Søren Harnow Klausen – författare

Centered around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally.Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such as sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work.Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, and academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution- Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Centered around a contemporary conception of Bildung, this book effectively demonstrates how the aims of cross- and transcurricular teaching can be reconciled, resulting in a didactic framework for teaching and learning in secondary schools that can be applied internationally.Chapters present a nuanced and unified approach to fusing theory and practice by offering accounts of some of the most promising teaching methods from leading scholars in the field of curriculum research. These methods include dialogic teaching or movement integration, transversal competences like digital or entrepreneurial thinking, and topics that call for crosscurricular approaches, like sustainability or citizenship. Addressing diverse worries and criticisms of crosscurricular teaching, the book includes international viewpoints and trends such as sustainability, citizenship, and student motivation to present a comprehensive and systematic scholarly treatment of crosscurricular didactics within the classroom. It further addresses important challenges that have been widely ignored, like how to evaluate crosscurricular work.Ultimately, this volume makes a highly novel contribution to the field of crosscurricular didactics, and will be of interest to researchers, scholars, and academics in the fields of secondary education teaching and learning, educational science, and curriculum design. Those interested more broadly in the theory of education will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution- Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Concerns for future human wellbeing play a central role in climate change debate and policy making but have received scarce attention in climate change ethics. Gratifying Transitions: Maintaining Wellbeing in the Face of Climate Change remedies this by considering whether and how we can live a good and satisfying life under constraints caused by climate change. Drawing on behavioral psychology and theories of self-cultivation, the author argues that green transition requires that we work actively with wellbeing, as moral beliefs, knowledge about climate change, or new understandings of the relationship between humans and nature are unlikely to bring about the necessary changes in behavior. Contrary to a widespread view, the author further argues that subjective wellbeing rather than basic needs satisfaction is the most appropriate notion of wellbeing for addressing climate change issues. The book contains both detailed philosophical arguments and concrete guidelines for how to foster a transition to more sustainable, but still sufficiently rewarding, ways of living, individually as well as collectively.

Concerns for future human wellbeing play a central role in climate change debate and policy making but have received scarce attention in climate change ethics. Gratifying Transitions: Maintaining Wellbeing in the Face of Climate Change remedies this by considering whether and how we can live a good and satisfying life under constraints caused by climate change. Drawing on behavioral psychology and theories of self-cultivation, the author argues that green transition requires that we work actively with wellbeing, as moral beliefs, knowledge about climate change, or new understandings of the relationship between humans and nature are unlikely to bring about the necessary changes in behavior. Contrary to a widespread view, the author further argues that subjective wellbeing rather than basic needs satisfaction is the most appropriate notion of wellbeing for addressing climate change issues. The book contains both detailed philosophical arguments and concrete guidelines for how to foster a transition to more sustainable, but still sufficiently rewarding, ways of living, individually as well as collectively.

This book is a succinct guide to Søren Kierkegaard’s contribution to educational thought. Kierkegaard is not usually known as an educational thinker, but the book shows how his key notions and ideas are nevertheless highly relevant to educational theory and practice. It places them within the context of Kierkegaard’s philosophy and the philosophy of his time, while also exploring their significance to issues of contemporary concern, like the question of how far education should aim at fostering useful skills or support more ambitious goals. The central topics are Kierkegaard’s diagnosis of the limitations of objective knowledge and his corresponding emphasis on know-how, personal appropriation and subjective attitude; his analysis of more or less successful forms of self-realization; his ideas about fostering personal development through “indirect communication” and dialogue; and the elements, strengths and shortcomings of the ideal of self-cultivation (German Bildung).