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  • 1.
    Berglund, Leo
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kritiken är farlig: pedagogikens terapi mot indignationen2019In: Pfaller: Den förnekade kunskapen: En introduktion till Robert Pfallers filosofi / [ed] Sverker Lundin & Tobias Wessely, Hägersten: Tankekraft , 2019, p. 223-250Chapter in book (Other academic)
  • 2.
    Berglund, Leo
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kritikens tystnader: Bernsteins pedagogiska rekontextualisering2020In: Läroplansteori i och om lärarutbildning: Rapport från den sjunde Nordiska Läroplansteoretiska konferensen / [ed] Elsi-Brith Jodal, Sverker Lindblad, Caroline Runesdotter, Göteborg: Institutionen för pedagogik och specialpedagogik, Göteborgs universitet , 2020, p. 131-148Chapter in book (Refereed)
    Abstract [sv]

    Rekontextualisering är ett läroplansteoretiskt begrepp som betecknar den process genom vilken vetenskapliga teorier selekteras och omstruktureras för att passa som innehåll i ett utbildningssammanhang. Detta begrepp appliceras här på läroplansteorin själv genom en "symptomal läsning" av pedagogik-sociologen Basil Bernsteins kodteori. Läsningen visar att ett ideologikritiskt moment i teorin försvinner i den version som presenteras för lärarstudenter. En förklaring till detta kan vara att teorins marxistisk-strukturalistiska vändning är inkommensurabel med utbildningsinstitutionens dominerande ideologi – den teoretiska humanismen – enligt vilken människan har att utträda ur sin omyndighet och uppnå frihet.

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    Berglund-2020-Kritikens_tystnader
  • 3.
    Berglund, Leo
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kritiskt tänkande som utbildningsmål: Från modernistisk filosofi till policy för högre utbildning2021Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The goal of critical thinking in higher education is paradoxical, since it implies a form of education that both directs the student towards a pre-defined goal, and commands the student to be autonomous. This paradox is studied in four contexts, as to investigate what pedagogical contradictions the goal of critical thinking generates, and how they transform pedagogical thinking. 1) In the 1930s, European logical positivists cooperated with American pragmatists to "unify science". For Dewey, the realisation of this ideal depended on individuals adopting a "scientific attitude", which could be cultivated in schools and universities. Dewey’s position influenced a pedagogical discourse of critical thinking as the spirit of rational and democratic citizenship. 2) In the 1980s, the Critical Thinking Movement (CTM) addressed the issue on how to make logical thinking applicable in everyday life. Understanding critical thinking as individuals’ problem-solving skills, the CTM essentially inverted the collectivist political orientation of Dewey and the neo-positivists. 3) In the Swedish 1968 governmental investigation of higher education (U 68), a sociologically informed conception of critical thinking, that involved the student in the project of social planning, was promoted. However, educational experts perceived critical thinking as a vague goal, which could not be operationalised. In the 1990s, critical thinking reappeared as part of the doctrine of learning, but only as a generic term used to signify advanced cognitive operations in relation to different subject matters. 4) In contemporary courses in critical thinking held at Swedish universities, radically diverse conceptions are being taught. An analysis of three courses identified three subjectivities "called" by the arrangements and bodies of literature in the courses: the critical thinker as reason, intellect, and moral consciousness. Each of the subjectivities, however, comprises inconsistencies and contradictions, since they are all to be both produced by and autonomous from the orders that the educational institution represents. The dissertation is concluded by a discussion on critical thinking as both a goal and a by-product of education.

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  • 4.
    Berglund, Leo
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Sociologiska kritikbegrepp för utbildningsvetenskapen2016In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 3, p. 14-37Article in journal (Refereed)
    Abstract [en]

    Critique plays an important role within the educational field; yet it seems to function within a framework that is considerably limited by the presuppositions of its objects. Studying the debate on critique that takes place within the sociological field makes it possible to understand the forms and roles critique can take, and how to handle its immanent contradictions. It is argued that while social science can make way for critique by using totalizing theories, actors can be critical by referring to lived experience. But the latter form of critique risks to be neutralized by institutional instances of expertise. The theoretical framework presented is illustrated by an analysis of how two educations in pedagogy on an advanced level interpret their cause to equip their students with an ability to think critically. The comparison shows that one education tends to focus on expertise, and the other one is critical in a more reflexive manner. The article is concluded with a reflection on the need for a radical critique within the educational field.  

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    Berglund2016-Sociologiska_kritikbegrepp
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