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Works by Leif Östman

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Leif Östman [9]Leif E. Östman [1]Leif Olov Östman [1]
  1. Learning as discourse change: A sociocultural mechanism.Per‐Olof Wickman &Leif Östman -2002 -Science Education 86 (5):601-623.
  2.  32
    Empirical Philosophical Investigations in Education and Embodied Experience.Joacim Andersson,Jim Garrison &Leif Östman -2018 - Cham: Springer Verlag. Edited by Jim Garrison & Leif Östman.
    Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological analysis and a model of situated epistemic relations to investigate the learning of body (...) techniques in dinghy sailing. The concluding chapter introduces a model of situated artistic relations to investigate the learning of artistic techniques of self-expression in the Swedish sloyd classroom. (shrink)
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  3. Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology.Malena Lidar,Eva Lundqvist &Leif Östman -2006 -Science Education 90 (1):148-163.
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  4.  15
    Transactive Teaching in a Time of Climate Crisis.Carl Anders Säfström &Leif Östman -2020 -Journal of Philosophy of Education 54 (4):989-1002.
    Journal of Philosophy of Education, EarlyView.
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  5.  30
    The Risk and Potentiality of Engaging with Sustainability Problems in Education—A Pragmatist Teaching Approach.Katrien Van Poeck &Leif Östman -2020 -Journal of Philosophy of Education 54 (4):1003-1018.
    Journal of Philosophy of Education, EarlyView.
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  6.  19
    Deweyan Transactionalism in Education: Beyond Self-Action and Inter-Action.Jim Garrison,Johan Öhman &Leif Östman (eds.) -2022 - Bloomsbury.
    Philosophers of education are largely unaware of Dewey's concept of transactionalism, yet it is implicit in much of his philosophy, educational or otherwise from the late 1890s onwards. Written by scholars from Belgium, Italy, Norway, Sweden, and the USA, this book shows how transactionalism can offer an entirely new way of understanding teaching and learning, the sociocultural dimension of education, and educational research. The contributors show how the concept helps us to see beyond an array of false dualisms, such as (...) mind versus body, self versus society, and organism versus environment, as well as an equally vast array of binaries, such as inside-outside, presence-absence, and male-female. They introduce the key critical ideas that transactionalism represents including emergence; living in a world without a within; the temporally and extensionally distributed nature of meaning, mind, and self. The theoretical discussion is grounded in practical discussions of educational issues and settings including museum education, coding and computer science, drama, teacher education, policy reform, and the Covid-19 pandemic. (shrink)
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  7.  27
    Developing the sociocultural perspective on moral meaning-making–the question of individual continuity and change.Leif Östman &J. Öhman -forthcoming -Journal of Moral Education.
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