I denna festskrift till Fredrik Svenaeus diskuterar filosofer, forskare och författare glädje, en känsla som ofta framstår som självklar – men som också kan vara lika svårgripbar och gåtfull som ångest, sjukdom och sorg. Med utgångspunkt i Svenaeus tänkande ger bokens texter, som spänner från essäer och skönlitterära skildringar till akademiska djupdykningar, en mångfacetterad och komplex bild av glädje.

Here, eight university teachers in business administration describe their own teaching situations, on the basis of which they, with the help of pedagogical and philosophical theories, examine and reflect on their practical knowledge. What can these teachers’ accounts and reflections tell us about the working situation of university teachers? When problematic situations arise, how are they dealt with? How do the teachers encourage students with widely different expectations, contrasting backgrounds, and with varying degrees of motivation, to learn new ways of thinking and to develop into independent professionals?

Originally published in Swedish in 2014, this volume offers a compelling picture of how university teachers grapple with pedagogical challenges in a higher education system increasingly focused on efficiency and maximizing the number of students who complete their studies. The difficulties described by the teachers then have not diminished – if anything, they have grown. For this English edition, a new preface has been added, situating the discussion in a contemporary context of higher education pedagogy, along with a new chapter exploring how the transformation of the university system has impacted the actual practice of teaching today.

This article examines the historical development of in-field training within Swedish police education from its centralization in 1967 to the present. By tracing key reforms, we analyze how the length, structure, and purpose ofin-field training have shifted over time. Compared to other Scandinavian countries, Sweden has the shortest periodof in-field training, raising concerns about its role in police education. Despite efforts to enhance supervisionand establish clearer learning objectives, in-field training remains marginalized, with no clear consensus on itsfunction. Drawing on the research field of practical knowledge, we investigate in-field training as a structuredlearning process essential for professional development. We argue that the historical uncertainty surroundingin-field training reflects a broader lack of recognition of in-field training as an integral part of police education,reinforcing a persistent divide between theoretical instruction and practical experience.

Den här boken handlar om nybörjarpolisens första trevande steg ut i yrkeslivet, nämligen tjänstgöringen som polisaspirant. Genom elva aspiranters egna berättelser om och reflektioner över händelser ur aspiranttjänstgöringen framträder en rik bild av polisyrkets olika sidor: utsattheten, otillräckligheten, våldet och den kollegiala sammanhållningen. Boken innehåller även fyra texter av forskare som undersöker frågor som gråzonsproblematik, polishumor, kåranda och polisutbildningens utmaningar. 

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.