Erik Ryen
Biographic Data
| ID | 9509211 |
|---|---|
| NAME | Erik Ryen |
| GIVEN NAMES | Erik |
| FAMILY NAME | Ryen |
| SIGNATURE | RYEN E |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| ORCID | 0000-0002-4727-0249 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Non-affirmative theory as an analytical lens for the analysis of European citizenship education policy
This article explores the potential of the non-affirmative theory of education (NAT) for analysing European citizenship education (CE) policy. The starting point is the so-called pedagogical paradox, which denotes an enduring tension within educational theory between the assumption that the individual must be educated to become free and the understanding of education as a process of free self-formation. According to NAT, the paradox may be dealt …
Citizenship-as-knowledge
How can the teaching of knowledge in schools contribute to the development of students as individual human beings, with the capacity not only for problem solving within the existing structures of society but also for developing ideas and solutions that go beyond the existing structures? The purpose of this article is to bring this question to the forefront within the context of citizenship education (CE) through a theoretical analysis of the epis…
Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses
This study investigates how students and teachers perceive learning outcomes when employing an inquiry-based learning approach, and how this relates to two conflicting perspectives on teaching and learning in the \nNorwegian curriculum. The informants are strategically chosen from among Norwegian elementary schools that use the ‘students as researchers’ approach, whereby the students develop research questions, form hypotheses, decide which resea…
No prominent works on this page.
Exploring the perceived learning of ‘students as researchers’ through two theoretical lenses
This study investigates how students and teachers perceive learning outcomes when employing an inquiry-based learning approach, and how this relates to two conflicting perspectives on teaching and learning in the \nNorwegian curriculum. The informants are strategically chosen from among Norwegian elementary schools that use the ‘students as researchers’ approach, whereby the students develop research questions, form hypotheses, decide which resea…
Citizenship-as-knowledge
How can the teaching of knowledge in schools contribute to the development of students as individual human beings, with the capacity not only for problem solving within the existing structures of society but also for developing ideas and solutions that go beyond the existing structures? The purpose of this article is to bring this question to the forefront within the context of citizenship education (CE) through a theoretical analysis of the epis…
Non-affirmative theory as an analytical lens for the analysis of European citizenship education policy
This article explores the potential of the non-affirmative theory of education (NAT) for analysing European citizenship education (CE) policy. The starting point is the so-called pedagogical paradox, which denotes an enduring tension within educational theory between the assumption that the individual must be educated to become free and the understanding of education as a process of free self-formation. According to NAT, the paradox may be dealt …
Citizenship (2 works) · Citizenship education (2 works) · Democracy (2 works) · Global Education and Multiculturalism (2 works) · Global Educational Policies and Reforms (2 works) · Pedagogy (2 works) · Psychology (2 works) · Bildung (1 work) · Computer Science (1 work) · Conceptualization (1 work)