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  • 1.
    Magnusson, Gunnlaugur
    et al.
    Uppsala Universitet.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Pedagogikens centrala frågor.: En läsning av Klaus Mollenhauers Forgotten Connections. On culture and upbringing.2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 151-161Article, book review (Refereed)
  • 2.
    Magnússon, Gunnlaugur
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Didaktik som alternativ till en instrumentell högskolepedagogik2018In: Högskolepedagogisk utveckling i teori och praktik / [ed] Eva Ärlamalm-Hagsér & Marie Öhman, Västerås: Mälardalens högskola , 2018, p. 9-22Chapter in book (Refereed)
    Abstract [en]

    I denna artikel diskuterar vi rådande utbildningspolitiska ideal för högre utbildning och deras konsekvenser för högskolepedagogikens pedagogiska och didaktiska dimensioner. Högskolepedagogik kontextualiseras som utbildningsfenomen i relation till en internationell utbildningspolitisk utveckling. Sedan diskuterar vi John Biggs Constructive Alignment (CA), som ett exempel på högskolepedagogiskt uttryck för denna utveckling. Vi menar att CA, trots det sympatiska perspektivet på studentens handling och lärande, gör undervisning och utbildning instrumentell och urholkar olika vetenskapliga ämnestraditioner. Vi föreslår att undervisning i högre utbildning borde diskuteras i termer av didaktik, som förankrar undervisningen i ämnet och den pedagogiska relationen mellan lärare, student och ämne. Vi betraktar didaktik som en teori om utbildning och  undervisning som bevakar utbildningens innehållsliga och mellanmänskliga dimensioner. Därmed argumenterar vi för didaktik som ett radikalt svar och möjligt alternativ till det rådande utbildningspolitiska idealet.

  • 3.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Forskarskolan Filosofiska studier av pedagogiska relationer.
    En plats för uppmärksamhet2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 3-4, p. 215-232Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to explore the educational characteristics of attention by approaching attention as a situation-specific and relational phenomenon. In the article, I argue that the practice of teaching is a form of attention formation, in which attention can be created, formed and shared. The argument builds on a relational interpretation of the educational principles Bildsamkeit and Summons to self-activity (Uljens, 1998, 2001; Benner, 2005, 2015) and on discussions from educational philosophy, which critically delve into the relational traits of educational practices (Todd, 2003, 2009, 2015; Säfström, 2005, 2011; Biesta, 2006, 2014). By understanding teaching as an invitation to attention formation, through the sharing of differences that emerge through the triadic relation between teacher, students and subject matter, teaching can in itself be said to bring about a specific form of attention. This form of attention can be thought of as a concrete relation rather than as an abstract process. The subject matter, as it comes to life in the event of teaching, both forms and is formed by the attentive relations that together constitute the teaching event.

  • 4.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Teaching as Attention Formation: A Relational Approach to Teaching and Attention2017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to the acts of showing and observing. As such, teaching can be seen as a complex of relations that emerges through the intersection of the intentions of the one who is showing and the one who is observing. This intersection creates a tension between the self-active student and the paths made possible for this self-activity. The pedagogical dimension of this tension can be expressed through the principles of the summons to self-activity and Bildsamkeit. By turning to some key-texts of the French philosopher Jacques Rancière, I explore how the notion of teaching as attention formation can be understood from within a radical relational perspective on education and also how attention itself can be thought of as an educational phenomenon. From this critical relational perspective, where the relation is seen as constitutive of educational situations and where the possibility for uniqueness, difference, and freedom are regarded as central characteristics for a democratic conception (and ethical realization) of education, I interpret Rancière’s notions of intellectual emancipation and partage du sensible as political/aesthetic analogues to the summons to self-activity and Bildsamkeit, respectively. While the event of intellectual emancipation, although constituted relationally, mainly addresses the unique attentive subject, the notion of le partage du sensible draws attention to the larger and shared context in which this event takes place. In the thesis, teaching as attention formation is addressed as a relational phenomenon in which the unique and irreplaceable subject is called into being and is given space to respond to the summons of the surrounding world and to strive against the materiality of that very same world. It is suggested that attention formation might be the educational event when someone, as a unique other, is called into presence and is given room to claim and to speak for his or her interest. It is an event made possible by those teachers who have the sensibility to discover its coming, the courage to let it happen, and the strength to accept the consequences of it.

  • 5.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Forskarskolan Filosofiska studier av pedagogiska relationer.
    Turning the gaze to the self and away from the self: Foucault and Weil on the matter of education as attention formation2019In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 14, no 3, p. 285-297Article in journal (Refereed)
    Abstract [en]

    Through writings of Simone Weil and Michel Foucault, the article explores the notion of education as the formation of the attending and attentive subjects. Both writers have in different ways acknowledged the important relation between attention and the self. While Weil develops a spiritual form of attention, an attention which can be trained in any form of serious studying, aiming at dissolving the illusion of the self, Foucault understands attention as an important aspect in the Greek notion of the care of the self, which was developed outside of and due to the limitations of pedagogy aiming at a self-attentive self-formation. Both non-egotistic notions of attention address ethical and educational dimensions of human subjectivity. Foucault’s notion is anti-institutional and Weil’s notion is non-formative. As such, both perspectives inform educational thinking and practice by highlighting attention as a crucial aspect of both the active and the contemplative subject.

  • 6.
    Rytzler, Johannes
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Forskarskolan Filosofiska studier av pedagogiska relationer.
    Magnússon, Gunnlaugur
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Approaching Higher Education with Didaktik: University Teaching for Intellectual Emancipation.2019In: European Journal of Higher Education, ISSN 2156-8235, E-ISSN 2156-8243, no 2, p. 190-202Article in journal (Refereed)
    Abstract [en]

    European higher education has been highly influenced by theBologna-process, entailing coordination and standardisation frompolicy to teaching practices. This led to increased demands onuniversity teachers. Courses in university pedagogy are requiredas part of competence development and have become decisivefor employment. Constructive Alignment has become a popularmodel, being in line with Bologna-process ideals. Emerging is aninstrumental view of higher education that risks excavatinguniversity pedagogy of its pedagogical dimensions and reducingthe autonomy of the university teachers with focus onstandardisation and emphasis on effective output.This paper proposes a Didaktik-approach to university pedagogy.We argue that Didaktik can help revive relational and emancipatoryelements of higher education. By viewing the relationship betweenteachers and students as a gathering around common interests, wemaintain that Didaktik emphasises teachers’ reflections regardingthe subject, the students, and other educational dimensions.

1 - 6 of 6
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