Kirja-arvostelu: Persoona ja yhteisö : personalistinen sosiaalipedagogiikka / Leena Kurki. Helsin... more Kirja-arvostelu: Persoona ja yhteisö : personalistinen sosiaalipedagogiikka / Leena Kurki. Helsinki, 2002
In this article we analyse the concept of participation. The analysis is informed by both quantit... more In this article we analyse the concept of participation. The analysis is informed by both quantitative and qualitative youth studies conducted in Finland. To analyse different aspects of participation special emphasis is placed on the migrant young seeking asylum. Young can be seen as sometimes engaged and disengaged from the existing forms of participating. The results of the youth studies also show that there seems to be a gap between representative democracy and the peer-group-based forms of participation of the young. To analyse in detail how this gap can be understood, the theory of recognition developed by Axel Honneth is used to pinpoint different arenas of participation. Honneth’s levels of recognition – family, civil society and the state – can be used to reformulate the results of the youth studies, which show that personal relations and work life continue to be important for the young, while the interest in the traditional political participation is diminishing.
The teacher’s pedagogical ethics refers to the Kantian maxims that a teacher is obliged to follow... more The teacher’s pedagogical ethics refers to the Kantian maxims that a teacher is obliged to follow. One could provide a list of the most crucial maxims that a teacher must absolutely not violate. We surely need these Kantian maxims in the teachers’ pedagogical ethics, although they tell us very little about the properties that good and moral teachers should possess. In teacher education we must of course elaborate on the ethical code of the teacher (maxims), but we must also consider the properties of a morally good teacher. A good source in endeavouring to find these properties is the book Aristotle wrote over 2,000 years ago, Nicomachean Ethics. According to Aristotle, a virtuous citizen must be educated. Without virtues (άρετή) – at least a certain degree of virtues – the polis community is impossible. Virtues are the human properties or action dispositions which facilitate the existence of telos, the purpose of a human being.” The telos of a man is to live a life worth living (eu...
Kirja-arvostelu: Persoona ja yhteisö : personalistinen sosiaalipedagogiikka / Leena Kurki. Helsin... more Kirja-arvostelu: Persoona ja yhteisö : personalistinen sosiaalipedagogiikka / Leena Kurki. Helsinki, 2002
In this article we analyse the concept of participation. The analysis is informed by both quantit... more In this article we analyse the concept of participation. The analysis is informed by both quantitative and qualitative youth studies conducted in Finland. To analyse different aspects of participation special emphasis is placed on the migrant young seeking asylum. Young can be seen as sometimes engaged and disengaged from the existing forms of participating. The results of the youth studies also show that there seems to be a gap between representative democracy and the peer-group-based forms of participation of the young. To analyse in detail how this gap can be understood, the theory of recognition developed by Axel Honneth is used to pinpoint different arenas of participation. Honneth’s levels of recognition – family, civil society and the state – can be used to reformulate the results of the youth studies, which show that personal relations and work life continue to be important for the young, while the interest in the traditional political participation is diminishing.
The teacher’s pedagogical ethics refers to the Kantian maxims that a teacher is obliged to follow... more The teacher’s pedagogical ethics refers to the Kantian maxims that a teacher is obliged to follow. One could provide a list of the most crucial maxims that a teacher must absolutely not violate. We surely need these Kantian maxims in the teachers’ pedagogical ethics, although they tell us very little about the properties that good and moral teachers should possess. In teacher education we must of course elaborate on the ethical code of the teacher (maxims), but we must also consider the properties of a morally good teacher. A good source in endeavouring to find these properties is the book Aristotle wrote over 2,000 years ago, Nicomachean Ethics. According to Aristotle, a virtuous citizen must be educated. Without virtues (άρετή) – at least a certain degree of virtues – the polis community is impossible. Virtues are the human properties or action dispositions which facilitate the existence of telos, the purpose of a human being.” The telos of a man is to live a life worth living (eu...
""The dissertation consists of eleven articles and a concluding introduction. The overarching the... more ""The dissertation consists of eleven articles and a concluding introduction. The overarching theme in these articles is the application of critical theory to the philosophy of teaching and to the theoretico-philosophical foundation of educational studies. Three major themes emerge from the articles: i) the foundation of dialogue and critique at the university, ii) the philosophy of indoctrination, and iii) critique in educational research and theory. In articles connected with the first theme, I deal with such questions as dialogical teaching, the hermeneutics of teaching, tradition and the problem of critique, and discourse principles in the context of the university. In the concluding introduction I try to synthesize Gadamerian hermeneutics and Habermasian critical theory in order to produce discursively valid maxims for university teaching. I argue that the strength of the university lies in its autonomous and living dialogue, which unfolds within a multitude of different science-based learning processes.
In articles connected with the second major theme I examine the problem of indoctrination. The concept of indoctrination refers to unethical or hidden influence in a teaching situation. According to my communicative intention and method criterion, teaching is indoctrinating if the teacher uses strategic action and tries to drill his view of the subject matter into a student’s mind, bypassing his critical reflection. However, teacher–student communication could be disturbed in a way that manifests indoctrination even when the teacher or lecturer is oriented in accordance with communicative action. I therefore construct a criterion of reflective content based on multidimensional, wide-ranging and reflectivity-promoting syllabi as well as a criterion of reflective consequence, which is based on critical self-reflection, reflective modernity and relatively open identity.
In articles connected with the third major theme I deal with the relationship between critical theory and educational research. I am especially interested in the relationship between critical theory and action research. It would enable critical theory to fulfil its requirement of practicality. From Marx to Habermas, critical theorists and intellectuals have tried to effect a change. Action research is one answer to the question of how to move from theoretical critique to actual change in social practices.
""
Carlos Alberto Torres: "Rauno Huttunen shows that he knows the research tradition, and has a very... more Carlos Alberto Torres: "Rauno Huttunen shows that he knows the research tradition, and has a very solid theretical background... The over all project is clear, the contribution important, and findings help to advance the tradition of Critical Theory... Huttunen mastered the craft of research at all level, from design to scietific proof, from the theory and method to the bibliographical critical analysis of the material."
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Papers by Rauno Huttunen
In articles connected with the second major theme I examine the problem of indoctrination. The concept of indoctrination refers to unethical or hidden influence in a teaching situation. According to my communicative intention and method criterion, teaching is indoctrinating if the teacher uses strategic action and tries to drill his view of the subject matter into a student’s mind, bypassing his critical reflection. However, teacher–student communication could be disturbed in a way that manifests indoctrination even when the teacher or lecturer is oriented in accordance with communicative action. I therefore construct a criterion of reflective content based on multidimensional, wide-ranging and reflectivity-promoting syllabi as well as a criterion of reflective consequence, which is based on critical self-reflection, reflective modernity and relatively open identity.
In articles connected with the third major theme I deal with the relationship between critical theory and educational research. I am especially interested in the relationship between critical theory and action research. It would enable critical theory to fulfil its requirement of practicality. From Marx to Habermas, critical theorists and intellectuals have tried to effect a change. Action research is one answer to the question of how to move from theoretical critique to actual change in social practices.
""