Papers by Henning Sallling Olesen
Betalt frihed til uddannelse - arbejderuddannelsen i 80'erne
Hverdagsliv, hverdags-bevidsthed og erfaring
Tekster om læring, 2000
Lifelong Career Guidance: Between Autonomy and Solidarity
Springer International Handbooks of Education
Looking at the past must only be a means of understanding more clearly what and who they are so t... more Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future. Paolo Freire (1970) i Throughout history, people have always prepared thoroughly for strengthening and practising their skills in a profession; this has been true from the Middle Ages right through the industrial age. And this is no different in the present learning society. The prevailing systems of professional training and education do require adjustment and even innovation, because they are part of the changing socio-economic and socio-cultural landscape. Where once upon a time, simply completing a qualification was enough to gain and hold onto your place in society and in the labour market, in ever more cases this no longer holds. Nowadays, in the on-going transition to the learning society flexible, continuous and more adaptive learning is required to keep the citizen viable in today's labour market or in other words, productive citizenship. Staying on top of this development is vital for all actors: individuals, labour organizations, schools/universities, social partners and legislative and regulatory bodies are bound together closely in the social and economic structure. These ties have always been present, but never before in history has the individual -or the citizen -got the chance to gain so much control in steering one's career through learning as is the case in 'the learning society'. It is the systematic process of Validation of Prior Learning (VPL) that offers this 'window of opportunities' with its focus on opening up learning opportunities on -metaphorically speaking -'my' own demand. And since learning is ever more connected to social success, this focus on individualised control by means of VPL is the main feature of the changing learning paradigm in the present context; a paradigm that is centred around individual choices and competence-based and outcomes-directed lifelong learning (Duvekot, 2006). VPL is more and more embedded in the primary processes of learning and working. VPL will be a stimulus and 'guide' for sustainable personal development, in both processes. Moreover, it will be aiming at creating shared ownership by citizens and organisations of their competency-based development. The mission of the 2nd VPL Biennale is to share information, knowledge, ideas and visions on the practice of VPL: the learner in the centre. The learner is understood as the volunteer, the young one, the older one, the worker, the jobseeker, the teacher/trainer, the employer, the trade unionist, etc. ii The central theme of the 2 nd VPL Biennale focuses on the alluring perspective of the integration of VPL in running processes and in systems of learning and working. It's time for practising VPL. The crucial question to be answered in this respect is how to further implement VPL as an effective method in lifelong learning perspectives, being able to integrate all citizens effectively and quality-assured into lifelong learning strategies at all levels and in all environments and contexts? This question relates to priority areas in the practice of sectors, regions, organisations and citizens, related to enhancing lifelong learning perspectives and to fostering social and economic progress by: a. Integrating VPL in all learning levels and environments. b. Offering concrete and real learning opportunities to all citizens, with a special focus on underrepresented groups and non-traditional learners. c. Strengthening the levels of professionalism in VPL-functions to be able to cope with learner-driven and learning outcome-based lifelong learning. The 2 nd VPL Biennale was hosted by VIA University College in Aarhus, Denmark on April 25-27, 2017. The aim was strengthening the platform for policy makers, practitioners, users, researchers and other stakeholders that are involved in further developing and implementing VPL-systematics and -processes. The 2 nd VPL Biennale focused on sharing information, knowledge, ideas and visions on VPL and about the creative process of learning from each other's successes, problems and solutions in 'the VPL-world'. Finally, as a kind of disclaimer the reader should be aware that the English in this publication might have been formulated in UK-or American-English, depending on the origin or orientation of the author(s).
KAP 9: Udvikling på dagtilbuds-og skoleområdet. Af paedagogisk udviklingschef Stine Elverkilde, L... more KAP 9: Udvikling på dagtilbuds-og skoleområdet. Af paedagogisk udviklingschef Stine Elverkilde, Lyngby Taarbaek kommune -Paedagogisk udviklingsafdeling KAP 10: Udvikling af praksis på sundhedsområdet. Af ph.d. Karen Frederiksen, VIA UC KAP 11: Tvaerprofessionelt samarbejde. Af lektor Jakob Bovin, UCC KAP 12: Sprogbrug og formidlingspraksis: At skrive i professionsuddannelse og i professionsarbejde. Af ph.d. Lene Storgaard Brok, UCC
DOAJ (DOAJ: Directory of Open Access Journals), Nov 1, 2002
This book is the second edition of a book first published in 1989. It presents and argues DENZIN'... more This book is the second edition of a book first published in 1989. It presents and argues DENZIN's particular synthesis of interactionism, hermeneutics and ethnography, which may enable researchers to understand the way in which societal conflicts and transitions appear in the lifeworld perspective. The book goes through the phases of empirical social research, providing summarizing arguments and advice. It brings examples, relying on biographical studies and thick description ethnography. It situates the approach in "the post-modern period." The book may too brief for practical inspiration for readers, unless readers already possess extensive practical experience. What the book does present is a sympathetic reflection on the challenges of applied social research, and DENZIN's position. This review highlights the interesting similarities and differences between American and European interpretational approaches, suggesting that DENZIN may attach interpretation too strongly to the individual and his/her immediate consciousness. Table of Contents 1. A Book with a History 2. What Does (Did) DENZIN Say? 3. And What Can This Book Bring Us? 4. The Other America Emerging
This book is the second edition of a book first published in 1989. It presents and argues DENZIN'... more This book is the second edition of a book first published in 1989. It presents and argues DENZIN's particular synthesis of interactionism, hermeneutics and ethnography, which may enable researchers to understand the way in which societal conflicts and transitions appear in the lifeworld perspective. The book goes through the phases of empirical social research, providing summarizing arguments and advice. It brings examples, relying on biographical studies and thick description ethnography. It situates the approach in "the post-modern period." The book may too brief for practical inspiration for readers, unless readers already possess extensive practical experience. What the book does present is a sympathetic reflection on the challenges of applied social research, and DENZIN's position. This review highlights the interesting similarities and differences between American and European interpretational approaches, suggesting that DENZIN may attach interpretation too strongly to the individual and his/her immediate consciousness. Table of Contents 1. A Book with a History 2. What Does (Did) DENZIN Say? 3. And What Can This Book Bring Us? 4. The Other America Emerging
32p.; Also No. 119/2000 in the series "Publications from the Adult Education Research Group" [Skr... more 32p.; Also No. 119/2000 in the series "Publications from the Adult Education Research Group" [Skriftserie fra Erhvervs-og voksenuddannelsesgruppen]. Project conducted in collaboration with the Union of Engineers in Denmark with support from FTF, the Danish Confederation of Whitecollar workers and civil servants.
BRILL eBooks, Oct 24, 2019
Historical Social Research, Sep 29, 2012
The article is a guided tour to Alfred LORENZER's proposal for an "in-depth hermeneutic" cultural... more The article is a guided tour to Alfred LORENZER's proposal for an "in-depth hermeneutic" cultural analysis methodology which was launched in an environment with an almost complete split between social sciences and psychology/psychoanalysis. It presents the background in his materialist socialization theory, which combines a social reinterpretation of the core insights in classical psychoanalysis-the unconscious, the drives-with a theory of language acquisition. His methodology is based on a transformation of the "scenic understanding" from a clinical to a text interpretation, which seeks to understand collective unconscious meaning in text, and is presented with an illustration of the interpretation procedure from social research. Then follows a brief systematic account of key concepts and ideas-interaction forms, engrams, experience, symbolization, language game, utopian imagination-with an outlook to the social theory connections to the Frankfurt School. The practical interpretation procedure in a LORENZER-based psycho-societal research is briefly summarized, emphasizing the role of the researcher subjects in discovering socially unconscious meaning in social interaction. Finally an outlook to contemporary epistemological issues. LORENZER's approach to theorize and research the subject as a socially produced entity appears as a psycho-societal alternative to mainstream social constructivism. Table of Contents 1. The Landscape Before and Around LORENZER 2. Alfred LORENZER's Intellectual Journey 3. In-depth Hermeneutic Cultural Analysis 4. Engrams, Interaction Forms and the Language Game 5. Scenic Understanding
Copyright and moral rights for the publications made accessible in the public portal are retained... more Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal.
Den udfoldede modernitets læringsrum: Læring, erfaringsdannelse og selvregulering
Billesø, 2005
Uddannelser i krise - en gylden chance
Professional identity and gender
Institution, profession og samfund
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Papers by Henning Sallling Olesen