From Abstraction to Transformation

Perspectives on a Pedagogical Phronesis

Bidragets oversatte titel: Fra abstraktion til transformation

Bjørn Ribers

    Publikation: KonferencebidragPaperForskning

    Resumé

    This paper presents perspectives on ethical dimensions and social dilemmas encountered in the professional work of social welfare practitioners in Denmark. The paper draws on examples from an ethnographic study of the subjective experiences of professionals with practice and the educational setting. On basis of the empirical findings the author argues that it is the interplay between the students’ personal narrative, practice experience and theoretical reflection with teachers and co-workers, which constitute the social workers’ ethical perception. When the social welfare practitioners experience the other subjects ‘being in existence’ a transformation of the personality takes place and a deeper understanding and compassion for ‘the other’ is integrated. Ethical judgment is a demanding and inescapable aspect of social work; hence, the educational institutions are compelled to prioritise questions on how the students are enabled to skillfully confront ethical reality, in order to develop concrete ethical perception and judgment based on wisdom, i.e. a pedagogical phronesis.
    OriginalsprogEngelsk
    Publikationsdato10 aug. 2009
    Antal sider10
    StatusUdgivet - 10 aug. 2009
    BegivenhedXI International Summer School in lifelong learning: Lifelong Learning between Policy and Practice - Roskilde Universitet, Roskilde, Danmark
    Varighed: 11 aug. 200921 aug. 2009
    Konferencens nummer: 11

    Seminar

    SeminarXI International Summer School in lifelong learning
    Nummer11
    LokationRoskilde Universitet
    LandDanmark
    ByRoskilde
    Periode11/08/200921/08/2009

    Emneord

    • Phronesis
    • Etik

    Citer dette

    Ribers, B. (2009). From Abstraction to Transformation: Perspectives on a Pedagogical Phronesis. Afhandling præsenteret på XI International Summer School in lifelong learning, Roskilde, Danmark.
    Ribers, Bjørn. / From Abstraction to Transformation : Perspectives on a Pedagogical Phronesis. Afhandling præsenteret på XI International Summer School in lifelong learning, Roskilde, Danmark.10 s.
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    title = "From Abstraction to Transformation: Perspectives on a Pedagogical Phronesis",
    abstract = "This paper presents perspectives on ethical dimensions and social dilemmas encountered in the professional work of social welfare practitioners in Denmark. The paper draws on examples from an ethnographic study of the subjective experiences of professionals with practice and the educational setting. On basis of the empirical findings the author argues that it is the interplay between the students’ personal narrative, practice experience and theoretical reflection with teachers and co-workers, which constitute the social workers’ ethical perception. When the social welfare practitioners experience the other subjects ‘being in existence’ a transformation of the personality takes place and a deeper understanding and compassion for ‘the other’ is integrated. Ethical judgment is a demanding and inescapable aspect of social work; hence, the educational institutions are compelled to prioritise questions on how the students are enabled to skillfully confront ethical reality, in order to develop concrete ethical perception and judgment based on wisdom, i.e. a pedagogical phronesis.",
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    Ribers, B 2009, 'From Abstraction to Transformation: Perspectives on a Pedagogical Phronesis' Paper fremlagt ved XI International Summer School in lifelong learning, Roskilde, Danmark, 11/08/2009 - 21/08/2009, .

    From Abstraction to Transformation : Perspectives on a Pedagogical Phronesis. / Ribers, Bjørn.

    2009. Afhandling præsenteret på XI International Summer School in lifelong learning, Roskilde, Danmark.

    Publikation: KonferencebidragPaperForskning

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    AB - This paper presents perspectives on ethical dimensions and social dilemmas encountered in the professional work of social welfare practitioners in Denmark. The paper draws on examples from an ethnographic study of the subjective experiences of professionals with practice and the educational setting. On basis of the empirical findings the author argues that it is the interplay between the students’ personal narrative, practice experience and theoretical reflection with teachers and co-workers, which constitute the social workers’ ethical perception. When the social welfare practitioners experience the other subjects ‘being in existence’ a transformation of the personality takes place and a deeper understanding and compassion for ‘the other’ is integrated. Ethical judgment is a demanding and inescapable aspect of social work; hence, the educational institutions are compelled to prioritise questions on how the students are enabled to skillfully confront ethical reality, in order to develop concrete ethical perception and judgment based on wisdom, i.e. a pedagogical phronesis.

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    Ribers B. From Abstraction to Transformation: Perspectives on a Pedagogical Phronesis. 2009. Afhandling præsenteret på XI International Summer School in lifelong learning, Roskilde, Danmark.