Lennart Schön var en ekonom-historiker som ville typologisera de återkommande ekonomiska kriserna i en cyklisk utveckling. Denna uppsats undersöker den länsvisa spridningen av bostadsbyggandet i Sverige mellan 1960–1975 och förhållandet mellan produktionskostnader mellan 1968–1975. Med denna undersökning är förhoppningen att kunna bringa mer klarhet i om Schöns teori om ökade regional spridning av bostadsbyggande, och vinstpressande under strukturcykelns senare del stämmer. Miljonprogrammet framstår som ett tydligt Stockholmsprojekt och Stockholm leder periodens bostadsbyggande men efter Stockholm kommer mer perifera län. Produktionskostnader och hyror har ett statistiskt säkerställt samband men observationerna är för få för att kunna göra inferens på hela bostadsmarknaden.

Made available in DSpace on 2016-07-27T13:53:15Z (GMT). No. of bitstreams: 1 MARIA WILMA APARECIDA DA SILVA TRAJANO ANDRADE.pdf: 661541 bytes, checksum: 225eaa27de8cb6191be2a041a6f2fa28 (MD5) Previous issue date: 2014-08-20 / This master dissertation consists on a theoretical study and is about the reflexive practitioner approach - elaborated by Donald Schön - and Jean-Jacques Rousseau s reflexive entrepreneurship, well explored in the book Confessions and on his experience as a teacher (exposed in the Project of education for Mr. Mably s sons as well as on the book Emile or on education). The study tried to highlight the importance of autoreflexion for those under teaching studies, since it was linked to the Theories of education and pedagogic processes as the Graduate Program s area of research. Then pointing to the following questions: Does the educational project of Rousseau really focus a reflexive practice? Can the autoreflexion of the book Confessions be compared to Emile? If so, in what extent? Is it possible to compare Rousseau s reflexion to the reflexive approach of Schön? Are those analysis a good contribution to teaching process and teachers pedagogic practices? According to the study conducted, the answer is affirmative. Moreover, the authors ideas are proximate, despite the distance of time, mainly on the importance of practical and personal experiences to knowledge development. They also agree that the interactional relationship is of key importance to a substantial learning through an interactive dialogue between the master and the disciple (teacher-student for Schön, and tutor and disciple for Rousseau) mainly in order to solve problems. This study also highlights both authors concern on the finalities of knowledge. Is it to be used as instrument of transformation? Something to ameliorate the conditions of everyone involved? To improve social relations to better? As those questions may be updated to our times, Rousseau s philosophy and Schön s reflexions are not without importance. By the contrary, they are extremely necessary to think about the education problems we face nowadays. / O presente trabalho, inscrito na linha de pesquisa Teorias da Educação e Processos Pedagógicos, objetivou estudar a teoria da reflexividade desenvolvida pelo pedagogo estadunidense Donald Schön - especificamente na ação do professor que desenvolve a prática reflexiva no projeto de ateliê - em comparação com as ideias pedagógicas desenvolvidas pelo filósofo genebrino Jean-Jacques Rousseau, nas obras que evidenciam a autorreflexão, tais como as Confissões, o Projeto para educação dos filhos do Senhor Mably e no Emílio ou da Educação, numa leitura pedagógica de ação e reflexão, contidas nas referidas obras. A partir daí, o trabalho buscou refletir sobre a importância da reflexão e da autorreflexão na formação inicial de professores. Foram elencadas algumas questões norteadoras como: O projeto pedagógico de Rousseau resgata a essência da reflexão? A autorreflexão contida em as Confissões servem de parâmetros para pensarmos a autorreflexão da ação educativa no Emílio? É possível perceber nas reflexões pedagógicas de Rousseau a prática reflexiva abordada por Donald Schön? A prática reflexiva contribui na produção dos saberes do professor referenciando a reflexão como meio de ressignificar a prática de ensino? A abordagem é de um estudo teórico de caráter bibliográfico, comparando o tema reflexividade nas concepções teóricas de Rousseau e Schön. Os resultados deste estudo indicaram que as ideias pedagógicas dos autores mais se aproximam do que se distanciam, pois em ambos há a preocupação com o conhecimento a partir da vivência do aluno e reflexão sobre o objeto de ensino, pela dimensão interacional entre preceptor e o aluno em Rousseau e o instrutor e o aluno em Schön. Nesse aspecto observou-se um diálogo reflexivo e interativo, principalmente em busca da solução de um problema. Ambos os autores corroboram a preocupação com o conhecimento, com suas finalidades e possibilidades do conhecimento ser utilizado como instrumento de transformação da pessoa que conhece, da sua ação sobre os outros e dos outros sobre o contexto. Portanto, ao relacionar os princípios pedagógicos de Rousseau e os saberes necessários à prática reflexiva de Schön, foram observados alguns pontos em comum. As concepções pedagógicas de ambos os autores revelam-se atual e relevante para analisarmos as relações entre o professor e o aluno no processo de aquisição do conhecimento por meio do ensino-aprendizado, delineando vínculos com a práxis educativa na atualidade pertinente a qualquer contexto ou nível de ensino na concepção da formação humana por meio da realização pessoal e profissional.

The thesis is monitored a movement of woodblock printings of graphic Erhard Schön from Nuremberg to Morava. And then the movement to Prostějov, Olomouc and later to Skalice where they were used until the 19th century. These woodcuts were created during the 1620s and they were taken by the printer Jan Günther in the 1640s. Thesis briefly presented a chapbook, its history of development and splitting. This thesis clarifies a historical connections between printer offices in the above mentioned cities. Special focus on pilgrimage woodblock printings Aesop's fables between the printer offices in Prostějov, Olomouc and Skalice from 16th to 20th century.

The purpose of this study was to examine the presence of Schön's concept of reflective conversation as a defining component in the applied studio music lesson. The research problems were (1) to determine the presence of complete and incomplete reflective conversations; (2) to determine the verbally exhibited knowledge base within complete conversations in relationship to conversation length; and (3) to establish an instructional profile of stable behaviors based on reflective conversation as a distinguishing characteristic among selected teachers. Videotapes of twenty-six applied studio music lessons of thirteen university teachers were analyzed according to problem solving, on-the-spot experimentation, and evaluation. An observation form was developed and was a reliable tool to collect information concerning number and type of reflective conversations, conversation length, and the teachers' verbally demonstrated knowledge base. Knowledge base was obtained by using the procedural model of Flanagan's critical incident technique. Reflective conversations existed and were a distinguishing characteristic of the teachers. With the exception of two teachers, a stable use of both number and length of reflective conversations, and knowledge base areas, was found. A discernible difference in the teachers' knowledge base within conversation length existed, and thus established instructional profiles for the teachers. Complete reflective conversations ranged from one-sixth to over half of total lesson time. Within instrument categories, teachers generally revealed a dissimilar knowledge usage. Some teachers exhibited fast-paced problem solving, in one minute or less, and named one or two knowledge areas. Others had longer conversations, up to five minutes, with more deliberate problem solving, and as many as twelve knowledge areas named. Results indicated that a practically significant situation can be examined by establishing teacher instructional profiles based upon reflective conversation. Methods employed in this study could be used to document teacher problem-solving and teacher knowledge in a variety of settings.

Utifrån politiska beslut tagna under de senaste två decennierna så har möjligheten att starta friskolor blivit enkelt och de drivs under samma ekonomiska förutsättningar med skolpeng som för traditionella kommunala skolor. Hur friskolorna profilerar sina skolor är många och en del är sättet att bedriva och organisera undervisningen på. En del i denna organisering är att erbjuda alternativ slöjdundervisning. Kunskapsskolan erbjuder till exempel slöjdundervisning under en viss period där en eller båda perioderna sker på ett internat som kallas för Kunskapsgården. Syftet med denna studie är att undersöka hur slöjdundervisningen kan se ut på Kunskapsskolan och på en Kunskapsgård och hur eleverna i en årskurs åtta uppfattar denna slöjdundervisning. En del av syftet har även som ambition att utifrån resultaten föra ett resonemang kring elevernas möjligheter att uppnå de nationella målen. Som teoretisk ram till studien har Dewey (learning by doing), Schön (den reflekterande praktikern) och Säljö (mediering och artefakter) använts. Forskningsmetoden har inspirerats av etnografi där även självetnografi ingår. Intervjuer med nio elever, rektor och en lärare genomfördes. Observationer under elevernas tid på Kunskapsgården i Gamleby genomfördes, där även informella samtal fördes med Kunskapsgårdens slöjdlärare och medföljande lärare från Kunskapsskolan.Resultaten visar att eleverna uppskattar slöjden som ämne men att det är för lite tid. Intervjuerna och observationerna pekar åt samma håll, att det är för lite tid för att slöjdundervisningen skall klara av att fullt ut leda eleverna till måluppfyllelse. Resultaten pekar dock även på att det finns olika uppfattningar kring detta och att rektorn på skolan är av en annan uppfattning gällande slöjdtiden och möjligheterna att nå målen. / Program: Masterprogram i pedagogiskt arbete

The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH). In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing. In order to explore an understanding of the knowing involved in specific ways of moving, observations of  actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing. The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH. In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print.</p>

The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH). In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing. In order to explore an understanding of the knowing involved in specific ways of moving, observations of  actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing. The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH. In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print. </p>

Reflektionsgrupperna har nu under några år varit ett obligatoriskt moment av socionomutbildningen på Malmö högskola. Detta är dock den första utvärderingen som har gjorts. Uppsatsens syfte är att få fram studenternas bild av reflektionsgrupperna efter att de slutfört de tre terminerna. Deras svar används i samband med bland annat gruppteori, symbolisk interaktionism och begreppet reflekterande praktiker för att få en tydlig bild på vad som är bra och dåligt med reflektionsgrupperna. Det som studenterna anser som positivt är att det finns ett forum för reflektion oc det som anses som negativt är bland annat att de är ostrukturerade och inte uppfyller deras förväntningar. Deras svar är varierane och förvånande men har gett oss en bra bild av hur reflektionsgrupperna kan förbättras och uppfylla de förväntningar och behov som studenterna och socionomutbildningen har på dem.

Syftet med denna essä är att undersöka facilitatorers handlande när ett skifte i en grupp äger rum. Med skifte avses en ny förståelse av ett innehåll som bearbetas. Facilitator är den som underlättar en grupps process att arbeta med någon typ av material eller fråga. Essäns frågeställning är vilka aspekter av praktisk kunskap utövar facilitatorn när hon erfar att en grupp skiftar sin förståelse. Studien är fenomenologisk och etnografisk då facilitatorers egna erfarenheter är i fokus. I essän ställs egen erfarenhet, intervjuer och samtal med fem facilitatorer i dialog med improvisationsteater och filosofer som skrivit om praktisk kunskap. Ur dessa samtal träder ett antal aspekter av praktisk kunskap fram. En aspekt är intuition som blir till i det relationella, kroppsliga och erkännande mötet med andra. När tanken inte förmår vägleda kan intuition infinna sig baserat på känslan som kommer ur intention och tidigare erfarenheter. Erfarenheter är en aspekt av praktisk kunskap och bildar mönster med andra erfarenheter. Intuition utgår från dessa erfarenheters mönsterbildning och vägleder vidare handling. En annan aspekt är samspelet mellan känsla, emotion, tanke och handling, både som kronologiskt och överlappande skeende. En ytterligare aspekt är kunnande-i-handling liksom reflektion-i-handling som akt av konstnärlighet och hantverkskunnande vilket leder vidare till betydelsen av att kunna improvisera. En facilitator har att vara i det skeende som pågår utan att ta över skeendet. Det är i unika skeenden som aspekter av den praktiska kunskapen yttrar sig som en helhet bestående av flertal samverkande aspekter. Det handlar om ett förhållningssätt att vara varande som facilitator. / The purpose of this essay is to investigate the actions of facilitators when a shift in a group takes place. Shift refers to a new understanding of a content being processed. Facilitator is the one who facilitates a group's process of working with any type of material or issue. The essays question is which aspects of practical knowledge the facilitator exercises when she experiences that a group is shifting its understanding. The study is phenomenological and ethnographic as the facilitators' own experiences are in focus. In the essay the own experience, interviews and conversations with five facilitators are put in dialogue with improvisation theatre and philosophers who have written about practical knowledge. From these conversations, a number of aspects of practical knowledge appear. One aspect is intuition formed in relational, bodily and recognition meetings with others. When the thought is not able to guide, intuition can emerge based on the feeling that comes from intention and previous experience. Experiences are an aspect of practical knowledge and form patterns with other experiences. Intuition is based on the pattern formation of these experiences and guides further action. Another aspect is the interaction between feeling, emotion, thought and action, both as a chronological and overlapping course of events. Further aspect is knowledge-in-action as well as reflection-in-action as the act of artistry and craftsmanship, which further leads to the importance of being able to improvise. A facilitator has to be in the course of events that goes on without taking over the event. It is in unique course of events that aspects of practical knowledge manifest themselves as a whole consisting of several interacting aspects. It is about an approach to be as a facilitator.

This essay will identify the importance of reflection, where it has its most significant place in the design process and how the reflection develops with experience. Though there is theories, there is a lack studies about reflection during the design process within digital media production. Based on Donald Schöns theory (1983) about reflection and Löwgren and Stolterman (2004) description of the design process, this essay will bring an understanding of the complexity of a design situation. It is a qualitative study where five respondents working with digital media production have been taking part in interviews regarding their design process. Introspection is used to get further understanding of the importance and development of reflection, where two practitioners writes diaries during a concept-development of a commercial. The practitioners and respondents ability to reflect will be analysed using King and Kitcheners “reflective judgement stages” (1994, referred in Hoare, 2006, 76-77) and Dreyfus and Dreyfus “five steps from novice to expert” (1986, 21- 35). The result will show how communication is a crucial component not only for the individual designer but also for the design team. Further the result shows that the ability to reflect differs in relation to experience and the importance as a designer to be open for flaws in its own creating in order to develop its practice.