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Lindström, Niclas
Publications (10 of 24) Show all publications
Lindström, N. & Lindmark, D. (2019). Religionskunskap (3ed.). In: Esbjörn Larsson, Johannes Westberg (Ed.), Utbildningshistoria: en introduktion (pp. 263-276). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Religionskunskap
2019 (Swedish)In: Utbildningshistoria: en introduktion / [ed] Esbjörn Larsson, Johannes Westberg, Lund: Studentlitteratur AB, 2019, 3, p. 263-276Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 3
National Category
Religious Studies History Educational Sciences
Research subject
history of education; church history
Identifiers
urn:nbn:se:umu:diva-158861 (URN)9789144121192 (ISBN)
Available from: 2019-05-13 Created: 2019-05-13 Last updated: 2019-06-25Bibliographically approved
Lindström, N. (2019). The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure [Review]. Högre Utbildning, 9(2), 25-28
Open this publication in new window or tab >>The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure
2019 (Swedish)In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 9, no 2, p. 25-28Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Oslo: Cappelen Damm Akademisk, 2019
National Category
Ethics Educational Sciences
Research subject
Ethics; educational work
Identifiers
urn:nbn:se:umu:diva-163859 (URN)10.23865/hu.v9.1821 (DOI)
Note

Bokrecension

Available from: 2019-10-04 Created: 2019-10-04 Last updated: 2019-10-08Bibliographically approved
Lindström, N. & Samuelsson, L. (2018). Den nya syntesen och etik i undervisningen. Nordidactica: Journal of Humanities and Social Science Education (3), 27-43
Open this publication in new window or tab >>Den nya syntesen och etik i undervisningen
2018 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 27-43Article in journal (Refereed) Published
Abstract [en]

Researchers within the educational field usually acknowledge the idea that teaching is an essentially moral activity. Yet, they seem to have different opinions on how teachers are supposed to complete that task in their everyday pedagogical practice. Jonathan Haidt has conducted a series of international studies, during recent years, revealing how people in general tend to respond ethically to situations that evoke strong emotional reactions. Based on the results he has presented a theory, the New Syntheses, in which he claims to explain the difference between the dominating moral pedagogical models and develop new approaches to teaching ethics. The present paper is based on a survey of Swedish teacher students and religious education teachers for which we have borrowed two of Jonathan Haidts examples. We discuss the New Synthesis in relation to the results of the surveys and the ethical dimension of the teaching profession. We argue that these results indicate a need for teacher students and teachers to consciously reflect on their values and methods for approaching ethics in education.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
Keywords
moral education, ethics education, social intuitionist model, moral foundation theory, the new synthesis, Jonathan Haidt
National Category
Educational Sciences Philosophy, Ethics and Religion
Identifiers
urn:nbn:se:umu:diva-152807 (URN)
Available from: 2018-10-24 Created: 2018-10-24 Last updated: 2018-11-13Bibliographically approved
Lindström, N. & Samuelsson, L. (2018). Lärares yrkesetik och etiskt resonerande (1ed.). In: Sara Irisdotter Aldenmyr (Ed.), Läraren och yrkesetiken: principer, värden och förhållningssätt i förskolans och skolans vardag (pp. 59-81). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Lärares yrkesetik och etiskt resonerande
2018 (Swedish)In: Läraren och yrkesetiken: principer, värden och förhållningssätt i förskolans och skolans vardag / [ed] Sara Irisdotter Aldenmyr, Lund: Studentlitteratur AB, 2018, 1, p. 59-81Chapter in book (Other academic)
Abstract [sv]

En uppsättning yrkesetiska principer sätter ramar och ger riktlinjer för lärares verksamhet, men ofta är sådana principer i sig själva inte tillräckliga för att ge den vägledning som krävs för att lösa konkreta etiska problem. För det krävs också att läraren besitter färdigheter relevanta för att hantera etiska frågor, i synnerhet en förmåga till etiskt resonerande.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
Keywords
etik, lärares yrkesetik, etiskt resonerande, lärarutbildning, lärarfortbildning, skolans värdegrund
National Category
Educational Sciences Philosophy, Ethics and Religion
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-146512 (URN)9789144120881 (ISBN)
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2018-10-24Bibliographically approved
Lindström, N. & Samuelsson, L. (2018). Reason and Emotion: How Teachers Respond to Ethical Problems. In: Dr. Gregory T. Papanikos (Ed.), ATINER'S Conference Paper Series: . Paper presented at 20th Annual International Conference on Education, Athens, Greece (pp. 1-14). Athens: Athens Institute for Education and Research, Article ID EDU2018-2501.
Open this publication in new window or tab >>Reason and Emotion: How Teachers Respond to Ethical Problems
2018 (English)In: ATINER'S Conference Paper Series / [ed] Dr. Gregory T. Papanikos, Athens: Athens Institute for Education and Research , 2018, p. 1-14, article id EDU2018-2501Conference paper, Published paper (Refereed)
Abstract [en]

Teachers frequently face ethical problems in their everyday practice – ranging from pedagogical choices affecting their pupils to pressing conflicts that need to be solved – and they are expected to respond to such problems in a professional manner. Given the centrality of the ethical dimension to the teaching profession, an important question is how teachers tend to approach such problems. While some studies have been carried out regarding how teachers in particular approach ethical problems, there are interesting studies revealing how people in general tend to respond ethically to situations involving ethical aspects that evoke strong emotional reactions. Aiming to fill parts of this gap, the present paper is based on a survey of Swedish teacher students and religious education (RE) teachers for which we have borrowed two examples from such general studies (carried out by Jonathan Haidt among others). These examples were chosen on the basis that one of them clearly represent a social taboo in a Swedish context while the other one does not. Letting the teacher students and RE teachers respond to both examples give us an indication of whether there is any significant difference in their approach to an example evoking a strong emotional reaction as opposed to a more neutral one. It is clear from our survey that there is such a difference: the respondents generally make rationally motivated judgments when confronted with the neutral example, while most of them seem to rely on gut feeling in the more provoking case. If these results can be taken as an indication of how teacher students and teachers tend to respond to real life situations, a provoking or emotionally laden context is likely to enhance the risk of making ethical choices which are not based on rational reasoning. We argue that these results emphasize the importance for teacher students as well as already practicing teachers to study, and cultivate the ability for, moral reasoning.

Place, publisher, year, edition, pages
Athens: Athens Institute for Education and Research, 2018
Series
ATINER'S Conference Paper Series, ISSN 2241-2891 ; EDU2018-2501
Keywords
Moral education, Ethics education, Social Intuitionist Model, Jonathan Haidt, Ethics and education, Teacher ethics, Moral reasoning
National Category
Philosophy, Ethics and Religion Educational Sciences
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-151241 (URN)
Conference
20th Annual International Conference on Education, Athens, Greece
Available from: 2018-08-30 Created: 2018-08-30 Last updated: 2019-06-20Bibliographically approved
Samuelsson, L. & Lindström, N. (2018). Reason and Emotion: How Teachers Respond to Ethical Problems. In: Gregory T. Papanikos (Ed.), Abstract Book: 20th Annual International Conference on Education: 21-24 May 2018, Athens, Greece. Paper presented at 20th Annual International Conference on Education (pp. 133-134). Athens: Athens Institute for Education and Research (ATINER), 20
Open this publication in new window or tab >>Reason and Emotion: How Teachers Respond to Ethical Problems
2018 (English)In: Abstract Book: 20th Annual International Conference on Education: 21-24 May 2018, Athens, Greece / [ed] Gregory T. Papanikos, Athens: Athens Institute for Education and Research (ATINER), 2018, Vol. 20, p. 133-134Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Teachers frequently face ethical problems in their everyday practice, ranging from pedagogical choices affecting their pupils to pressing conflicts that need to be solved – e.g. conflicts between pupils, conflicts between colleagues, and conflicts between teachers and parents. In order to handle such problems, teachers need to be able to respond in a professional and thoughtful manner to the various ethical aspects involved.

Given the centrality of the ethical dimension to the teaching profession, it is an important question how teachers tend to approach ethical problems within their profession. To the extent that teachers fail to approach such problems in a professional and thoughtful manner, this is an issue that should be brought to attention and considered by teachers and within the teacher education.

Few studies have been carried out regarding how teachers tend to approach ethical problems in their profession. However, there are interesting international studies revealing how people in general tend to respond ethically to situations involving ethical aspects that evoke strong emotional reactions. Jonathan Haidt has constructed several more or less provoking examples involving social taboos, and investigated how people tend to react when confronted with them (Haidt, Koller & Dias, 1993).

The present paper is based on a survey of Swedish teacher students for which we have borrowed two of Haidts examples. These examples were chosen on the basis that one of them clearly represents a social taboo in a Swedish context while the other does not. Hence, letting the teacher students respond to both these examples allows us to get an indication of whether there is any significant difference in their response to an example evoking a strong emotional reaction as opposed to a more neutral example.

We present our investigation and discuss the results, which show that the respondents in the more neutral case generally seem to make motivated judgments and in the more provoking case generally seem to rely on gut feelings. If these results can be taken as an indication of how teacher students and teachers tend to respond to real life situations, we argue, they generally have good chances of approaching ethical problems in a professional way. However, a provoking or emotionally laden context enhances the risk of making ethical choices which are not based on professional reasoning.

We argue that these results indicate a need for teachers and teacher students to consciously reflect on their values and methods for approaching ethical problems.

Place, publisher, year, edition, pages
Athens: Athens Institute for Education and Research (ATINER), 2018
Series
Education Abstracts ; 20
Keywords
Moral education, Ethics education, Social Intuitionist Model, Jonathan Haidt, Ethics and education, Teacher ethics, Moral reasoning
National Category
Educational Sciences Ethics Philosophy
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-148438 (URN)978-960-598-185-3 (ISBN)
Conference
20th Annual International Conference on Education
Available from: 2018-06-05 Created: 2018-06-05 Last updated: 2018-06-09
Samuelsson, L. & Lindström, N. (2017). Mastering methods for moral reasoning as a form of ethical competence: A methods-based approach to ethics education. In: WHAT MAY BE LEARNT IN ETHICS? CONFERENCE 11-13 DECEMBER 2017 ABSTRACTS: . Paper presented at WHAT MAY BE LEARNT IN ETHICS? Present and future conceptions of ethical competence. (pp. 16-16). Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Mastering methods for moral reasoning as a form of ethical competence: A methods-based approach to ethics education
2017 (English)In: WHAT MAY BE LEARNT IN ETHICS? CONFERENCE 11-13 DECEMBER 2017 ABSTRACTS, Göteborg: Göteborgs universitet, 2017, p. 16-16Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper focuses on an aspect of ethics rarely treated by scholars or in textbooks, namely the methods for reasoning by which one can arrive at justified moral decision. While these methods are rarely spelled out, they seem to be taken for granted in ethical debates and by scholars working within the field. We argue that the ability to master these methods is a clear candidate for ethical competence – a form of such competence which is both theoretically and practically useful in ethics education at various levels, particularly in comparison to standard theory-based accounts to ethics education. While others have criticized theory-based approaches to ethics education, the methods-based approach that we explore has not been suggested as an alternative. Hence, our research topic is methods for moral reasoning as a basis for ethical competence and ethics education. We have used two complementary methodological tools for arriving at our conclusion that mastering such methods is a form of ethical competence, useful in schools. We combine (1) personal substantial experiences from teaching ethics, in particular to teacher students, with (2) philosophical analysis of ethical debates and theories. By (1) we get important indications about the usefulness of a methods-based approach to ethics education. (2) helps us reveal what ethical debates and theories assume about requirements on moral reasoning. What emerges is a set of basic seemingly uncontroversial methods for moral reasoning, which can be roughly structured under the headings “information”, “vividness” and “coherence”. Hence analytical moral philosophy provides our main theoretical framework.

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2017
Keywords
Ethical competence, ethics education, teaching ethics, moral methodology, methods-based approach
National Category
Philosophy, Ethics and Religion Educational Sciences
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-142857 (URN)
Conference
WHAT MAY BE LEARNT IN ETHICS? Present and future conceptions of ethical competence.
Available from: 2017-12-12 Created: 2017-12-12 Last updated: 2018-06-09
Samuelsson, L. & Lindström, N. (2017). On the Educational Task of Mediating Basic Values in an Individualist Society. Athens Journal of Education, 4(2), 137-147
Open this publication in new window or tab >>On the Educational Task of Mediating Basic Values in an Individualist Society
2017 (English)In: Athens Journal of Education, ISSN 2407-9898, Vol. 4, no 2, p. 137-147Article in journal (Refereed) Published
Abstract [en]

Besides the task of conveying information, methods and skills to their pupils, teachers are also expected to mediate certain basic values. In this paper we are interested in the educational task of mediating such values in societies imbued with individualist values and attitudes. As a background we use the results from the recurring "World Values Survey" (WVS) which maps the evaluative profile of citizens in about 80 different countries worldwide. The results from WVS reveal that Swedes in general stand out as remarkably individualist with respect to their reported value judgements. Hence, Sweden constitutes our example of an individualist society, i.e., a society whose members to a large extent share an individualist evaluative profile. One important feature of such an individualist evaluative profile is a tendency to regard questions of value as largely a private matter and to downplay the importance of ethics in general. Against this background we investigated the evaluative outlook of 134 Swedish teacher students, using questions from WVS as a point of departure. The results indicate that these students do not differ to any significant degree from the Swedish population in general as regards their evaluative outlook, and yet they are supposed to mediate both individualist and social basic values in their coming profession. The purpose of this paper is to make visible and problematize the tension between an individualist evaluative profile and the educational task of mediating a set of basic values. This tension, it is argued, poses special challenges for teachers and the teacher education in societies on the individualist side of the scale.

Place, publisher, year, edition, pages
Athens: Athens Institute for Education and Research (ATINER), 2017
Keywords
basic values, evaluative profiles, mediating values, teacher education, value reproduction, individualism
National Category
Philosophy, Ethics and Religion Educational Sciences
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-134088 (URN)
Available from: 2017-04-26 Created: 2017-04-26 Last updated: 2018-06-09Bibliographically approved
Samuelsson, L. & Lindström, N. (2017). Teaching Ethics to Non-Philosophy Students. In: Gregory T. Papanikos (Ed.), Abstract Book: 19th Annual International Conference on Education 15-18 May 2017, Athens, Greece. Paper presented at 19th Annual International Conference on Education, Athens, Greece, May 15-18, 2017 (pp. 185-186). Aten: Athens Institute for Education and Research (ATINER)
Open this publication in new window or tab >>Teaching Ethics to Non-Philosophy Students
2017 (English)In: Abstract Book: 19th Annual International Conference on Education 15-18 May 2017, Athens, Greece / [ed] Gregory T. Papanikos, Aten: Athens Institute for Education and Research (ATINER), 2017, p. 185-186Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

It is not only philosophy students who read ethics in universities and colleges. Nor are they the only ones who have reason to do so. Dealing with ethical issues is a central aspect of many professions, and hence e.g. teacher students, engineering students, police students, medicine students, social worker students and research students are commonly taught ethics within their educational programs, just to mention some.

In this paper we address the question of how ethics is most appropriately taught to such “non-philosophy” student groups – on a general level, that is; of course there may be important differences between these various professions and areas of study, calling for partly different approaches to teaching ethics.

The standard way to introduce ethics to non-philosophy students is doubtlessly to present and briefly explain a number of ethical theories (or kinds of theory), such as utilitarianism, Kantian ethics, virtue ethics and moral pluralism. And indeed, most introductory books to ethics adopt this approach, be it general introductions or introductions specialized towards a specific profession or subject matter.

We refer to this approach as the “smorgasbord approach” to teaching ethics, due to the false impression that it is likely to make on non-philosophy students approaching ethics as an academic discipline for the first time. This approach invites the conception that adopting an ethical position is mainly a matter of simply choosing from this smorgasbord of different theories.

We find this approach problematic for several reasons:

To start with, it tends to misrepresent the field of ethics as well as ethical reasoning. These students generally lack the prerequisites required to critically examine and evaluate these theories, to understand the different motivations behind them, and to put them in context. Indeed, it is even difficult, given the usually quite limited time frame for such courses, to give the students an appropriate understanding of what these theories really are theories about. To get a thorough enough understanding of the field for it to be meaningful to focus on ethical theories in introducing non-philosophy students to ethics would require a much more comprehensive ethics education than what there is usually room for within the kinds of educational program mentioned above.

Furthermore, the smorgasbord approach is likely to be infeasible. How is such an approach supposed to aid the students in practical decision-making – which, first and foremost, is the rational for having them take ethics courses in the first place? Which of these theories should they apply, and why? The different theories give different verdicts in most tricky cases, and these students lack the background knowledge required to critically choose between them. Nor is it obvious that it is desirable to choose one such theory and then apply it in one’s practical reasoning.

In light of these problematic features of a smorgasbord approach to teaching ethics we suggest a methodology-based approach as a more fruitful alternative. Instead of presenting a list of theories this approach focuses on conveying basic methods for ethical reasoning. We argue that there is almost unanimous agreement among moral philosophers (at least within a broadly analytical tradition) as regards certain basic methods for ethical reasoning, even if these methods are rarely explicitly formulated. These methods can be summarized roughly under three main headings: information, vividness and coherence.

The main purpose of this paper is to explain and defend the methodological approach to teaching ethics to non-philosophy students. In doing so we also consider and reply to some possible expected objections to this approach.

Lastly we consider whether the approach should be complemented in some way. One useful complement, we think – if the time and space in the educational program in question allows it – is to bring up the question of character traits – what kind of person one should be.

Place, publisher, year, edition, pages
Aten: Athens Institute for Education and Research (ATINER), 2017
Keywords
Ethics education, teaching ethics, moral methodology, methods-based approach, smorgasbord approach
National Category
Educational Sciences Ethics Philosophy
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-135180 (URN)978-960-598-115-0 (ISBN)
Conference
19th Annual International Conference on Education, Athens, Greece, May 15-18, 2017
Available from: 2017-05-21 Created: 2017-05-21 Last updated: 2019-06-20Bibliographically approved
Samuelsson, L. & Lindström, N. (2017). Teaching Ethics to Non-Philosophy Students: A Methods-Based Approach. In: ATINER'S Conference Paper Series: . Paper presented at 19th Annual International Conference on Education, Athens, Greece (pp. 1-17). Athens: Athens Institute for Education and Research (ATINER), Article ID EDU2017-2338.
Open this publication in new window or tab >>Teaching Ethics to Non-Philosophy Students: A Methods-Based Approach
2017 (English)In: ATINER'S Conference Paper Series, Athens: Athens Institute for Education and Research (ATINER), 2017, p. 1-17, article id EDU2017-2338Conference paper, Published paper (Refereed)
Abstract [en]

Dealing with ethical issues is a central aspect of many professions. Consequently, ethics is taught to diverse student groups in universities and colleges, alongside philosophy students. In this paper, we address the question of how ethics is best taught to such “non-philosophy” student groups. The standard way of introducing ethics to non-philosophy students is to present them with a set of moral theories. We refer to this approach as the “smorgasbord approach”, due to the impression it is likely to make on non-philosophy students approaching ethics as an academic discipline for the first time. This approach invites the assumption that adopting an ethical position is mainly a matter of choosing from this smorgasbord of different theories. We argue that this approach is problematic for several reasons, both theoretical and practical, and we suggest a methodsbased approach – focusing on methods for moral reasoning – as a more fruitful alternative. The main purpose of this paper is to explain and defend this methods-based approach to teaching ethics to non-philosophy students. In so doing, we also consider and meet some expected objections to this approach.

Place, publisher, year, edition, pages
Athens: Athens Institute for Education and Research (ATINER), 2017
Series
ATINER'S Conference Paper Series, ISSN 2241-2891 ; EDU2017-2338
Keywords
Ethics education, teaching ethics, moral methodology, methods-based approach, smorgasbord approach
National Category
Philosophy, Ethics and Religion Educational Sciences
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-142925 (URN)
Conference
19th Annual International Conference on Education, Athens, Greece
Available from: 2017-12-13 Created: 2017-12-13 Last updated: 2019-06-20Bibliographically approved
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