Bland kvinter, noder och neuroner: En litteraturstudie av forskning och pedagogisk litteratur med fokus på musikaliskt gehör

Gehörsundervisning är ofta obligatoriskt i musikutbildningar. Trots att många moment inom gehörsundervisning, såsom prima vista-sång, kräver en mängd kognitiva färdigheter visar tidigare forskning att den kognitiva sidan av gehör sällan behandlas inom musikpedagogiken. I studien analyseras forskningsresultat från musikpedagogik och mer kognitionsinriktad forskning för att undersöka i vad mån resultaten överensstämmer med varandra samt med den praxis som beskrivs i pedagogisk litteratur angående gehör. Studien visar att skillnaden inte ligger i forskningsresultaten utan snarare beror på olika fokus, språkbruk och forsknings-tradition. Studien lyfter fram forskningsresultat rörande den kognitiva sidan av gehör som bör vara av intresse för musikpedagogiken men indikerar att ett ökat samarbete mellan kognitionsforskare och musikpedagoger behövs för att forskningsresultaten ska komma gehörsundervisningen till godo.Ear training (E.T.) is often mandatory in music educations. Although activities in E.T., like sight-singing, requires a number of cognitive skills previous studies report that the cognitive aspect of E.T. is rarely addressed in music pedagogy. The study analyses research related to E.T. from additional scientific disciplines, that generally focusses on cognitive skills, in order to investigate to what extent the results are coherent with each other and with the practices described in pedagogical literature.The study indicates that the difference is not in the results themselves, but rather due to different focus, language and tradition of research. Although this study states results from cognitive research that could be of interest for music education it addresses the need for further collaboration between disciplines in order to fully interpret the knowledge from cognitive science for further use in music education

Conditions for transformative learning for sustainable development: a theoretical review and approach

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation

Ekonomisk brottslighet i Sverige: Skattebrottsligheten i fokus

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Nyklassicismen - vart tog den vägen?

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The Hand that Feeds : A study of Risk, Food and Motherhood in Sweden and Poland

This is a study of how mothers of young children relate to risk in everyday life, with an emphasis on the in­visible risks associated with modernity in general, and with food in particular. It explores variations and similarities in how mothers deal with risk in two cultural contexts: Sweden and Poland. The study is based on twenty qualitative interviews with university educated mothers of small children in Stockholm and Warsaw. While risks more generally challenge how we “get on” with our lives, mothers of young children in particular have a special relationship to risk. During pregnancy and breastfeeding they are subject to all kinds of risk minimization efforts, and mothers are ultimately held "infinitely responsible" for their children's welfare by society. Women's transition to parenthood then makes for a particularly in­teresting case as to how risks manifest in everyday life. The theoretical framework draws on modernization theory, combined with insights from cultural theory. In addition, various contributions from sociological and psychological risk research, family sociology and research on parenting and motherhood are used to highlight contextual aspects and to inter­pret the empirical results. Two aspects of the mothers’ relationship to risk and food are examined in this study: firstly, their risk constructs, i.e. what they perceive as ‘risky’ with regards to food; and, secondly, their risk management strategies, i.e. how they deal with identified risks on a practical and cognitive level. The overall risk management depicted in this study is characterized by reflexivity, critical thinking, infor­mation retrieval, attention to scientific evidence, purposely transferred trust, confidence and the ability to make fairly sophisticated tradeoffs between risks and other aspects of life. Neither the Swedish nor the Polish mothers then conform to popular notions of ‘security junkies’ or ‘paranoid parenting’. Nonetheless, the comparative approach demonstrates how contextual differences, such as general trust levels and family policy, influence both the risk constructs and the employment of different risk management strategies

Ett lagom ideologiskt betänkande?

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Fostering a flexible forest : Challenges and strategies in the advisory practice of a deregulated forest management system

In deregulated forestmanagement systems, social norms, knowledge dissemination and communication are pivotal for guiding forest owners' actions. This presents a challenge to national forest agencies charged with the task of translating forest policy into practice. Drawing on interviewswith forest consultants employed by the Swedish Forest Agency, this paper discusses the challenges present in everyday advisory practice, howthey are dealtwith, and possible implications for forest policy. Fourmain challenges are identified: climate change; the heterogeneity of forest owners; resource constraints and funding cutbacks; and competing and conflicting advice. The analysis finds that the forest consultants have developed the following professional capacities to meet these challenges: articulating uncertainties, advocating risk diversification, and using historical references to handle the long-term risk associated with climate change; contextualizing the advice to meet the needs of a heterogeneous group of forest owners; and organizational decoupling, whereby consultants prioritize advisory activities at the expense of other tasks. The study concludes by discussing the implications of these strategies for the forest consultants and forest policy but also what can be learned from the Swedish experience.Funding Agencies:Forestry Research Institute of Sweden (Skogforsk)Swedish University of Agricultural Sciences (SLU)Umeå University</p