Nina Johannesen
Biographic Data
| ID | 769614 |
|---|---|
| NAME | Nina Johannesen |
| GIVEN NAMES | Nina |
| FAMILY NAME | Johannesen |
| SIGNATURE | JOHANNESEN N |
| AFFILIATIONS | Østfold University of Applied Sciences |
| ORCID | 0000-0002-1567-9103 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Teaching in higher education: Organic Methodologies
In this paper, we use process philosophy to address the increased feeling of alienation and resignation among students and teachers in Norwegian academia. By trusting the generative forces of childhood, as Deleuze and Guattari suggest, we explore changemaking potentialities in what we label ‘organic methodologies’ in higher education. Our question is as follows: What educational potentialities might evolve if we educationalised ‘Babette’s Feast’ …
Empirical moral philosophy and teacher education
In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in dialogue with the moral philosophy of Charles Taylor and the emerging tradition of 'empirical ethics' in …
Overflowing Every Idea of Age, Very Young Children as Educators
Teaching in higher education: Organic Methodologies
In this paper, we use process philosophy to address the increased feeling of alienation and resignation among students and teachers in Norwegian academia. By trusting the generative forces of childhood, as Deleuze and Guattari suggest, we explore changemaking potentialities in what we label ‘organic methodologies’ in higher education. Our question is as follows: What educational potentialities might evolve if we educationalised ‘Babette’s Feast’ …
Overflowing Every Idea of Age, Very Young Children as Educators
Overflowing Every Idea of Age, Very Young Children as Educators
Empirical moral philosophy and teacher education
In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in dialogue with the moral philosophy of Charles Taylor and the emerging tradition of 'empirical ethics' in …
Teaching in higher education: Organic Methodologies
In this paper, we use process philosophy to address the increased feeling of alienation and resignation among students and teachers in Norwegian academia. By trusting the generative forces of childhood, as Deleuze and Guattari suggest, we explore changemaking potentialities in what we label ‘organic methodologies’ in higher education. Our question is as follows: What educational potentialities might evolve if we educationalised ‘Babette’s Feast’ …
Epistemology (3 works) · Pedagogy (3 works) · Philosophy (3 works) · Political science (3 works) · Sociology (3 works) · Higher education (2 works) · Law (2 works) · Philosophy (2 works) · Psychology (2 works) · Applied ethics (1 works)