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Syftet med den här studien var att få kunskap om vilka möjligheter och utmaningar som tekniklärare i årskurs 4 – 7 beskriver när de ska undervisa om programmering. Denna studie fokuserade på undervisning som bidrar till elevers förståelse för användningsområdena inom programmering och betydelsen i vårt teknikintensiva samhälle samt elevernas förståelse för att vissa föremål i vår vardag och vårt samhälle är programmerade för att fungera. Den här studien genomfördes med aktionsforskning där fokusgruppdiskussioner användes som datainsamlingsmetod. Aktionsforskningen genomfördes i två cykler där planering, genomförande, utvärdering och ny planering med vissa förändringar utfördes. Resultatet i denna studie visade sig i olika teman som visade sig i möjligheter och utmaningar. Studien visar att utmaningar för lärarna inbegriper progression i undervisningen av planering, lärarnas intresse och kompetens samt tillgången på digitala verktyg. Andra utmaningar var att tydliggöra syftet med undervisningen för eleverna. Slutsatsen i denna studie var att lärare behöver mer stöd när det kommer till progressionen i undervisningen om programmering, då det skrivs fram så lite och otydligt centralt innehåll. Tidigare forskning visade inte på kunskapsluckan när det gäller progressionen i de olika årskurserna, hur lärare ska genomföra sin bedömning och hur lärare som saknar eget intresse eller kunskaper ska sätta betyg på elever i de olika årskurserna. Det här ger inte en likvärdig skola, då alla elever riskerar att få olika kunskaper med sig beroende på omderas lärare är intresserad eller inte samt om läraren är kompetent eller inte. Studien var kopplad till det teoretiska perspektivet pragmatismen, vilka anser att man ska undervisa barn och inte ämne och att det är viktigt att integrera teori och praktik. / <p>Pedagogiskt arbete, inriktning NO-teknik</p>

Administrative reform as we have known it has been constrained by the ontological and epistemological premises and assumptions of Newtonian physics and the positivism of the early behavioral sciences, leaving constructs vital to a democratic polity impoverished and problematized by power inequities and distorted communication. If public administration could be liberated from those ontological limits through adoption of concepts from the new sciences - quantum theory, chaos theory, complexity theory, and today's ecological sciences - it might be possible to restore to the practices of citizenship and governance appropriate institutional structures which will preserve and nurture them. This dissertation develops lessons and activities pertinent to the practices of citizenship and governance drawn from the life work of John Dewey and Mary Parker Follett - lessons clarified by the premises and assumptions of the new sciences and activities congruent with those lessons. This dissertation is comprised of four broad components: a history of administrative reform as told through the literatures of the fields of public administration and public space philosophy; a history of science in two parts - the development of classical science and the development of the new sciences - from which defining ontological and epistemological characteristics of each are abstracted; case studies from American history that demonstrate the influence of classical science on political and social thought and action; and lessons and activities for public administration and its practitioners, framed in the context of the new sciences, drawn from the life work of John Dewey and Mary Parker Follett. The argument this dissertation makes is twofold. First, it is argued that, given the pervasiveness of the influence of modern thought in American society, it is unlikely that early reformers could have conceptualized administrative structure differently than they did. The modern worldview still dominates our thinking, despite the new understandings of how the world works that are available to us now. The second argument is that it is possible, if we choose to do so, to overcome the modern worldview and the structure it imposes on how we think and act, and that this could lead to alternative practices for public administration. The lessons that are our heritage from Dewey and Follett, and from the traditionalists of our own field, if viewed through the lens of the new sciences, resonate with the ontological perspectives of those sciences and provide a starting point for a reconceptualization of democratic administrative practice. / Ph. D.

Calvinism and Pragmatism may not seem to present similar religious significance for politics. However, Abraham Kuyper (1837-1920) and John Dewey (1859-1952), share a similar appreciation for the scope and depth of religiosity in public life. Although Kuyper was a Christian and Dewey did not consider himself a theist, each understands religious experience as informing every sphere of existence. According to their thought, a distinction exists between a religion and the religious. Both men may be termed "political poets," because they used language as an expression of their esthetic imaginations to create concepts and objects within society as expressions of their religious values. Kuyper's work in the Netherlands is a useful case study for Dewey's valuation of art. Kuyper wrote political philosophy and theology, founded the first widely distributed national newspaper, wrote for this publication over fifty years, founded what would be the largest university in the country, and eventually became Prime Minister of the Netherlands. Throughout his life, he used rhetoric to create change in his society. Dewey and Kuyper integrated academic work with public activity and sought to obtain consistency of being in experiences. If religiosity potentially encompasses every part of humanity's common life, then individuals and groups should be aware of their own positions and participate in honest dialogue with others. "Neutrality," "objectivity," and "uniformity" often have problematic implications according to Dewey and Kuyper. Their thought in this area is salient to a discussion of education culture in the United States. The Common School and High-Stakes Testing models are useful for grounding Kuyper's and Dewey's philosophy in current educational and schooling experiences. / Master of Arts

This dissertation will make the case that education at the post-secondary level must be reimagined. Rather than being organized around abstract bodies of information, it must be centered on moments of transformation out of which teaching, learning, knowing and -- in fact -- democratic individuals emerge. This reconstruction of education takes place through two primary moves. First, I make the case that contemporary schooling is grounded in a flawed model of knowing, which draws together mistakes in thinking about the nature of the self, of knowledge, and of the world, which are contained in the epistemological proposition: "S knows that p." In doing so, I argue that the German conception of Bildung must replace "S knows that p" as the guiding paradigm of knowing within educational practice. In doing so, I develop a theory of creative inquiry in order to claim that knowledge emerges from embodied, social action and is a form of artistic practice. Second, I develop a pedagogy, which I call emergent pedagogy, based on the theory of inquiry articulated in the first half. Here, I argue that post-secondary pedagogy must emerge out of the contexts, situations, and communities in which students and faculty are embedded. In this way, pedagogy must be considered a kind of artistic practice in which methods are adapted to and intuited from unique problems experienced by the university community. Ultimately, I show that pedagogy must shift from being viewed as a kind of telling and hearing to a form of participatory making. / Ph. D.

A distinctive feature that separates pragmatism from traditional epistemological positions is its turns to a community of inquirers. The community, as understood by pragmatists, is not merely a collection of individuals, though this is certainly part of the story. Rather, 'community' refers to a much more refined philosophical notion. The community is a framework of rules and standards for proper inference, judgments, and conduct that are determined by inquirers who share membership in a group. In turning to the community, pragmatists reject the methodological individualism of epistemological models produced under the influence of Descartes, and maintain that knowledge can only be secured in an intersubjective context within which substantive discussion and criticism are promoted and conducted. Pragmatists such as Charles S. Peirce, John Dewey, and Wilfrid Sellars and contemporary descendents of pragmatism like Wilfrid Sellars embraced the notion of community and developed the crucial role it plays in evaluating knowledge claims. The aim of this thesis is two-fold. I examine critically the role the community plays in pragmatic epistemology by looking closely at the philosophies of Charles S. Peirce and Wilfrid Sellars. Additionally, I examine whether the turn to community enables pragmatists to respond to philosophical problems that have been hitherto unanswerable by models of knowledge that restrict their focus to the individual. Specifically, I look closely at the problem of solipsism and examine whether pragmatists have the resources for responding to this problem successfully. It is my hope that by undertaking this project we will obtain a clearer picture of pragmatic epistemology and some of the strengths in following pragmatists in making the turn to community. / Master of Arts

Demokrati har under en lång tid varit en central aspekt i vårt samhälle. Medborgare ska vara med och påverka i de beslut som berör dem för att motverka att ett förtryck uppstår. Mängder av diskussioner har förts och forskning har genomförts på området och det är en fråga som ständigt diskuteras i den samhälleliga debatten. Ett viktigt led i demokrati handlar om utbildning. För att säkerställa att ett demokratiskt samhälle upprätthålls behöver vi förbereda våra unga medborgare för att verka i ett demokratiskt samhälle, men vilka värden och principer ett demokratiskt samhälle inrymmer ses ofta på olika sätt. Den här studien syftar till att öka förståelsen för hur undervisande mellanstadielärare förhåller sig till demokrati, vilka föreställningar har de om begreppet, demokratisk kompetens och vilka didaktiska val som framgångsrika i strävan att fostra demokratiska medborgare. Genom kvalitativa intervjuer med fem mellanstadielärare i norra Sverige och efterföljande tematisk analys framträder begreppet som innehållsrikt, vilket påverkar praktiken av begreppet då vissa bitar riskerar att falla bort. En undervisning som ideal är holistiskt som består av autentiska element, där eleverna utvecklar kunskaper om begreppet, reflekterar, argumenterar och samtalar för att utvecklas till demokratiska medborgare

This dissertation examines the techniques and themes of William Burroughs by placing him in the American Pragmatist tradition. Chapter One presents a pragmatic critical approach to literature based on Richard Rorty and John Dewey, focusing on the primacy of narration over argumentation, redescription and dialectic, the importance of texts as experiences, the end-products of textual experiences, and the role of critic as guide to experience rather than judge. Chapter Two uses this pragmatic critical lens to focus on the writing techniques of William Burroughs as a part of the American Pragmatist tradition, with most of the focus on his controversial cut-up technique. Burroughs is a writer who upsets many of the traditional expectations of the literary writing community, just as Rorty challenges the conventions of the philosophical discourse community. Chapter Three places Burroughs within a liberal democratic tradition with respect to Rorty and John Stuart Mill. Burroughs is a champion of individual liberty; this chapter shows how Burroughs' works are meant to edify readers about the social, political, biological, and technological systems which work to control individuals and limit their liberties and understandings. The chapter also shows how Burroughs' works help liberate readers from all control systems, and examines the alternative societies he envisions which work to uphold, rather than subvert, the freedom of human beings. Chapter Four concludes by suggesting some of the implications of Burroughs' work in literature, society, and politics, and by showing the value and importance of Pragmatism to the study of American literature and culture.

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This study traces the influence of the American philosophy of pragmatism in the writing of the Progressive Era intellectual Randolph Bourne (1886-1918),. In courses with John Dewey at Columbia University and through the books of William James, pragmatism became a major intellectual factor in Bourne's social and cultural criticism. The philosophy remained so to the end of his brief career. From pragmatism, Bourne learned a method of challenging a restrictive status quo. In his essays, Bourne sought harmony between analytical reasoning and the imagination in order to promote self-growth along with the creation of a more humane society. Bourne promoted individualism and the need for transcendent values in modern industrial society.