- Critical Theory, Research Methodology, Epistemology, Qualitative methodology, Critical Pedagogy, Social Research Methods and Methodology, and 512 moreRhetoric, Aristotle, Action Research, Ancient Greek Philosophy, Qualitative Methods, Practice theory, Participatory Action Research, Rhetoric and Public Culture, Teaching Methodology, Organizational Learning, Knowledge organization, Tacit Knowledge, Rhetorical Theory, Workplace Learning, Dialogue, Grounded Theory (Research Methodology), Philosophy and Rhetoric, Interpretive research methodology, Hermeneutics (Research Methodology), Organizational Learning Processes, Theory and Methodology, Action research (Methodology), Work-Based Learning, Aristotle's Ethics, Classroom Action Research, Dialogue Studies, Collaborative Action Research, Plato and Aristotle, Aristotle's Politics, Ancient Greek Philosophy / Aristotle, History of Philosophy (esp. Plato, Aristotle, and Wittgenstein), Political Philosophy, Philosophy of Mind, Philosophy of Science, Political Theory, Knowledge Management, Globalization, Innovation statistics, History of Science, Marxism, Intellectual History, Adult Education, Organizational Theory, Early Christianity, Philosophy of Education, Organizational Change, Critical Thinking, Immigration, Applied Ethics, Organizational Culture, Social Philosophy, History of Political Thought, Behavioral Sciences, Wittgenstein, Plato, Management of Innovation, Hegel, Lifelong Learning, Anarchism, Change Management, Teachers' professional development, Democratic Theory, Sociology of Work, Civil Society and the Public Sphere, Meta-Ethics, Philosophy of Social Science, Organization Studies, Virtue Ethics, Public Management, Racism, Philosophy Of Economics, Participatory Research, Critical Social Theory, Organisational Change, Adult Continuing and Professional Education, Securitization, Professional Development, Deliberative Democracy, Transformational Leadership, Reflective Practice, Innovation and Knowledge Management, History of Social Sciences, Anarchist Studies, Academic Freedom, Democracy and Citizenship Education, Citizenship identities, Social Conflict, Experiential Learning (Active Learning), G.W.F. Hegel, Critical Management Studies, Xenophobia, Transmigration, Argumentation, Adult Education, Professional Development, Organisational Development, Sociology of Organizations, Karl Marx, Cultural Historical Activity Theory, Activity Theory, Argumentation, Critical Thinking, DIscourse, Communities of practice, New Models Of Participatory And Direct Democracy, Management Learning, Sociotechnical Systems, Educational Philosophy, Argumentation Theory, Continuing Professional Development, Adult learning, Public Sphere, Gramsci, Methodology (Education), Practice-Based Research, Martha Nussbaum, Radical Democracy, Alasdair MacIntyre, Practical Reasoning, Philosophy of Science, History of the Philosophy of Science, Epistemology of Experimentation, History of the Human sciences, Academic Integrity, History of Sociology, Sociology Of Scientific Knowledge, History of Democracy, Vocational Education, Praxis, Dialectic, Vocational And Adult Education, The Theory and practice of democracy, Andragogy, Counter Culture, Ancient Greek Music, History of Anarchism, Situated Learning, Direct Democracy, New Models Of Democracy, Aristotelianism, Strategy As Practice, Action Learning, Ancient social & political philosophy, Philo of Alexandria, Contemporary Aristotelianism, Subject of Experience, Peer Review, Public sphere (Communication), Counterproductive Work Behavior, Community of Inquiry, Begriffsgeschichte, Professional Identity Formation, Lifelong learning and adult education, Counterpublics, Situated learning (Learning And Teaching), Organisational learning, Dialectics, Political philosophy, History, Knowledge co-creation and sharing, Community-academic partnerships, Martha Nussbaum's theory of human capabilities, Modern Aristotelianism, Argumentation Theory & Forensics, Pragma Dialectics, Practice Based Learning, Aristotelian Dialectic, Developmental Work Research, Worklife Learning, Public Sphere Research, Interventionist research, Critical Methodology, Socially Distributed Knowledge Production, Practitioner Inquiry, Teacher Research, Commons (Political Science), Learning commons, Creative Commons, Sociology of Education, What Properties Experience Represents, History of concepts, History and Philosophy of the Human Sciences, Philosophy of Love, Aristotle's common good, Emancipatory Pedagogy, Arbogast Schmitt, Julia Annas, Knowledge Commons, Cultural Commons, Commons, Sociology of Professions, Sociology of Knowledge, The structure of communicative space/spatiality; investigations of the place of architecture and design within the articulation of culture., Communicative Practices, Practice as Research, Theories of practice, Practice Theory (Sociology), PHRONESIS, Learning Sciences, Teacher Education, Reflective Teaching, Kant, Ethics, Business Ethics, Research Ethics, Action Research (Indigenous Health), Developmental Education, Contextual Learning, Dialogical Teaching, Androgogy, Educational Action Research, Curriculum Studies, Teacher Development, Pre, In service Teacher Education, Knowing and learning in organizations, Ethnography, Work research, Social Justice, Social Change, Social Inclusion, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, Collaborative Action Research Methodologies, Henry Giroux, History of Philosophy, Vocational Training, Frankfurt School, English as a Foreign Language (EFL), English As a Second Language (ESL), Aristotle/Phronesis/Praxis, Social Science and Phronesis, Cosmopolitanism Ancient And Modern, Cosmopolitanism, Rooted Cosmopolitanism, Phronesis, Flyvbjerg, The abductive character of science and the dynamics of discovery: Aristotle, Charles S. Peirce and Ernan McMullin, Change Laboratory method, Study circles, Democracy Theory, Bildung, Philosophy of Paideia, Paideia, Dannelse, Theories of Bildung, Habitus, Hexis, Republicanism, Informal Logic, Logic, La culture grecque à la rencontre de l’altérité : hellénisme, Erfahrungsbegriff, Immanent Critique, Ancient Philosophy, Cosmopolis, Argumentation Theory and Critical Thinking, Didactics, Rethoric, Theory of Argumentation, Sophists, Philosophy, Philosophical Methodology, Reasoning, Social Class, Social Movements, ORGNIZATIONAL LEARNING, First-Person Methodologies, Cultural Studies, Self-Knowledge, Scepticism, Philosophical Scepticism, Philosophy of Psychiatry, The Self, Relativism, Philosophy of Action, Moral Philosophy, Plutarch, Galen, European Enlightenment, Ancient History, Aristoteles, Potentiality (Aristotle), Sociology, Political Science, Social movements and revolution, Cultural Theory, Marxist theory, Theodor Adorno, Cultural_Studies, Antonio Gramsci, Paulo Freire, Anarchist Economics, Sustainability in Higher Education, Classics, Forgiveness, Forgiveness and Reconciliation, Inquiry Based Learning, Epistemology in Research, Historical Sociology, Alexander of Aphrodisias, Peripatetics, Aristotle's Metaphysics, Aristotle's Physics, Theophrastus, Aristotle's Psychology, Peripatos, ARISTOTLE - 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- Educated as a philosopher, between 1985 and 2008 I worked consecutively as a researcher, senior researcher, research ... moreEducated as a philosopher, between 1985 and 2008 I worked consecutively as a researcher, senior researcher, research director, and CEO at the Work Research Institute (WRI) in Oslo, Norway. Since 2008 I have been at "OsloMet - Oslo Metropolitan University" (until 11.January 2018, "Oslo and Akershus University College") as a professor of education and work-life research and (from the beginning of 2012 to the end of 2016) also as Vice Dean (R&D) at the Faculty of Education. From March 1st 2018 to February 29th 2020, I was also a parttime guest professor at the department of learning and philosophy, Aalborg University, DK.
Over the years I have tried to be both a theorist and a practitioner. With a PhD in Ancient Greek Philosophy (1993), I've been trying to combine philosophical studies (philosophy of knowledge [gnoseology], philosophy of social research, ethics and political philosophy) and organizational R&D, trying to stretch (both practically and theoretically) across the still dominant institutionalized practical division of labour concerning knowledge generation and "application".
Professional fields of special interest:
1) Ancient philosophy (particularly Aristotle and his relationship to Plato and to dialogue/dialectics) (first philosophy, methodology, theory of knowledge, ethics, and politics), the historical/institutional fate of dialogue-dialectics and the transcendental-existential status of dialogue-dialectics as part of τα κοινά or the ethico-political, intellectual commons. The revival of Aristotle with Antiochus of Ascalon 1c BC. The relationship between Aristotle and Frankfurt-school, Neo-Marxist critical theory.
2) The transformation and transition of philosophy into religion during Hellenism and the first centuries AD (role of Philo Judaeus as transitional figure).
3) Philosophy of science, particularly conceptual issues in modern empirical social research and professional practice (role and concept of experience [Erfahrung vs. Erkebnis], what does it mean to be "empirical", concepts of theory [theôria vs. theôrêsis], ways of knowing, dialog-dialectics, rhetoric, etc.).
4) Non-didactical learning from experience, organizational learning, organizing for learning, and general preconditions for life-long learning [from the cradle to the grave] (personal, intellectual, psychological, organizational, social, institutional, economic, etc.) and the role, practice, and institutionalization of concepts like counter-public spheres, immanent critique, and apprenticeship learning in organizational and wider social and communal contexts.
5) The changing institutional relationships between work, learning, and formal education (informal/non-formal/formal learning, mode 2 or socially distributed knowledge production), and between private and public spheres as summarized in the following:
https://www.academia.edu/670339/Beyond_the_Oikos_Pólis_Divide_Historical_Transformations_of_the_Private_Public_Relationship_and_Current_Work_Life_Developments
6) The societal and political implications/ramifications of such changes (the socio-historical organization of knowledge generation and dissemination, institutionalizations and divisions of labor).
7) The social role of intellectuals, conventional roles (something is very wrong!) vs. organic intellectuals (Gramsci / Freire) within increasingly socially distributed knowledge production.
Since the early 1980s, I have been working with organizational learning and work-based learning, mainly in action research projects, in combination with critical studies of social research methodology and ancient philosophy.
The methodological and epistemological legitimacy of action research within a changing knowledge management regime (socially distributed knowledge production) concerns me. So do the practice and the ethical-political-methodological-therapeutic-existential-ontological status of dialogue and dialectics and their connection to inductive reasoning and inductive/experiential learning as preconditions for critical thinking. Strange combinations for some maybe, but ancient dialogical philosophy, the mystified dialectical "immanent critique", apprenticeship learning, inductive learning, action research, and organizational learning are intimately and internally related and connected (as immanent critique from within counter-public spheres). All needed to overcome the institutionalized division of labor between theory and practice, intellectual and manual labor.edit
Working with action research for sustainable and regenerative environments, communities, and organizations. Wicked problems are calling for action At a global scale, we're dealing with an eco-social crisis where both "eco" and "social"... more
Working with action research for sustainable and regenerative environments, communities, and organizations. Wicked problems are calling for action At a global scale, we're dealing with an eco-social crisis where both "eco" and "social" are abbreviations, "eco" for climate, depletion of nature, decimation of species, pollution, sea-level rise, etc., "social" for psychological, interpersonal, political, economic, general power inequalities, social and gender justice etc. We are confronted with "wicked problems" without straightforward solutions to any of the complex problems of our time. The ecological and social challenges are deeply intertwined, and there is a need for research that conceptualizes ideas, projects, and initiatives for sustainability, which integrate ecological and social perspectives. Environmental destruction and the exploration of natural resources are happening in systematic ways, e.g. through the logging of the forests, exaggerated exploitation of the soil, overfishing etc. Our environment is suffering and characterized by pollution, CO2-emission, global warming, forest fires, floods, drought, melting
Research Interests:
Tema: Organisatorisk læring ”Lærende organisationer”, ”organisationslæring” og ”organisatorisk læring” har været i spil i arbejdslivet og blandt forskere i ere årtier. Har det ført til forbedringer? I sine tidlige faser har forskningen... more
Tema: Organisatorisk læring
”Lærende organisationer”, ”organisationslæring” og ”organisatorisk læring” har været i spil i arbejdslivet og blandt forskere i ere årtier. Har det ført til forbedringer? I sine tidlige faser har forskningen inden for læring traditionelt set været for- bundet med barnets udvikling – med pædagogik og uddannelse. Læring har derforpå mange måder været knyttet til opdragelse og undervisning og været set som etprodukt eller resultat heraf (Illeris, 2015). De mere grundlæggende læreprocesser har været studeret af psykologer, som dermed har haft en stor indydelse på pæda
-gogik og uddannelsesforskning (Jensen & Rasmussen, 2009). Psykologisk forskninghar udviklet sig inden for forskellige overordnede læringssyn: behavioristisk, kog-nitivt, humanistisk psykologisk, sociokulturelt og en række andre. Pointen er her,at forskere inden for både pædagogik og psykologi frem til slutningen af 1980’ernehovedsageligt har betragtet læring som individuel læring – at det er enkeltindivider,som lærer (Illeris, 2015).De seneste fyrre til halvtreds år er der imidlertid også kommet fokus på, at læringikke kun er knyttet til opdragelse, undervisning og formel uddannelse, men at men-nesket lærer gennem hele livet, herunder arbejdslivet (Argyris, 1976; Illeris, 2015;Engeström, 2009; Laursen & Thomassen, 2017).
”Lærende organisationer”, ”organisationslæring” og ”organisatorisk læring” har været i spil i arbejdslivet og blandt forskere i ere årtier. Har det ført til forbedringer? I sine tidlige faser har forskningen inden for læring traditionelt set været for- bundet med barnets udvikling – med pædagogik og uddannelse. Læring har derforpå mange måder været knyttet til opdragelse og undervisning og været set som etprodukt eller resultat heraf (Illeris, 2015). De mere grundlæggende læreprocesser har været studeret af psykologer, som dermed har haft en stor indydelse på pæda
-gogik og uddannelsesforskning (Jensen & Rasmussen, 2009). Psykologisk forskninghar udviklet sig inden for forskellige overordnede læringssyn: behavioristisk, kog-nitivt, humanistisk psykologisk, sociokulturelt og en række andre. Pointen er her,at forskere inden for både pædagogik og psykologi frem til slutningen af 1980’ernehovedsageligt har betragtet læring som individuel læring – at det er enkeltindivider,som lærer (Illeris, 2015).De seneste fyrre til halvtreds år er der imidlertid også kommet fokus på, at læringikke kun er knyttet til opdragelse, undervisning og formel uddannelse, men at men-nesket lærer gennem hele livet, herunder arbejdslivet (Argyris, 1976; Illeris, 2015;Engeström, 2009; Laursen & Thomassen, 2017).
Research Interests:
Utgangspunktet for, men samtidig hovedformålet med den følgende teksten er å bidra til en forklaring av hvordan en bestemt tilnærming til eller «modell» for organisasjonsutvikling og -læring1, utviklet over flere tiår (ca. 1980-2010),... more
Utgangspunktet for, men samtidig hovedformålet med den følgende teksten er å bidra til en forklaring av hvordan en bestemt tilnærming til eller «modell» for organisasjonsutvikling og -læring1, utviklet over flere tiår (ca. 1980-2010), hovedsakelig ved Arbeidsforskningsinstituttet (AFI) i Oslo og i tilbakeblikk kalt «den kommunikative vending», legger opp til en håndtering av forholdet mellom makt og dialog2. Jeg forsøker å svare på hvordan, men også å vise hva man må kalle tilnærmingsmåtens historisk-teoretisk-metodologiske grunnlag eller bakgrunn. Jeg gjør dette bl.a. ved å hente frem og drøfte innsikter fra Aristoteles’ (384-322 f.Kr.) overleverte verk Corpus Aristotelicum og ved å vise hvordan tolkninger av dette ble spilt inn i en avgjørende fase i arbeidslivsforskningen på AFI. Tekstens overordnede problemutgangspunkt er om man vil, følgende generelle kommentar til Aristoteles’ verk Politikken i Eikeland (1997:301):
«Spenningen mellom filosofi eller saklighet, demokrati og makt ligger på forskjellige måter til grunn for hele den videre politiske tenkning innenfor den europeiske tradisjon».
«Spenningen mellom filosofi eller saklighet, demokrati og makt ligger på forskjellige måter til grunn for hele den videre politiske tenkning innenfor den europeiske tradisjon».
Research Interests: Knowledge Management, Organizational Learning Processes, Aristotle, Organizational Learning, Praxis, and 14 moreAction research (Methodology), Quality of Working Life, Social Epistemology, Virtue Epistemology, Aristotelianism, Ancient Greek Philosophy, Aristotle's Ethics, Aristotle's Politics, Epistemology of the Social Sciences, Philosophy of Praxis, Critical Praxis, Developmental Work Research, Gnoseology, and Virtues Ethics
På sporet av en syvende forfatning Aristoteles og den norske samarbeidsmodellen-makt, dialog og organisasjonslaering Olav Eikeland (født 1955) er filosof med doktorgrad i antikk filosofi med en avhandling om betydningen av den antikke... more
På sporet av en syvende forfatning Aristoteles og den norske samarbeidsmodellen-makt, dialog og organisasjonslaering Olav Eikeland (født 1955) er filosof med doktorgrad i antikk filosofi med en avhandling om betydningen av den antikke filosofiens tanker om dialog og erfaring for moderne empirisk samfunnsforskning og for våre praktiske liv. I perioden fra 1985 til 2008 jobbet han som forsker ved Arbeidsforskningsinstituttet i Oslo. Siden 2008 har han vaert professor i utdannings-og arbeidslivsforskning ved Oslo Met-Storbyuniversitetet. Han har skrevet flere bøker og mange artikler om betydningen av saerlig Aristoteles' filosofi for videreutviklingen av aksjonsforskning, organisasjonslaering og arbeidslivsforskning i vår tid.
Research Interests: Knowledge Management, Aristotle, Organizational Learning, Praxis, Virtue Ethics, and 14 moreAction research (Methodology), Quality of Working Life, Social Epistemology, Virtue Epistemology, Ancient Greek Philosophy, Aristotle's Politics, Epistemology of the Social Sciences, Philosophy of Praxis, Intellectual Virtue, Critical Praxis, Developmental Work Research, Educational turn, radical pedagogy, praxis, Gnoseology, and Virtue Ethics In Business
Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity among different professions and professional studies , in management and organization studies, community... more
Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity among different professions and professional studies , in management and organization studies, community development work, and in other areas concerned with practical relevance, application and development. The situation reflects societal changes concerning the social distribution of education and knowledge creation , from having been monopolized in specialized academic institutions to becoming much more socially distributed. However, people doing action research often seem to encounter conventional, mostly interpretive social research terminology which is still based on a principal division of labor between intellectual and manual work, knower and known, researcher and researched more appropriate to the previous, monopolized knowledge management regime. The terminology still used in social research reflects the former division of labor however, "othering" the subjects of study and thereby making the radical and more basic knowledge generation processes happening in certain forms of action research almost invisible and conflated with other, inappropriate methods. Therefore, this special issue calls for papers, which both 1) summarizes extant attempts and 2) aims at developing concepts and terminology more and better adjusted to knowledge production from within practices, and to ways of conceiving and describing collaborative knowledge production in action research as it plays out in a cross-fields of tensions between various discourses and institutionalized practices in a field filled with research and practice dilemmas. This special issue will also 3) welcome investigations of different «clashes of dis-course» typically happening in action research which, from this, might develop new concepts and terminology. AR needs to find and develop a new and proactive language and practice to qualify research practice based on the basic principles and approaches in action research. As indicated, social or human knowledge development and creation needs to come to its own, find its own form (like natural science and technology might be said to have come to its own during modernity). Certain forms of action research are potent candidates for making this happen. Extant forms of inquiry all need to be critically examined, transformed, and adjusted to the radically practice-based knowledge generation in action research. Ultimately, then, the challenge is more fundamental than merely terminological. There are many terms from conventional research which may serve as starting points for reflections on this challenge. For instance, the very term "data" entails ideas about the existence of unbiased "bits of information", which are possible to "collect" by means of specific "da
Research Interests:
This chapter follows some main currents in philosophical and methodo-logical developments, mainly through the 20th century. These developments emanate from a critical renewal of central aspects of Aristotelian philosophy, justifying but... more
This chapter follows some main currents in philosophical and methodo-logical developments, mainly through the 20th century. These developments emanate from a critical renewal of central aspects of Aristotelian philosophy, justifying but also requiring a praxis-based and immanently critical form of action research, and a reconfiguration of the organizational and institutional relations between research , practice and learning.
Research Interests: Social Research Methods and Methodology, Participatory Research, Participatory Action Research, Action Research, Action Research (Indigenous Health), and 12 moreAction research (Methodology), Action Learning, Social Research Methods, Arts-Based Participatory Action Research, Research Methodology (social sciences), Immanent Critique, Social Science Research Methods, Classroom Action Reseach, Social Research Methods Qualitative; Quantitative; Visual, Philosophy of Social Science Research, Participative Methodology on Social and Educational Research and Intervention, and Immanent Criticism
Eikeland, Olav; Ausland, Liv Hanson; Enehaug, Heidi; Klemsdal, Lars; Widding, Steinar (2006c): Har systematisk læring på arbeidsplassen noe med livsfase- og seniorpolitikk å gjøre? Rapportering fra Forsøks- og Utviklingsprosjektene i... more
Eikeland, Olav; Ausland, Liv Hanson; Enehaug, Heidi; Klemsdal, Lars; Widding, Steinar (2006c):
Har systematisk læring på arbeidsplassen noe med livsfase- og seniorpolitikk å gjøre? Rapportering fra Forsøks- og Utviklingsprosjektene i Nasjonalt Krafttak for seniorpolitikk i arbeidslivet (2001-2005), AFI-rapport 6 / 2006, Arbeidsforskningsinstituttet, Oslo
Har systematisk læring på arbeidsplassen noe med livsfase- og seniorpolitikk å gjøre? Rapportering fra Forsøks- og Utviklingsprosjektene i Nasjonalt Krafttak for seniorpolitikk i arbeidslivet (2001-2005), AFI-rapport 6 / 2006, Arbeidsforskningsinstituttet, Oslo
Research Interests:
Research Interests:
EURAM 2019 26-28 June, Lisboa. Exploring the Future of Management: Facts, Fashion and Fado
T10_01-Action research, collaborative research and participatory research-engaged scholarship in projects and innovations
T10_01-Action research, collaborative research and participatory research-engaged scholarship in projects and innovations
Research Interests:
Research Interests:
Research Interests:
Aristotle has been continuously at the frontier of philosophical reflection for almost 2400 years. Throughout the 20th century the influence of his practical philosophy has been growing. His «non-modernist» concept of phrónêsis or... more
Aristotle has been continuously at the frontier of philosophical reflection for almost 2400 years. Throughout the 20th century the influence of his practical philosophy has been growing. His «non-modernist» concept of phrónêsis or practical wisdom is attracting increasing interest as an alternative to both «modernism» and «post-modernism». This book is a meticulous study of Aristotle's phrónêsis and its applications to the fields of personal development or character formation and of ethical virtues. It also relates phrónêsis to the wider context of Aristotle's theoretical philosophy and of his different ways of knowing, and to both theoretical and practical concerns within modern social and action research. The whole of Aristotle's thinking is radically practice-based and directed. However, it never loses its theoretical focus. His theoretical philosophy is fundamentally dialogical. Hence, the relevance of Aristotelian thinking is striking for the current reconfigurations in the social organisation of learning and knowledge production.
Research Interests: Psychology, Philosophy, Philosophy of Mind, Political Philosophy, Philosophy of Science, and 89 moreWhat Properties Experience Represents, Participatory Action Research, Political Theory, Action Research, Aristotle, Aristotle, Philosophy of Education, Commons, Republicanism, Action Research (Indigenous Health), Praxis, Cosmopolitan Studies, Dialogue, Countercultural Studies, Dialogical Psychology, Continental Philosophy, Subject of Experience, Cosmopolitanism, History of concepts, Action research (Methodology), Philosophy of Social Science, PHRONESIS, Dialogue Studies, History of Political Thought, Habitus, Counterpublics, Learning commons, Dialectic, Counter Culture, Ancient Philosophy, Collaborative Action Research, Developmental Education, Moral Philosophy, Dialogism, Cosmopolitanism Ancient And Modern, Aristotle's underlying logic, Aristotelianism, Ancient Greek Philosophy, Communicative Practices, Aristotle's Ethics, Commons (Political Science), Aristotle's Rhetoric and Poetics, Aristotle's Politics, Aristotle's Politics, Plato and Aristotle, Ancient Greek Philosophy / Aristotle, Communicative action, Androgogy, Contextual Learning, Aristotle's philosophy of science, Aristotle's philosophy of science, Cultural Commons, Concepts of publics and counterpublics, Bildung, Polis, Philosophy of Praxis, De Anima, Knowledge Commons, Theories of Bildung, Aristotle's Metaphysics, Aristotle's Metaphysics, Aristotelian Dialectic, Practical knowledge, Philosophy of Paideia, Hexis, Ancient and Modern Dialectics, Phronesis, Flyvbjerg, Dialectics, Political philosophy, History, Communicative Competence, Oikos, Greek Ethics and Aristotle, Sapientia, Action research and transformative research approaches., Aristotle's Psychology, ARISTOTLE - PLATO - METAPHYSICS - EPISTEMOLOGY, Aristotle's four cardinal virtues and common good, Publics and Counterpublics, Dannelse, Philosophische Praxis, Theory and Praxis, Skholè, Paideia, History of Philosophy, Oikos and Economy, Social Science and Phronesis, Aristotle/Phronesis/Praxis, Scientia, Dialogical Teaching, and Oikos Polis
Research Interests: Gnosticism, Modal Logic, Philosophy, Kant, Rhetoric, and 98 moreScepticism, Political Theory, Philosophical Scepticism, Plato, Aristotle, New Testament, Philosophy of Education, Early Christianity, Stoicism, Aquinas, Mysticism, Quality of life, Hegel, Socrates, Sufism, Philo of Alexandria, Marx, History of Political Thought, Cicero, Proclus, Method and Theory in the Study of Religion, Happiness, Rousseau, Plato and Platonism, Roman social history, Aristotle's underlying logic, Martyrdom, Neoplatonism, Judaism, Habermas, Religion and Violence, Stoic Physics, Sophists, Aristotle's Ethics, Aristotle's Rhetoric and Poetics, Roman Stoicism (Philosophy), Roman Stoicism, Potentiality (Aristotle), Iamblichus, Ancient Logic, Aristotle's Politics, Stoicism (Philosophy), Pyrrhonian Scepticism, Ancient Philosophy, Leibniz, Plato and Aristotle, History of Philosophy (esp. Plato, Aristotle, and Wittgenstein), Pyrrhonian Scepticism, Ancient Greek Philosophy / Aristotle, Western Esotericism, German Philosophy, Bildung, Presocratics, Gnostic Gospels, Theories of Bildung, Hermeticism, Aristotle's Metaphysics, Early Christianity, Late Antiquity, Gnostic writings, Philosophy of Paideia, Stoic philosophy, Weber, Eudaimonia, GREEK PHILOSOPHY, Seneca's Stoicism, Stoic ethics, Platón, Stoics, The Epistle to the Hebrews, Philo of Alexandria, Mysticism, Phiosophical scepticism, Aristotle's Psychology, ARISTOTLE - PLATO - METAPHYSICS - EPISTEMOLOGY, Aristotle's four cardinal virtues and common good, Researching Stoic Ethic, History of Philosophy, Moral and Political Theory, Scepticism, Dannelse, Aristotle's common good, Pyrrrhonian scepticism, Epicureanism and Stoicism, Epistemological scepticism, Early Stoicism, Ancient Greek Philosophy (Plato/ Aristotle), Epicurean and Stoic Philosophy, Paideia, Philo of Alexandiria, Seneca the Younger, Old Stoics, Stoics on Pleasure, Aristotle's Nichomachean Ethics, Stoic Metaphysics, Aristotle/Phronesis/Praxis, Nag Hammadi Library, Hermetic Corpus, Henotheism, Early Christian Literature and History, New Testament and Archaeology, Material Culture and Religioin, Theories of Religiion and Culture, Historical Examples, Stoic Logic, and Emotions In Antiquity
Unfortunately, this book (my PhD thesis defended in 1993) was written in Norwegian, which gives it a much smaller audience than it deserves. The book follows the inner connections between the Greek concepts of experience (empeiría),... more
Unfortunately, this book (my PhD thesis defended in 1993) was written in Norwegian, which gives it a much smaller audience than it deserves. The book follows the inner connections between the Greek concepts of experience (empeiría), dialogue or dialectics, and politics (in its original, Aristotelian meaning). The book explores these connections logically and historically from Socrates, Plato and Aristotle throough Stoic, Skeptical, and other ancient philosophical schools, to where they transform into religious philosophy (in Philo Judaues / from Alexandria). The whole endeavour was started as an attempt at a critical "Ausainandersetzung" with modern social research methodology as "empirical". The discussions are based on a thorough reading of primary sources. Cf. the uploaded index locorum.
Research Interests: Philosophy, Political Philosophy, Philosophy of Science, What Properties Experience Represents, Philosophy Of Religion, and 51 morePolitical Theory, Plato, Aristotle, Social Philosophy, Philosophy of Education, Dialogue, Early Christianity, Continental Philosophy, Stoicism, Subject of Experience, History of concepts, Civil Society and the Public Sphere, Socrates, Public Sphere, Philosophy of Social Science, Philo of Alexandria, History of Political Thought, Counterpublics, Learning commons, Dialectic, Ancient Philosophy, Moral Philosophy, Aristotelianism, Religious Experience, Public sphere (Communication), Contemporary Aristotelianism, Ancient Greek Philosophy, Communicative Practices, Immersion and Experience, Aristotle's Ethics, Skepticism, Commons (Political Science), Aristotle's Rhetoric and Poetics, Phyrronism and Ancient Skepticism, Civil Society and Public Sphere, Communicative action, Cultural Commons, Concepts of publics and counterpublics, Bildung, Knowledge Commons, Theories of Bildung, Aristotelian Dialectic, Philosophy of Paideia, Public Sphere and Public Space, Communicative Competence, Publics and Counterpublics, Dannelse, Skholè, Paideia, Erfahrung, and History of Philosophy
Research Interests:
This book discusses action research and organisation theory. Kurt Lewin said, «There is nothing as practical as a good theory». But «good theory» is also developed from practice. By linking action research and mainstream thinking about... more
This book discusses action research and organisation theory. Kurt Lewin said, «There is nothing as practical as a good theory». But «good theory» is also developed from practice. By linking action research and mainstream thinking about organisations the contributors challenge and transcend the disparate positions and insufficiencies within both research communities. The texts cover fields or topics not usually addressed in industrial action research, such as gender, ethics, organisational rationalities, the question of self-reference, the discourses of management and leadership and the public-private dimension. What emerges as common recommendations from most of the chapters are more self-reflective, self-critical, and task-oriented research approaches with a clear space for deliberation in the application of knowledge. The contributors come from the Work Research Institute (WRI) in Oslo.
Research Interests:
Since the turn of the millennium, various ways of «turning to practice» have resurfaced as major concerns of organisational researchers. And once again, the call is out for relevant and actionable knowledge among management and... more
Since the turn of the millennium, various ways of «turning to practice» have resurfaced as major concerns of organisational researchers. And once again, the call is out for relevant and actionable knowledge among management and organisational researchers. This book shows how action research and related approaches have turned to practice by developing knowledge both from practice and for practice without giving up on theoretical and methodological ambitions. Contributions from Norway, Ireland, France, and the USA are included, relating action based approaches to other more mainstream methodological and theoretical approaches. How can practical alternatives to both explanatory and interpretative approaches be developed? How can we devise methods that actually support both practical change and creation of valid knowledge? How can we include local knowledge in the research process? The authors - all organisation researchers - present different answers but are united in addressing and discussing urgent questions like these.
Research Interests:
The article explores and discusses whether we as action researchers are undermining or subverting our own intuitions and intentions, or at least not doing justice to it, when mixing a) learning and exploration through individual and... more
The article explores and discusses whether we as action researchers are undermining or subverting our own intuitions and intentions, or at least not doing justice to it, when mixing a) learning and exploration through individual and collective action and reflection, with b) elements from conventional researchmethods. The article'sb asic question: Can the intentions and resultsf rom a) be reduced to and validated fully or partly through b) conventional methods?C an we save the scientific legitimacyo fa ction research by ultimately resorting to conventional methods and theories?W hat does action research uniquely add in relation to conventional learning, knowledge generation, and change projects?W ed iscuss some challengesr aised by questions like these, and suggest ways of handling them. After exploring ways of being "seduced" by conventional methods, we concludebyrecommending ag noseology to replace ao ne-dimensional epistemology, and by explaining and recommending the procedure of immanent critique as aw ay of developing insights and competencies from the inside of practices; i. e. a genuinely Action research method.
Research Interests:
How do we conceptualise, communicate, and describe Action Research in alanguagewhich expresses and corresponds adequately to the basic assumptions behind Action Research?Our call for papers tried to pinpoint some very specific challenges... more
How do we conceptualise, communicate, and describe Action Research in alanguagewhich expresses and corresponds adequately to the basic assumptions behind Action Research?Our call for papers tried to pinpoint some very specific challenges for Action Research as we see it: As Action Researchers, when writing applications for research funds, when communicating research insights, when developing knowledge in collaboration with stakeholders, when reasoning and voicing knowledgeinresearch communities, we often feel forced to navigate in alanguage field foreign to our Action Research activity,and compelled to use conventional, mostly interpretive social research terminology to legitimise our creation of knowledge as research. This languagefield is, to alarge extent, still based on aprincipal division of labour between intellectual and manual work, knower and known, and researchera nd researched, creating ahorizon of meaning linked to astill dominantbut old-fashioned and monopolised knowledge management regime. This terminology reflects an institutionalised but hardly validated division of labour in the understanding of social knowledgegeneration, othering the subjects of study. Thereby the more basic and radical knowledge generation processes happening in certain forms of Action Research are made almost invisible and stretched between the "inner" language of contextualknowledge and value production, and other, "outer" ways of communicating scientific knowledge and research insights presumed as valid by aw ider research community and in society at large. Nevertheless, Action Research gains popularity in different professions and professional studies, in management and organszation studies, community development work, and in other areas concerned with practical relevance, application, and development. The situation reflects societal changes concerning the social distribution of education and knowledge generation, from having been monopolised in specialised academic institutions to becoming much more socially distributed. As indicated, social or human knowledge development and creation need to come to its own, and find its own form, similarly to how natural science and technology have come to their own during modernity. Bringing social and human knowledgetoits own, however, does not mean imitation or emulation of natural science. Extantf orms of inquiry all need to be critically examined, transformed,a nd adjusted to the radically practice based creation of knowledge in core Action Research. Certain forms of practitioner Action Research are already making progress in their attempts at this by connecting to more colloquial and prevalent understandings of experience which do not operate within the divisions of conventional research. These attempts are si
Research Interests: Participatory Action Research, Action Research, Action research (Methodology), Collaborative Action Research, Classroom Action Research, and 9 moreParticipatory Action Research with Youth, Participative action research for health and sustainability, Arts-Based Participatory Action Research, Immanent Critique, Action-research and networking for natural resources management, School Action Research, Educational Action Research, Collaborative Action Research Methodologies, and Immanent Criticism
The article discusses shifts and continuities in practical and theoretical work on organisational learning since the mid 1980s within a tradition at the Work Research Institute (WRI) in Oslo promoting work place democracy. Projects over... more
The article discusses shifts and continuities in practical and theoretical work on organisational learning since the mid 1980s within a tradition at the Work Research Institute (WRI) in Oslo promoting work place democracy. Projects over 20 years are reviewed. All the projects discussed have had a participatory action research design. The point, however, is the emerging justifications for the changing approaches chosen. The learning within and across the different projects is a kind of "justificatory trajectory". This justification and explanation constitutes the real purpose of the article.
Research Interests:
Research Interests: Participatory Action Research, Action Research, Organizational Learning Processes, Organizational Learning, Higher Education, and 15 moreCurriculum Studies, Gender, Quality of life, Collaborative Action Research, Higher Education Management, Higher Education Policy, Pre, Action Research Methodology, Contemporary Social Theories, In service Teacher Education, Educational Action Research, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, and Collaborative Action Research Methodologies
... Peron: On the Axiology and Actionability of Knowledge Creation: About Organizations In Management Science Research - Lucia Alcántara: Creating Practical and Operational Knowledge from Action Inquiry Technologies - David Coghlan/Aoife... more
... Peron: On the Axiology and Actionability of Knowledge Creation: About Organizations In Management Science Research - Lucia Alcántara: Creating Practical and Operational Knowledge from Action Inquiry Technologies - David Coghlan/Aoife McDermott: Creating Value for ...
Research Interests:
... NAF [Towards a new business organization – Experiments in industrial democracy, from the cooperative project LO/NAF] , Oslo : Johan Grundt Tanum ... in Norway and may be said to have spread immediately to Sweden more than within... more
... NAF [Towards a new business organization – Experiments in industrial democracy, from the cooperative project LO/NAF] , Oslo : Johan Grundt Tanum ... in Norway and may be said to have spread immediately to Sweden more than within Norway (see Gustavsen and Sandberg ...
Research Interests: Education, Participatory Research, Participatory Action Research, Action Research, Organizational Learning Processes, and 15 moreResearch Methodology, Organizational Learning, Organisational Change, Social History, Public sector, Organizational Effectiveness, Organizational Climate, Organizational Development, Organisational learning, Context Effect, Action Reearch, Critical Methodology, Organisational Learning, Educational Action Research, and Public Policy
The International Journal of Action Research provides a forum for an open and non dogmatic discussion about action research, both its present situation and future perspectives. This debate is open to the variety of action research... more
The International Journal of Action Research provides a forum for an open and non dogmatic discussion about action research, both its present situation and future perspectives. This debate is open to the variety of action research concepts worldwide. The focus is on dialogues between theory and practice. The International Journal of Action Research is problem driven; it is centered on the notion that organizational, regional and other forms of social development should be understood as multidimensional processes ...
One of the basic and for many, defining tenets of action research is contained in the “slogan” ascribed to Kurt Lewin: “In order to understand it, you have to change it”. The slogan clearly resembles what Francis Bacon claimed for... more
One of the basic and for many, defining tenets of action research is contained in the “slogan” ascribed to Kurt Lewin: “In order to understand it, you have to change it”. The slogan clearly resembles what Francis Bacon claimed for experimental science, however, and also Karl Marx’ well known stance in his Feuerbach-theses. In this text I discuss this “change imperative” and relate it to its “pre-history” before action research. Most action researchers are not willing to subscribe to terms like “social engineering” but still call what they do for “interventions”. The text argues that what most people spontaneously think of as “change” may not be necessary for calling what is done for action research. Yet, the alternative is not to withdraw to a disengaged, spectator position. The change imperative raises important questions about what kind of change action research initiates, and what kind of knowledge results from different forms of change. The text challenges the “slogan” as to wha...
Research Interests:
Research Interests:
Prosjekttittel: Laererutdanningsskoler og laererutdanningsbedrifter i Yrkesfaglaererutdanningen (LUSY). En organisasjonsteoretisk, didaktisk modell for samarbeid mellom utdanningsinstitusjon og praksisfelt. Utfordringer og behov. 1... more
Prosjekttittel: Laererutdanningsskoler og laererutdanningsbedrifter i Yrkesfaglaererutdanningen (LUSY). En organisasjonsteoretisk, didaktisk modell for samarbeid mellom utdanningsinstitusjon og praksisfelt. Utfordringer og behov. 1 Utfordringer og behov En viktig bakgrunn for prosjektet er regjeringens strateginotat «Laererutdanning 2025». Der framheves behovet for styrket kvalitet og profesjonsrelevans i laererutdanningen gjennom tettere samarbeid mellom utdanningsinstitusjoner og praksisfelt. Notatet legger opp til en bred satsing på «laererutdanningsskoler» hvor praksisfelt og utdanningsinstitusjoner samarbeider om tilrettelegging for studentenes laering, basert på eksisterende partnerskapsmodeller. Hensikten er å forbedre laererutdanningen gjennom høy kvalitet i praksisopplaeringen og styrking av utviklings-og forskningssamarbeid mellom skoler og universiteter med ansvar for laererutdanning. Et styrket samarbeid skal også bidra til at laererutdanningene er relevante tilbydere av etter-og videreutdanning (Kunnskapsdepartementet, 2017, s. 6). Yrkesfaglaererutdanningen har samme behov som annen laererutdanning. Den er mer kompleks og omfatter praksis i bedrifter med et tilsvarende behov for å styrke praksisopplaeringen. Yrkesfaglaererutdanning er dessuten et lite utforsket felt. Behovet er stort for forskning og utvikling for å styrke kvaliteten. Prosjektet bygger også på prosjektledelsens tidligere FoU-arbeid gjennom mange år. Følgende samarbeidspartnere skal utvikle laererutdanningsskoler i yrkesfaglaererutdanningen: 1) Institutt for yrkesfaglaererutdanning (YLU) ved OsloMet, 2) Avdeling for videregående utdanning i Akershus fylkeskommune, 3) Utdanningsetaten i Oslo, 4) Strømmen videregående skole i Akershus og 5) Kuben videregående skole (VGS) i Oslo. Det er etablert et forprosjekt som en samarbeidsgruppe hvor alle parter er representert. Akershus fylkeskommune står som prosjektsøker og-ansvarlig. Oslo fylkeskommune og OsloMet gjennom Fakultet LUI og ledelsen ved Institutt for yrkesfaglaererutdanning er ansvarlige partnere. Strømmen videregående skole i Akershus, Kuben videregående skole i Oslo og Yrkesfaglaererutdanningen (YFL) (bachelorstudiet) ved YLU er prosjektsteder. Prosjektleder er 1.amanuensis Ann Lisa Sylte med professor Hilde Hiim og professor Olav Eikeland som naere medarbeidere i prosjektgruppa, alle ved OsloMet. Alle parter er innstilt på organisatorisk og faglig tilrettelegging og på å sette av tid til prosjektet, f.eks. til samarbeidsmøter, veiledning og etter-/ videreutdanningskurs. Naermere utforming og krav til samarbeidsstruktur og-tiltak skal utvikles og diskuteres gjennom prosjektet. Opplaeringsbedrifter skal også involveres. Begge prosjektskolene har et godt nettverk med opplaeringsbedrifter. Et prosjekt som dette skal bidra til to overordnede og langsiktige mål: 1) Styrke og forbedre yrkesutdanningen i VGS gjennom 2) en styrking og forbedring av yrkesfaglaererutdanningen. Prosjektets arbeidshypotese, basert på konkrete erfaringer fra I, II og III under, er at dette må skje gjennom utvikling av et forpliktende og varig samarbeid om tilrettelegging og organisering for laering mellom yrkesfaglige videregående skoler og YLU / OsloMet: en ny infrastruktur. Til tross for utstrakt eksisterende samarbeid skjer det for tilfeldig og individbasert. Det mangler organisering, struktur og systematikk. En ny infrastruktur må derfor utvikles som sikrer en løpende og tett, erfarings-og forskningsbasert, laerende dialog mellom laerere og personale på deltakende VGS på den ene siden og både UF-personale og administrasjon på OsloMet / YLU på den andre. Systematisering og organisering av samarbeid dreier seg derfor om organisasjonsutvikling både på deltakende VGS, på YFL på YLU og mellom disse. Mens innovasjonen er rettet mot å etablere en ny infrastruktur, dvs. forbedret organisering, struktur og systematikk i samarbeidet mellom utdanning og praksisfelt, handler forskningen i prosjektet om å utvikle praksisbasert kunnskap om hvordan samarbeid mellom laererutdanningsinstitusjon, skoler og bedrifter kan organiseres for å oppnå en helhetlig, profesjons-og yrkesforankret utdanning av yrkesfaglaerere, og hvilke hindringer og muligheter man står overfor. Vi skal utvikle og utprøve en organisatorisk og didaktisk modell for samarbeid mellom utdanningsinstitusjon og praksisfelt mer generelt med utgangspunkt i begrepet «symbiotisk laeringsstruktur» i Eikeland (2012b). Jfr. også NFR-prosjektet #Laeringslivet ved YLU. Hovedmålet er at det skal utvikles ny infrastruktur for forpliktende og varig samarbeid om laering mellom
1. The ReCarol project is a 4 year collaborative AR project combining development and research objectives, involving high-schools, firms, and university teacher education. 2. ReCarol will analyze and develop VET curricula to improve... more
1. The ReCarol project is a 4 year collaborative AR project combining development and research objectives, involving high-schools, firms, and university teacher education. 2. ReCarol will analyze and develop VET curricula to improve student learning while simultaneously developing OL structures as collaborative learning structures in and between all participating units as necessary preconditions. New knowledge on curriculum and organization in VET will be developed. 3. Permanent collaborative learning structures will be built between the Instutute of Technical and Vocational Teacher Education at the Oslo and Akershus University College (OAUC), three regional vocational high schools, and apprentice firms, based on systematic OL and broad participation from stakeholders within and between all cooperating units. Institutional managers, teacher educators, high-school teachers, instructors, students, and apprentices will be involved in collaborative development and research activities. 4. A general collaborative model on organising curriculum and learning in VET will result. Although not reducible to a simple gap between "theory" and "practice", a broadly recognized relevance problem exists in professional and vocational educations at both high school and university levels (Jensen and Haselmann, 2010). Its roots lie in an experienced mismatch and inconsistency between the form and content of what is taught in education (theory and practice), and what is needed as relevant and valid for the performance of work and as guidelines and standards of excellence for concrete practices. ReCarol assumes hypothetically that the insufficiently organized collaboration between education and work is an important cause. In exploring relations concerning Norwegian VET, ReCarol will a) explore the complex insufficiencies and mismatches empirically and theoretically, b) develop collaborative learning structures practically between education and work, able to handle the complex challenges, and c) develop examples and prototypes of improved VET curricula and student learning in high schools and vocational teacher education. Norwegian and international studies on VET curricula at a high school level are few. In explaining retention and drop-out, background variables like parents' educational background, socioeconomic status, gender, lower grade marks, and school absence are used (Markussen et al., 2008). Put bluntly, such figures show how certain student categories "fit" better or worse into current educational systems. Some reports suggest strengthening school-worklife cooperation, but without relating specifically to educational form and content (Høst 2008, Teige et al 2009). Another hypothetical ReCarol assumption is: Important explanations concern the content and organization of the educational system; more specifically, different ways of knowing, and theoretical and practical forms of teaching and learning, and relations between places of teaching and learning, and places of performance. Curriculum contents, methods, and organization all need attention. 1. Starting points-Educational and organizational problem situations Several, but often too separate efforts join hands in ReCarol: Improving student learning and curricula in high-schools and in university level teacher education, and strengthening individual training and collective learning in workplaces and organizations. Challenges in each area indicate the same necessity of improved collaboration between education and work.
The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a... more
The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of "practice" which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form "toward which, ways of doing things tend to evolve from a wide variety of starting points".
Research Interests: Participatory Action Research, Action Research, Action Research (Indigenous Health), Collective Action, Action research (Methodology), and 11 moreAction Learning, Action Theory, Classroom Action Research, Participatory Action Research with Youth, Participative action research for health and sustainability, Social action, Arts-Based Participatory Action Research, Immanent Critique, Classroom Action Reseach, Nonviolent Action Strategies, and Immanent Criticism
Affiliation: Professor, Institutt for yrkesfaglaererutdanning, OsloMet Contact corresponding author: Olav Eikeland: olave@oslomet.no Sammendrag Det følgende er et essay. Jeg reflekterer over hvordan verden fortoner seg for en... more
Affiliation: Professor, Institutt for yrkesfaglaererutdanning, OsloMet Contact corresponding author: Olav Eikeland: olave@oslomet.no Sammendrag Det følgende er et essay. Jeg reflekterer over hvordan verden fortoner seg for en aksjonsfor-sker når blikket løftes for å ta inn den faglige, samfunnsmessige og politiske situasjonen som helhet for å antyde en retning på besvarelsen av spørsmålet om «forskningens betydning for demokratisering av samfunn og kultur». Det er ikke en «forskningsartikkel», selv om den er skrevet av en forsker. Tekstformen har ulemper, men fordelen er at det er mulig å få sagt ting nokså direkte, uten omsvøp og på relativt kort tid. Til tross for aksjonsforskningens faglige status som «hittebarn» har den i Norden levd i en slags institusjonell «idyll» som har til-latt den å utvikle seg, men hvor «verdenssituasjonen» i økende grad infiltrerer situasjonen og naermer seg som truende tendenser. Artikkelen antyder en rekke tilslørende, men samtidig dominerende motsetninger i «det store bildet» som det er viktig å overvinne for å finne en vei ut av en uoversiktlig og «labyrintisk» situasjon der aksjonsforskning og organisasjonslaering har viktig oppgaver. Den pretenderer imidlertid ikke mer enn å vaere en aksjonsforskers blikk på situasjonen og vurdering av hvordan spørsmålet kan besvares.
Research Interests:
One of the basic and for many, defining tenets of action research is contained in the “slogan” ascribed to Kurt Lewin: “In order to understand it, you have to change it”. The slogan clearly resembles what Francis Bacon claimed for... more
One of the basic and for many, defining tenets of action research is contained in the “slogan” ascribed to
Kurt Lewin: “In order to understand it, you have to change it”. The slogan clearly resembles what Francis
Bacon claimed for experimental science, however, and also Karl Marx’ well known stance in his
Feuerbach-theses. In this text I discuss this “change imperative” and relate it to its “pre-history” before
action research. Most action researchers are not willing to subscribe to terms like “social engineering” but
still call what they do for “interventions”. The text argues that what most people spontaneously think of as
“change” may not be necessary for calling what is done for action research. Yet, the alternative is not to
withdraw to a disengaged, spectator position. The change imperative raises important questions about
what kind of change action research initiates, and what kind of knowledge results from different forms of
change. The text challenges the “slogan” as to what kind of change is appropriate and legitimate in
working with changes in individuals, culture, communities, and organisations, and suggests ways forward
through developing forms of practitioner research and native or indigenous research. To illustrate, insights
from Aristotle and Hegel are invoked. Action researchers are challenged to discuss and clarify answers to
questions about what kind of change is produced, and what kind of knowledge is generated.
Kurt Lewin: “In order to understand it, you have to change it”. The slogan clearly resembles what Francis
Bacon claimed for experimental science, however, and also Karl Marx’ well known stance in his
Feuerbach-theses. In this text I discuss this “change imperative” and relate it to its “pre-history” before
action research. Most action researchers are not willing to subscribe to terms like “social engineering” but
still call what they do for “interventions”. The text argues that what most people spontaneously think of as
“change” may not be necessary for calling what is done for action research. Yet, the alternative is not to
withdraw to a disengaged, spectator position. The change imperative raises important questions about
what kind of change action research initiates, and what kind of knowledge results from different forms of
change. The text challenges the “slogan” as to what kind of change is appropriate and legitimate in
working with changes in individuals, culture, communities, and organisations, and suggests ways forward
through developing forms of practitioner research and native or indigenous research. To illustrate, insights
from Aristotle and Hegel are invoked. Action researchers are challenged to discuss and clarify answers to
questions about what kind of change is produced, and what kind of knowledge is generated.
Research Interests:
I gjenoppdagingen av den utopiske tradisjonen i dag legges det stor vekt på dagdrømmen, håpet, lengselen og fantasien. Dette for å frigjøre seg fra en dogmatisk og realpolitisk sosialisme som hverken evner å fenge eller å være... more
I gjenoppdagingen av den utopiske tradisjonen i dag legges det stor vekt på dagdrømmen, håpet, lengselen og fantasien. Dette for å frigjøre seg fra en dogmatisk og realpolitisk sosialisme som hverken evner å fenge eller å være overskridende. Opp mot den perspektivløse kampen for «dagskrav» som både soialdemokratiet og stalinismen er fanget inn av, framholder ny-utopistene dagdrømmen om det gode liv som grunnlaget for samfunnsoverskridelse.
Research Interests:
Research Interests:
Artikkel 1 – Hva slags vitenskapelighet? (9465 ord uten litteraturliste) 1 Teori, empiri, praksis m.fl. – gamle og nye begreper Olav Eikeland Formålet med denne teksten er kort å redegjøre begrepshistorisk og filosofisk for noen sentrale... more
Artikkel 1 – Hva slags vitenskapelighet? (9465 ord uten litteraturliste) 1 Teori, empiri, praksis m.fl. – gamle og nye begreper Olav Eikeland Formålet med denne teksten er kort å redegjøre begrepshistorisk og filosofisk for noen sentrale begreper av betydning for diskusjonen om vitenskapelighet i profesjonsdisiplinene og i saerdeleshet for det følgende kapitlet om «Utvidede fagfellesskap og symbiotisk laering» 1. Redegjørelsen gjør det enklere å gi en presis karakteristikk og plassering av forslagene i følgekapitlet. Hervaerende kapittel bygger på forfatterens tidligere arbeider (bl.a. Eikeland 1997, 1998, 2008a, 2008b, 2016a, 2016b) hvor referanser til annen litteratur og historiske kilder er omfattende. Fremstillingen her er derfor forenklet, og bruk av referanser begrenset. De historiske linjene er malt med grov pensel. Innledning For å kunne beskrive og analysere «utvidede fagfellesskap» og «symbiotiske laeringssystemer» i det etterfølgende kapitlet, må moderne begreper og distinksjoner mellom «teori», «praksis», «empiri» og «metodologi» som standarder for hva kunnskap eller vitenskap er, diskuteres, problematiseres og løsnes i sammenføyningene. Også dikotomien mellom «kropp» og «sjel», eller mellom «kropp» og «sinn», må problematiseres. Det samme gjelder for nåtidens dominerende organisering og institusjonalisering av kunnskapsproduksjon basert på bestemte typer arbeidsdeling, saerlig mellom «ånd» og «hånd». Disse distinksjonene og institusjonene stammer verken fra naturen eller høyere makter. De er ikke gitt, men produkter av en bestemt historisk utvikling. Begrepenes og distinksjonenes validitet er heller ikke gitt. Både begreper og arbeidsdelinger står for tiden under press både faglig (innenfra, «validitetsmessig») og samfunnsmessig (utenfra, «relevansmessig»). Mange anerkjente utfordringer, saerlig i samfunns-vitenskapelig metodologi og vitenskapsfilosofi, og dermed også for yrkes-og profesjonsdisiplinene, henger sammen med at disse begrepene, distinksjonene, arbeidsdelingene og rammene de setter, likevel tas for gitt. Språklig presisjon og evnen til å kontekstualisere og dermed relativisere sin egen samtid, roller og praksis krever et historisk utviklet og nyansert 1 Enkelte mener at yrker og profesjoner verken er fag eller disipliner, og at disse betegnelsene bare skal brukes om de etablerte vitenskapene på universitetene som fysikk, kjemi, biologi, psykologi, sosiologi, statsvitenskap, historie osv. Siden yrker og profesjoner hevdes å bruke litt av hvert fra disse, skal de selv ikke kalles verken fag eller disipliner. Universitetsfagene er heller ikke natur-eller gudegitt, men i denne artikkelen godtar jeg «fag» som betegnelse på universitetsinndelingene, mens det er gode grunner til å kalle yrker og profesjoner for nettopp disipliner, siden «disciplina» i utgangspunktet betydde en form for praktisk trening eller opplaering i noe det fantes praktiske regler og systematikk for som satte standarder for utførelse som man kunne vurderes i forhold til. Jfr. Eikeland (2008b) om praxis-interne standarder.
Research Interests: Health Professional Education, Continuing Professional Development, Professionalism, Adult Continuing and Professional Education, Professional Identity, and 9 moreProfessional Development, Teachers' professional development, Aristotelianism, Contemporary Aristotelianism, Professional Learning Community, Academic Profession, Teacher professional development, Professional Practice, and Neo-Aristotelianism
Research Interests:
The chapter presents and discusses connections and relations between Aristotelian philosophy and action research (and by implication, apprenticeship learning). The starting point for the discussion is action research as it has been... more
The chapter presents and discusses connections and relations between Aristotelian philosophy and action research (and by implication, apprenticeship learning). The starting point for the discussion is action research as it has been practiced at the Work Research Institute (WRI) in Oslo since the 1960s, and Aristotelian interpretive work done by the author at the WRI during an interval of almost 25 years as part of working with action research and organizational learning. Aristotelian philosophy provides conceptual tools for “mainstreaming” and developing action research further than what was common at the WRI. Concretely, action research and Aristotelian philosophy are related through similar ways of thinking about autonomy and participation, user participation, the significance of practice and practically accumulated experience as the basis for conceptual thinking and understanding, task orientation, dialogue or dialectics as a method for knowledge development, leisure (skholê) as a necessary precondition for reflection and dialogue, and learning spirals alternating between reflection and action. To clarify and develop action research further as praxis research, more refined Aristotelian distinctions than the normal trichotomy between episteme, techne and phronesis as ways of knowing, are utilized. The text also argues that neither Aristotle nor action research is best conceptualized as alternatives to mainstream research. Through “immanent critique” showing insufficiencies, inconsistencies, and tacit knowing in mainstream approaches, they can be shown to belong inside the mainstream.
Research Interests:
Published in Polish as Olav Eikeland (2016) Usuwanie luki pomiędzy teorią i praktyką. Doświadczenia norweskie, in Strumińska-Kutra, M.; Rok, B. (eds) Innowacje w miejscu pracy. Pomiędzy efektywnością a jakością życia społecznego, pp... more
Published in Polish as Olav Eikeland (2016) Usuwanie luki pomiędzy teorią i praktyką. Doświadczenia norweskie, in Strumińska-Kutra, M.; Rok, B. (eds) Innowacje w miejscu pracy. Pomiędzy efektywnością a jakością życia społecznego, pp 75-116, Warszawa: Poltext. The chapter is an elaborated, expanded, and rewritten version of a paper published in Educational Action Research (2012), 20 (2), pp. 267–290) under the title: „Action research and organisational learning: a Norwegian approach to doing action research in complex organisations”.
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A corrected copy can be downloaded from the journal website: http://www.axiapublishers.com/ojs/index.php/labyrinth/issue/view/7 The article discusses relationships and contexts for "reason", "knowledge", and virtue in Aristotle, based on... more
A corrected copy can be downloaded from the journal website: http://www.axiapublishers.com/ojs/index.php/labyrinth/issue/view/7
The article discusses relationships and contexts for "reason", "knowledge", and virtue in Aristotle, based on and elaborating some results from Eikeland (2008). It positions Eikeland (2008) in relation to Moss (2011, 2012, 2014) but with a side view to Cammick (2013), Kristjansson (2014), and Taylor (2016). These all seem to disagree among themselves but still agree partly in different ways with Eikeland. The text focuses on two questions: 1) the role or tasks of "reason", "knowledge", and "vir-tue" respectively in setting the end or goal for ethical deliberation, and more generally, 2) the role of dialogue or dialectics in Aristotle's philosophy, including its role concerning question one. The author argues that phrónêsis needs to be interpreted in the context of the totality of Aristotle's philosophy , and explains how this totality is fundamentally dialectical.
The article discusses relationships and contexts for "reason", "knowledge", and virtue in Aristotle, based on and elaborating some results from Eikeland (2008). It positions Eikeland (2008) in relation to Moss (2011, 2012, 2014) but with a side view to Cammick (2013), Kristjansson (2014), and Taylor (2016). These all seem to disagree among themselves but still agree partly in different ways with Eikeland. The text focuses on two questions: 1) the role or tasks of "reason", "knowledge", and "vir-tue" respectively in setting the end or goal for ethical deliberation, and more generally, 2) the role of dialogue or dialectics in Aristotle's philosophy, including its role concerning question one. The author argues that phrónêsis needs to be interpreted in the context of the totality of Aristotle's philosophy , and explains how this totality is fundamentally dialectical.
Research Interests:
Elsewhere I discuss the relations between the Stoic concept of cosmopolis and similar tendencies in Aristotle, in particular, concerning the distinction between cosmopolis and a “dialogopolis”. In 2008, I coined a more appropriate... more
Elsewhere I discuss the relations between the Stoic concept of cosmopolis and similar tendencies in Aristotle, in particular, concerning the distinction between cosmopolis and a “dialogopolis”. In 2008, I coined a more appropriate Aristotelian “neologism”: “koinópolis”. Both concepts elicit and reconstruct from the treatment of dialectics and the intellectual commons (tà koiná) in the Aristotelian texts a concept similar to the Stoic cosmopolis but better “grounded”. The “ontological” status of an Aristotelian koinópolis is different from the Stoic cosmopolis. Where the Stoics write about the necessity of breaking radically with local customs in order to achieve membership in the intellectually constituted cosmopolis, the Aristotelian concept is immanent to every possible local human condition and constitution.
Research Interests: Philosophy, Political Philosophy, Philosophy Of Religion, Philosophy of Education, Cosmopolitan Studies, and 15 moreCosmopolitanism, Cosmopolitan Urbanism, Ancient Philosophy, Cosmopolitanism Ancient And Modern, Cosmopolitics, Cosmopolitan Democracy, Identity and Cosmopolitanism, Cosmopolitan Sufism & Religiosity, Critical cosmopolitanism, Cosmopolis, Cosmopolitanism and Nationalism, History of Philosophy, Cosmopolitism, Cosmopolitan Citizenship, and Cosmopolítica
Marianna Papastephanou has written a thought-provoking article, taking discussions among educational action researchers as her starting point (Carr&Kemmis, 2005 and Elliott, 2005). Should action research base itself on critical theory, on... more
Marianna Papastephanou has written a thought-provoking article, taking discussions among educational action researchers as her starting point (Carr&Kemmis, 2005 and Elliott, 2005). Should action research base itself on critical theory, on Aristotelian phrónêsis, or on a neo-pragmatic postmodernism rejecting abstract idealism on behalf of
“reason” in favour of a radical contextualism related to local standards? The article construes the theoretical opposition sharply in terms of contextualism bound by local habits and customs, versus transcendence, i.e. a transcendence of local traditions that relates to standards somehow more universal (a-priori according to Elliott, 2005). These questions concern not only action researchers, of course. Can anyone criticize “ways
-of-doing-things” shaped and determined through local cultures and traditions, without relating to standards transcending the same cultures and traditions? In what direction should we develop our individual and collective practice, towards which standards? Cultures are greatly variegated; how can we choose one before another, by which criteria? How can we choose standards non-arbitrarily, as more than just private or group preferences? Or can’t we choose at all; just accept – rationalize – whatever we’re
habituated into, or seduced into liking, or even biologically determined to prefer? But being “against” or “in favour” of something on grounds like these – culture against culture, tradition against tradition, belief against belief, habit against habit, preference against preference, desire against desire – is insufficient. It invites Hobbes’ “natural state” to take the scene: bellum omnium contra omnes, or, at best, a purely rhetorical regime of persuasion and seduction. Isn’t this how both post-modernism and modern complexity theory tell us cultural patterns evolve, however; as different forces push and pull, new patterns emerge similarly whether in interstellar space, in bath-tubs, in ant-hills, or in human societies? Even Wittgenstein (1969, §§ 34, 110, 139) concluded that ultimately, different practices have to speak for themselves as ungrounded ways of acting, simply being as they are.
“reason” in favour of a radical contextualism related to local standards? The article construes the theoretical opposition sharply in terms of contextualism bound by local habits and customs, versus transcendence, i.e. a transcendence of local traditions that relates to standards somehow more universal (a-priori according to Elliott, 2005). These questions concern not only action researchers, of course. Can anyone criticize “ways
-of-doing-things” shaped and determined through local cultures and traditions, without relating to standards transcending the same cultures and traditions? In what direction should we develop our individual and collective practice, towards which standards? Cultures are greatly variegated; how can we choose one before another, by which criteria? How can we choose standards non-arbitrarily, as more than just private or group preferences? Or can’t we choose at all; just accept – rationalize – whatever we’re
habituated into, or seduced into liking, or even biologically determined to prefer? But being “against” or “in favour” of something on grounds like these – culture against culture, tradition against tradition, belief against belief, habit against habit, preference against preference, desire against desire – is insufficient. It invites Hobbes’ “natural state” to take the scene: bellum omnium contra omnes, or, at best, a purely rhetorical regime of persuasion and seduction. Isn’t this how both post-modernism and modern complexity theory tell us cultural patterns evolve, however; as different forces push and pull, new patterns emerge similarly whether in interstellar space, in bath-tubs, in ant-hills, or in human societies? Even Wittgenstein (1969, §§ 34, 110, 139) concluded that ultimately, different practices have to speak for themselves as ungrounded ways of acting, simply being as they are.
Research Interests:
Ved siden av å definere begrepet kunnskapsforvaltningsregime, forsøker notatet å tydeliggjøre noen tendenser innenfor kunnskapsteori, metodologi og organisasjonstenkning som bidrar til en endring av kunnskapsforvaltningsregime på... more
Ved siden av å definere begrepet kunnskapsforvaltningsregime, forsøker notatet å tydeliggjøre noen tendenser innenfor kunnskapsteori, metodologi og organisasjonstenkning som bidrar til en endring av kunnskapsforvaltningsregime på samfunnsnivå. Notatet diskuterer også forskjellige typer praksisorientering av kunnskapsproduksjon. Del to av notatet diskuterer forskjellige kunnskaps- eller kjennskapsformer hentet fra Aristoteles' filosofi i relasjon til et brukermedvirkningsperspektiv på tjenesteyting og nyere organisasjonstenkning.
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Teksten forsøker å peke på hvordan aksjonsforskning for det første må utvikles som en immanent kritikk av tradisjonell samfunnsforskning, ikke som en særegen praksis ved siden av. For det andre må spørsmålene om både den tradisjonelle... more
Teksten forsøker å peke på hvordan aksjonsforskning for det første må utvikles som en immanent kritikk av tradisjonell samfunnsforskning, ikke som en særegen praksis ved siden av. For det andre må spørsmålene om både den tradisjonelle samfunnsforskningens og aksjonsforskningens relevans ses i sammenheng med større omveltninger i organisasjons- og ledelsestenkningen på den ene siden, i kunnskapsforståelse på den andre. Spørsmålet om politisk demokrati og bred medvirkning innenfor arbeidslivet må også forstås i sammenheng med dette, som kan forstås som en pågående endring i kunnskapsforvaltningsregime. De omveltningene som er underveis gir rom for en aktualisering av antikk dialogfilosofi med utgangspunkt hos Platon og Aristoteles, men ikke bare som en ensidig antakelse av phrónêsis og "dømmekraften" i opposisjon til en konstruert opponent i form av en moderne "vitenskapelig", deduktiv og formal fornuft.
Research Interests: Social Research Methods and Methodology, Research Methods and Methodology, Participatory Action Research, Action Research, Aristotle, and 14 morePraxis, Dialogue, Action research (Methodology), Theory of Knowledge, Experience, Concepts of publics and counterpublics, Philosophy of Praxis, Publics and Counterpublics, Immanent Critique, Developmental Work Research, Dialogics, Educational Action Research, Reflexive Praxis, and Collaborative Action Research Methodologies
Concerns the fundamental, universal, and inevitable character of apprenticeship learning, and its original relationship to ancient dialectical philosophy: Det følgende kapitlet omhandler flere sammenhengende temaer. For det første det jeg... more
Concerns the fundamental, universal, and inevitable character of apprenticeship learning, and its original relationship to ancient dialectical philosophy: Det følgende kapitlet omhandler flere sammenhengende temaer. For det første det jeg mener er det allmenne ved yrkespedagogikken, for det andre sammenhengen mellom antikk dialogfilosofi og yrkespedagogikk, for det tredje hvordan motsetningen mellom yrkespedagogikk og ”allmen-pedagogikk” kan nedbygges uten at særpreget ved yrkespedagogikken går tapt og for det fjerde hvordan det allmenne ved yrkespedagogikken legger grunnlag for andre og mer ”symbiotiske” relasjoner mellom læring i arbeid og læring i utdanningsinstitusjonene. Understrekningen av det allmenne ved yrkespedagogikken utfordrer en bestemt men gammel og utbredt tanke – som fremkommer tydelig i skillet på engelsk mellom ”vocational” og ”liberal education” – om at yrkespedagogikken begrenser seg til forskjellige nisjetilpassede yrkeskompetanser som del-funksjoner innenfor arbeidsdelte organisatoriske eller samfunnsmessige helheter.
Research Interests: Action Research, Vocational And Adult Education, Modern Aristotelianism, Vocational Education, Aristotelianism, and 8 moreAncient Greek Philosophy, Technical and Vocational Education, Vocational Training, Ancient Greek Philosophy / Aristotle, Vocational education and training, Technical and Vocational Education and Training, Vocational Participation, and VET and philosophy
Dialogsamlingar er eit samlenamn på dialogkonferansar og dialogverkstader. Dialogkonferansar har fleire deltakarar og har ofte ein litt annan struktur enn dialogverkstader. Den følgjande utgreiinga tar utgangspunkt i korleis ein... more
Dialogsamlingar er eit samlenamn på dialogkonferansar og dialogverkstader. Dialogkonferansar har fleire deltakarar og har ofte ein litt annan struktur enn dialogverkstader. Den følgjande utgreiinga tar utgangspunkt i korleis ein dialogkonferanse er strukturert.
Den ytre ramma er ofte to dagar utanfor arbeidsplassen, for å unngå forstyrringar. Arbeidsforma har mykje til felles med søkekonferansar, startkonferansar, kartleggjingskonferansar, o.l. som ofte vert nytta i prosjekt- og utviklingsarbeid i lokalsamfunn, kommunar, organisasjonar, verksemder, avdelingar o.l. Samlingane vert ofte nytta ved oppstart av eit prosjekt eller eit utviklingsarbeid. Dei høver godt når ein vil ta tak i eit område der problem, utfordringar og oppgåver i utgangspunktet er lite eller uklart definerte, slik det ofte er i det
seniorpolitiske arbeidet.
Ei dialogsamling freistar å leggja til rette for dialog. Mange legg i våre dagar vekt på skilnaden mellom dialog på den eine sida og diskusjon, debatt og retorikk på den andre. Debatt og diskusjon vert då gjerne oppfatta som ein "ordstrid" der det er om å gjera å vinne diskusjonen, eller å vinne tilslutning til
eigne synspunkt og meiningar, noko retorikken som fag også er retta mot. Ein dialog er derimot ein open og utforskande samtale der det ikkje er noko poeng å vinna, men snarare å
hjelpa hvarandre til forståing og innsikt, lære noko av den andre eller i fellesskap. Poenget er ikkje strid, men samarbeid.
Den ytre ramma er ofte to dagar utanfor arbeidsplassen, for å unngå forstyrringar. Arbeidsforma har mykje til felles med søkekonferansar, startkonferansar, kartleggjingskonferansar, o.l. som ofte vert nytta i prosjekt- og utviklingsarbeid i lokalsamfunn, kommunar, organisasjonar, verksemder, avdelingar o.l. Samlingane vert ofte nytta ved oppstart av eit prosjekt eller eit utviklingsarbeid. Dei høver godt når ein vil ta tak i eit område der problem, utfordringar og oppgåver i utgangspunktet er lite eller uklart definerte, slik det ofte er i det
seniorpolitiske arbeidet.
Ei dialogsamling freistar å leggja til rette for dialog. Mange legg i våre dagar vekt på skilnaden mellom dialog på den eine sida og diskusjon, debatt og retorikk på den andre. Debatt og diskusjon vert då gjerne oppfatta som ein "ordstrid" der det er om å gjera å vinne diskusjonen, eller å vinne tilslutning til
eigne synspunkt og meiningar, noko retorikken som fag også er retta mot. Ein dialog er derimot ein open og utforskande samtale der det ikkje er noko poeng å vinna, men snarare å
hjelpa hvarandre til forståing og innsikt, lære noko av den andre eller i fellesskap. Poenget er ikkje strid, men samarbeid.
Research Interests:
Knowing the roots of action research, historical, philosophical, and otherwise, is useful for several reasons. First, we learn from earlier conceptualizations, developments, and approaches not to commit similar errors, nor to... more
Knowing the roots of action research, historical, philosophical, and otherwise, is useful for several reasons. First, we learn from earlier conceptualizations, developments, and approaches not to commit similar errors, nor to underestimate counter-forces. Second, we are all carriers of traditions as inheritors and products of our chain of predecessors’ approaches and routines, personally, institutionally and otherwise, defining our points of view and hermeneutical horizons. Making this embeddedness in certain traditions and discourses conscious makes it possible to liberate ourselves from their ingrained ‘basic assumptions’: we may ‘rise above’ and achieve critical distance and discernment, realizing that similar conclusions may be drawn from quite different premises through so-called ‘overlapping consensus’ (Rawls, 1996: 149ff.). Third, roots may extend to places not immediately obvious during project work and day-to-day problem solving, thus widening our horizons when uncovered. Finally, important distinctions, and ways of thinking and knowing, may be revitalized by retrieving roots. Yet surveying our roots is a vast enterprise. Completeness cannot be achieved in a short chapter. Initially, however, a conceptual remark about ‘roots’ and ‘action research’ is needed.
‘Roots’ may mean simply ‘where does what we’re doing come from, in a direct lineage’? But we come from seeds. Like trunks, branches, and leaves, roots grow from seeds. Hence, ‘roots’ should be interpreted broadly to mean from where might current action research ‘reach out’ to extract nourishment? What are the ideas, tensions or mechanisms that may nourish it in strength, scope, and legitimacy? Living roots providing nourishment are normally subterranean. Hence, paraphrasing Hegel (1971:18: 303), action research, like dialectic or dialogue, might gain nourishment and strength not by positing itself positively as a ‘school’ or ideology apart from others but by working more ‘subterraneously’ as a ‘guerilla behind enemy lines’ as Hegel suggests, from within all such ‘positivisms’. Action research may have wellsprings in unsuspected places.
‘Roots’ may mean simply ‘where does what we’re doing come from, in a direct lineage’? But we come from seeds. Like trunks, branches, and leaves, roots grow from seeds. Hence, ‘roots’ should be interpreted broadly to mean from where might current action research ‘reach out’ to extract nourishment? What are the ideas, tensions or mechanisms that may nourish it in strength, scope, and legitimacy? Living roots providing nourishment are normally subterranean. Hence, paraphrasing Hegel (1971:18: 303), action research, like dialectic or dialogue, might gain nourishment and strength not by positing itself positively as a ‘school’ or ideology apart from others but by working more ‘subterraneously’ as a ‘guerilla behind enemy lines’ as Hegel suggests, from within all such ‘positivisms’. Action research may have wellsprings in unsuspected places.
Research Interests:
A different perspective on the "unity of science". Immanent critique and the inner connections between action research, organizational learning, and the inner workings of the philosophy of science. Text written in 2008, published in... more
A different perspective on the "unity of science". Immanent critique and the inner connections between action research, organizational learning, and the inner workings of the philosophy of science. Text written in 2008, published in German in 2017.
Research Interests: Philosophy of Science, Participatory Action Research, Action Research, Organizational Learning Processes, Organizational Learning, and 8 moreAction research (Methodology), Philosophy of Social Science, Philosophy of the Social Sciences, Immanent Critique, Philosophy of Social Science Research, Educational Action Research, Immanent Criticism, and Philosophy of (Social) Science
Research Interests:
In discussing modernism versus post-modernism , positing "transcendent" universal and "immanent" local standards as contrary opposites works as an inhibiting straitjacket. This comment on Marianna Papastephanou's article attempts to... more
In discussing modernism versus post-modernism , positing "transcendent" universal and "immanent" local standards as contrary opposites works as an inhibiting straitjacket. This comment on Marianna Papastephanou's article attempts to support and reinforce her critical theorist intentions to overcome this opposition by invoking viewpoints from the philosophy of Aristotle, interpreted as a dialectical philosopher in light of the totality of the Corpus Aristotelicum, not by isolating his practical from his theoretical philosophy. The argument is that immanent transcendence is both possible and necessary in every local human culture, already implied in the concept of immanent critique.
Research Interests: Critical Theory, Participatory Action Research, Action Research, Aristotle, Critical Social Theory, and 15 moreDialogue, Action research (Methodology), Collaborative Action Research, Pragmatism (Philosophy), Dialogism, Critical and Cultural Theory, Argumentation Theory and Critical Thinking, Aristotle's Ethics, Aristotle's Politics, ARISTOTLE - PLATO - METAPHYSICS - EPISTEMOLOGY, School Action Research, Participant Action Research, Community based Participatory Action Research, Educational Action Research, and Collaborative Action Research Methodologies
1. INNLEDNING: METODELÆRENS METODE, Moderne erfaringsvitenskap, Sosiologi som erfaringsvitenskap, Et vitenskapelig minimum, Deduktiv skjematisme og dialektisisme, Positivismekritikkens kortslutning, Abstrakt filosofi versus sosiologisk... more
1. INNLEDNING: METODELÆRENS METODE, Moderne erfaringsvitenskap, Sosiologi som erfaringsvitenskap, Et vitenskapelig minimum, Deduktiv skjematisme og dialektisisme, Positivismekritikkens kortslutning, Abstrakt filosofi versus sosiologisk håndverk, Hverdagslig og vitenskapeliggjort erfaring, Metodelærens metode, Overblikk over avhandlingens kapitler. 2.ERFARING OGERFARINGSBEGREP, Aristoteles og erfaring, Aristoteles' analyse av erfaringsbegrepet, Problemer i sensualismen, Empeiria - etymologi og bruk, Logikk som erfaringsvitenskap, Oppsummering
Research Interests:
PLATONSK ERFARINGSFILOSOFI: Allmenne erfaringer, Anámnêsis, ferdigheter og ideverdens utvikling, Platon – ho empeíros empeirótatos?, Offentlighet og erfaring, Den athenske interaksjonsoffentlighet, Skholegang på tomgang
Research Interests:
Research Interests:
Aristoteles - hò dialektikôtatos Dialogisk erfaringsanalyse Topos og stoikheion Dialogiske argumenter og resonnementer Tà koina I Dialogiske problemer og løsninger Aristoteles dom dialogiker Dialogiokk og første-filosofi Tâ koina II:... more
Aristoteles - hò dialektikôtatos
Dialogisk erfaringsanalyse
Topos og stoikheion
Dialogiske argumenter og resonnementer
Tà koina I
Dialogiske problemer og løsninger
Aristoteles dom dialogiker
Dialogiokk og første-filosofi
Tâ koina II: Transcendentalia
Dialogisk induksjon - induktiv dialogikk
Dialogikk og visdom
Organon
Sunn fornuft og common sense: hò koinos nous
Dialogisk erfaringsanalyse
Topos og stoikheion
Dialogiske argumenter og resonnementer
Tà koina I
Dialogiske problemer og løsninger
Aristoteles dom dialogiker
Dialogiokk og første-filosofi
Tâ koina II: Transcendentalia
Dialogisk induksjon - induktiv dialogikk
Dialogikk og visdom
Organon
Sunn fornuft og common sense: hò koinos nous
Research Interests: Aristotle, Dialogue, Dialogue Studies, Modern Aristotelianism, Dialectic, and 14 moreDialogism, Aristotle's underlying logic, Aristotelianism, Contemporary Aristotelianism, Aristotle's Ethics, Aristotle's Politics, Plato and Aristotle, Ancient Greek Philosophy / Aristotle, Pragma-Dialectics, Aristotle's Metaphysics, Dialectics, Political philosophy, History, Dialectics, ARISTOTLE - PLATO - METAPHYSICS - EPISTEMOLOGY, and Neo-Aristotelianism
Sokratiske vendinger, Innviklet dialektikk eller: Tåketalen, Opphevet filosofi, Dialogos diabolikos: Methodos tou diabolou, Radikal offentlighet versus idiotisk agorafobi, Dialogformer og dialektisk induksjon - en oppsummering
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Retorikk og ratio, Platon og retorikken, Å tale til og for - eller i og med, Retorikk og kommunikasjon, Historisk sammenblanding, Dialogikk og retorikk hos Aristoteles, Oppsummering
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Sidene 376-386 i dette kapitlet inneholder en gammel, ignorert og ubesvart, men ennå ikke foreldet diskusjon med Rune Slagstads doktoravhandling.utgitt på Universitetesforlaget i 1987. Pages 376-386 in this chapter contains an old,... more
Sidene 376-386 i dette kapitlet inneholder en gammel, ignorert og ubesvart, men ennå ikke foreldet diskusjon med Rune Slagstads doktoravhandling.utgitt på Universitetesforlaget i 1987.
Pages 376-386 in this chapter contains an old, ignored, and unanswered but still not outdated discussion with Rune Slagstads views in his PhD, published by the Norwegian University Press in 1987.
Dialogical / dialectical Reading of Ethics-Politics in Aristotle
Pages 376-386 in this chapter contains an old, ignored, and unanswered but still not outdated discussion with Rune Slagstads views in his PhD, published by the Norwegian University Press in 1987.
Dialogical / dialectical Reading of Ethics-Politics in Aristotle
Research Interests: Political Philosophy, Aristotle, Dialogue, Dialogue Studies, Dialectic, and 17 moreDialogism, Ancient social & political philosophy, Aristotelianism, Social and Political Philosophy, Contemporary Aristotelianism, Aristotle's Ethics, Renaissance Aristotelianism, Aristotle's Rhetoric and Poetics, Moral and Political Philosophy, Aristotle's Politics, Plato and Aristotle, Ancient Greek Philosophy / Aristotle, Aristóteles, Aristoteles, Dialectics, Neo-Aristotelianism, and Aristotle on Virtue
Research Interests: Epistemology, Hellenistic Philosophy, Cosmopolitan Studies, Stoicism, Cosmopolitanism, and 37 morePlotinus, Cicero, Ancient Philosophy, Philosophical skepticism, Ancient Greek Philosophy, Greek Skepticism & Montaigne, Greek Skepticism & Nietzsche, Hellenism, Plotinus (Philosophy), Skepticism, Cynicism (Ancient Greek Philosophy), Roman Stoicism (Philosophy), Roman Stoicism, Stoicism (Philosophy), Epictetus, Phyrronism and Ancient Skepticism, Antiochus, Moral Skepticism, Ancient skepticism, Stoic philosophy, Cynicism, Seneca's Stoicism, Cicero's philosophical works, Stoic ethics, Stoics, Academic skepticism, Researching Stoic Ethic, Ancient Judaism, Early Christianity, Hellenism, Epicureanism and Stoicism, Ciceronian Philosophy and the Late Roman Republic, Cynics, Pyrrhonian Skepticism, Diogenes the Cynic, Stoicism of Chysippus, Neo-Stoicism, Stoicismo, and Stoic Tradition
Jeg skal forsøke å si noe om brukermedvirkning i relasjon til "kompetanse og kunnskap", i relasjon til "organisasjonsmodeller" og i et demokratiperspektiv. Omtrent slik lyder oppdraget. Men dette dreier seg om mange begreper som folk ikke... more
Jeg skal forsøke å si noe om brukermedvirkning i relasjon til "kompetanse og kunnskap", i relasjon til "organisasjonsmodeller" og i et demokratiperspektiv. Omtrent slik lyder oppdraget. Men dette dreier seg om mange begreper som folk ikke uten videre forbinder det samme med, og selv om meningene skulle vaere felles, så er de ikke alltid like klare og entydige allikevel. Jeg ser meg derfor nødt til å bedrive litt begrepseksersis, selv i en sammenheng som denne, som muligens skulle vaere vel så mye festlig som faglig. Jeg kommer generelt til å argumentere for å nyansere språk-og begrepsbruk. Det vil sikkert noen oppfatte både som politisk ukorrekt og kompliserende, eller i hvert fall litt omstendelig. Selv tror jeg til syvende og sist at det er forenklingene som kompliserer, og at man kan gjøre det hele enklere ved å vaere nyansert, fordi nyanserte tanker og tale som regel er mer treffende, som det heter. La meg også si innledningsvis, at jeg ikke har noen forutsetninger for å si så mye om TRS spesielt. Det jeg har å si, har et mer generelt eller prinsipielt, utgangspunkt og siktemål. Relevansen må jeg derfor også overlate til dere å vurdere. Jeg har dessuten heller ingen forhåpninger om å kunne avslutte diskusjonen om de temaene jeg tar opp gjennom dette innlegget, som om det jeg hadde å gjøre bare var å lese opp de endelige sannheter. Istedet håper jeg det er provoserende på en konstruktiv måte, slik at både ettertanken og diskusjonen vekkes.
Research Interests:
Det jeg forholder meg til og kan si noe om er et samarbeid mellom Arbeidsforskningsinstituttet (AFI), der jeg jobber, og Arendal kommune, som vi har etablert over det siste året. Samarbeidet har konsentrert seg om utforming og oppfølging... more
Det jeg forholder meg til og kan si noe om er et samarbeid mellom Arbeidsforskningsinstituttet (AFI), der jeg jobber, og Arendal kommune, som vi har etablert over det siste året. Samarbeidet har konsentrert seg om utforming og oppfølging av flere runder med søknader til Kompetanseutviklingsprogrammet (KUP). Jeg skal si noe fra mitt eget ståsted som forsker og rådgiver, om målsettingene for dette samarbeidet og om en tankegang som ligger til grunn for det. Det jeg har å si kommer derfor til å dreie seg mest om læring og kunnskapsutvikling. Dette blir også mitt nokså indirekte forsøk på å besvare spørsmålet som er stilt i programoverskriften for dette innlegget: “Hvordan få til gode prosesser, kvalitet og medvirkning i en desentralisert organisasjon?”
Research Interests: Adult Education, Participatory Action Research, Action Research, Lifelong Learning, Adult Continuing and Professional Education, and 10 moreAction research (Methodology), Organisational Development, Professional Development, Adult learning, Organizational Development, Lifelong learning and adult education, Adult Education and Lifelong Learning, Educational Action Research, Education and Lifelong Learning, and Aksjonsforskning
Most people will probably agree that learning is not merely the outcome of teaching. Sometimes – actually too often – teaching does not result in learning, and what contributes the most to what kinds of learning is an area of dispute. At... more
Most people will probably agree that learning is not merely the outcome of teaching. Sometimes – actually too often – teaching does not result in learning, and what contributes the most to what kinds of learning is an area of dispute. At least in Scandinavia and in Germany, the special discipline of didactics studies how to make teaching produce learning, or more broadly, maybe, how to make curriculum learning happen. Over the last decades – maybe over the last 50 years – however, focus has gradually shifted and brought increasing
attention to learning outside institutionalized teaching contexts; that is, to “non-didactic” learning, outside what most people – with a very old institutionalized misnomer – call “school” and “schooling”. Learning outside schooling has received increased attention from researchers, but also, first, and not the least, it has received increasing attention among
people themselves active in the areas outside teaching and research, especially in work life organizations, and here it has received practical attention springing from a felt necessity to
readjust, reorganize, develop, and learn, individually and collectively.
attention to learning outside institutionalized teaching contexts; that is, to “non-didactic” learning, outside what most people – with a very old institutionalized misnomer – call “school” and “schooling”. Learning outside schooling has received increased attention from researchers, but also, first, and not the least, it has received increasing attention among
people themselves active in the areas outside teaching and research, especially in work life organizations, and here it has received practical attention springing from a felt necessity to
readjust, reorganize, develop, and learn, individually and collectively.
Research Interests: Adult Education, Participatory Action Research, Action Research, Organizational Learning, Lifelong Learning, and 27 morePhilosophy of Education, Action research (Methodology), Vocational And Adult Education, Action Learning, Vocational Education, Collaborative Action Research, Adult learning, Classroom Action Research, Technical and Vocational Education, Vocational Training, Bildung, Theories of Bildung, Action Research in Education, Lifelong learning and adult education, Action Reflection Learning, Technical and Vocational Education and Training, Bildungsphilosophie, Bildungstheorie, Reflective Practice in Lifelong Learning, Adult Education and Lifelong Learning, School Action Research, Bildungswissenschaft, Bildungswissenschaften, Lifelong Education, Educational Action Research, Collaborative Action Research Methodologies, and Lifelong Learners
21. - 23.mai, 1990: Hva har antikk filosofi med moderne yrkesutdanning og med fagopplæring i arbeidslivet å gjøre? Hva har antikk filosofi med moderne arbeidsliv, eller med moderne samfunn i det hele tatt å gjøre? Mange, kanskje de... more
21. - 23.mai, 1990: Hva har antikk filosofi med moderne yrkesutdanning og med fagopplæring i arbeidslivet å gjøre? Hva har antikk filosofi med moderne arbeidsliv, eller med moderne samfunn i det hele tatt å gjøre? Mange, kanskje de fleste, vil anta: svært lite. Antikk filosofi er noe man av plikt må lære seg noe om for å få lov til å begynne på et universitetsstudium. For øvrig er det bare for spesielt interesserte. Et sært emne for sære folk. Og antikk filosofi er i hvert fall neppe noe vi i dag kan lære noe av. Som om de visste eller forsto noe bedre enn vi gjør det i dag. Som om de antikke filosofer og vi i det hele tatt kan ha noen felles
"objekter" å være enige eller uenige om, felles "ting" eller saker vi kan diskutere og belære hverandre om. Det måtte i så fall være om høyst obskure ting som metafysikk, religion o.l.
Saker som bare nostalgikere er opptatt av, eller som bare angår hver enkelt helt privat. Og som i hvert fall ikke har noe som helst systematisk interesse i forbindelse med "Yrkesutdanning, Fagopplæring og Arbeidsliv".
Til tross for at synspunkter som disse helt sikkert er utbredte, og til tross for at de på mange måter kan ha noe for seg, så kommer det følgende til å dreie seg mye om antikk filosofi.
"objekter" å være enige eller uenige om, felles "ting" eller saker vi kan diskutere og belære hverandre om. Det måtte i så fall være om høyst obskure ting som metafysikk, religion o.l.
Saker som bare nostalgikere er opptatt av, eller som bare angår hver enkelt helt privat. Og som i hvert fall ikke har noe som helst systematisk interesse i forbindelse med "Yrkesutdanning, Fagopplæring og Arbeidsliv".
Til tross for at synspunkter som disse helt sikkert er utbredte, og til tross for at de på mange måter kan ha noe for seg, så kommer det følgende til å dreie seg mye om antikk filosofi.
Research Interests: Organizational Communication, Organizational Change, Participatory Action Research, Action Research, Lifelong Learning, and 18 morePraxis, Vocational And Adult Education, Vocational Education, Collaborative Action Research, Classroom Action Research, Technical and Vocational Education, Organizational Development, Vocational Training, Vocational education and training, Philosophy of Praxis, Vocational Guidance and Counseling, Vocational and Technical Education, Technology and vocational education, Technical and Vocational Education and Training, Techincal and Vocational Educational, Educational Action Research, Reflexive Praxis, and Collaborative Action Research Methodologies
Jeg skjelner mellom og skal snakke kort om 1) praksis som hverdagsbegrep, 2) praksis som del av en utdanning, 3) praksis som del av eller grunnlag for Forsknings- og Utviklingsarbeid eller FoU-arbeid, 4) praksis som del av en såkalt... more
Jeg skjelner mellom og skal snakke kort om 1) praksis som hverdagsbegrep, 2) praksis som del av en utdanning, 3) praksis som del av eller grunnlag for Forsknings- og Utviklingsarbeid eller FoU-arbeid, 4) praksis som del av en såkalt «praktisk vending» eller «practical turn» i organisasjons- og ledelsesforskningen, 5) praksis som begrep i filosofien hvor det de siste tiårene, ved siden av 5a) begrepsdiskusjonene hvor praksis gjerne skrives med X, har dukket opp 5b) noe som kalles «filosofisk praksis». Jeg skal også si litt om 6) forholdet mellom teori og praksis og til slutt litt om 7) praxis som del av aksjonsforskning og det som kalles «teacher research». Jeg kommer i beste fall til å presentere en del ting det kan være viktig å ta hensyn til, men jeg kommer neppe til å levere svar på noen aktuelle spørsmål.
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Convened by members of ARNA, CARN, SPARC and ICPHR An educational experience of immanent critique and apprenticeship learning hosted by knowledgedemocracy.org Thursday 7th October 4pm - 6.30 pm BST. 17.00 – 19.30 ECT Saturday 9th October... more
Convened by members of ARNA, CARN, SPARC and ICPHR
An educational experience of immanent critique and apprenticeship learning hosted by knowledgedemocracy.org
Thursday 7th October 4pm - 6.30 pm BST. 17.00 – 19.30 ECT
Saturday 9th October 4pm - 6 30 pm BST. 17.00 – 1930 ECT
via the following Zoom link:
https://mdh-se.zoom.us/j/68332498567
We warmly offer this invitation to a series of two Seminar/Webinars at the CARN 2021 CARNival to people engaged in action research and/or participatory action research and who want to explore concepts and practices which will help us, we think, in the pursuit of knowledge democracy with a view to creating a continuing dialogue.
An educational experience of immanent critique and apprenticeship learning hosted by knowledgedemocracy.org
Thursday 7th October 4pm - 6.30 pm BST. 17.00 – 19.30 ECT
Saturday 9th October 4pm - 6 30 pm BST. 17.00 – 1930 ECT
via the following Zoom link:
https://mdh-se.zoom.us/j/68332498567
We warmly offer this invitation to a series of two Seminar/Webinars at the CARN 2021 CARNival to people engaged in action research and/or participatory action research and who want to explore concepts and practices which will help us, we think, in the pursuit of knowledge democracy with a view to creating a continuing dialogue.
Research Interests:
There is a movement towards knowledge democracy striving to make research and science more open, responsive to needs like sustainability and equality, as well as more inclusive and democratic in its operation. It is manifested in research... more
There is a movement towards knowledge democracy striving to make research and science more open, responsive to needs like sustainability and equality, as well as more inclusive and democratic in its operation. It is manifested in research approaches like participatory and action research as well as different trends in ideologies of science and its role in revitalizing democracy in today´s knowledge society. How to understand and conceptualize knowledge democracy? What is the character of the movement?
The purpose of the webinar is to provide different perspectives on the movement towards knowledge democracy and a space for creative exchange among those interested in learning more about the topic and engaging in the movement.
The purpose of the webinar is to provide different perspectives on the movement towards knowledge democracy and a space for creative exchange among those interested in learning more about the topic and engaging in the movement.
Research Interests:
Call for papers, Special Issue of International Journal of Action Research. Action research on the rise Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity... more
Call for papers, Special Issue of International Journal of Action Research.
Action research on the rise Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity among different professions and professional studies, in management and organization studies, community development work, and in other areas concerned with practical relevance, application and development. The situation reflects societal changes concerning the social distribution of education and knowledge creation, from having been monopolized in specialized academic institutions to becoming much more socially distributed. However, people doing action research often seem to encounter conventional, mostly interpretive social research terminology which is still based on a principal division of labor between intellectual and manual work, knower and known, researcher and researched more appropriate to the previous, monopolized knowledge management regime. The terminology still used in social research reflects the former division of labor however, "othering" the subjects of study and thereby making the radical and more basic knowledge generation processes happening in certain forms of action research almost invisible and conflated with other, inappropriate methods. Therefore, this special issue calls for papers, which both 1) summarizes extant attempts and 2) aims at developing concepts and terminology more and better adjusted to knowledge production from within practices, and to ways of conceiving and describing collaborative knowledge production in action research as it plays out in a cross-fields of tensions between various discourses and institutionalized practices in a field filled with research and practice dilemmas. This special issue will also 3) welcome investigations of different «clashes of discourse» typically happening in action research which, from this, might develop new concepts and terminology. AR needs to find and develop a new and proactive language and practice to qualify research practice based on the basic principles and approaches in action research. As indicated, social or human knowledge development and creation needs to come to its own, find its own form (like natural science and technology might be said to have come to its own during modernity). Certain forms of action research are potent candidates for making this happen. Extant forms of inquiry all need to be critically examined, transformed, and adjusted to the radically practice-based knowledge generation in action research.
Action research on the rise Action research comes in many varieties. Regardless, it has for decades and under different designations, been gaining in popularity among different professions and professional studies, in management and organization studies, community development work, and in other areas concerned with practical relevance, application and development. The situation reflects societal changes concerning the social distribution of education and knowledge creation, from having been monopolized in specialized academic institutions to becoming much more socially distributed. However, people doing action research often seem to encounter conventional, mostly interpretive social research terminology which is still based on a principal division of labor between intellectual and manual work, knower and known, researcher and researched more appropriate to the previous, monopolized knowledge management regime. The terminology still used in social research reflects the former division of labor however, "othering" the subjects of study and thereby making the radical and more basic knowledge generation processes happening in certain forms of action research almost invisible and conflated with other, inappropriate methods. Therefore, this special issue calls for papers, which both 1) summarizes extant attempts and 2) aims at developing concepts and terminology more and better adjusted to knowledge production from within practices, and to ways of conceiving and describing collaborative knowledge production in action research as it plays out in a cross-fields of tensions between various discourses and institutionalized practices in a field filled with research and practice dilemmas. This special issue will also 3) welcome investigations of different «clashes of discourse» typically happening in action research which, from this, might develop new concepts and terminology. AR needs to find and develop a new and proactive language and practice to qualify research practice based on the basic principles and approaches in action research. As indicated, social or human knowledge development and creation needs to come to its own, find its own form (like natural science and technology might be said to have come to its own during modernity). Certain forms of action research are potent candidates for making this happen. Extant forms of inquiry all need to be critically examined, transformed, and adjusted to the radically practice-based knowledge generation in action research.
Research Interests:
‘Developing and creating together…’
Sabancı University Business School invites professionals to apply for its recently launched Action Research (AR) PhD Program to commence in the academic year 2020/21.
Sabancı University Business School invites professionals to apply for its recently launched Action Research (AR) PhD Program to commence in the academic year 2020/21.
Research Interests:
An Expanded Concept / Notion of Lifelong Learning (ExpaLL)-new or old or new and old? Olav Eikeland, OsloMet, olave@oslomet.no In this collection of articles, we want to discuss the concept and necessity of an expanded notion of lifelong... more
An Expanded Concept / Notion of Lifelong Learning (ExpaLL)-new or old or new and old? Olav Eikeland, OsloMet, olave@oslomet.no In this collection of articles, we want to discuss the concept and necessity of an expanded notion of lifelong learning and to contrast and compare it to a conventional or restricted concept of lifelong learning. Expanded lifelong learning means providing every life-context with consistent and interconnected preconditions for learning; external conditions like economy, organization, and social relations, internal like psychological preconditions, and pedagogical conditions like learning methods. What could such a concept mean, and what would the implications be for the extant institutions and their divisions of labor? Conventional or restricted LLL Conventional thinking about lifelong learning (LLL) is too restricted and bounded by taking extant institutions and their divisions of labor mostly for granted. This implies thinking lifelong learning as predominantly "adult education", as measures needed to reintegrate marginalized groups and individuals (refugees, unemployed, people on social welfare, people who need re-education), or as anyone taking ordinary courses as "further education" based on lectures on campus about whatever they need. But LLL is not merely 1) adult education or 2) further education, nor is it simply 3) continuous and 4) lifelong education. The first two silently presume it is something adults go through after some basic training or education is finished. The last two designations presume it is primarily a question of education. In line with this, LLL cannot be reduced merely to "re-education" either, as some form of readjustment of the work force from obsolete tasks to currently relevant tasks for business or work-life. LLL should not be reduced to merely education at all, presuming it is something that happens within the formal educational system based on teaching. Although there are many ways of teaching and instructing, didactics in general has to do with how to bring students or pupils as learners to a certain predefined or pre-specified level or content of competence or knowledge, to achieving certain learning objectives. There is learning even outside of and independently from didactics, however. What is taught is not always what is learned, and what is learned is often not taught at all. An expanded concept of LLL encompasses all of the above but learning in general and lifelong learning in particular, is wider than them all, something indicated by the differentiation between formal, non-formal, and informal learning. Concepts of learning which are neither research based in a conventional sense nor didactically defined need to be explored, learning new things which are not yet known and cannot simply be pre-specified as learning objectives (Engeström, 2001, p. 133).
Research Interests:
Norwegian universities and university colleges have a threefold mission: teaching, research, and a third task or mission. This third task contains everything from popularization to innovation and entrepreneurship, and extensive... more
Norwegian universities and university colleges have a threefold mission: teaching, research, and a third task or mission. This third task contains everything from popularization to innovation and entrepreneurship, and extensive collaboration with surrounding communities and work life in organized development and learning. This third mission creates large and specific challenges for universities and colleges, not only in Norway, but around the world. At the same time, the third mission is of particular importance for a university college like the HiOA (Høgskolen i Oslo og Akershus), with an ambition of becoming a university with a special orientation towards work life and the education of professions.
How to solve the third task of mission optimally, is a question lacking simple answers, not the least because solving it has to happen in close collaboration with surrounding work life and communities. Different ways of solving this task also have different consequences even for the other two tasks – research and teaching – in all the educations and disciplines. Hence, solving the third task creates institutional and organizational but also epistemological and methodological challenges. What kinds of knowledge or ways of knowing, what ways of learning and teaching are relevant and in what ways for a necessary reconfiguration of the “knowledge triangle” of which higher education and research form parts?
Currently, there are several initiatives at the HiOA across faculties which deal with or touch upon this third task: for example Program for Lifelong Learning (PLL), School of Management (SoM), Program for excellence in professional qualification (FPK), the Competence Center for Worklife Inclusion (KAI). The recent integration into the institution of four important institutes for applied social research – NOVA, AFI, NIBR and SIFO – is also quite central to the current picture.
In order to discuss questions and challenges pertaining to the third task, both in general and for the HiOA in peculiar, the Program for Lifelong Learning (PLL) (www.hioa.no/pll ) organizes a conference on September 5th. The conference will be opened by Vice-rector Morteh Irgens. Presentations by professors Yrjö Engeström (Finland), Elena Antonacopoulou (England), Georges Romme (Netherlands), and Olav Eikeland (HiOA). See the attached program.
Conference language is English. Time for questions and discussions is provided. Admission open and free, but in order to have a free lunch, pre-registration is required here:
http://www.hioa.no/…/Fakultet-…/Program-for-livslang-laering
http://www.hioa.no/…/Challenges-with-symbiotic-learning-con…
How to solve the third task of mission optimally, is a question lacking simple answers, not the least because solving it has to happen in close collaboration with surrounding work life and communities. Different ways of solving this task also have different consequences even for the other two tasks – research and teaching – in all the educations and disciplines. Hence, solving the third task creates institutional and organizational but also epistemological and methodological challenges. What kinds of knowledge or ways of knowing, what ways of learning and teaching are relevant and in what ways for a necessary reconfiguration of the “knowledge triangle” of which higher education and research form parts?
Currently, there are several initiatives at the HiOA across faculties which deal with or touch upon this third task: for example Program for Lifelong Learning (PLL), School of Management (SoM), Program for excellence in professional qualification (FPK), the Competence Center for Worklife Inclusion (KAI). The recent integration into the institution of four important institutes for applied social research – NOVA, AFI, NIBR and SIFO – is also quite central to the current picture.
In order to discuss questions and challenges pertaining to the third task, both in general and for the HiOA in peculiar, the Program for Lifelong Learning (PLL) (www.hioa.no/pll ) organizes a conference on September 5th. The conference will be opened by Vice-rector Morteh Irgens. Presentations by professors Yrjö Engeström (Finland), Elena Antonacopoulou (England), Georges Romme (Netherlands), and Olav Eikeland (HiOA). See the attached program.
Conference language is English. Time for questions and discussions is provided. Admission open and free, but in order to have a free lunch, pre-registration is required here:
http://www.hioa.no/…/Fakultet-…/Program-for-livslang-laering
http://www.hioa.no/…/Challenges-with-symbiotic-learning-con…
Research Interests:
Open Key-note lectures June 1.-3. 2015, Oslo, HiOA, Pilestredet 46
Research Interests: Informal Learning, Adult Education, Organizational Learning Processes, Organizational Learning, Lifelong Learning, and 12 morePhilosophy of Education, Work-Based Learning, Vocational And Adult Education, Vocational Education, Work Based Learning, Adult learning, Vocational Training, Learning Organizations, Learning Organization, Knowledge management, organizational learning and knowledge sharing, Organisational learning, and Organizational Learning Culture
Conference on Learning – outside the formal educational system and in alternating between formal, informal, and non-formal Learning
Oslo and Akershus University College, June 1-3, 2015
Oslo and Akershus University College, June 1-3, 2015
Research Interests: Adult Education, Organizational Learning Processes, Organizational Learning, Lifelong Learning, Continuing Professional Development, and 31 moreProfessionalism, Philosophy of Education, Work-Based Learning, Adult Continuing and Professional Education, Philosophy of Higher Education, Vocational And Adult Education, Sociology of Professions, Vocational Education, Professional Development, Adult and Continuing Education, Teachers' professional development, Work Based Learning, Adult Education, Professional Development, Adult learning, Professional Learning Community, Technical and Vocational Education, Vocational Training, Vocational education and training, Learning Organizations, Learning Organization, Organisational learning, Teaching & Learning of History, Lifelong learning and adult education, Learning Organisation, Technical and Vocational Education and Training, Philosophy of Learning, Reflective Practice in Lifelong Learning, Adult Education and Lifelong Learning, Sociology of Learning, Lifelong Education, and Philosophy and Sociology of Learning
I’m going to talk about what we are trying to do in a current project that the WRI is running in collaboration with a Norwegian medium sized city or town in southern Norway, called Arendal. The collaboration is hardly a year old and still... more
I’m going to talk about what we are trying to do in a current project that the WRI is running in collaboration with a Norwegian medium sized city or town in southern Norway, called Arendal. The collaboration is hardly a year old and still in its beginning. But even so, I would like to share some of the perspectives we (or rather I, since what I say has not been sanctioned by anyone in Arendal) work with and the experiences so far. This project does not deal with what may concern many of you the most; the relations between work life and the pre-work-life-education of young people. It concerns the organization of “life long learning” among people who are already working, their adult and maybe post-graduate education and the relation of all of this to the higher educational institutions in Norway, university colleges mostly.
Research Interests:
Eikeland, 20191112, YLU, OsloMet, olave@oslomet.no Innovasjonsprosjektet «UBLU 1 » har anvendt såkalte «dialogkonferanser» en rekke ganger i løpet av utviklingsarbeidet, for å få fram synspunkter fra bredden av ansatte i de deltakende... more
Eikeland, 20191112, YLU, OsloMet, olave@oslomet.no Innovasjonsprosjektet «UBLU 1 » har anvendt såkalte «dialogkonferanser» en rekke ganger i løpet av utviklingsarbeidet, for å få fram synspunkter fra bredden av ansatte i de deltakende barnehagene. Prosjektet hadde fra starten av som målsetting å bygge på laerdommene fra den norske medvirkningstradisjonen for utvikling i arbeidslivet som utgjør konteksten hvor dialogkonferansene fikk sin utforming. Dialogkonferansene har gitt viktige innspill til utviklingen av prosjektet og til de løsningene man har anbefalt for å få til et best mulig samarbeid om utdanning av barnehagelaerere mellom barnehagene som arbeidsplasser og OsloMet som utdanningsinstitusjon. I dag (2019) brukes betegnelsen «dialogkonferanse» av mange på mange typer sammenkomster-så mange at det opprinnelige formålet og innholdet av og til blir borte. Både betegnelsen og konferanse-formen har nemlig et opphav, en historie og en struktur eller oppbygning som er viktig å kjenne til. Det er på den ene siden et viktig poeng med dialogkonferansene at utformingen av hver samling bør tilpasses konkret til formål, deltakere, tid til rådighet, handlingsmuligheter o.l. På den andre siden er det imidlertid også viktig å kjenne til hvordan dialogkonferansens form ble utviklet og tilpasset dens opprinnelige formål, slik at tilpasningene til de konkrete utfordringene og mulighetene man står overfor ikke mister formålet av syne. Alle utforminger er ikke like gode. Dette er utgangspunktet for teksten som gir en orientering om hvor begrepet og betegnelsen «dialogkonferanse» kommer fra og deres opprinnelige betydning.
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Developing action research as native-practitioner research through immanent critique Olav Eikeland, olaveik@icloud.com / olave@oslomet.no This will be a conceptual exercise or rather a preface to such an exercise. My subject (cf. the... more
Developing action research as native-practitioner research through immanent critique Olav Eikeland, olaveik@icloud.com / olave@oslomet.no This will be a conceptual exercise or rather a preface to such an exercise. My subject (cf. the title) is not only action research and immanent critique, relating them externally as separate "entities". It is action research as immanent critique, and vice versa: immanent critique as action research: A merger of the two, if you like. This doesn't mean that everything called action research is immanent critique nor does it even mean that all action research should or ought to be immanent critique in order to deserve the designation "action research". It does mean however, that immanent critique, in my opinion, is a certain kind of action research, among many legitimately different kinds. But I also think that immanent critique coincides with something close to a core of action research. To borrow a term from modern chaos-theory and systems-thinking, I think immanent critique works as a kind of subconscious "attractor" from within many different forms of action research practices. This means it is a "figure" or "way-of-doing-something" immanent to and emerging from within action research practices (and other practices); it works as an immanent standard of measurement, if you like. I realize that these are quite comprehensive claims, of course. My purpose, then, is to explain why I think this is the case in less than 15 minutes, which is difficult and probably impossible, but I will try. There is a real chance that such a compressed message might become somewhat incomprehensible, but the presentation can be read afterwards. As for my background, I have been involved with action research roughly since the early 1980s, both practically and theoretically, or, to be more precise, practically, methodologically, and philosophically.
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I will present what I have reluctantly called a “model” for exactly “a progressive, sustainable and humanistic configuring of enterprises as spaces for learning”. It is probably more of a practical approach and a way of thinking, however,... more
I will present what I have reluctantly called a “model” for exactly “a progressive, sustainable and humanistic configuring of enterprises as spaces for learning”. It is probably more of a practical approach and a way of thinking, however, based on broad participation from “stakeholders”, that is, from people and groups who are referred to each other for finding solutions to challenges. The approach is both simple and complex (which I will try to explain), and although it has much broader and longer conceptual roots and ramifications, it is, in certain ways, the result of several decades – from the middle of the 1960s to the beginning of the 2000s – of collaborative research and development work between employers’ associations, unions, local employees and stakeholders, and researchers in Norway (cf. Levin et al. 2012, Eikeland, 2012a; 2017). The approach is not very well, or, at least not sufficiently known among researchers internationally, however.
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I’m going to talk about what we are trying to do in a current project that the WRI is running in collaboration with a Norwegian medium sized city or town in southern Norway, called Arendal. The collaboration is hardly a year old and still... more
I’m going to talk about what we are trying to do in a current project that the WRI is running in collaboration with a Norwegian medium sized city or town in southern Norway, called Arendal. The collaboration is hardly a year old and still in its beginning. But even so, I would like to share some of the perspectives we (or rather I, since what I say has not been sanctioned by anyone in Arendal) work with and the experiences so far. This project does not deal with what may concern many of you the most; the relations between work life and the pre-work-life-education of young people. It concerns the organization of “life long learning” among people who are already working, their adult and maybe post-graduate education and the relation of all of this to the higher educational institutions in Norway, university colleges mostly.
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no / oleik@online.no, www.hioa.no / http://hioa.academia.edu/OlavEikeland Abstract: The original article (Eikeland, 1998, in Norwegian) is a detailed study of anamnesis or recollection in Plato and Aristotle showing first how recollection... more
no / oleik@online.no, www.hioa.no / http://hioa.academia.edu/OlavEikeland Abstract: The original article (Eikeland, 1998, in Norwegian) is a detailed study of anamnesis or recollection in Plato and Aristotle showing first how recollection is relevant for the understanding of central aspects of the philosophy Aristotle, and then discussing how the " regained " Platonic-Aristotelian concept of anamnesis can be related to current methodological challenges in modern social research. After having received feedback on the original article from David Bloch who has recently (2007) translated and commented the Aristotelian text " on memory and recollection " , I have decided to rewrite it in English. I would like to present it at the WCP 2013 in Athens in the workshop on the philosophy of education.
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Olav Eikeland, AFI Kjære forsamling. Jeg har fått og påtatt meg en oppgave som ser ut til å ha blitt umulig å løse fordi den ble for populaer. Jeg skulle nemlig ikke bare ha snakket om dialogens plass i brukermedvirkningen. I tillegg... more
Olav Eikeland, AFI Kjære forsamling. Jeg har fått og påtatt meg en oppgave som ser ut til å ha blitt umulig å løse fordi den ble for populaer. Jeg skulle nemlig ikke bare ha snakket om dialogens plass i brukermedvirkningen. I tillegg skulle jeg-og vi-ha praktisert og demonstrert dialog. Da jeg fikk høre at over 300 hadde meldt seg på dette verkstedet, ble jeg riktig nok smigret, men jeg slo samtidig fra meg praktiseringen. Det har jeg gjort med støtte fra den kanskje største, i hvertfall var han den første, dialogiske mester, nemlig Sokrates. Selv om det faktisk er feil å oppfatte dialog som en samtale mellom kun to personer, så avviser Sokrates i følge Platons dialog Gorgias (474 A), prinsipielt muligheten for å føre dialog med " mengden ". Å tale til en forsamling er ikke dialog, men en annen sjanger, behandlet av retorikken som fag. Bare én gang lar Platon Sokrates tale til " mengden " , og det er i forsvarstalen foran en jury på mange hundre mann som sto i ferd med å dømme ham til døden. Det er aldri flere enn 3-4 med i Platons skriftlige dialoger, og Sokrates selv krever naermest øyekontakt med enkeltindivider som involveres argumentativt i samtalen, for å kunne forfølge det som blir sagt og gå det etter i sømmene. Laerdom nummer én er altså: Det finnes viktige ting som ødelegges av smiger og popularitet! I stedet for å praktisere dialog, skal jeg derfor foredra uten noen audiovisuelle hjelpemidler i ca. 45 minutter. Det kan forhåpentligvis tjene som utgangspunkt for en samtale med noen av dere etterpå.
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Dette er en forløpig prosjektskisse med utspring i arbeidet innenfor det NFR-støttede HIKK-prosjektet ved HiO. Skissen / sammendraget skal etterfølges av en mer utførlig prosjektbeskrivelse. Målet med prosjektet " symbiotisk... more
Dette er en forløpig prosjektskisse med utspring i arbeidet innenfor det NFR-støttede HIKK-prosjektet ved HiO. Skissen / sammendraget skal etterfølges av en mer utførlig prosjektbeskrivelse. Målet med prosjektet " symbiotisk laeringssystem " er å bygge / videreutvikle / styrke en infrastruktur mellom HiO og arbeidslivet som fremmer systematisk arbeid med laering, forskning og utvikling, både på HiO, i virksomhetene og i samarbeidet mellom disse. En modell som kan anvendes på bred basis planlegges utprøvd og utviklet i samarbeid med FoU-enhetens post på Ullevål universitetssykehus (UUS). Prosjektet har samlet støtte fra dekaner og studieledere på avdeling for helsefag (HF), avdeling for sykepleie (SU) og avdeling for økonomi, kommunal og sosialfag (ØKS) ved HiO, og fra ledere ved den aktuelle divisjon / enhet ved UUS. Prosjektskissen har sitt utspring i prosjektet " HiO innovasjonskultur og kompetanse " (HIKK), et toårig forprosjekt støttet av NFRs program naeringsrettet HøgskoleSatsing (nHS). nHS skal stimulere til kompetansesamarbeid mellom naeringslivet og statlige høgskoler og tilføre bedrifter ny kompetanse ved at bedrifter og statlige høgskoler arbeider sammen i utviklingsprosjekter. Målet er å styrke bedriftenes forutsetninger for økt satsing på FoU-relatert innovasjon. Et av målene for prosjektet HIKK er å støtte opp under organisasjonsmessige endringer som styrker høgskolens arbeid innen innovasjon. Hovedmålet for HIKK er: " gjennom internt holdningsskapende arbeid, kulturpåvirkning og laering på tvers av fagmiljøer å styrke naeringsrelevansen innen FoU og utdanning. Videre å etablere og teste ut modeller for samarbeidsprosjekter og bidra til institusjonell endring som fører til at flere ansatte og studenter ved høgskolen inngår i regionale innovasjonsprosjekter ". Det er forventninger om at forprosjektet følges opp av flere søknader fra HiO til nHS og andre program under NFR. NFR har under utvikling et nytt program, Bred Arena. Dette tenkes å favne bredt og gi rom for søknader som ikke naturlig faller på plass under eksisterende programmer. Dette programområdet kan vaere godt tilpasset vårt prosjekt. Det kan også vaere aktuelt for prosjekter med innovasjonsprofil å søke støtte fra EUs 7.rammeprogram. Universiteter og høgskoler er pålagt en " tredje oppgave " ved siden av undervisning og forskning: bidra til utvikling og innovasjon i omkringliggende samfunn og arbeidsliv. HiO's HIKK-prosjekt arbeider med prosjekter innenfor høgskolens arbeid med den såkalte " tredje oppgave " , en oppgave som imidlertid må ses i sammenheng med de andre to hovedoppgavene. Dette krever en annerledes og naerere kontakt mellom høgskole og arbeidsliv. Finne og Hubak (2004:iii) konkluderer sin utredning for NFR med at verken en gammel lineaer overføringsmodell eller en ren bestiller-og oppdragsforskningsmodell løser utfordringene som reises av nye krav til samhandling for innovasjon mellom FoU-institusjoner og arbeidsliv. Det er felles for mange etablerte modeller at 1) forskning foregår fra institusjoner adskilt fra praksis, 2) folk " ferdigutdannes " som unge og deretter jobber, 3) laering er tenkt som tilegnelse av kunnskap produsert av andre, og
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Presentation at the Tilos Conference, July 3, 2017
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ARE WE HEADING FOR A MAJOR PARADIGM SHIFT? There is hardly anything more heretical in today’s science dominated Western culture than questioning basic ontological assumptions in mainstream science, by many considered almost inseparable... more
ARE WE HEADING FOR A MAJOR PARADIGM SHIFT? There is hardly anything more heretical in today’s science dominated Western culture than questioning basic ontological assumptions in mainstream science, by many considered almost inseparable from scientific methods and a scientific attitude. It is even more heretical when done without resorting to any given religion as an “alternative”. But it is possible to separate “scientism”, which identifies science with its current theories, from science as open and undogmatic inquiry and methods.
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Presentation at the World Congress "Aristotle 2400 Years, Thessaloniki, 26.05.2016
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Past Passions, Passed Passions? Since the main theme of the Trento conference is the passion for learning and knowing, I will write personally, and start by quoting myself from 1974, when I was still a teenage student at an extraordinary,... more
Past Passions, Passed Passions?
Since the main theme of the Trento conference is the passion for learning and knowing, I will write personally, and start by quoting myself from 1974, when I was still a teenage student at an extraordinary, experimental high school (FGB) in Norway.
Since the main theme of the Trento conference is the passion for learning and knowing, I will write personally, and start by quoting myself from 1974, when I was still a teenage student at an extraordinary, experimental high school (FGB) in Norway.
Research Interests: Indigenous Studies, Participatory Action Research, Organizational Learning Processes, Organizational Learning, Dialogue, and 7 moreAction research (Methodology), Practitioner Inquiry, Practitioner Research, Socratic dialogue, Educational Action Research, Collaborative Action Research Methodologies, and erotic epistemology
Let me start by saying that what follows might be a heavy listening exercise for some. This is why I decided to do this in the old-fashioned, academic way by what was previously correctly called "reading a paper" at a conference. The... more
Let me start by saying that what follows might be a heavy listening exercise for some. This is why I decided to do this in the old-fashioned, academic way by what was previously correctly called "reading a paper" at a conference. The paper will be available for you to read afterwards. I also have a few slides, which I hope will help. In the end, however, my main subject, the importance of Aristotle's mirror for RPL, is a complex subject, and, maybe, for some, it might just end up as a rather incomprehensible exercise in Greek concepts. My point is: you never quite know where and how whatever you're saying will hit people. So, I guess I'm just wishing both you and myself good luck! The UCN-platform The UCN has defined what I guess might be called its "educational identity" through a concept of Reflective Practice-based Learning or RPL. This RPL-approach or-platform was summarized by Stine Bylin Bundgaard from the UCN, in a recent presentation I had the pleasure of attending on-line (ref), as consisting in six distinct "stages" or "phases" (slide 1). I have translated them as: 1 experiences (opplevelser og erfaringer), 2 suitable disturbances (passende forstyrrelser), 3 exploration (utforskning), 4 the good example (det gode eksempel), 5 collaboration or cooperation (samarbeid), and finally 6 dialog. According to the UCN's so-called "white paper" (hvidbog), the principles
Research Interests: Critical Theory, Reflective Practice, Action Research, Critical Pedagogy, Critical Thinking, and 12 moreReflexivity, Action research (Methodology), Action Learning, Reflexivity (Sociology), Aristotelianism, Contemporary Aristotelianism, Reflection, Plato and Aristotle, Critical Reflection, Reflective Teaching, Practical Turn, and Reflexive Research Methodologies
In the Program distributed for this conference, it says I will speak about the Program for lifelong learning, that is, the PLL, and its challenges, and I will. I guess it won’t be a big surprise, however, to say that the title and the... more
In the Program distributed for this conference, it says I will speak about the Program for lifelong learning, that is, the PLL, and its challenges, and I will. I guess it won’t be a big surprise, however, to say that the title and the subtitle for the conference, are the challenges for the PLL as well as for our whole institution and for our kind of institutions in general. I’ll read the title and subtitle slowly: Main title: Challenges with “symbiotic learning”. Subtitle: Institutional, organizational, methodological, and epistemological challenges with reorganizing for extensive and systematic collaboration between formal higher education and non-formal and informal learning in work life and society. Although it goes without saying, I will say it: These are quite comprehensive challenges. I will use my 20 minutes trying to explain the meaning of these formulations and to translate some of them into slightly more ordinary language.
It’s all about the third task.
The conference mail-invitation to everyone at the HiOA (Oslo and Akershus University College / Høgskolen i Oslo og Akershus), says the challenge is all about the third mission or task for the institutions of higher education in Norway, and in a way it is. Norwegian public universities and university colleges do have a threefold mandatory mission: teaching, research, and a third task or mission. The third task contains everything from popularization to innovation and entrepreneurship, and extensive collaboration with surrounding communities and work life in organized development and learning. The third mission creates large and specific challenges for universities and colleges, not only in Norway but around the world. At the same time, the third mission is of particular importance for institutions like the HiOA, mostly educating for professional practice, and with ambitions of developing as universities with a special orientation towards work life and the field of professional practice.
But how to solve the third task or mission optimally, is a question lacking simple answers due to its comprehensive and variegated character and because solving it has to happen in close collaboration with surrounding work life and communities. It also creates challenges because different ways of solving this task have different consequences even for the other two tasks – research and teaching – in all the educations and disciplines. The three tasks are not separate silos. They are interconnected. Hence, solving the third task creates institutional and organizational but also epistemological and methodological challenges. The questions are: What kinds of knowledge or ways of knowing, what ways of learning and teaching, are relevant and in what ways, for a necessary reconfiguration of the “knowledge triangle” (of research, education, and innovation) of which higher education and research form parts?
So, as it says in the subtitle, there are challenges in many fields. The challenge is institutional, because it concerns the relations to our surroundings and the mutual readjustment and reconfiguration of all three tasks, by looking at how different solutions of the third task influence the two other main tasks, research and teaching. It concerns what the Norwegian Employers Association (NHO) has coined as “læringslivet” or “the learning life”, with an excellent equivocal pun in Norwegian, which unfortunately doesn’t translate easily into English. It concerns how to organize socially, or societally, in order for everyone and every organized activity to learn and improve all the way through life, both individually and collectively. The challenge is also definitely organizational, since finding ways of organizing and reorganizing appropriately for the third task internally at institutions of higher education, is a big challenge. I’ll return briefly to this at the end, concerning our own institution. The challenge is also clearly educational, as different educational courses seek to collaborate and share responsibility for education and learning with work-life and communities through so-called “university-schools”, “educational kindergartens”, “enterprise-masters” or other similar terms, partly inspired by “university-hospitals” collaborating with universities in educating physicians. It’s educational also by...
It’s all about the third task.
The conference mail-invitation to everyone at the HiOA (Oslo and Akershus University College / Høgskolen i Oslo og Akershus), says the challenge is all about the third mission or task for the institutions of higher education in Norway, and in a way it is. Norwegian public universities and university colleges do have a threefold mandatory mission: teaching, research, and a third task or mission. The third task contains everything from popularization to innovation and entrepreneurship, and extensive collaboration with surrounding communities and work life in organized development and learning. The third mission creates large and specific challenges for universities and colleges, not only in Norway but around the world. At the same time, the third mission is of particular importance for institutions like the HiOA, mostly educating for professional practice, and with ambitions of developing as universities with a special orientation towards work life and the field of professional practice.
But how to solve the third task or mission optimally, is a question lacking simple answers due to its comprehensive and variegated character and because solving it has to happen in close collaboration with surrounding work life and communities. It also creates challenges because different ways of solving this task have different consequences even for the other two tasks – research and teaching – in all the educations and disciplines. The three tasks are not separate silos. They are interconnected. Hence, solving the third task creates institutional and organizational but also epistemological and methodological challenges. The questions are: What kinds of knowledge or ways of knowing, what ways of learning and teaching, are relevant and in what ways, for a necessary reconfiguration of the “knowledge triangle” (of research, education, and innovation) of which higher education and research form parts?
So, as it says in the subtitle, there are challenges in many fields. The challenge is institutional, because it concerns the relations to our surroundings and the mutual readjustment and reconfiguration of all three tasks, by looking at how different solutions of the third task influence the two other main tasks, research and teaching. It concerns what the Norwegian Employers Association (NHO) has coined as “læringslivet” or “the learning life”, with an excellent equivocal pun in Norwegian, which unfortunately doesn’t translate easily into English. It concerns how to organize socially, or societally, in order for everyone and every organized activity to learn and improve all the way through life, both individually and collectively. The challenge is also definitely organizational, since finding ways of organizing and reorganizing appropriately for the third task internally at institutions of higher education, is a big challenge. I’ll return briefly to this at the end, concerning our own institution. The challenge is also clearly educational, as different educational courses seek to collaborate and share responsibility for education and learning with work-life and communities through so-called “university-schools”, “educational kindergartens”, “enterprise-masters” or other similar terms, partly inspired by “university-hospitals” collaborating with universities in educating physicians. It’s educational also by...
Research Interests:
In the Program distributed for this conference, it says I will speak about the Program for lifelong learning, that is, the PLL, and its challenges, and I will. I guess it won’t be a big surprise, however, to say that the title and the... more
In the Program distributed for this conference, it says I will speak about the Program for lifelong learning, that is, the PLL, and its challenges, and I will. I guess it won’t be a big surprise, however, to say that the title and the subtitle for the conference, are the challenges for the PLL as well as for our whole institution and for our kind of institutions in general. I’ll read the title and subtitle slowly: Main title: Challenges with “symbiotic learning”. Subtitle: Institutional, organizational, methodological, and epistemological challenges with reorganizing for extensive and systematic collaboration between formal higher education and non-formal and informal learning in work life and society. Although it goes without saying, I will say it: These are quite comprehensive challenges. I will use my 20 minutes trying to explain the meaning of these formulations and to translate some of them into slightly more ordinary language.
It’s all about the third task.
The conference mail-invitation to everyone at the HiOA (Oslo and Akershus University College / Høgskolen i Oslo og Akershus), says the challenge is all about the third mission or task for the institutions of higher education in Norway, and in a way it is. Norwegian public universities and university colleges do have a threefold mandatory mission: teaching, research, and a third task or mission. The third task contains everything from popularization to innovation and entrepreneurship, and extensive collaboration with surrounding communities and work life in organized development and learning. The third mission creates large and specific challenges for universities and colleges, not only in Norway but around the world. At the same time, the third mission is of particular importance for institutions like the HiOA, mostly educating for professional practice, and with ambitions of developing as universities with a special orientation towards work life and the field of professional practice.
But how to solve the third task or mission optimally, is a question lacking simple answers due to its comprehensive and variegated character and because solving it has to happen in close collaboration with surrounding work life and communities. It also creates challenges because different ways of solving this task have different consequences even for the other two tasks – research and teaching – in all the educations and disciplines. The three tasks are not separate silos. They are interconnected. Hence, solving the third task creates institutional and organizational but also epistemological and methodological challenges. The questions are: What kinds of knowledge or ways of knowing, what ways of learning and teaching, are relevant and in what ways, for a necessary reconfiguration of the “knowledge triangle” (of research, education, and innovation) of which higher education and research form parts?
So, as it says in the subtitle, there are challenges in many fields. The challenge is institutional, because
It’s all about the third task.
The conference mail-invitation to everyone at the HiOA (Oslo and Akershus University College / Høgskolen i Oslo og Akershus), says the challenge is all about the third mission or task for the institutions of higher education in Norway, and in a way it is. Norwegian public universities and university colleges do have a threefold mandatory mission: teaching, research, and a third task or mission. The third task contains everything from popularization to innovation and entrepreneurship, and extensive collaboration with surrounding communities and work life in organized development and learning. The third mission creates large and specific challenges for universities and colleges, not only in Norway but around the world. At the same time, the third mission is of particular importance for institutions like the HiOA, mostly educating for professional practice, and with ambitions of developing as universities with a special orientation towards work life and the field of professional practice.
But how to solve the third task or mission optimally, is a question lacking simple answers due to its comprehensive and variegated character and because solving it has to happen in close collaboration with surrounding work life and communities. It also creates challenges because different ways of solving this task have different consequences even for the other two tasks – research and teaching – in all the educations and disciplines. The three tasks are not separate silos. They are interconnected. Hence, solving the third task creates institutional and organizational but also epistemological and methodological challenges. The questions are: What kinds of knowledge or ways of knowing, what ways of learning and teaching, are relevant and in what ways, for a necessary reconfiguration of the “knowledge triangle” (of research, education, and innovation) of which higher education and research form parts?
So, as it says in the subtitle, there are challenges in many fields. The challenge is institutional, because
Research Interests:
En annen fortid Etter den nylige oversettelsen av Graeber & Wengrows (G&Ws) The dawn of everything (2021, på norsk som Begynnelsen til alt) og Wengrows forelesning 19.oktober i år i Universitetets aula i Oslo, skrev Marit K. Slotnes i... more
En annen fortid
Etter den nylige oversettelsen av Graeber & Wengrows (G&Ws) The dawn of everything (2021, på norsk som Begynnelsen til alt) og Wengrows forelesning 19.oktober i år i Universitetets aula i Oslo, skrev Marit K. Slotnes i Morgenbladet (42): «Hvis en annen fortid er mulig, kan fremtiden også se annerledes ut.» Det er litt av en utfordring. Hvordan er det mulig, og har det noen politisk enn si forskningspolitisk betydning?
G&W gjør opp med historie- og utviklingsmetafysiske, skjematiske og lineæreoppfatninger av hvordan forhistoriske og førmoderne kulturer og samfunn har vært «primitive», enten i Hobbes’ naturtilstand av «alles krig mot alle» eller i Rousseaus likestilte og harmoniske urtilstand i smågrupper.
Hobbes’ Leviathan hevder å ivareta en sivilisatorisk fellesinteresse ved å disiplinere alle autoritært, siden de ikke kan styre seg selv. Rousseaus urparadis ødelegges på sin side av den samme sivilisasjonens disiplinerende krav. Begge likestiller «sivilisasjon» med jordbruksrevolusjon og statsdannelser gjennom bydannelser basert på hierarki, arbeidsdeling og strukturell og sosial skjevfordeling av makt og velstand.
Etter den nylige oversettelsen av Graeber & Wengrows (G&Ws) The dawn of everything (2021, på norsk som Begynnelsen til alt) og Wengrows forelesning 19.oktober i år i Universitetets aula i Oslo, skrev Marit K. Slotnes i Morgenbladet (42): «Hvis en annen fortid er mulig, kan fremtiden også se annerledes ut.» Det er litt av en utfordring. Hvordan er det mulig, og har det noen politisk enn si forskningspolitisk betydning?
G&W gjør opp med historie- og utviklingsmetafysiske, skjematiske og lineæreoppfatninger av hvordan forhistoriske og førmoderne kulturer og samfunn har vært «primitive», enten i Hobbes’ naturtilstand av «alles krig mot alle» eller i Rousseaus likestilte og harmoniske urtilstand i smågrupper.
Hobbes’ Leviathan hevder å ivareta en sivilisatorisk fellesinteresse ved å disiplinere alle autoritært, siden de ikke kan styre seg selv. Rousseaus urparadis ødelegges på sin side av den samme sivilisasjonens disiplinerende krav. Begge likestiller «sivilisasjon» med jordbruksrevolusjon og statsdannelser gjennom bydannelser basert på hierarki, arbeidsdeling og strukturell og sosial skjevfordeling av makt og velstand.