Educating Judgment: Learning from the didactics of philosophy and sloyd

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)


Interna författare/redaktörer


Publikationens författare: Birgit Schaffar, Camilla Kronqvist
Publiceringsår: 2017
Tidskrift: Revista Española de Educación Comparada
Nummer: 29
Artikelns första sida, sidnummer: 110
Artikelns sista sida, sidnummer: 128
eISSN: 2174-5382


Abstrakt

Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques-tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their solutions to how one advances the capacity for reflective judgment are similar. Central to this capacity is not merely devising efficient means to work towards pre-existing aims, but to reflect in practice on what one’s aim are and should be. This implies reflection on what future problems, as well as solutions to them, demand of us cognitively, socially and morally.


Nyckelord

competence, Faculty of Judgement, Philosophy for Children, Sloyd education, teacher’s competence


Dokument


Senast uppdaterad 2020-01-10 vid 03:04