasing music. 

The focus for the examination is the process of finalizing musical works in a release format. This passage in the publishing process is understood as a collective creative management consisting of the publishing artist, the record company and their intended target group of users. An act of work by many where different ideas and values meet and are measured towards the actual realization of the release. The purpose of releasing music is understood as reaching a target group of users. The method to optimize the musical works and use other creative modalities to optimize the publishing of the release as a whole for a maximization of possible bonds to targeted users. 

The process of contextual optimization is understood as an event of both conditionality and construction of room for maneuver. The process can either redeem or inhibit creativity depending on how relationships are constructed in the processes. The creative outcome of a publishing process is seen as dependent on how the connection of different bonds between artist and record company is constructed through a recognition of purpose and goal for a release, the participants’ experience of room for maneuver and care and respect for other participants’ room for maneuver.

The theoretical reflection is based on Giordano Bruno's concepts of bonds and binding. The essay examines in a hermeneutical manner Brunos account of binding as a concept for understanding action as sprung from a collective faculty of different wills. Bruno's theory of how action is led by bonds between people and his understanding of emotions as a genus of knowledge is tested as a theory in understanding practical knowledge. 

The essay intends to contribute with an experience-based reflection to continued scientific research on professional knowledge in creativity and music publishing.

Både nationellt och internationellt ser vi en accelererande utveckling av användandet av okonventionella och ickelinjära tillvägagångssätt hos såväl kriminella nätverk som terrorister och statsaktörer. Exempel på detta syns i hur innovativ teknik såsom krypterade nätverk, drönare, AI och 3D-teknologi, samt biologiska, kemiska och nukleära vapen används. Ur denna utveckling vävs nya arenor, nya fronter och nya vetenskapliga applikationer, vilka skapar kombinatoriska explosioner som ställer både nya och höga krav eftersom de skapar tidigare otänkbara möjligheter. 

Den här texten undersöker hur polisens yttersta resurs på ett systematiskt sätt tar sig an denna oförutsägbara framtid, i ett försök att konstruera ett system i konstant förändring för att hantera problem i hastig förändring. Med hjälp av en reflekterande metod knyts teori ihop med praktik för att ringa in vad ett ickelinjärt problem är och vilka strategier som lämpar sig bäst för denna utmanande domän gällande taktik, metodik, systemdesign, språk, utbildning och utvärdering.

Ludvig Björklund är före detta officer och arbetar som systemdesigner och huvudinstruktör i taktik och närkamp på en svensk polisiär insatsstyrka. Han är doktorand vid Centrum för praktisk kunskap, Södertörns högskola, och forskar om Counter Terror Intervention Units (CTIU) och liknande enheters praktiska kunskap att handla i ickelinjära domäner, mot okonventionella motståndare.

”Det kan väl inte vara så svårt att hålla förhör, jag kan ju snacka med folk”, tänkte Gunilla Blomberg i början av sin poliskarriär. Men erfarenheten lärde henne snart att det är en komplex utmaning. Utöver kännedom om relevanta lagar kräver det bland annat psykologisk kunskap, kommunikativa strategier, tolkningsförmåga, förtrogenhet med rättssystemet och praktisk klokhet.

I den här essän analyserar Gunilla Blomberg, tillsammans med Maria Wolrath Söderberg, ett fall som ruskade om henne och som gjorde att hon kom att se på förhörsledarrollen på ett nytt sätt.

Citizen dialogues (medborgardialoger) are in Sweden normally organized by officials (or consultants) working in the municipal administration. Such dialogues are in Sweden developed by the authorities with starting point in legislated counseling meetings in city planning processes and developed as a way to deepen or resurrect the democratic system. In this article I will contrast this state of affairs with what is less spoken of, and less valued, in modern bureaucracy: phronetic knowledge (Aristotle). Phronesis points toward the capacity to deal with specific situations in their specific context, situations where rules and general knowledge does not help us all the way, but where a  personal judgement is needed. The tension between phronesis and ideals of neutrality is present in city planning and political philosophy, which are exemplified by the thoughts of Paul and Linda Davidoff, Horst Rittel and Melvin Webber, Chantal Mouffe or Hannah Arendt.

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.