Sammanfattning
The national curricular guidelines for basic education and upper secondary school require teachers to have a readiness to teach and cooperate in accordance with a holistic multidisciplinary principle. The teacher education programmes in Finland are challenged to develop research-based knowledge about learning processes in holistic multidisciplinary teaching concerning both theory and practice. In this article, focus is put on comparisons between the subject-didactic perspectives of Art, Religion, History, and Social Studies. Referring to Lindström, the prepositions about, in, with and through are used as a point of departure for the aesthetic fields. The comparison is based on the prepositional perspective and particularly focusses on the understanding of the didactic emphases and ambitions. The subject-comparative reflection between similarities and differences is based on a socio-cultural view of learning, and the perspectives qualification, socialisation and subjectification by Giert Biesta. The article contributes to a consciousness about meaningful subject-didactic prerequisites for holistic multidisciplinary cooperation.
Originalspråk | Svenska |
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Sidor (från-till) | 45–72 |
Tidskrift | Nordidactica: Journal of Humanities and Social Science Education |
Nummer | 3 |
Status | Publicerad - 2019 |
MoE-publikationstyp | A1 Tidskriftsartikel-refererad |