Taide kouluympäristössä 2010-luvulla - Pragmatistinen tutkimus julkisesta taiteesta ja kuvataideopetuksesta

Lectio praecursoria kasvatustieteen väitöskirjaan Julkinen taide 2010-luvun koulujen ja oppilaitosten oppimisympäristöissä: hankinnan, kohtaamisen ja opetuskäytön näkökulmia, Helsingin yliopistossa 20.12.2023

Herbert Read and the Fourth Industrial Revolution : A Visual Arts Curriculum Framework?

A new challenge for art educators in the 21st century has emerged, given the volume of messages on social media conveying new types of exchanges of socio-culturally constructed imagery. Visual arts teachers need to teach methods of viewing and apply critical pedagogy, and address socio-cultural issues in particular. Further, we subscribe to the paradigm that big sociocultural ideas, which are interlinked to students’ worldviews and conception of self, should be taught in conjunction with visual literacy and critical thinking in order for students 1) to learn how to learn and 2) to express their ideas through visual media. Within this premise, this book chapter describes a visual arts curriculum framework designed for the digital media era and draws parallel connections to Herbert Read’s theoretical Education Through Art (1943). The described curriculum design is intended to foster communication and collaboration as important skills for the early 21st century. Drawing from Read’s educational philosophy, we explain how this curriculum can encourage awareness of unacknowledged cultural influences shaping identities (Keel, 1969, p. 54). We thus endorse the idea that visual arts education in the 21st century can encourage youth in developing both an awareness to how visual culture is constructed and visual literacy skills needed to express their own personalities. Today’s youth can use the new awareness and acquired skills to navigate through the influences of the outside world, i.e. social media.Peer reviewe

Musées de la science et de la technologie en Finlande : un accent mis sur la spécialité, l’enthousiasme et le régionalisme

Collecter, préserver et exposer le patrimoine industriel et technologique a été un phénomène dispersé et spécialisé en Finlande. La principale raison en est que l’État finlandais ne s’est pas intéressé à la création de ses propres musées des sciences et des technologies et n’a pour ainsi dire mené aucune autre politique que celle d’accorder des subventions financières aux institutions dans ce domaine. Les musées finlandais des sciences et des technologies ont été établis et sont détenus par des fondations privées, des associations, des entreprises privées, des municipalités ou des universités. L’article examine les principales catégories de musées de sciences et technologie en Finlande ainsi que leurs centres d’intérêt et leurs spécialités. Beaucoup d’entre eux ont été fondés par des acteurs privés qui ont fait vivre leurs musées principalement grâce à des dons ou des subventions régionales. Bien qu’il existe des musées de technologie relativement importants dans les grandes villes, un musée de technologie finlandais typique est une institution raisonnablement modeste

Finland: Environmental History in National Languages

For some time, the journal Environment and History has published Notepad surveys on the development of the research on environmental history in the national languages. I was asked to work out a review of the recent trends in Finland. In this survey, I attempt to relate to the current developments to my earlier observations on the Finnish printing industry since the 1840s presented in my Licentiate thesis. This theme touches upon the debate ongoing for almost two centuries over which languages are mature enough for scientific expression and what scientific expression requires from a language. Diverse scientific publishing activities are considered a strong indication of the sophistication of the language. This essay focuses on a rather narrow sector both thematically and temporally: on environmental history books published in national languages around 2013-2020. The article states that the predominant language of environmental history in Finland has changed from Swedish to Finnish in recent decades, while the topics of environmental history have expanded and the writing community has diversified. Nowadays, non-professional historians publish a great proportion of books on environmental history. During the period under review, the main themes in Finnish environmental history have been forests, water, climate and weather, animals, conflicts of interests and the conservation of nature.</p

Public art pedagogy in expanding learning environments

Tässä artikkelissa paneudutaan kouluissa, oppilaitoksissa ja niiden lähiympäristöissä esillä olevaan taiteeseen kasvatuksen näkökulmasta sekä kartoitetaan erityisesti kuvataideopettajien julkisen taiteen opetuskäyttöä 2010-luvulla. Kyselytutkimuksessa (2017–2018) kuvataideopettajat (n=45) määrittelivät julkisen taiteen opetuksessaan paitsi kansalaiskasvatuksen kulttuurisena resurssina myös itseisarvoisena sekä hyödyllisenä opetusvälineenä ja oppimateriaalina. Ammattitaiteilijoiden teosten ohella myös oppilastöitä pidettiin julkisena taiteena niiden ollessa esillä koulujen ja oppilaitosten puolijulkisessa tilassa. Käsitys julkisesta taiteesta opetuksessa ulottui kattamaan lisäksi formaalien oppimistilojen ulkopuolisen taiteen, sillä teokset julkisessa kaupunkitilassa sekä taidenäyttelyissä kaupungin taidemuseossa ja gallerioissa kuuluivat opettajien toteuttaman julkisen taiteen pedagogiikan piiriin. Kuvataideopettajat edistivät julkisen taiteen tarkastelun avulla yleisimmin oppijoiden argumentointitaitoa ja tunneilmaisua sekä niin kutsuttuja 2000-luvun taitoja, kuten useimmin mainitut luovuus ja innovatiivisuus sekä kulttuuritietoisuus ja sosiaalinen vastuu. Kuvataideopettajat pyrkivät tarkoilla aistihavainnoilla syventämään kokemusta todellisuudesta, jossa oppijat elävät sekä edistivät kulttuuristen merkitysjärjestelmien opiskelua. Näin erityisesti yläkoulun ja lukion opetuksessa korostettiin oppijoiden erilaisten näkökantojen esittämistä sekä kykyä arvioida vastuullisesti inhimillistä kokemusta.This article focuses on public art, including the art on display in formal learning environments as part of teaching. It examines the views of visual arts teachers on public art in educational facilities and the use of it in teaching primary, secondary, and tertiary education in the 2010s. In the teachers’ questionnaire completed in 2017–2018, the visual arts teachers (n=45) defined public art as a cultural resource, although they also perceived it as an independent and useful teaching tool and learning material. Works of art by professional artists, as well as student artworks, were regarded as public art as they are on display within the semi-public space of educational facilities. Works of art in public urban spaces as well as in the art exhibitions, city art museums, and galleries fell within the scope of public art pedagogy. Thus, the understanding of public art in learning environments and teaching extended to include art that is outside the actual educational facilities. Visual arts teachers particularly promoted argumentation skills and the emotional expression of learners, as well as 21st century skills, of which creativity and innovation, cultural awareness, and social responsibility were the most often mentioned. Also, visual arts teachers made use of accurate sensory perceptions to deepen the reality in which learners live as well as advanced the study of cultural significance. In that way teaching through public art in lower and upper secondary schools specifically emphasized the different perspectives of learners and their ability to evaluate the human experience responsibly.Peer reviewe

Are there policy tunnels for China to follow?

According to the controversial “environmental Kuznets curve” –hypothesis (EKC), some pollution would follow an inverted U-curve related to incomes, increasing at low income levels and decreasing at high income levels. Mohan Munasinghe argues (in a gerschenkronian way): “that developing countries could learn from past experiences of the industrialized world by adopting measures which would permit them to ´tunnel´ through the EKC, providing a possibility to avoid the most serious damage to the environment by avoiding the peak before a downturn of the emissions...” In our presentation, which is based on a comparison of Denmark’s, Finland’s, Sweden’s and Switzerland’s carbon dioxide emissions; we will examine China´s possibility to tunnel through its emissions of carbon dioxide. With cumulative carbon dioxide emissions over the period 1870–2003 half that of Denmark’s or two thirds of Finland\u27s or Sweden’s, Switzerland seems, at a first glance, to be a fine example of a munasinghean policy tunnel. Switzerland’s carbon dioxide emissions per capita were, however, in 2003 around 30 thirty per cent higher than global average and up to fifty per cent higher than those of China. As, in fact all industrialized countries are emitting carbon dioxide in quantities which can be considered well beyond their fair share of what can be considered as a sustainable global emissions level, there is at present no examples for developing countries to follow in order to tunnel through. Thus, our paper supports unilateral cuts in greenhouse gases, such as those agreed during the Spring Council meeting of EU heads of government in March 2007. The attractiveness of the Swiss model depends also whether nuclear energy is considered desirable. The Chinese Three Gorges Dam – project, displacing over a million people, also shows that even hydro power can create large problems. If China would consume as much electricity per capita as Switzerland and produce it with the same means, this would require around sixty three gorges dams with an capacity of 85 TWh/a and six hundred medium sized nuclear power plants producing 7 TWh/a. In other words, China would need to build more new nuclear power plants than is at present in the world in total. It is also questionable whether a Swiss development path is possible worldwide, as its low energy consumption is due to a production of highly specialized and expensive products. At least it is not achievable with present consumption patterns in developed countries

Eesti-Soome uurimisprojekt: võrdlev pilguheit kahe naabermaa 19. sajandi ajaloole

A research project on Estonia and Finland: Comparative survey on the history of two neighbours in the 19th century (Title in English)</p

Early career researchers want Open Science : Comment

Creative Commons Attribution License (CC BY 4.0)Open Science is encouraged by the European Union and many other political and scientific institutions.However, scientific practice is proving slow to change.We propose, as early career researchers, that it is our task to change scientific research into open scientific research and commit to Open Science principles.Non peer reviewe