Tone Kvernbekk
Biographic Data
| ID | 5398187 |
|---|---|
| NAME | Tone Kvernbekk |
| GIVEN NAMES | Tone |
| FAMILY NAME | Kvernbekk |
| SIGNATURE | KVERNBEKK T |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0001-6597-4015 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Hirst on educational theory
Paul Hirst’s writings about the nature of educational theory continue to be important to the field of education. In this paper I unpack and analyse in some detail his conception of educational theory. I centre my discussion on three issues. First, I look at the ‘big picture’, how Hirst situates educational theory between the foundational disciplines and educational practice, and in so doing endows it with a specific function. His view is contrast…
Argumentation in Actual Practice
"Argumentation in Actual Practice contains a collection of topical studies about argumentative discourse in context written by argumentation scholars from a diversity of academic backgrounds. Some contributions provide general perspectives, other contributions deal with specific issues, particular types of argumentative discourse or individual argumentative speech events. The contexts in which argumentation is examined vary from politics and the …
Revisiting Dialogues and Monologues
In educational discourse dialogue tends to be viewed as being (morally) superior to monologue. When we look at them as basic forms of communication, we find that dialogue is a two‐way, one‐to‐one form and monologue is a one‐way, one‐to‐many form. In this paper I revisit the alleged (moral) superiority of dialogue. First, I problematize certain normative features of dialogue, most notably reciprocity. Here I use Socrates as my example (the Phaedru…
Introduction
On Identifying Narratives
A Nordic Outlook
A dialogue about the quality of education
Explores the concept of quality in education, by means of a dialogue. Discusses different conceptions and dimensions of quality, and shows how they are largely contingent on different views of what education is all about. Attempts to transcend commonly encountered dichotomies by proposing an alternative approach, taking the notions of arête and phronesis as points of departure. Assessing educational quality implies high complexity if the approach…
A dialogue about the quality of education
Explores the concept of quality in education, by means of a dialogue. Discusses different conceptions and dimensions of quality, and shows how they are largely contingent on different views of what education is all about. Attempts to transcend commonly encountered dichotomies by proposing an alternative approach, taking the notions of arête and phronesis as points of departure. Assessing educational quality implies high complexity if the approach…
A Nordic Outlook
On Identifying Narratives
Introduction
Revisiting Dialogues and Monologues
In educational discourse dialogue tends to be viewed as being (morally) superior to monologue. When we look at them as basic forms of communication, we find that dialogue is a two‐way, one‐to‐one form and monologue is a one‐way, one‐to‐many form. In this paper I revisit the alleged (moral) superiority of dialogue. First, I problematize certain normative features of dialogue, most notably reciprocity. Here I use Socrates as my example (the Phaedru…
Argumentation in Actual Practice
"Argumentation in Actual Practice contains a collection of topical studies about argumentative discourse in context written by argumentation scholars from a diversity of academic backgrounds. Some contributions provide general perspectives, other contributions deal with specific issues, particular types of argumentative discourse or individual argumentative speech events. The contexts in which argumentation is examined vary from politics and the …
Hirst on educational theory
Paul Hirst’s writings about the nature of educational theory continue to be important to the field of education. In this paper I unpack and analyse in some detail his conception of educational theory. I centre my discussion on three issues. First, I look at the ‘big picture’, how Hirst situates educational theory between the foundational disciplines and educational practice, and in so doing endows it with a specific function. His view is contrast…
Epistemology (6 works) · Sociology (6 works) · Philosophy (5 works) · Computer Science (3 works) · Higher education (3 works) · Law (3 works) · Philosophy of education (3 works) · Political science (3 works) · Education and Critical Thinking Development (2 works) · Mathematics (2 works)