From Abstraction to Transformation

Perspectives on a Pedagogical Phronesis

Bjørn Ribers

    Research output: Contribution to conferencePaperResearch

    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.
    Original languageEnglish
    Publication date10 Aug 2009
    Number of pages10
    Publication statusPublished - 10 Aug 2009
    EventXI International Summer School in lifelong learning: Lifelong Learning between Policy and Practice - Roskilde Universitet, Roskilde, Denmark
    Duration: 11 Aug 200921 Aug 2009
    Conference number: 11

    Seminar

    SeminarXI International Summer School in lifelong learning
    Number11
    LocationRoskilde Universitet
    CountryDenmark
    CityRoskilde
    Period11/08/200921/08/2009

    Keywords

    • Ethics in Social Work
    • Life History in Education
    • Compassion & Wisdom
    • Transformation of Character

    Cite this

    Ribers, B. (2009). From Abstraction to Transformation: Perspectives on a Pedagogical Phronesis. Paper presented at XI International Summer School in lifelong learning, Roskilde, Denmark.
    Ribers, Bjørn. / From Abstraction to Transformation : Perspectives on a Pedagogical Phronesis. Paper presented at XI International Summer School in lifelong learning, Roskilde, Denmark.10 p.
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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 presented at, Roskilde, Denmark, 11/08/2009 - 21/08/2009, .

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

    2009. Paper presented at XI International Summer School in lifelong learning, Roskilde, Denmark.

    Research output: Contribution to conferencePaperResearch

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    N2 - 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.

    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. Paper presented at XI International Summer School in lifelong learning, Roskilde, Denmark.