Pædagogikken mellem det bureaukratiske og det postmoderne praksisfelt

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Pædagogikken mellem det bureaukratiske og det postmoderne praksisfelt. / Saugstad, Tone.

In: Nordic Studies in Education, No. 2, 2015, p. 87-100.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Saugstad, T 2015, 'Pædagogikken mellem det bureaukratiske og det postmoderne praksisfelt', Nordic Studies in Education, no. 2, pp. 87-100. <https://www.idunn.no/np/2015/02/paedagogikken_mellem_det_bureaukratiske_og_det_postmoderne_p>

APA

Saugstad, T. (2015). Pædagogikken mellem det bureaukratiske og det postmoderne praksisfelt. Nordic Studies in Education, (2), 87-100. https://www.idunn.no/np/2015/02/paedagogikken_mellem_det_bureaukratiske_og_det_postmoderne_p

Vancouver

Saugstad T. Pædagogikken mellem det bureaukratiske og det postmoderne praksisfelt. Nordic Studies in Education. 2015;(2):87-100.

Author

Saugstad, Tone. / Pædagogikken mellem det bureaukratiske og det postmoderne praksisfelt. In: Nordic Studies in Education. 2015 ; No. 2. pp. 87-100.

Bibtex

@article{899028ba03fc4d919962ad9368fd3d88,
title = "P{\ae}dagogikken mellem det bureaukratiske og det postmoderne praksisfelt",
abstract = "This paper is a theoretical discussion of the on going transformation of the field of practice from a ritualized, bureaucratic to a flexible, variable field. It is important to discuss how the changes in the field of practice confront education. With references to Max Weber it is argued that bureaucracy is an organic part of modernity, both on a structural and an ideological level. A bureaucratic understanding of the practical field, as rule based and predictable, can nevertheless still be traced in education. Hereby the following assumptions are nurtured; that school-knowledge can be directly converted into practice; that actions in the field of practice can and must be evidence-based; and that practical knowledge is equivalent with applied theoretical knowledge. However, the contemporary fluid and flexible field of practice can no longer be captured by a bureaucratic standard. This is a challenge to education, both on a political-practical level and on an ideological level. In conclusion, the paper will confront the new challenges of education by means of an Aristotelian understanding of the field of practice. His perspective offers both a fruitful contribution to the bureaucratic as well as to the postmodern understanding.",
author = "Tone Saugstad",
year = "2015",
language = "Dansk",
pages = "87--100",
journal = "Nordic Studies in Education",
issn = "1891-5914",
publisher = "Universitetsforlaget AS",
number = "2",

}

RIS

TY - JOUR

T1 - Pædagogikken mellem det bureaukratiske og det postmoderne praksisfelt

AU - Saugstad, Tone

PY - 2015

Y1 - 2015

N2 - This paper is a theoretical discussion of the on going transformation of the field of practice from a ritualized, bureaucratic to a flexible, variable field. It is important to discuss how the changes in the field of practice confront education. With references to Max Weber it is argued that bureaucracy is an organic part of modernity, both on a structural and an ideological level. A bureaucratic understanding of the practical field, as rule based and predictable, can nevertheless still be traced in education. Hereby the following assumptions are nurtured; that school-knowledge can be directly converted into practice; that actions in the field of practice can and must be evidence-based; and that practical knowledge is equivalent with applied theoretical knowledge. However, the contemporary fluid and flexible field of practice can no longer be captured by a bureaucratic standard. This is a challenge to education, both on a political-practical level and on an ideological level. In conclusion, the paper will confront the new challenges of education by means of an Aristotelian understanding of the field of practice. His perspective offers both a fruitful contribution to the bureaucratic as well as to the postmodern understanding.

AB - This paper is a theoretical discussion of the on going transformation of the field of practice from a ritualized, bureaucratic to a flexible, variable field. It is important to discuss how the changes in the field of practice confront education. With references to Max Weber it is argued that bureaucracy is an organic part of modernity, both on a structural and an ideological level. A bureaucratic understanding of the practical field, as rule based and predictable, can nevertheless still be traced in education. Hereby the following assumptions are nurtured; that school-knowledge can be directly converted into practice; that actions in the field of practice can and must be evidence-based; and that practical knowledge is equivalent with applied theoretical knowledge. However, the contemporary fluid and flexible field of practice can no longer be captured by a bureaucratic standard. This is a challenge to education, both on a political-practical level and on an ideological level. In conclusion, the paper will confront the new challenges of education by means of an Aristotelian understanding of the field of practice. His perspective offers both a fruitful contribution to the bureaucratic as well as to the postmodern understanding.

M3 - Tidsskriftartikel

SP - 87

EP - 100

JO - Nordic Studies in Education

JF - Nordic Studies in Education

SN - 1891-5914

IS - 2

ER -

ID: 153414056