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  • 1.
    Ahl, Astrid
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Ulla
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tid som frihet – tid som tvång: Fostran, bedömning och elevers behov i den mål- och resultatstyrda svenska grundskolan2005In: SOU 2005:102 Utan timplan - forskning och utvärdering: Antologi från Timplanedelegationen, Fritzes, Stockholm , 2005, p. 173-196Chapter in book (Other academic)
  • 2.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Education.
    Culturally Embedded Meanings of Teaching2000In: The Master and the way: Educational processes and the study of dô, Pedagogiska fakulteten, Åbo akademi, Vaasa , 2000, p. 39-46Chapter in book (Other academic)
  • 3.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Edukation som social integration: En hermeneutisk analys av den kinesiska undervisningens kulturspecifika dimension2002Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The dissertation consists of eight studies in combination with a longer work, which links the eight studies together. The aim is two-fold: to develop a scientific approach within philosophical hermeneutics for the study of the culture-specific dimension of teaching in China, and to analyse the culture-specific dimension of teaching in China on the terms of this approach. An explicit ontological foundation makes up the base of the hermeneutic approach, and epistemology, methodology and so on are adapted in accordance with this. Implications of this hermeneutical approach for educational research is further outlined, and the hermeneutical approach is more clearly positioned in relation to so-called qualitative research. With this hermeneutical approach, cross-cultural educational research can be conducted without either universalism or exoticism, since it offers a possibility to understand phenomena in other cultures without claiming to share them. Based on this hermeneutical approach, an interpretational framework named traditional thinking is constructed as a theoretical synthesis of Chinese philosophy, that is Confucianism, Taoism, Chinese Buddhism, Moism and Legalism. With traditional thinking, the analysis of the culture-specific dimension of teaching in China generates an understanding consisting of a number of themes. The themes are: concrete activity, sociality, collectivism, relationalism, balance, order, patriotism, aesthetics, perfection, good examples, the nobility of teaching, family, hierarchy, equal competition, responsibility, talent, examination, body, improvement, critiques, effort, self-study. In this understanding, moral has a central position and refl ects on all themes. This is a social and relational morality that embraces knowledge and aesthetics, which is achieved and realised in concrete bodily activity. Morality serves a system in order, i.e. it helps keep its balance. It facilitates the functioning of the collective and gives patriotism a moral character. Perfection is the optimal moral standard, which characterises all good examples, and the striving for improvement depends on critique and effort. Since perfection is always attainable, teaching and self-study make up the human way to harmony. In this, family is a precondition for moral cultivation, just as equal competition is a precondition for a balanced hierarchy and for correct responsibility. Talent is decisive, which in turn requires examination.

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  • 4.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    För EU i tiden: En betraktelse över svensk kommunal vuxenutbildning2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 2, p. 140-155Article in journal (Refereed)
    Abstract [sv]

    Denna artikel är ett försök att förstå de omvandlingar som pågår inom dagens svenska kommunala vuxenutbildning. Pedagogisk forskning om pågående omvandlingar av utbildningssystem visar på en process av samtidig diversifiering och homogenisering. Denna process används i principiell mening för en kritisk läsning av policydokument på överstatlig, statlig och inomstatlig nivå. Det som blir synligt är å ena sidan en genomgående betoning på att alla individer alltid ska kunna lära oberoende av tid och rum och i sin egen takt. Å andra sidan mätning och övervakning av lärandet via ett begränsat antal indikatorer, gemensamma inom EU, för att individers lärande ska ske inom rimlig tid och under effektivt användande av befintliga resurser. De båda sidornas samtidighet pekar på en omvandling från utbildning som nationalstatlig angelägenhet till en normerande funktion gemensam för EU. En specifik uppgift för morgondagens vuxenutbildning kan då formuleras: att möjliggöra för vuxna svenska medborgare att bli – alternativt säkerställa att de blir – EUmedborgare.

    Download full text (pdf)
    fulltext
  • 5.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Harmoni, hierarki och perfektion: Om kinesiska utgångspunkter för förhållningssätt till edukation2001In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 6, no 1, p. 19-33Article in journal (Refereed)
    Abstract [sv]

    Artikeln syftar till att belysa den historiskt bestämda norm som utgör grund för kinesiska förhållningssätt till bildning, utbildning och undervisning. Denna dominerande norm har utvecklats under mer än två tusen år, och består av inslag från konfucianism, taoism, kinesisk buddhism, moism och legalism. Artikeln innehåller en genomgång av centrala inslag inom respektive inriktning. Via en syntes av grundläggande gemensamma drag i de fem inriktningarna tecknas några grund-läggande kinesiska utgångspunkter. I en världsbild uppbyggd av relationer, och där allt är i rörelse och förändring, är balans vägen till harmoni. Systemet av relationer har en hierarkisk struktur. Människan kan uppnå en till perfektion uppövad kun-skap, och därmed realisera både sig själv som människa och ett samhälle i harmoni. I artikelns avslutande del diskuteras huruvida kännedom om främmande traditioner kan möjliggöra problematisering av egna utgångspunkter och, i anslutning till detta, möjliga förhållningssätt till bildning, utbildning och undervisning med grund i den kinesiska filosofin.

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    fulltext
  • 6.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hermeneutik och pedagogik2000In: Nordisk pedagogik, ISSN 0901-8050, Vol. 20, no 3, p. 219-229Article in journal (Refereed)
  • 7.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hermeneutisk vetenskapsteori som utgångspunkt för pedagogisk forskning2000In: Pedagogikens problem: Kulturella utvecklingslinjer och teoretiska spörsmål, Pedagogiska institutionen, Åbo akademi, Åbo , 2000, p. 125-140Chapter in book (Other academic)
  • 8.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Individen är död!2002Conference paper (Other academic)
  • 9.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kulturtraditionens betydelse för undervisningen i Kina1998In: Tigerns år 1998: Svensk-kinesiska föreningens årsbok, Göteborg: Tryckeri AB Framåt , 1998, p. 77-81Chapter in book (Other academic)
  • 10.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning from Contrasting: A hermeneutic approach to the cultural specific dimension of education in China2001In: China Report, ISSN 0009-4455, Vol. 37, no 3, p. 317-329Article in journal (Refereed)
  • 11.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Life In Time-table Free Classrooms2004Conference paper (Other academic)
  • 12.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Moralens logik: En hermeneutisk analys av kulturreproduktion i det kinesiska utbildningssystemet2001Report (Other academic)
  • 13.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    On Culture, Meaning, and Teaching in China2002In: International and comparative discussions of Swedish and American graduate research studies on teaching, parenting, and educational reforms, Fakultetsnämnden för lärarutbildning, Umeå universitet, Umeå , 2002, p. 57-64Chapter in book (Refereed)
  • 14.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    On the ‘Chineseness’ in Chinese Educational Practices2000In: NIASnytt: Nordic Newsletter of Asian Studies, ISSN 0904-4337, no 3, p. 20-22Article in journal (Other (popular science, discussion, etc.))
  • 15.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Till frågan om människoblivandet: Hermeneutik som allmän pedagogik2003In: Livsvärldsfenomenologi och hermeneutik: Aktuella humanvetenskapliga forskningsproblem, Helsingfors Universitet, Helsingfors , 2003, p. 21-30Chapter in book (Other academic)
  • 16.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vad kan undervisning betyda?: En diskussion kring relationen mellan kinesisk tanketradition och kinesiska gymnasieelevers förhållningssätt till undervisning, i kontrast mot svenska gymnasieelevers1998In: Lärarutbildning och forskning i Umeå, ISSN 1104-523X, no 1, p. 7-24Article in journal (Refereed)
  • 17.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vuxenutbildning på väg – vart?: Svensk vuxenutbildning och globalisering2004Conference paper (Other academic)
  • 18.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Education.
    Ali so šole brez predmika mogoce?2008In: FLEKSIBILNI PREDMETIK – pot dov ejcje avtonomije, strokovne odgovornosti in kakovosti czojno-izobraževalnega dela, Zavod Republike Slovenije za šolstvo, Ljubljana , 2008, p. 17-25Chapter in book (Refereed)
  • 19.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of Education.
    Are Timetable Free Schools Possible?2003Conference paper (Other academic)
  • 20.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of Education.
    Are Timetable-free Schools Possible?2003In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 2, no 4, p. 547-558Article in journal (Refereed)
    Abstract [en]

    This article is about timetable-free schools, the latest ‘innovation’ in Swedish educational policy, and is based on findings from an ongoing research project. In autumn 2000, the Swedish government started a 5-year trial period where a limited number of municipalities and schools were allowed to abandon the current restrictions in the national timetable for comprehensive schools. The research primarily focuses on the effects of abandoning the timetable on the inner life of the schools. Two categories of schools are followed: (two) schools with the national timetable and (four) schools without. Primary findings indicate that the use of time in school is a complex sphere of operation. In many aspects, the differences within the category schools without the national timetable are more notable than differences between the two categories of schools. How time is spent in schools is related to a wide range of interlinked factors on different levels, and the national timetable is only one of them. It seems that when the new so-called freedom increases, the instruments of individual control also increase. This may be an indication that disciplining and selection still are fundamental tasks for schools to fulfil.

  • 21.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Lindberg, J. Ola
    Olofsson, Anders D.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tolkning och bildning eller en illustration av det långsökta i att på förhand ställa fast det icke fastställbara2004Conference paper (Other academic)
  • 22.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, A.
    Snyder, K.
    Karlsson, H.
    What is education in entrepreneurship education?2005Conference paper (Other academic)
  • 23.
    From, Jörgen
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Anders
    Models for entrepreneurship education and theories in educational research2006In: Entrepreneurial teacher training, Leonardo Da Vinci programe, Stockholm , 2006Chapter in book (Other academic)
  • 24.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hermeneutics – a Qualitative Research Method?2006In: the Doctoral Conference on Qualitative Research Methods, May 16-17, Vaasa, Finland, 2006Conference paper (Other academic)
  • 25.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Open for Business?2009In: Entreprenörsskapsutbildning i skola och samhälle: Formering av en ny pedagogisk identitet? / [ed] Anders Olofsson, Härnösand, 2009, p. 112-138Chapter in book (Other academic)
  • 26.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Taylorism of the Mind: Entrepreneurship education from a perspective of educational research2004Conference paper (Other academic)
  • 27.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Taylorism of the Mind. Entrepreneurship education from a perspective of educational research2005In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 4, no 4, p. 382-390Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore and discuss entrepreneurship education, and to raise some critical questions inspired by the work of Basil Bernstein. The discussion is based on writings on entrepreneurship education and thereby gives one picture of the intellectual debate on entrepreneurship education. In contrast to traditional education, viewed as transformation of knowledge and skills, entrepreneurship education is said to be about changing attitudes and motives. There is a consensus in the field that students can be successfully endowed with an entrepreneurial culture, when their attitudes are changed in the desired way. The focus on fostering a certain identity in entrepreneurship education might be seen as a part of the ongoing neo-liberal oriented educational restructuring process, which is sweeping through Europe.

  • 28.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Education.
    Olofsson, A.
    Karlsson, H.
    Snyder, K.
    Sundström, U.
    Entrepreneurship Education: Salvation or Damnation?2005In: Journal of Entrepreneurship Education, Vol. 8, p. 7-19Article in journal (Refereed)
  • 29.
    Holmgren, Carina
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Education.
    Olofsson, A.
    Karlsson, H.
    Snyder, K.
    Sundström, U.
    Entrepreneurship Education: Salvation or Damnation?2004In: The NFPF/NERA-conference in Reykjavik, March 11-13, 2004, 2004Conference paper (Other academic)
  • 30.
    Johansson, Ulla
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ahl, Astrid
    Umeå University, Faculty of Social Sciences, Department of Education.
    Andersson, Håkan
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Tid som frihet – Tid som tvång: En fallstudieutvärdering av försöksverksamheten med skola utan timplan2005Report (Other academic)
    Download full text (pdf)
    FULLTEXT01
  • 31.
    Liljeström, Monica
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Paulin, Hanna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    In search of online learning 3.0 in Higher Education: the role of theory-based process evaluation2019In: ICICTE 2019 Proceedings / [ed] Evangeline M. Varonis, ICICTE 2019 , 2019, p. 21-30Conference paper (Refereed)
    Abstract [en]

    In this paper, a model for theory-based process evaluation in online learning is suggested and discussed in relation to its potential as a tool to reveal strengths and weaknesses in a current course design in a fully online course in Educational Science Education. The suggested focal points in the evaluation plan at this stage of the process are based on sociocultural outlooks on learning and guided by theory-based process evaluation theory. The evaluation model will be tested for the first time in autumn 2019.

  • 32.
    Mannberg, Jan
    et al.
    Umeå University, Faculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    From, Jörgen
    Faculty of Social Sciences, Education.
    Holmgren, Carina
    Faculty of Social Sciences, Education.
    I valet och kvalet1995Report (Other (popular science, discussion, etc.))
  • 33.
    Mannberg, Jan
    et al.
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Informativ rekrytering – rekryterande information?: En innehållslig analys och diskussion1999In: Lärarutbildning och forskning i Umeå, Vol. 2, p. 23-34Article in journal (Other academic)
  • 34.
    Nilsson, Ingrid
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Segerholm, Christina
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    Graduate Studies for Excellence and Entrepreneurship in a Globalised World: A program for a Swedish – Chinese comparative study2006In: the ECER-conference in Geneva, September 13-16, 2006, 2006Conference paper (Other academic)
  • 35. Snyder, K. M.
    et al.
    Olofsson, A.
    Karlsson, H.
    Holmgren, Carina
    Umeå University, Faculty of Social Sciences, Department of Education.
    From, Jörgen
    Umeå University, Faculty of Social Sciences, Department of Education.
    Entrepreneurship Education: A Model for Stimulating Learning and School Development in the Knowledge Age?2003Conference paper (Other academic)
1 - 35 of 35
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