I hope this scientific essay can shed som light over how guilt kan appear at a school, primarily for those working as fritidslärare. Fritidslärare come often in close contact with special needs children.In the story I shall recount a case where I have taken the roll of carer and helping an extroverted pupil through his schoolday. He spends most of his time outside the classrum and is mostly with a special needs teacher. Generally his day is filled with rewards and punishment; methods that I find myself uncomfortable with. On one of these schooldays I find myself giving up on him. I see myself ignoring him, taking out my cell phone while he watches a film on the computer. In this situation I feel guilt. Do I have a bad moral standard or am I just acting in accordance with the situation? The question of how I deal with this guilt and what shape the guilt takes are two of the questions I pose to myself. I have made use of the Algerian author and philosopher Albert Camus and his theory of the absurd and the lack of freedom in our lives and how the absurd always stands in the way of total freedom. If we are aware of its existence then we can live with it and minimize its effect upon us. I will also refer to his novel The Fall (2007) in which the protagonist has long managed to avoid guilt and judgement. He comes to feel discomfort after an incident that he identifies as feelings of guilt. The guilt can be both collective and individual. In my text I shall concentrate on individual guilt. I, as an individual teacher, have my version of the truth whilst those around me have another. What does this imply? I also treat the mechanisms of control within the school that manifest themselves through reward and punishment.

Denna essä beskriver hur motståndet blir ett verktyg för att kunna uppnå färdiga resultat som konstnären själv förväntar av sig, men även för att fullfölja Konstfacks kandidatutbildning. Problematiseringen ligger i att kunna släppa på kraven som finns för att kunna ta vara på sin egen intuitiva kraft i processen, vilket är det mest centrala för Caroline Nords konstnärskap. Men även hur viktigt det fysiska arbetet har varit för att kunna bearbeta trauman.

This essay delves into the question of whether the desire to understand children in their thought process can lead adults into interpret children ́s thoughts through their own worldview. It explores the idea whether it is futile to believe in the possibility of fully understanding and if we could benefit by surrender that notion.  Inspired by Camus ́essay The myth of Sisyfos and Nagel ́s exploration of the subjective nature of experience in What is it like to be a bat? this essay grapples with the concept of absurdity and the question if Camus and Nagels ideas of absurdity can be helpful for adults in their challenge to grasp a child ́s perspective. Through an exploration of absurdity and a critical examination of adult’s belief in their ability to understand children, specifically concept such as child’s perspective in childhood sociology, this essay aims to shed light on the complex relationship between children and, adults emphasizing the importance of humility and recognizing the inherent limitations of whether a human being fully can understand another human being regardless age. Furthermore, the children ́s book Gropen is used to make visible the ideas about how the realities of children and adults are expressed.