“No Direction Home”: The Life and Literature of Bob Dylan–From “Desolation Row” to the Nobel Prize

Using the Nobel Prize as a prism through which to view the life and literature of a difficult-to-define artist, this article argues that Dylan’s output is one in which life and literature become, and have always been, indistinguishable. It is the life which has made the literature, through years lived in a particular niche of 1960s counter-cultural history; the lyrics gave voice to a man who was never at ease in the formalities of interview. For a supposed spokesman of a generation Dylan spoke very little except through his songs. So too in the more difficult-to-define later decades, little of his life was spoken of except through song, and some samplings of autobiography. Detailing the historically distinctive features of the Nobel Prize, the article shows how Bob Dylan has, through life and literature, broken down the boundaries between the literary and the popular. The article’s title is drawn, of course, from a famous line in Bob Dylan’s era-defining “Like a Rolling Stone,” one which Martin Scorsese used to title a full-length documentary on the life of Bob Dylan. Dylan here occupies the borderlands where art imitates life, and life imitates art. I argue, contrary to critical consensus, that there is a direction home. In Dylan’s lifetime of existentially staring death (political death, the death of romance) in the face, there is some glimpse of home. It is that glimpse which gives the poet’s lyrical output its endurance as literature

Re-conceptualising radicalization: The Educational Research Context of Counter-Extremism through the Prism of Worldviews and Value Learning

This chapter reconceptualizes current and much vaunted notions of extremism and radicalization within the contexts of a broad, cross-disciplinary research literature and a diverse range of counter-extremism political policies across nation states worldwide. Where intense policy and research interest in ‘radicalization’ and ‘extremism’ have intensified rapidly over recent years, the resultant research findings and national/ international policies often conjointly highlight the importance of the educational contexts of youth in simultaneously detecting risks towards radicalization and preventing ideological extremism, along with its (rarer) manifestation in terroristic violence. What tends to be lacking, however, in both the research and policy spaces is sustained critical attention to the perspectives of youths’ own views on these matters. Drawing on our current (2018–2023) empirical research project funded by the Academy of Finland, our chapter makes a distinctive contribution to the research literature on radicalization by presenting historical-contemporary analysis and current empirical findings on the context of extremism through the prism of worldviews and value-learning. A particular feature of this contribution is the advancement of a life trajectory model of ‘Value Learning Trajectories’ (Kuusisto and Gearon 2017a), and a reconceptualization of radicalization within the broader frame of a human-rights-centered ‘spectrum of value.’Peer reviewe

Threshold of Adversity : Resilience and the Prevention of Extremism Through Education

This article introduces the concept of ‘threshold of adversity’ as an, at present, tentative means of understanding the turning points to radicalization and extremism within educational systems. The conceptual frame is, we argue, of pedagogical and policy relevance across and beyond Nordic countries. Across Nordic countries, then, the main objective for the prevention of radicalization and extremism through education (PVE-E) is to strengthen the students’ resilience against ideological influences. Given the specialist complexities of the interdisciplinary research literature on terrorism, from which much PVE-E derives, for teachers and policy-makers, understanding the theoretical contexts, which underlie such policy innovations and their pedagogical implementation, are, understandably, problematic. To discuss extremism and the possibilities of its prevention especially in the education sector, an understanding of what exactly is being prevented or fought against is needed. Our conceptual ‘threshold of adversity’ model offers at least a starting point for a more practicable pedagogical implementation.Peer reviewe

Addressing Hostile Attitudes in and through Education—Transformative Ideas from Finnish Youth

Amid global disturbances, the calls for educational institutions to promote peace and counter hostility intensify. However, policymakers and other adults typically draft the various programs developed for schools to pursue this mission. While young people have valuable insights into the realities and issues around them, their ideas are rarely solicited in this respect. This study contributes towards filling this gap by bringing insights from Finnish youth on how to address hostile attitudes and foster the development of more peaceful futures in and through education. The data were gathered through an online survey sent to students in upper-secondary education (16- to 20-year-olds) in Finland. The survey included an open-ended question on how schools could address hostile attitudes. In total, 2744 students answered this question, and their responses composed the data of this study. Through qualitative analysis, we found that their suggestions concerned both the academic and social dimensions of school education in addressing hostile attitudes. The students highlighted that to change people’s attitudes and beliefs, they need to know more, and most importantly, they need to know differently. They proposed self-reflection and dialogue as pedagogical tools for the critical examination of one’s taken-for-granted assumptions. The students’ ideas align well with the tenets of transformative learning, which could be valuable in developing educational approaches for more peaceful societies

Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people’s worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution

Safe Space, Dangerous Territory: Young People’s Views on Preventing Radicalization through Education—Perspectives for Pre-Service Teacher Education

Initiatives for preventing radicalization and violent extremism through education (PVE-E) have become a feature of global educational policy and educational institutions across all phases, from early childhood to universities, also in Finland. If schools may be regarded as safe spaces here for identity and worldview construction and experiences of belonging, the specific subject matter of PVE-E is also dangerous territory. Not least because of PVE-E’s focus on radicalization, but above all because of perceptions of schools being used as an adjunct of governmental counter-terrorism policy. We argue that understanding young people’s views on issues related to radicalization and violent extremism is critical in order to develop ethical, sustainable, contextualized, and pedagogical approaches to prevent hostilities and foster peaceful co-existence. After providing some critical framing of the Finnish educational context in a broader international setting, we thus examine young people’s views (n = 3617) in relation to the safe spaces through online survey data gathered as a part of our larger 4-year research project Growing up radical? The role of educational institutions in guiding young people’s worldview construction. Specifically focused on Finland but with potentially wider international implications, more understanding about the topic of PVE-E is needed to inform teacher education and training, to which our empirical data makes some innovative contribution

Outlining Play and Playful Learning in Finland and Brazil : A Content Analysis of Early Childhood Education Policy Documents

Early childhood education and care is a current interest in many countries. Many international studies have highlighted the importance of high-quality early education environments where learning and play are integrated. Studies show that these types of learning environments have a positive impact on children's future prospects and overall development. Critical curriculum steering documents from Finland and Brazil form the basis of this study and can similarly be shown to define the quality of these environments, as well as providing definitions of playful learning in these differing cultural contexts. A content analysis explores patterns of the cultural and pedagogical difference of definition. This descriptive comparison permitted similarities and differences between the countries with regard to play to emerge. In this article, the authors explore what these different cultural and pedagogical definitions of play and playful learning are and what they might mean. The article thus makes a methodological contribution to a broader discussion of comparative studies of national curricula in early childhood education with specific regard to children's engagement, learning and development in and through play. The theoretical conclusions are, however, more tentative, but the authors suggest some innovative ways to conceptualise cultural and pedagogical differences in play by making an analogy with Wittgenstein's analysis of games in his Philosophical Investigations.Peer reviewe

Outlining play and playful learning in Finland and Brazil : A content analysis of early childhood education policy documents

Early childhood education and care is a current interest in many countries. Many international studies have highlighted the importance of high-quality early education environments where learning and play are integrated. Studies show that these types of learning environments have a positive impact on children’s future prospects and overall development. Critical curriculum steering documents from Finland and Brazil form the basis of this study and can similarly be shown to define the quality of these environments, as well as providing definitions of playful learning in these differing cultural contexts. A content analysis explores patterns of the cultural and pedagogical difference of definition. This descriptive comparison permitted similarities and differences between the countries with regard to play to emerge. In this article, the authors explore what these different cultural and pedagogical definitions of play and playful learning are and what they might mean. The article thus makes a methodological contribution to a broader discussion of comparative studies of national curricula in early childhood education with specific regard to children’s engagement, learning and development in and through play. The theoretical conclusions are, however, more tentative, but the authors suggest some innovative ways to conceptualise cultural and pedagogical differences in play by making an analogy with Wittgenstein’s analysis of games in his Philosophical Investigations.publishedVersionUnit Licence Agreemen

Playing to learn in Finland : Early childhood curricular and operational contexts

In this chapter, we outline the definition of play-based learning in both Finnish and international literature as well as describe how Finnish early childhood education and care (ECEC) curriculum guidelines describe play. Further, we describe play activities in early childhood education practices from the viewpoints of operational cultures and the learning environment. We use both content analysis of the national curriculum as well as observational data in order to illustrate the national play-based learning context. We use mixed methods design, where various types of data sets are in a dialogue to complement and confirm the findings from each other. This provides wider and more in-depth information of play-based learning orientation in the Finnish ECEC context. Finally, we take a critical perspective on the Finnish operational cultures and suggest developmental objects. The findings suggest that even though play-based learning is understood to be one of the key factors in Finland, it does not seem to have a strong presence in the National Curriculum Guidelines for ECEC (mentioned as a word only 55 times). However, the concept of play-based learning and teaching is quite new in Finnish teacher education, where previously play has been mainly a focus of observation that gives information about children’s competences and skills. Teachers’ competencies need to supported so that they see themselves as active enablers and supporters of children’s play activities. Therefore, up-to-date research from the Finnish context is also needed.Peer reviewe