Michael Uljens
Biographic Data
| ID | 3454700 |
|---|---|
| NAME | Michael Uljens |
| GIVEN NAMES | Michael |
| FAMILY NAME | Uljens |
| SIGNATURE | ULJENS M |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-4172-1117 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
On powerful knowledge as a policy concept and sociological theory
The aim of this article is to analyze Michael Young’s and Johan Muller’s revisit of the origins of the concept of powerful knowledge. The background and theoretical framing of the analysis consist in an ongoing debate regarding similarities and differences between Anglophone and German-Nordic approaches to frame teaching and pedagogical practice conceptually. The methodological approach applied is hermeneutical text analysis of significant contri…
Theorising pedagogical dimensions of higher education leadership—a non-affirmative approach
Today, multilevel analytics on educational governance, management, and leadership are common in educational leadership research, drawing on a variety of approaches and academic disciplines. This article develops a threefold critique of the state of the art. First, this article argues that research on higher education leadership often represents an unreflected position regarding the societal role of higher education—decontextualising leadership fr…
Bridging Educational Leadership, Curriculum Theory and Didaktik
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative e
Bridging Educational Leadership, Curriculum Theory and Didaktik
Bridging Educational Leadership, Curriculum Theory and Didaktik
curriculum; educational leadership; philosophy of education; Bildung
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and tra…
The Idea of a Universal Theory of Education-an Impossible but Necessary Project
Journal Article The Idea of a Universal Theory of Education—an Impossible but Necessary Project? Get access Michael Uljens Michael Uljens Correspondence: Michael Uljens, Department of Education, University of Helsinki, PO Box 39 (Bulevardi 18) FIN–00014, Finland. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 3, August 2002, Pages 353–…
On General Education as a Discipline
The Idea of a Universal Theory of Education-an Impossible but Necessary Project
Journal Article The Idea of a Universal Theory of Education—an Impossible but Necessary Project? Get access Michael Uljens Michael Uljens Correspondence: Michael Uljens, Department of Education, University of Helsinki, PO Box 39 (Bulevardi 18) FIN–00014, Finland. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 3, August 2002, Pages 353–…
On General Education as a Discipline
The Idea of a Universal Theory of Education-an Impossible but Necessary Project
Journal Article The Idea of a Universal Theory of Education—an Impossible but Necessary Project? Get access Michael Uljens Michael Uljens Correspondence: Michael Uljens, Department of Education, University of Helsinki, PO Box 39 (Bulevardi 18) FIN–00014, Finland. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 36, Issue 3, August 2002, Pages 353–…
Bridging Educational Leadership, Curriculum Theory and Didaktik
This book is open access under a CC BY 4.0 license. This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative e
Bridging Educational Leadership, Curriculum Theory and Didaktik
Bridging Educational Leadership, Curriculum Theory and Didaktik
curriculum; educational leadership; philosophy of education; Bildung
Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership
This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and tra…
Theorising pedagogical dimensions of higher education leadership—a non-affirmative approach
Today, multilevel analytics on educational governance, management, and leadership are common in educational leadership research, drawing on a variety of approaches and academic disciplines. This article develops a threefold critique of the state of the art. First, this article argues that research on higher education leadership often represents an unreflected position regarding the societal role of higher education—decontextualising leadership fr…
On powerful knowledge as a policy concept and sociological theory
The aim of this article is to analyze Michael Young’s and Johan Muller’s revisit of the origins of the concept of powerful knowledge. The background and theoretical framing of the analysis consist in an ongoing debate regarding similarities and differences between Anglophone and German-Nordic approaches to frame teaching and pedagogical practice conceptually. The methodological approach applied is hermeneutical text analysis of significant contri…
Sociology (6 works) · Political science (5 works) · Epistemology (4 works) · Higher education (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Educational leadership (3 works) · Law (3 works) · Philosophy (3 works) · Philosophy of education (3 works)