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Pedagogik, tolkning och förståelse: en metodologisk reflektion kring studieobjektet edukation.
Umeå universitet.
Mid Sweden University, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-0941-9364
2005 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 2, p. 99-118Article in journal (Refereed) Published
Abstract [en]

In this article we argue for an approach to educational research based on philosophical hermeneutics. In this approach an understanding of educational issues could be based on interpretations of empirical data related to theory. Our argument is that various aspects of the educational system can be understood if a distance is enabled between a pre-specified theoretical frame and empirical data. Conceptualised as a field the interpretational frame suggested in this article illuminates different aspects related to educational theory, and thereby interpretations of that which is near and taken for granted are made both explicit and possible.

Place, publisher, year, edition, pages
2005. Vol. 14, no 2, p. 99-118
Keywords [sv]
Pedagogik. Tolkning. Förståelse.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-747Local ID: 3276OAI: oai:DiVA.org:miun-747DiVA, id: diva2:25779
Available from: 2008-09-30 Created: 2008-09-30 Last updated: 2017-12-13Bibliographically approved

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fulltext(77 kB)153 downloads
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File name FULLTEXT01.pdfFile size 77 kBChecksum SHA-512
a21dc92821eae6e314b6ec36a9ff8800863e461c3c70f128edc5a4103a58eb55f17173866de3b2983f41eca4e98eea90e23c28e691bbd2cb9381543f10848d20
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Olofsson, Anders D.Lindberg, Ola

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
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  • de-DE
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Output format
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