Socialrealisme – et nyt perspektiv på viden

’Socialrealisme’ kendes bedst som en kunstnerisk udtryksform, men i denne artikel introduceres ’socialrealisme’ som en nyere uddannelsessociologisk retning. Teoretikere som Rob Moore, Karl Maton, Johan Muller, Michael. F.D. Young og John Beck har været toneangivende i udviklingen af denne tænkning, der tog sit afsæt i slutningen af 1990’erne, hvor en fælles bestræbelse og et særligt fokus har været at sætte et nyt og forstærket perspektiv på viden. Denne udviklingsretning benævnes i artiklen som social-realisme-skolen (SRS). I formuleringen af en videnskabelig position har SRS forsøgt at overkomme, hvad den kalder ’det epistemologiske dilemma’, hvilket vil sige at bryde den falske dikotomi mellem positivistiske og relativistiske positioner. SRS hævder, at især konstruktivistiske strømninger har ført til en relativisering af vidensbegrebet, der har været med til at fortrænge viden som et selvstændigt objekt i uddannelsessociologisk forskning. I artiklen præsenteres realismetænkningens grundlæggende teoretiske forankringspunkter, argumentationer og kritikker inden for det socialvidenskabelige område. Herfra redegøres for, hvordan SRS som uddannelsessociologi har udviklet og udfoldet tænkningen med særlig fokus på problematikker i vidensproduktion og reproduktion i uddannelsesverdenen. De centrale problematikker, som førende socialrealister inden for uddannelsesverdenen refererer til, såsom ’det epistemologiske dilemma’ og’ emergente egenskaber’, herunder struktur- aktørforholdet, uddybes gennem inddragelse af teoretikere, som SRS læner sig op ad, primært R. Bhaskar, J. Alexander, M. Archer og B. Bernstein. Gennem to afsluttede curriculumstudier fra uddannelsesverdenen vises, hvordan analytiske begreber grundet i SRS kan anvendes i curriculumforskningen til at fremanalysere vidensstrukturer. Afslutningsvis diskuteres også kritik af socialrealismen med henblik på at nuancere diskussionen og dermed indkredse, hvad der generelt kan være socialrealismens nye bidrag i uddannelsesforskningen. ENGELSK ABSTRACT Verner Larsen: Social realism as a new perspective on knowledge Social realism is a relatively new direction in educational sociology. Its mission has been to establish a new focus on knowledge in educational research. Social realism argues that perspectives such as constructivism have led to an over-emphasis on the concepts of ‘learning’ and ‘competence’, which in turn have obscured viewing knowledge as an independent object. According to social realists, this emphasis on concepts of learning and competence has removed focus from the development of theories and concepts of knowledge that otherwise would have been able to differentiate ‘learning’ from ‘competence’. This article presents the basic ideas of social realism, its theoretical roots, and main arguments. In order to nuance the discussion, the article also includes some criticism of social realism, thereby identifying the new contributions of social realism to educational research. It also presents some analytical tools developed on basis of social realism that can be used in educational sociology. This is done by an analysis of curriculums from two Danish professional educations. Keywords: Social realism, Critical realism, educational sociology

Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL)

 This paper describes the principles underlying how various knowledge areas blend into transversal formations in two educational contexts employing PBL. Such ‘transversality’ has often been referred to as inter- cross- or trans-disciplinarity. However, these terms are ambiguous, especially in relation to Problem Based Learning. There is a growing need for stronger language to express underlying principles of knowledge formations and the constitution of such. The term transversality suggests that knowledge formations are not based on a relationship between strong independent disciplines, but rather on a number of subject areas that are combined during students’ PBL-studies. As such, the curriculum organized knowledge, as well as students’ reflections of various types at the level of teaching and learning, constitute certain ‘modalities’ of transversal knowledge formations. Two institutional case studies - Nursing and the Constructing Architect education - have been researched, compared and contrasted in order to demonstrate how institutional practices demonstrate different modalities of transversal knowledge in their PBL-courses. For the purpose of this paper Nursing Education will be abbreviated as NE and Constructing Architect as CAE

Underviseres didaktiske transformation af forsknings- og udviklingsarbejde til undervisning

Relationer mellem forskning og uddannelse på videregående uddannelser har været genstand for stigende forskningsmæssig opmærksomhed op gennem 00-erne. Den karakteriseres ofte som ”nexus-forskningen” og refererer til teorier og begreber med henblik på at kunne kategorisere forskellige forbindelsestyper (nexus) mellem forskning og uddannelse. Imidlertid synes underviseres didaktiske transformationsprocesser mellem de to felter at være relativt underbelyste. Empiriske studier fra et University College viser, at underviseres professionelle selvforståelse, deres dispositioner og positioneringer har stor indflydelse på den enkeltes måde at forbinde forskning med undervisning. Artiklens ambition er derfor at udvide det analytiske spekter i nexus-forskningen med et særligt blik på disse aspekters betydning for underviseres didaktiske transformationsprocesser. Med afsæt i aktuel teori fra nexus-forskningen samt uddannelsessociologiske og didaktiske teorier argumenteres for en udvidet analytisk ramme, der kan synliggøre og integrere flere dimensioner, der har betydning for didaktisk fortolkning og transformation fra forskning til undervisning. Nøgleord: Didaktisk transformation, nexus mellem forskning og uddannelse, rekontekstualisering, didaktisering

Processing and performance of topobathymetric lidar data for geomorphometric and morphological classification in a high-energy tidal environment

The transition zone between land and water is difficult to map with conventional geophysical systems due to shallow water depth and often challenging environmental conditions. The emerging technology of airborne topobathymetric light detection and ranging (lidar) is capable of providing both topographic and bathymetric elevation information, using only a single green laser, resulting in a seamless coverage of the land–water transition zone. However, there is no transparent and reproducible method for processing green topobathymetric lidar data into a digital elevation model (DEM). The general processing steps involve data filtering, water surface detection and refraction correction. Specifically, the procedure of water surface detection and modelling, solely using green laser lidar data, has not previously been described in detail for tidal environments. The aim of this study was to fill this gap of knowledge by developing a step-by-step procedure for making a digital water surface model (DWSM) using the green laser lidar data. The detailed description of the processing procedure augments its reliability, makes it user-friendly and repeatable. A DEM was obtained from the processed topobathymetric lidar data collected in spring 2014 from the Knudedyb tidal inlet system in the Danish Wadden Sea. The vertical accuracy of the lidar data is determined to ±8 cm at a 95 % confidence level, and the horizontal accuracy is determined as the mean error to ±10 cm. The lidar technique is found capable of detecting features with a size of less than 1 m². The derived high-resolution DEM was applied for detection and classification of geomorphometric and morphological features within the natural environment of the study area. Initially, the bathymetric position index (BPI) and the slope of the DEM were used to make a continuous classification of the geomorphometry. Subsequently, stage (or elevation in relation to tidal range) and a combination of statistical neighbourhood analyses (moving average and standard deviation) with varying window sizes, combined with the DEM slope, were used to classify the study area into six specific types of morphological features (i.e. subtidal channel, intertidal flat, intertidal creek, linear bar, swash bar and beach dune). The developed classification method is adapted and applied to a specific case, but it can also be implemented in other cases and environments