Pedagogik, tolkning och förståelse - en metodologisk reflektion kring studieobjektet edukation

dc.creator	Anders D Olofsson
dc.creator	J Ola Lindberg
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:31Z
dc.date.available	2015-07-20T22:06:31Z
dc.identifier	1102-6472
dc.identifier	https://doaj.org/article/f8c3fd838c8b4012a28db82d60f63ead
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10564
dc.description	In this article we argue for an approach to educational researchbased on philosophical hermeneutics. In this approach an understandingof educational issues could be based on interpretationsof empirical data related to theory. Our argument is that variousaspects of the educational system can be understood if a distance isenabled between a pre-specified theoretical frame and empiricaldata. Conceptualised as a field the interpretational frame suggestedin this article illuminates different aspects related to educationaltheory, and thereby interpretations of that which is near andtaken for granted are made both explicit and possible.
dc.language	Swedish
dc.language	Danish
dc.language	Norwegian
dc.language	English
dc.publisher	Örebro University
dc.relation	http://www.oru.se/Extern/Forskning/Forskningsmiljoer/HumUS/Utbildning_och_Demokrati/Tidskriften/2005/Nr%202_2005_pdf/Lindberg_Olofsson.pdf
dc.relation	https://doaj.org/toc/1102-6472
dc.source	Utbildning & Demokrati : Tidsskrift för Didaktik och Utbildningspolitik, Vol 14, Iss 2, Pp 99-118 (2005)
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Pedagogik, tolkning och förståelse - en metodologisk reflektion kring studieobjektet edukation
dc.type	article