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Kupferberg, Feiwel
Publications (10 of 28) Show all publications
Elam, K., Hansson Stenhammar, M.-L., Karlsson Häikiö, T., Kupferberg, F., Nejadmehr, R. & Wallin Wictorin, M. (2017). Educating Responsible Citizens: Intercultural Competence and Aesthetic Education. In: Rodrígues Sieweke, Lara (Ed.), Learning Scenarios for Social and Cultural Change: Bildung Through Academic Teaching (pp. 61-80). Frankfurt am Main: Peter Lang Publishing Group
Open this publication in new window or tab >>Educating Responsible Citizens: Intercultural Competence and Aesthetic Education
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2017 (English)In: Learning Scenarios for Social and Cultural Change: Bildung Through Academic Teaching / [ed] Rodrígues Sieweke, Lara, Frankfurt am Main: Peter Lang Publishing Group , 2017, p. 61-80Chapter in book (Other academic)
Abstract [en]

What is aesthetic education good for in pedagogical regards and how can it be compared with the competencies that intercultural education aims at? Our main argument in the article is that the core of intercultural competencies consists of a number of overlapping modes of knowledge, skills and capabilities such as active empathy, critical approach to hidden colonial and racial heritages, dialogic relationships with the world and the other, as well as openness to experiences that are radically different from one’s own. We regard these skills, competencies and knowledge as main elements of “educating responsible citizens.” This article is a joint product of researchers working within different disciplines and with different knowledge interests. They share an interest in the question of if and how aesthetic education can lead to the particular intercultural competence of educating responsible citizens.

Place, publisher, year, edition, pages
Frankfurt am Main: Peter Lang Publishing Group, 2017
Series
Erziehungskonzeptionen und Praxis, ISSN 0723-7464 ; 2
Keywords
Intercultural competence, Aesthetic Education, Empathy, Responsible citizens
National Category
Pedagogy Didactics Learning Cultural Studies
Identifiers
urn:nbn:se:mau:diva-64671 (URN)2-s2.0-85055592528 (Scopus ID)9783631729281 (ISBN)9783631729298 (ISBN)
Available from: 2023-12-21 Created: 2023-12-21 Last updated: 2024-01-10Bibliographically approved
Amhag, L. & Kupferberg, F. (2017). Pedagogik som profession (ed.) [Letter to the editor]. Pedagogisk forskning i Sverige, 22(1-2), 3-8
Open this publication in new window or tab >>Pedagogik som profession
2017 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 1-2, p. 3-8Article in journal, Letter (Other academic)
Abstract [sv]

I ett tidigare nummer av Pedagogisk Forsknings i Sverige (vol 20, nr 3-4, 2005) om temat “Högre Utbildning och professionell verksamhet” pekar redaktörerna Sven Persson och Anders Olsson på en rad nya tendenser inom forskningen om professioner och professionalitet. Den viktigaste utmaningen är den personliga kunskapsaspekten. Även om det otvivelaktigt är så att professioner är makrosociologiska och därvid också kollektiva och strukturella fenomen – som existerar utanför och är oavhängiga den enskilde individen, både historiskt och nationellt – krävs en lång erfarenhet och oftast någon form av högre utbildning för att kunna inträda i rollen som professionell yrkesutövare.

Place, publisher, year, edition, pages
Pedagogisk Forskning i Sverige, 2017
Keywords
Pedagogik, Profession, Erfarenhetsbaserad kunskap
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-14502 (URN)23236 (Local ID)23236 (Archive number)23236 (OAI)
Note
Article, editorial letterAvailable from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-06-27Bibliographically approved
Kupferberg, F. (2017). Transformative agency as social construction: Overcoming knowledge constraints in science, art and technology (ed.). Social Science Information, 56(3), 454-476
Open this publication in new window or tab >>Transformative agency as social construction: Overcoming knowledge constraints in science, art and technology
2017 (English)In: Social Science Information, ISSN 0539-0184, E-ISSN 1461-7412, Vol. 56, no 3, p. 454-476Article in journal (Refereed) Published
Abstract [en]

A core problem of social constructivist theories of knowledge is the lack of theoretical clarity about the role of knowledge constraints and how they are overcome in practice, by what type of social agency. Knowledge constraints are both special - rules constituting and/or regulating such distinct intellectual fields as science, art and technology - and general - laws working across the nature/culture divide. In order to sort out this complexity of knowledge constraints in science, we need to start by recognizing the existence of knowledge constraints in the first place. Advance of knowledge is not contingent, as claimed by the Strong Program inaugurated by David Bloor. The latter reduces the problem of knowledge constraints to reputational work. But reputational work is what all humans engage in; this is one reason why networking is so crucial for the human species. Moreover, it requires the special form of communicative competence, talk, which only humans possess. It is also because humans can talk that they have managed to invent the coherent argument, the core of the special constraint that constitutes science, giving it a law-like character. Arguments are both competitive and cooperative at the same time, reputational work contains both elements. This strongly social element of science is missing in Latour's concept of the social. Latour reduces the social (both networking and agency) to naked competition. But the model for this thinking is not sociology, it is literature. As a social construction it possibly reflects the psychological effect of the French system of elite education.

Place, publisher, year, edition, pages
Sage Publications, 2017
Keywords
social construction, knowledge constraints, transformative agency, intellectual fields, the nature, culture divide, construction sociale, contraintes de savoir, operation transformative, domaines intellectuels, opposition nature, culture
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3408 (URN)10.1177/0539018417719429 (DOI)000406602300007 ()2-s2.0-85026428316 (Scopus ID)23661 (Local ID)23661 (Archive number)23661 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Amhag, L. & Kupferberg, F. (2015). Förord: det pedagogiska fältet (ed.). Pedagogisk forskning i Sverige, 20(1-2), 3-7
Open this publication in new window or tab >>Förord: det pedagogiska fältet
2015 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 3-7Article in journal (Refereed)
Abstract [sv]

En viktig uppgift för tidskriften Pedagogisk Forskning i Sverige är att fungera som samlingsplats för att definiera och utveckla pedagogikämnet betraktat som vetenskaplig disciplin. Allt sedan Durkheim (1922/1965) – som ursprungligen själv var professor i pedagogik innan han bytte ämnesidentitet till sociologi och ifrågasatte om pedagogik kan sägas utgöra en självständig vetenskaplig disciplin – har frågan om pedagogikens vetenskapliga status förblivit omstridd och oavklarad. Det visar sig dock då vi jämför med andra vetenskapliga discipliner att dessa långt ifrån är så enhetliga som vi vanligen förknippar med en vetenskaplig disciplin.

Place, publisher, year, edition, pages
Institutionen för pedagogik och specialpedagogik, Göteborgs universitet, 2015
Keywords
Pedagogik, Kunskapsbas, Vetenskap, Kunskapsobjekt
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-14466 (URN)19725 (Local ID)19725 (Archive number)19725 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-06-27Bibliographically approved
Kupferberg, F. (2013). Medierat lärande och pedagogisk teori (ed.). In: Lisbeth Amhag, Feiwel Kupferberg, Marie Leijon (Ed.), Lisbeth Amhag, Feiwel Kupferberg, Marie Leijon (Ed.), Medierat lärande och pedagogisk mångfald: (pp. 15-51). : Studentlitteratur AB
Open this publication in new window or tab >>Medierat lärande och pedagogisk teori
2013 (Swedish)In: Medierat lärande och pedagogisk mångfald / [ed] Lisbeth Amhag, Feiwel Kupferberg, Marie Leijon, Studentlitteratur AB, 2013, p. 15-51Chapter in book (Other academic)
Abstract [sv]

Begreppet "mediering" eller "medierat lärande" används allt oftare i svensk pedagogisk forskning, men på att motsägelsefullt och förvirrande sätt. Begreppet tycks stå för helt olika saker som har olika pedagogiska konsekvenser. I detta introducerande kapitel diskuteras hur en pedagogisk teori om kunskapsfältet "medierat lärande" skulle kunna struktureras på ett bättre och tydligar sätt. För detta syfte har jag använt mig av Ragnar Josephons teori om konstnärligt gestaltande och Austin & Searles språkhandlingsteori

Abstract [en]

The concepts of "mediation" or "mediated" learning is used more and more often in swedish pedagogical research but in an inconsistent and confusing manner. The concept seems to mean many diffrent things and has many different pedagoogical implications. In this introducing chapter I discuss how a pedagogical theory about the knowledgefield "mediated learning" could be stuctured in a better and mor rigorous manner, For this purpose i have leaned on RagnarJosephson´s theor of artistic creation and Austin & Searle speech act theory

Place, publisher, year, edition, pages
Studentlitteratur AB, 2013
Keywords
Artistic creation, speech act theory, pedagogical theory, mediated learning
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-9889 (URN)16471 (Local ID)978-91-44-08466-4 (ISBN)16471 (Archive number)16471 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Hackstaff, K., Kupferberg, F. & Négroni, C. (2012). Biography and turning points in Europe and America (ed.). : Policy Press
Open this publication in new window or tab >>Biography and turning points in Europe and America
2012 (English)Book (Other academic)
Abstract [en]

This sociological collection advances the argument that the concept of a `turning point´expands our understanding of life experiences from a descriptive to a deeper and more abstract level of analysis. It addresses the conceptual issue of what distinguishes turning points from life transitions in general and raises crucial questions about the application of turning points as a biogrphical research method. Biography and turning points in Europe and America is all the more distinctive and significant due to its broad empirical database. The anthology includes authors from ten different countries, providing a number of contexts for thinking about how turning points relate to constructions of meaning shaped by globalisation and by cultural and structural meanings unique to each country. The book will be useful across a wide rangev of social sciences and particularly valuable for researchers needing a stronger theoretical base for biographical work.

Place, publisher, year, edition, pages
Policy Press, 2012. p. 266
Keywords
Biography, Turning point, Local and global, Theory and methodology
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-8094 (URN)14511 (Local ID)978-1-84742-860-8 (ISBN)14511 (Archive number)14511 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Kupferberg, F. (2012). Conclusion: theorizing turning points and decoding narratives (ed.). In: Karle Hackstaff, Feiwel Kupferberg, Catherine Négroni (Ed.), Karle Hackstaff, Feiwel Kupferberg, Catherine Négroni (Ed.), Biography and turning points in Europe and America: (pp. 227-259). : Policy Press
Open this publication in new window or tab >>Conclusion: theorizing turning points and decoding narratives
2012 (English)In: Biography and turning points in Europe and America / [ed] Karle Hackstaff, Feiwel Kupferberg, Catherine Négroni, Policy Press, 2012, p. 227-259Chapter in book (Other academic)
Abstract [en]

The chapter frames and highlights the advances represented in the anthology Biography and Turning Points in Europe - theoretically and methodologically. It reveals the importance of integreting the notion of "event" into our comprehension of narrative - and understanding that we are not necessarily speaking of institutionalized or ritualized life courses, but turning points granted or constructed by the individual. It builds an analysis of narrative devices (for example the narrator/ character divide, the structurating factor of time and the myths and modes of narration) to illustrate the contributions in the text. It also points to the enduring sociological promise of turning points as a tool for deconstructing narratives that the subjects confer with meaning.

Place, publisher, year, edition, pages
Policy Press, 2012
Keywords
Turning points, Sociology, Events, Narratology
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-9638 (URN)14512 (Local ID)978-1-84742-860-8 (ISBN)14512 (Archive number)14512 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Kupferberg, F. (2012). Unpacking biographical narratives: investigating stories of artistic careers in Northern Jutland, Denmark (ed.). In: Karla Hackstaff, Feiwel Kupferberg, Catherine Négroni (Ed.), Karla Hackstaff, Feiwel Kupferberg, Catherine Négroni (Ed.), Biography and turning points in Europe and America: (pp. 9-40). : Policy Press
Open this publication in new window or tab >>Unpacking biographical narratives: investigating stories of artistic careers in Northern Jutland, Denmark
2012 (English)In: Biography and turning points in Europe and America / [ed] Karla Hackstaff, Feiwel Kupferberg, Catherine Négroni, Policy Press, 2012, p. 9-40Chapter in book (Other academic)
Abstract [en]

The chapter describes a research project on artistic career patterns in Northern Jutland,Denmark. It discusses how the interpretative work of a biographical researcher might change over the course of time, as more and more layers of interpretation are identified. Such layers need to be gradually unpacked by the researcher, as they are not immediately visible. One of the main obstacles for such a multilayered interpretative work seems to be the problem of incommensurability of or movement between alternative paradigms that Thomas Kuhn discovered. Such incommensurability makes the translation of discourse or movement from one paradigm to another difficult. Incommensurabilities can be found both within the narrated stories or interviews, different available theoretical and methodological approaches and between current theory and the empirical material itself, suggesting that interpretative work is a higly complex activity which needs to be studied for its own sake.

Place, publisher, year, edition, pages
Policy Press, 2012
Keywords
Interpretative work, Artistic careers, Inocommensurability, Narrativity
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-9623 (URN)14510 (Local ID)978-1-84742-860-8 (ISBN)14510 (Archive number)14510 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Kupferberg, F. & Kristiansson, M. (2011). Corporate entrepreneurship - undervisning i felten (ed.). In: Anne Kirketerp, Linda Greve (Ed.), Anne Kirketerp, Linda Greve (Ed.), Entreprenørskabsundervisning: (pp. 185-206). : Aarhus Universitetsforlag
Open this publication in new window or tab >>Corporate entrepreneurship - undervisning i felten
2011 (English)In: Entreprenørskabsundervisning / [ed] Anne Kirketerp, Linda Greve, Aarhus Universitetsforlag, 2011, p. 185-206Chapter in book (Other academic)
Abstract [en]

In the article a new educational concept is presented with the purpose of renewing education in corporate entrepreneurship from a theoretical point of view. The article presents the results so far from the attempts to develop a research based concept for corporate entrepreneurship education with a focus on field work as the core of a practical training period. The idea is that the role of "stranger" should enable the student to 1) identify obstacles for innovations within a company 2) become aware of ones own competences which might be useful to remove some of these obstacles. The educational concept is developed from theoretical studies, analyses and pracital experiences with entrepreneurial education and similar activities. The developent of the concept has been supported by the Cultural Ministry of Denmark and has been tested by an experimental course. The development of the course has been supported by the Oresund Entrepreneurship Academy

Place, publisher, year, edition, pages
Aarhus Universitetsforlag, 2011
Keywords
Corporate Entrepreneurship, Education, Field work, Possibilities, Competencies
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-9845 (URN)13497 (Local ID)9788779347113 (ISBN)13497 (Archive number)13497 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Kupferberg, F. (2011). Homo pedagogicus :mänskligt lärande och pedagogiska språkhandlingar (ed.). Pedagogisk forskning i Sverige, 16(2), 144-158
Open this publication in new window or tab >>Homo pedagogicus :mänskligt lärande och pedagogiska språkhandlingar
2011 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 2, p. 144-158Article in journal (Other academic)
Abstract [en]

In contrast to those who claim that science is purely empirical, the philosophy of science argues that science is based on certain norms of a methodological nature. Such norms have to be learned, that is they are pedagogical in kind. In this article I discusse what this means for our understanding of pedagogy as a science. What is it and how can it be conceptualized. In particular the aricle looks at speecg act theory and how pedagogical speech acts make human learning inherently creative

Place, publisher, year, edition, pages
Institutionen för pedagogik och didaktik, Göteborgs universitet, 2011
Keywords
scientific methodology, speech act theory, pedagogy, creative learning
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3036 (URN)12852 (Local ID)12852 (Archive number)12852 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
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