Afdeling for pædagogisk filosofi og generel pædagogik

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Videnskabelige medarbejdere

Navn	Jobtitel	E-mail	Telefon	Bygning
Broström, Stig	Professor emeritus	stbr@edu.au.dk	+4524447570	D, 114
Carlsson, Monica Susanne	Lektor	monica@edu.au.dk	+4529426725	D, 104
Damgaard Warrer, Sarah	Ph.d.studerende	sach@edu.au.dk		D, 138
Dohn, Niels Bonderup	Lektor	dohn@edu.au.dk	+4593522537	1483, 544
Frandsen, Henrik Vase	Lektor	hvf@edu.au.dk	+4528915943	D, 106
Frølund, Sune	Emeritus	sufr@edu.au.dk	+4541589668	D, 141
Gibson, Andrew Gerard	Postdoc	agib@edu.au.dk		1483
Grimm, Jon Auring	Ph.d.-studerende	jag@edu.au.dk
Henriksen, Mia Skjold Tvede	Ph.d.-studerende	msth@edu.au.dk
Hersom, Christina	Ph.d.-studerende	christinahersom@edu.au.dk
Huggler, Jørgen	Lektor	johu@edu.au.dk	+4560202790	D, 142
Hyldgaard, Kirsten	Lektor	hyldgaard@edu.au.dk	+4593508186	D, 143
Jensen, Hans Siggaard	Professor emeritus	hsj@edu.au.dk	+4540414593	D, 117
Kauffmann, Oliver	Lektor	kauffmann@edu.au.dk	+4593508040	D, 148
Kiær, Karina	Ph.d.-studerende	kk@edu.au.dk
Knoop, Hans Henrik	Lektor	knoop@edu.au.dk	+4520954960	1483, 554
Korsgaard, Ove	Professor emeritus	ove@edu.au.dk		D, 114
Laursen, Per Fibæk	Professor emeritus	pefi@edu.au.dk	+4521702695
Magne, Jeanette	Studielektor	jema@edu.au.dk		D, 115
Nuriler, Hatice	Ph.d.-studerende	haticenuriler@edu.au.dk
Olsen, Anne-Marie Eggert	Lektor	ameo@edu.au.dk	+4529864317	D, 144
Petersen, Karen Bjerg	Lektor	kp@edu.au.dk	+4593508163	1483, 551
Pio, Frederik	Lektor	frpi@edu.au.dk	+4521287848	D, 153
Rømer, Thomas Aastrup	Lektor	thar@edu.au.dk	+4551328165	1483, 546
Sacara-Gulløv, Cristina Daniela	Ph.d.-studerende	cgul@edu.au.dk
Schou, Lotte Rahbek	Lektor emerita	lrs@edu.au.dk
Skov, Signe	Postdoc	sskov@edu.au.dk		1483, 521
Bengtsen, Søren Smedegaard	Lektor	ssbe@edu.au.dk	+4520467019	1483, 520
Sørensen, Asger	Lektor	aso@edu.au.dk	+4551328145	D, 111
Wiberg, Merete	Lektor	wiberg@edu.au.dk	+4520586298	1483, 519
Wieser, Clemens	Lektor	wie@edu.au.dk	+4522501016	1483, 518

Seneste publikationer

Sortér efter: Dato | Forfatter | Titel

Lee-Shi, J., Ley, R. G. & Knoop, H. H. (red.) (2022). A critique of the Dispositional Flow Scale-2 (DFS-2) and Flow State Scale-2 (FSS-2). Frontiers in Psychology, 13, [992813]. https://doi.org/10.3389/fpsyg.2022.992813

Dohn, N. B. (2022). A gender perspective on the structure of adolescents’ interest in science. International Journal of Science Education, 44(10), 1565-1582. https://doi.org/10.1080/09500693.2022.2087008

Smedegaard Ernst Bengtsen, S. & McAlpine, L. (2022). A novel perspective on doctoral supervision: Interaction of time, academic work, institutional policies, and lifecourse. Learning and Teaching, 15(1), 21-45. https://doi.org/10.3167/latiss.2022.150103

Smedegaard Ernst Bengtsen, S., Nørgård, R. T. & Barnett, R. (2022). A university of culture or a university for culture?. 6-6. Abstract fra Philosophy and Theory of Higher Education Conference, Uppsala, Sverige.

Smedegaard Ernst Bengtsen, S. (2022). Academic Activism Reconsidered: Between Societal Impact and Emancipation. Philosophy and Theory in Higher Education, 4(2), 41-60. [2]. https://doi.org/10.3726/PTIHE.022022.0005

Smedegaard Ernst Bengtsen, S. (2022). Academic knowledge as culture building. 7-7. Abstract fra Philosophy and Theory of Higher Education Conference, Uppsala, Sverige.

Wiberg, M. (2022). Bildung: Vom Konzept zum Phänomen. I B. Heidkamp-Kergel, D. Kergel & S-N. August (red.), Handbuch Interdisciplinäre Bildungsforschung (s. 77-87). Beltz Juventa.

Leth Andersen, H. & Smedegaard Ernst Bengtsen, S. (2022). Building a higher education with purpose and nearness. Abstract fra ICED 2022 - International Consortium for Educational Development, Aarhus, Danmark. https://medialib.cmcdn.dk/medialibrary/80234312-1C55-406C-86A7-410099EB2739/EAF8CD82-1FCA-EC11-84B2-00155D0B0901.pdf

Morote, R., Las Hayas, C., Izco-Basurko, I., Anyan, F., Donisi, V., Zwiefka, A., Gudmundsdottir, D. G., Fullaondo, A., Ledertoug, M. M., Olafsdóttir, A. S., Gabrielli, S., Carbone, S., Mazur, I., Krolicka-Deregowska, A., Knoop, H. H., Tange, N., Kaldalóns, I. V., Jonsdottir, B. J., González-Pinto, A. & Hjelmdal, O. (2022). Co-creation and regional adaptation of a resilience-based universal whole-school program in five European regions. European Educational Research Journal, 21(1), 138-164. https://doi.org/10.1177/1474904120947890

Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Coda: Trust and Vision. I S. Bengtsen & R. Gildersleeve (red.), Tranformation of the University : Hopeful Futures for Higher Education (s. 175-178). Routledge. World Issues in the Philosophy and Theory of Higher Education Bind 1 Nr. 1 https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Sørensen, A. (2022). Critical theory, immanent critique and neo-liberalism. Reply to critique raised in Copenhagen. Philosophy and Social Criticism, 48(2), 184-208. https://doi.org/10.1177/01914537211059506

Wiberg, M. (2022). Dannelsens værdifylde. Tidsskrift for professionsstudier, 18(34), 26-33. https://doi.org/10.7146/tfp.v18i35.134052

Rømer, T. A. (2022). Dansk pædagogisk filosofi. I Pædagogikhåndbogen : seks tilgange til pædagogik (2. udg., s. 157-171). Hans Reitzels Forlag.

Broström, S. (2022). Didaktik in preschool: critical-democratic and play-oriented. Educare, 2022(5), 21-57. [2]. https://doi.org/10.24834/educare.2022.5.2

Broström, S. (2022). Didaktik og/eller læreplan. Dansk Pædagogisk Tidsskrift, 2022(2), 7-21.

Li, S. C. & Petersen, K. B. (2022). Does ICT matter? Unfolding the complex multilevel structural relationship between technology use and academic achievements in PISA 2015. Educational Technology & Society, 25(4), 43-55. [4].

Cole, M., Shankland, R., Nel, M., Knoop, H. H., Chen, S. & van Zyl, L. E. (2022). Editorial: Positive Educational Approaches to Teaching Effectiveness and Student Well-being: Contemporary Approaches and Guidelines. Frontiers in Psychology, 13, [1015064]. https://doi.org/10.3389/fpsyg.2022.1015064

Löfström, J. & Wiberg, M. (2022). Editorial: Teaching and learning ethics in the Humanities and social Science school subjects. Nordidactica - Journal of Humanities and Social Science Education, 12(2), i-iv. https://journals.lub.lu.se/nordidactica/article/view/24298/21487

Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (2022). En bog til nye lærere: indledning. I K. K. B. Dahl, P. Fibæk Laursen & B. B. Andresen (red.), Overlevelsesguide for nye lærere (s. 9-11). Dafolo.

Hyldgaard, K. (2022). En nihilistisk pædagogik? Eftertryk. https://www.eftertrykket.dk/2022/01/12/en-nihilistisk-paedagogik/

P. van Tonder, G., M. Kloppers, M., Grosser, M. M. & Knoop, H. H. (red.) (2022). Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education. Frontiers of Psychology: Positive Psychology , 12, [789194]. https://doi.org/10.3389/fpsyg.2021.789194

Broström, S. (2022). Et modigt læringsmiljø. I S. Broström & K. Mellon (red.), Mod i pædagogikken (s. 67-95). Akademisk Forlag.

Nielsen, C. F. & Wiberg, M. (2022). Etik og pædagogik. I J. Bjerre & P. F. Laursen (red.), Pædagogikhåndbogen: Seks tilgange til pædagogik (2 udg., s. 173-193). Hans Reitzels Forlag.

Rømer, T. A. (2022). Europæisk dannelse. I Pædagogikhåndbogen : seks tilgange til pædagogik (s. 137-155). Hans Reitzels Forlag.

Carlsson, M. S. (2022). Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and wellbeing. Health Education, 122(3), 335-349. https://doi.org/10.1108/HE-09-2020-0080

Carlsson, M. S. & Torres, I. (2022). Exploring the idea of school meals as an element of educating for viable futures. I D. Ruge, I. Torres & D. Powell (red.), School Food, Equity and Social Justice: Critical Reflections and Perspectives (s. 215-228). Routledge. Critical Studies in Health and Education https://doi.org/10.4324/9781003112587

Bessems, K., Simovska, V., Willems, M., Carlsson, M. S. & De Vries, N. (2022). Factors influencing sustainability of online platforms for professionals: a mixed-method study in OECD countries . Health Promotion International, 37(1). https://doi.org/10.1093/heapro/daab063

Wieser, C. & Unterweger, G. (2022). Field relations in educational ethnographies: innovative approaches and new strategies in fieldwork. Paper præsenteret ved European Educational Research Association - ECER 2022, Yerevan, Armenien.

Petersen, K. B. (2022). Global Citizenship Education for (Unknown) Futures of Education: Reflections on Skills-and Competency-based versus Virtue-based Education. Journal of Futures of Education, Culture and Nature. Learning to Become. FECUN, 1, 89-101. https://doi.org/10.7146/fecun.v1i.130238

Dadaczynski, K., Carlsson, M. & Gu, Q. (2022). Guest editorial: Leadership in school health promotion. The multiple perspectives of a neglected research area. Health Education, 122(3), 261-266. https://doi.org/10.1108/HE-04-2022-138

Arvanitakis, J., Rider, S., Hornsby, D., Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Hope and the grand challenges: the (new) priorities of the contemporary university. 4-5. Abstract fra Philosophy and Theory of Higher Education Conference, Uppsala, Sverige.

Petersen, K. B. (2022). How has teacher education in Denmark reacted to the increase of migration-related diversity in schools?. Abstract fra TEPE 2022 Conference, Graz, Østrig.

Broström, S. & Hansen, O. H. (2022). Ingen modsætning mellem omsorg og læring. Information, Sektion 1 , 17-17. https://www.information.dk/debat/2022/01/fejl-opstille-modsaetning-mellem-omsorg-laering

Wieser, C. (2022). Innovation and Transformation in Educational Ethnographic Research: A commentary on the production of knowledge in ethnographic research.

Barnett, R. & Smedegaard Ernst Bengtsen, S. (2022). Into or out of the Light? Four Shades of Pedagogical Darkness. I A. Mahon (red.), The Promise of the University: Reclaiming Humanity, Humility, and Hope (s. 147-158). Springer. Debating Higher Education: Philosophical Perspectives https://link.springer.com/chapter/10.1007/978-981-16-5277-6_12

Smedegaard Ernst Bengtsen, S. & Gildersleve, R. (2022). Introduction: Understanding the Transformation of the University . I S. Bengtsen & R. Gildersleeve (red.), Transformation of the University : Hopeful Futures for Higher Education (s. 1-9). Routledge. World Issues in the Philosophy and Theory of Higher Education Bind 1 Nr. 1 https://www.routledge.com/Transformation-of-the-University-Hopeful-Futures-for-Higher-Education/Bengtsen-Gildersleeve/p/book/9780367610265

Björk, J. M., Bolander, P., Forsman, A. K. & Knoop, H. H. (red.) (2022). Investigating Employee Perceptions: Association between recognized individual talents and social wellbeing. Frontiers in Psychology, 13, [959559]. https://doi.org/10.3389/fpsyg.2022.959559

Plauborg, H., Wieser, C., Petersen, K. B. & Laursen, P. F. (2022). Lærere, der bliver i professionen. Aarhus Universitetsforlag. Pædagogisk Indblik https://dpu.au.dk/viden/paedagogiskindblik/laerere-der-bliver-i-professionen

Baatouche, N., De Maricourt, P., Bernaud, J-L. & Knoop, H. H. (red.) (2022). Meaning of Education and Wellbeing: Understanding and Preventing the Risk of Loss of Meaning in Students. Frontiers in Psychology, 13, [796107]. https://doi.org/10.3389/fpsyg.2022.796107

Hyldgaard, K. (2022). Negativ pædagogik. Samfundslitteratur.

Utvær, B. K. S., Torbergsen, H., Engan Paulsby, T., Haugan, G. & Knoop, H. H. (red.) (2022). Nursing Students’ Emotional State and Perceived Competence During the COVID-19 Pandemic: The Vital Role of Teacher and Peer Support. Frontiers of Psychology: Positive Psychology , 12, [793304]. https://doi.org/10.3389/fpsyg.2021.793304

Dahl, K. K. B., Laursen, P. F. & Andresen, B. B. (red.) (2022). Overlevelsesguide for nye lærere. Dafolo.

Las-Hayas, C., Mateo-Abad, M., Vergara, I., Izco-Basurko, I., González-Pinto, A., Gabrielli, S., Mazur, I., Hjemdal, O., Gudmundsdottir, D. G., Knoop, H. H., Olafsdottir, A. S., Fullaondo, A., González, N., Mar-Medina, J., Krzyżanowski, D., Morote, R., Anyan, F., Ledertoug, M. M., Tidmand, L. ... on behalf of the UPRIGHT Consortium (2022). Relevance of well-being, resilience, and health-related quality of life to mental health profiles of European adolescents: results from a cross-sectional analysis of the school-based multinational UPRIGHT project. Social Psychiatry and Psychiatric Epidemiology, 57(2), 279-291. https://doi.org/10.1007/s00127-021-02156-z

Hellesdatter, G., Petersen, K. B. & Ørbech Jensen, O. (2022). Rethinking Education in Light of Global Challenges: Culture, Society, and Bildung. Abstract fra European Educational Research Association - ECER 2022, Yerevan, Armenien.

Petersen, K. B. (2022). Rethinking Education in Light of Global Challenges: Society and Culture - Presentation. 870-871. Abstract fra NERA Conference Reykjavik, 2022, Reykjavik, Island. https://menntavisindastofnun.hi.is/sites/menntavisindastofnun.hi.is/files/2022-06/Abstract_book_NERA_2022_3.pdf

Pio, F. (2022). Rocking Heidegger: Musical Experience between Technology and Ontology. I J. Spier & C. Rentmeester (red.), Heidegger & Music Rowman & Littlefield Publishers.

Rømer, T. A. (2022). Skolens formål: dannelse, splittelse og uniformativering. Klim.

Smedegaard Ernst Bengtsen, S. (2022). Studying – A Way Towards Justice? A Response to Special Issue: Answering the Question: What Is Studying? PTHE 3(3). Philosophy and Theory in Higher Education, 4(1), 73-76. https://doi.org/10.3726/PTIHE.012022.0005

Herzog-Punzenberger, B., Schroedler, T. & Petersen, K. B. (2022). Symposium “Teacher education curricula for a society of migration”. 84. Abstract fra TEPE 2022 Conference, Graz, Østrig. https://static.uni-graz.at/fileadmin/veranstaltungen/teacheredu-policy-europe2022/Programm/TEPE_2022_Book_of_Abstracts.pdf

Herzog-Punzenberger, B., Schroedler, T. & Petersen, K. B. (2022). Teacher Education for a Society of Migration: Symposium. Abstract fra European Educational Research Association - ECER 2022, Yerevan, Armenien.

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Carsten Henriksen

DPU

Afdeling for pædagogisk filosofi og generel pædagogik

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Natasja Thandi Kappel Pedersen

Afdeling for pædagogisk filosofi og generel pædagogik

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Kandidatuddannelsen i Pædagogisk filosofi

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