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Pedagogy – Education, ICT & philosophy – a selection of quotations
This website is a library
– of some of my own stuff, but mostly quotations and ressources I pick up from others in books, academic journals or online texts. Items are mainly situated in te intersection of policy, philosophy of technology and educational ICT.
Displayed mostly uncommented, in random order and in different languages (EN | DA | FR).
Policies are not reality
Faster pace of innovation
Tech literacy a euphemism for addictive behaviors
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© 2022 Education, ICT & philosophy – a selection of quotations.
Theme by Anders Norén.
Why unguided learning does not work
While unguided or minimally-guided learning approaches are very popular and intuitively appealing, te point is made that evidence from empirical studies over te past half century consistently indicates…
Te key issues arising from te mapping of commercialisation and privatisation of education in te context of Covid-19 point to a number of urgent research priorities: • Studies…
At lære vs læring
Skarpe distinktioner mellem at lære og læring: Skovmand, K., & Tanggaard, L. (2020). Hvad vi taler om, når vi taler om at lære. Hans Reitzel.
Den aktuelle didaktiske adfærd tjener ikke sjældent til at holde eleverne i ånde i undervisningen. Alt for ofte bliver de forkælet med aflastning i stedet for at blive…
Den pædagogiske effekt af ITiF-læremidlerne
Undersøgelsen af læremidlerne og deres anvendelse i udvalgte klasser peger på en række potentialer, som der i praksis åbnes mere eller mindre for på skolerne ved den aktuelle…
What this eclectic selection of passages essentially conveys is a conceptualization of reflection as a mode of thought that entails mulling over ideas that have no necessary connection…
On te other hand, while this is a field that likes to talk continuously about learning, it is striking how little of substance is said on te topic….
Kaninen er del af aktiviteten
(3) Målet må altid udløse aktiviteter. Begrebet ‘mål i sigte‘ er suggestivt, fordi det præsenterer bevidstheden for afslutningen eller konklusionen på en proces. Den eneste måde, hvorpå vi…
I’m pretty happy to have gotten this website up and running. It has become a cognitive prosthetic of great value to me – first of all because I…
To know an object is to act on it
To understand te development of knowledge we must start with an idea which seems central to me – te idea of an operation. Knowledge is not a copy…
Kritik af den digitale fornuft
April 2018 Kritik af den digitale fornuft i uddannelse handler om digitaliseringen af vores samfund, som den har udfoldet sig i de seneste årtier især inden for uddannelsesområdet. Bogen…
This disregard for ‘passivity’ is, in my view, a philosophical deficiency. In Gerd Biesta’s work, for instance, we find a recent emphasis on passivity. Biesta writes that learning…
Med udbredelsen af globale sammenligninger af de nationale skole- og uddannelsespræstationer i regi af transnationale organisationer som OECD, UNESCO, IEA og EU er der opstået en art pædagogisk…
It cannot play te piano
Well, of course I am not my brain – for my brain is certainly not married, not a psychiatrist, and it has no children. Even worse, it does…
Dannelsens første moment bliver i de grundlæggende tekster defineret ved følgende begreber: selvbestemmelse, frihed, emancipation, autonomi, myndighed, fornuft, selvvirksomhed. Dannelse forstås altså som evne til fornuftig selvbestemmelse, der…
Should one have te ambition of scanning learning processes in situ and in actu in a school class for just one hour, it would not be enough to…
Over time, te selfsame ideologies become “hegemonic,” not because they change, but because circumstances change while te ideology becomes more and more concerned with its own preservation. What…