Writing Series A

Writing Series A consists of scholastic articles written within the work of the Research Group INTRA, and that have been peer-reviewed before publishing. Under “Research” we publish the research applications we conducted, accompanied with the assessment from the referee/panel in question.

Content

2018

A1

Communication in relations within higher education

Per Apelmo, Dan Tedenljung and Hannes Lundkvist

Abstract

In this study, we problematize the work with personal and professional development in higher education, in terms of processes of change and learning. The aim of the study is to present a philosophical and theoretical framework around the notion “play”, which we mean can contribute to enabling communication in relation within the frames of higher education. We start with presenting the notion “play” from within a philosophical and theoretical perspective and put it in relation to ethics, communication, liberation and knowledge capturing. Thereafter we present Expressive Arts (EXA) as a method and a tool for working with this framework pedagogically. We discuss the spatial aspects and consequences that follows from putting this framework into practice and give an example on how this has been done in the course Personal and Professional Development (PPD) in the social workers program on Mälardalen University. The study’s contribution to higher education is to clarify the importance of creating spatial condition on the university for play in its whole complexity, i.e. for communication in relation between students as active subjects in a process of change for the coming profession.

Key words: Communication in relation, Expressive Arts, Higher education, Intermodal forms of learning, Intersubjectivity, Play.


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2020

A2

Outlines for a Aesthetic-Ethical Approach to Pedagogy

A Reading of Jacques Rancière’s aesthetics with Emmanuel
Lévinas’s ethics

Hannes Lundkvist & Per Apelmo

Abstrakt

In this article, we discuss the intersection of Emmanuel Lévinas’s notion of ethics and Jacques Rancière’s notion of aesthetics in a pedagogical context through the praxis of Expressive Arts (EXA). We begin by introducing Lévinas’s ethics and its role in his philosophical system, and also it’s implications for relation between human beings. Thereafter we introduce Rancière’s aesthetics and it’s potential to evoke ethics by reproaching non-art as art. After these presentations we introduce the praxis of EXA through four interviews with participants from an EXA-based work that we ourselves are previously familiar with. We analyze this praxis in the light of the above mentioned philosophical notions and conclude with a discussion on the pedagogical implications of this philosophical perspective on the uses of art in education.Our conclusion is that EXA is an advantageous praxis for a pedagogy that aims at taking into account the challenges and the complexity of this aesthetic-ethical approach.


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2021

A3

The Ontology of Becoming: To Research and Become with
the World

by Bosse Bergstedt – Department of Education, ICT and Learning, Østfold University Collage, N-1757 Halden, Norway; bosse.bergstedt@hiof.no

Abstrakt

This article aims is to explore a perspective of the ontology of becoming, that makes it possible to study the emergence of phenomena and thereby broaden the understanding of how knowledge is created. It is written in close connection with research in posthumanism and new materialism. What hat has been lacking in these perspectives has been a clearer connection to ontological points of departure. It is therefore the purpose of this article to describe, based on ontological positions, both philosophical points of departure and methodology and research practice. The article is structured in three parts, where the introductory part describes basic ontological starting points. The second part describes how a research apparatus can be constructed and used to carry out analyses based on the ontology of becoming. A research apparatus where the body’s senses and mobility are given a prominent role through a haptic sensorium. The third part describes examples of phenomena that can be explored with an onto-analysis of becoming. Among these, special focus is placed on the border phenomenon of sound. The result of the article is a perspective that can contribute to renewed insights into how phenomena are created with the world.


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A4

Thinking with the world – to explore the becoming of phenomena

Bosse Bergstedt ID 

Abstrakt

This article discusses how it is possible to think with the world in educational research. How can this thinking with the world generate knowledge about the becoming of phenomena? To answer this question this paper undertakes a diffractive reading of selected texts from Niels Bohr, Karen Barad, Gilles Deleuze, Felix Guattari, Donna Haraway, and Michel Serres. This diffractive reading reveals that the world becomes with itself contributing to an internal principle or an inner self-differentiation. This means that all phenomena can be understood as related to the world in one way or another. This paper contends that the researcher body is important to investigations of the becoming of phenomena with the world, therefore a haptic sensorium is developed as a means to visualize bodily affects and to recognize limit values to the world, for example, background noise. The article concludes with a discussion about creating knowledge of this process as a rhizome. The article attempts to illustrate that thinking with the world can generate new knowledge to understand the becoming of phenomena, which can contribute to the development of educational research


UPP