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Authentic Voicing Within Acts of Survival
No full textWe take a dialogic approach to exploring the plurality of voices within ourselves and our discipline in this editorial for the July 2025 issue of Voices
Axiological Traces in Supervision in Higher Education
No full textThe study deals with the complexity of supervision in academia. Higher education is described as “bundled institutions” (Kalleberg, 2011) with unclear aesthetics and a complex mandate in the field of supervision. The institutions are required to ensure supervision related to research, development work and teaching, and is aimed towards written text as well as practical work. The article presents general characteristics of the complexity involved in working with supervision. Focus is on identifiable axiologies at all three levels of higher education. Empirical basis is individual interviews with supervisors at bachelor\u27s, master\u27s and PhD level. Method of analysis is dialogical and implies the double question of what the research material can tell us, and what we can tell the research material (Sullivan, 2012). The results are presented along two main tracks, categorized as “common bureaucratic” and “charismatic” traits at bachelor\u27s, master\u27s and PhD level. In conclusion, we discuss an axiological track rooted in a dialogical relational ontology.Studien omhandler veiledningens kompleksitet innenfor akademia. Høyere utdanning beskrives som «knippeinstitusjoner» (Kalleberg, 2011), med uklar estetikk og et komplekst mandat på veiledningsområdet. Institusjonene skal sikre veiledning rettet mot forskning, utviklingsarbeid og undervisning, mot skriftlig tekst så vel som mot praksis- og profesjonsorientert arbeid. I artikkelen presenteres gjennomgående karaktertrekk ved dette komplekse veiledningsarbeidet. Problemstillingen er knyttet til hvilke aksiologier som kan identifiseres på tre utdanningsnivå. Vi har gjennomført individuelle intervjuer med veiledere på bachelor-, master- og ph.d.-nivå. Analysemetoden er dialogisk og involverer dobbeltspørsmålet om hva forskningsmaterialet kan si oss, og hva vi kan si forskningsmaterialet (Sullivan, 2012). Resultatene dokumenteres i form av to ulike hovedspor. Disse presenteres som felles byråkratiske og karismatiske trekk på bachelor-, master- og ph.d.-nivå. Avslutningsvis diskuteres et spesielt aksiologisk spor forankret i en dialogisk relasjonsontologi
Tale ved Emmy Brandt Jørgensens bisættelse den 29. november 2024
Full text linkMindeord til Emmy Brandt Jørgense
Professionals’ Responses to Aggravated Intimate Partner Violence: A Study of the Norwegian Duty to Avert in Criminal Case Documents
Full text linkHow are professionals in Norway responding to the pervasive issue of intimate partner violence (IPV)? Under Norwegian law, the duty to avert (DTA) obliges all citizens, including professionals, to act against intimate partner violence, distinguishing it from legislation on mandatory reporting (MR) as it allows – and demands – averting by reporting to the police or by other means. There is a lack of insight into the usage of the duty to avert among professionals dealing with intimate partner violence.
This article examines the legal framework of the duty to avert intimate partner violence (DTA-IPV). It assesses the extent to which professionals comply with the duty to avert IPV, identifying who engages in such actions and what they do. Additionally, it investigates the impact of DTA and presents a typology derived from the research, outlining four typical scenarios observed in this study. Analysis of criminal case documents from 38 aggravated IPV cases reveals that while professionals attempt to avert IPV, considerable potential remains untapped. Professionals act in line with their respective fields, resulting in variations in the enforcement and nature of DTA actions across different professions. Moreover, there is a complete absence of references to the legal provision regarding the duty to avert as grounds for these DTA actions, suggesting a lack of legal awareness among professionals. These findings underscore the need for enhanced training and education on DTA and prompt whether DTA-IPV legislation should be simplified to ensure a better understanding of the legislation
Etik och pedagogik I-III - tre artikelfragment
Full text linkI tre artikelfragment diskuteras hur moral och religion spelar en roll i relation till den praktiska kunskapen som ledsagar mänskligt handlande.
Diskussionen i artikeln upplysas av dels Freud och hans Oidipus-komplex, dels de så kallade kritiska teorier. I de pedagogiska praktikerutbildninger ses att disciplinen pedagogisk etik inte finns som symtom på en "förträngning av den etiska frågan". Detta perspektiveras till Weber som, precis som Habermas, ser västerlandets historia som en rationaliseringsprocess, och till Claude Lévi-Strauss.
Senare ställs frågan hur detta studie placeras inom vetenskaperna i bredaste mening, om man vill formulera en teori mot bakgrund av empiriska studier. Enligt Habermas handlar studiet om att systematiskt rekonstruera förteoretiskt vetande hos en kompetent aktör. Rekonstruktiv vetenskap vill gå in i utövandet av en kompetens och rekonstruera hur den kompetenta gör. Detta relateras till Bourdieus teorier som inte ser den praktiska kunskapen som ett förstadium till den teoretiska kunskapen.
"Alla människor är lika" uttrycker en regel och inte är en empirisk generalisering, och relateras till Aristoteles\u27 "lika ska behandlas lika, olika ska behandlas olika". En slutsats är att eftersom vi hela tiden tvingas införa ett relevanskriterium, kan vi inte ha rättfärdighetsprincipen om vi inte förutsätter att det finns principer överhuvudtaget: retfärdighetsprincipen är redan en andra hands princip; relevansfrågan viser att rättfärdighetsprincipen ytterligare förutsätter andra principer, nämligen att det finns regler för vad man kan kräva i mellanmänskligt handlande.
Staf Callewaert avled i 2023, men efterlämnade ett antal artiklar och övriga texter. Texterna redigerades och Abstract samt Introduktion och Avslutning till de tre artikelfragment skrevs i mars 2025 av docent i pedagogik Morten Nørholm.
The Lost Child
No full textThis film chronicles a two-day rite of passage known as Nuka Nua, or ‘Returning to one\u27s home village’ among the Ngadha people in central Flores, Indonesia. Nine years earlier, Ludis, a noblewoman and nurse, secretly married her beloved, Anis, a schoolteacher and commoner. In their society, women preserve the noble lineage, which is severed through hypogamy (marrying beneath one\u27s status), once punishable by death. The couple have two children and Ludis has been exiled from her village since their marriage.
Ludis\u27s aging parents, Bene and Sofie, have been longing to spend time with their only adopted child and grandchildren. However, a family reunion can only occur after Ludis and Anis have passed through a harrowing rite of passage that cleanses them and transforms Ludis from a noble woman to a commoner. This ritual of death and rebirth is prohibitively expensive, forcing the eloped couple to endure a long wait before it could be arranged. The film shows how two fundamentally different ideological constructs clash. One manifests as a social organization characterized by hereditary rank based on notions of purity; the other echoes more egalitarian notions. The first is rooted in the cosmo-mythical past; the second is grounded in a much more recent discourse. Social organization premised on rank and purity is rapidly losing ground– in part due to the influence of ‘the modern’, but even more so because its own internal logic works against it.
Warning: This film has scenes showing the sacrifice and slaughter of animals
Our Little Garden
No full textOur Little Garden explores in the hustle of Santiago de Chile\u27s megacity how gardeners of different ages have found a respite, a connection to the soil and a community in an organic urban garden at the edges of the capital city. Organic gardening not only produces agrochemical-free food but also a space where different species help each other to live. 19-year-old Alonso dreams of one day being self-sufficient. 76-year-old Ana María likes to keep her mind active by learning and enjoying plants with all her senses. Heriberto has recovered from cancer and wants to cleanse his body inside and out. Dipping one’s hands into the soil not only prompts the beginning of a plant\u27s life but is also a therapeutic experience. Here, a small piece of land offers gardeners an opportunity to practice traditional permaculture and return to a time when people were more attuned to the rhythms of plants and other organisms. This collaborative film project was accompanied by a Master’s thesis analyzing how health and well-being are experienced and conceptualised in relationships built around connections with nature, and how using collaborative videography can increase phenomenological sensory knowledge through involvements with research participants during ethnographic fieldwork
Artificial Intelligence or Intellectual Stunted Forms
No full textDenne kommentar tager udgangspunkt i dele af den standende debat om anvendelsen af Kunstig Intelligens/Artificial Intelligence (AI), især chatbots, i studier og forskning. Det diskuteres om og hvordan anvendelsen influerer på produktionen af viden. Med greb tilbage til forskellige former for kunstig viden fra forfatterens 50 årige karriere i uddannelsssystemet diskuteres hvilken funktion AI har og kan have. Konklusionen er at AI er en forhindring for produktionen af ny viden, og at AI udgør en nødvendig betingelse for fremvæksten og reproduktionen af Intellektuelle Kummerformer som i sin tur udgør en nødvendig betingelse for reproduktionen af en eksisterende, principielt vilkårlig social orden. Dette er tilfældet fordi AI er en indsats i en klasse-kamp om kriterierne for at blive del af den socialt dominante gruppe der legitimt udplyndrer allerede socialt dominerede grupper.This commentary sets out from the ongoing debate about the use of Artificial Intelligence (AI), particularly chatbots, in education and research. It is discussed if and how such use influences the production of knowledge. Drawing on various manifestations of artificial knowledge encountered during the author’s 50-year career in the educational system, the discussion explores what function AI has and can have. The conclusion is that AI is hindering the generation of new knowledge and instead constitutes a necessary condition for the emergence and the reproduction of intellectual stunted forms that in turn form a necessary condition for the reproduction of an existing, in principle arbitrary social order. This is so because AI is a stake in a class-struggle over the criteria for entering the socially dominant group legitimately exploiting already socially dominated groups
Meta-tragisk skuespil i Yorgos Lanthimos\u27 "The Killing of a Sacred Deer"
Full text linkThis article aims to expand on German philosopher Christoph Menke’s (b. 1958) notions of ‘meta-tragedy’ as he presents it in his book Tragic Play: Irony and Theatre from Sophocles to Beckett (2009) by exploring how the ‘theatrical’ or ‘weird’ acting style in Yorgos Lanthimos’ 2017 film The Killing of a Sacred Deer reflects the irony of the tragic plot. The article examines how this ‘weird’ acting style, characterized by staginess and stiffness, invokes the ‘presentness’ of the theatre actor, making it obvious that an actor is playing a role. I call this type of acting ‘meta-acting’. The conditions of a meta-tragedy in theatre, as outlined by Menke, are primarily defined by an ironic relation to the role of the spectator, and by a meta-theatrical plot, which centers on the workings and shortcomings of theatre to represent the insights in the tragic from Ancient Greece. In contrast, in The Killing of a Sacred Deer, this irony is transposed to the meta-acting style of the actors, resulting in a meta-tragic aesthetics in cinema
Music Therapy and Intersectionalities: Critical Perspectives on Structural Dynamics of Violence and Oppression and How to Confront them Through Emancipatory Practices in Brazilian Music Therapy
No full textEste trabalho traz reflexão sobre a urgência de incorporar perspectivas interseccionais na prática da musicoterapia, enfatizando a necessidade de abordagem interseccional, incluindo perspectivas antirracistas, feministas e voltadas à população LGBTQIA+ (queers), para transformar os cuidados em saúde e combater possíveis violências institucionais. A partir de uma revisão crítica da literatura, traz reflexões que apontam para a necessidade de a musicoterapia expandir suas dimensões de modo a integrar saberes decoloniais e práticas anti-opressivas, reconhecendo a complexa interação entre raça, gênero e sexualidade. A análise revela que estruturas históricas de opressão, como racismo, sexismo e LGBTQIA+fobia, perpetuam desigualdades e restringem o acesso a serviços de saúde de qualidade. Como resultado, o texto ressalta a necessidade de repensar os currículos de formação em musicoterapia, promovendo a conscientização crítica e a valorização dos saberes multiculturais a partir de múltiplas epistemes. Ao propor umaprática musicoterapêutica comprometida com a justiça social, o estudo convoca profissionais, educadores e gestores a repensarem de forma crítica suas abordagens, ampliando espaços de escuta, inclusão e transformação e dessa forma, contribuir para a promoção de uma saúde integral e emancipatória, capaz de enfrentar as múltiplas dimensões das violências contemporâneas.
Comentário Editorial
Quão complexa é a musicoterapia quando a vivenciamos na intersecção entre raça, gênero e sexualidade! Os autores conhecem profundamente esse tipo de interseccionalidade e nos convidam a nos aproximarmos desse território, generosamente. Eles mesmos reconhecem o trabalho de muitos colegas que, no Brasil, estão trabalhando para enfrentara violência gerada pelo colonialismo em termos de desigualdade, injustiça e violência.Este trabajo reflexiona sobre la urgencia de incorporar perspectivas interseccionales en la práctica de la musicoterapia, enfatizando la necesidad de un enfoque interseccional, que incluya perspectivas antirracistas, feministas y orientadas a la población LGBTQIA+ (queers), para transformar la atención sanitaria y combatir posibles violencias institucionales. A partir de una revisión crítica de la literatura, presenta reflexiones que apuntan a la necesidad de que la musicoterapia amplíe sus dimensiones paraintegrar conocimientos decolonialesy prácticas antiopresivas, reconociendo la compleja interacción entre raza, género y sexualidad. El análisis revela que las estructuras históricas de opresión, como el racismo, el sexismo y la LGBTQIA+fobia, perpetúan las desigualdades y restringen el acceso a servicios de salud de calidad. Como resultado, el texto destaca la necesidad de repensar los planes de estudio de formación en musicoterapia, promoviendo la conciencia crítica y la valoración de los conocimientos multiculturales a partir de múltiples epistemologías. Al proponer una práctica musicoterapéutica comprometida con la justicia social, el estudio convoca a profesionales, educadores y gestores a repensar críticamente sus enfoques, ampliando los espacios de escucha, inclusión y transformación y, de esta manera, contribuir a la promoción de una salud integral y emancipadora, capaz de enfrentar las múltiples dimensiones de las violencias contemporáneas.
Comentario Editorial
¡Cuán compleja es la musicoterapia cuando la vivimos en el cruce entre raza, género y sexualidad! Los autores conocen a fondo esa clase de interseccionalidad y nos invitan a acercarnos a ese territorio, generosamente. Ellos mismos reconoce el trabajo de muchos colegas que en Brasil están trabajando para enfrentar la violencia generada por el colonialismo en términos de desigualdad, injusticia y violenciaThis paper reflects on the urgency of incorporating intersectional perspectives into music therapy practice, emphasizing the need for an intersectional approach that includes anti-racist, feminist, and LGBTQIA+ (queer) perspectives in order to transform healthcare and combat possible institutional violence. Based on a critical review of the literature, it offers reflections that point to the need for music therapy to expand its dimensions in order to integrate decolonial knowledge and anti-oppressive practices, recognizing the complex interaction between race, gender, and sexuality. The analysis reveals that historical structures of oppression, such as racism, sexism, and LGBTQIA+phobia, perpetuate inequalities and restrict access to quality health services.As a result, the text highlights the need to rethink music therapy training curricula, promoting critical awareness and the valorization of multicultural knowledge based on multiple epistemes. By proposing a music therapy practice committed to social justice, the study calls on professionals, educators, and managers to critically rethink their approaches, expanding spaces for listening, inclusion, and transformation, and thus contributing to the promotion of comprehensive and emancipatory health, capable of addressing the multiple dimensions of contemporary violence.
Editorial Comment
How complex music therapy is when we experience it at the intersection of race, gender, and sexuality! The authors have a deep understanding of this kind of intersectionality and generously invite us to explore this territory. They themselves acknowledge the work of many colleagues in Brazil who are working to confront the violence generated by colonialism in terms of inequality, injustice, and violence.