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Publications (10 of 31) Show all publications
Backman, Y., Gardelli, T., Gardelli, V., Strömberg, C. & Gardelli, Å. (2018). Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury. In: García, F; Duthie, E. & Robles, R. (Ed.), Parecidos de familia: Propuestas actuales en Filosofía para Niños (pp. 482-490). Madrid: Anaya
Open this publication in new window or tab >>Research Methods in the Swedish project Education for Participation: Philosophizing back a ‘New’ Life After Acquired Brain Injury
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2018 (English)In: Parecidos de familia: Propuestas actuales en Filosofía para Niños / [ed] García, F; Duthie, E. & Robles, R., Madrid: Anaya , 2018, p. 482-490Chapter in book (Refereed)
Abstract [en]

Annually, more than ten million people in all age groups in the world experience an acquired brain injury (‘ABI’), which is a brain injury caused after birth by external forces (e.g. motor vehicle accidents) or certain internal factors (e.g. stroke). Brain injury survivors are often left with long-term impairments in cognitive, social, or emotional functioning. Despite a promising outset, research on the effectiveness of philosophical dialogues as an educational method for persons with ABI to increase their cognitive, social, and emotional functioning has, to our knowledge, been virtually non-existent. The present research project targets this and uses a pretest-posttest and mixed-method triangulation design and attempts to measure effects of two small-scale interventions carried out in the northern part of Sweden. In this text, the project’s research design, data production, and data processing are described. 

Place, publisher, year, edition, pages
Madrid: Anaya, 2018
Keywords
Philosophy; Philosophy with Children; P4C; Education;
National Category
Philosophy Pedagogy Law (excluding Law and Society)
Research subject
Philosophy; Education; Law
Identifiers
urn:nbn:se:ltu:diva-69886 (URN)
Projects
Utbildning för delaktighet – att filosofera tillbaka ett 'nytt' liv efter förvärvad hjärnskada
Funder
Swedish Research Council, 721-2013-2161
Note

Bokens engelska titel: Family ressemblances. Current proposals in Philosophy for Children

Available from: 2018-08-15 Created: 2018-08-15 Last updated: 2018-08-16Bibliographically approved
Gardelli, Å., Backman, Y., Gardelli, T., Gardelli, V., Jacobsson, L. & Strömberg, C. (2018). Utbildning för delaktighet – att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada. In: Resultatdialog 2018: (pp. 49-52). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Utbildning för delaktighet – att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
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2018 (Swedish)In: Resultatdialog 2018, Stockholm: Vetenskapsrådet , 2018, p. 49-52Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2018
Keywords
filosofiska samtal, filosofi, pedagogik, specialpedagogik
National Category
Pedagogy Philosophy Other Health Sciences
Identifiers
urn:nbn:se:ltu:diva-73872 (URN)978-91-7307-374-5 (ISBN)
Projects
Utbildning för delaktighet – att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
Funder
Swedish Research Council
Available from: 2019-05-07 Created: 2019-05-07 Last updated: 2019-07-24
Backman, Y., Gardelli, T., Gardelli, V., Gardelli, Å. & Strömberg, C. (2017). Mental well-being and philosophy for persons with acquired brain injuries. In: : . Paper presented at 18th ICPIC Conference: Family resemblances, Madrid, Spain, June 28 – July 1, 2017.
Open this publication in new window or tab >>Mental well-being and philosophy for persons with acquired brain injuries
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

According to previous reports, mental well-being is conducive to increased pro-social behavior and achievement in several domains. Previous studies have also indicated that P4C has a positive impact on mental well-being. In this paper, we discuss how philosophical dialogues affect the mental well-being of persons with acquired brain injuries (ABI), a group for which increases in mental and social well-being as well as performance are especially important. The paper is based on a small-scale study carried out by the researchers in the ongoing research project Education for Participation – Philosophizing back a ”new” life after acquired brain injury (funded by the Swedish Research Council). The research group has attempted to assess effects of two single group small-scale interventions (a weak experimental pre-test post-test design with the two experimental groups as control groups before the intervention started) that were made in the northern part of Sweden. The two groups participated in twelve philosophical dialogues each during a period of fifteen weeks from January 2015 to May 2015. In addition to the persons with ABI, staff participated in the philosophical dialogues in both groups. Besides cognition and communication measurements, the research group measured subjective well-being, which is targeted in this paper. Individual in-depth semi-structured interviews were carried out with all of the participants with ABI based on the following two subjective well-being measurements: (i) the Cantril Ladder, and (ii) The Satisfaction With Life Scale. To utilize the Cantril Ladder, we partly adapted it for the study population and translated it to Swedish. We used the recommended non-verbal ladder device ranging from 0–10, where the top was described as the best life, and the bottom the worst life, as the interviewee defined it. Each interviewee was asked questions about how he/she defined the best and the worst possible future life in terms of happiness and unhappiness, where he/she thinks he/she stands on the ladder today, where he/she stood five years ago, where he/she stood before the ABI, and where he/she will stand in the future. The Satisfaction With Life Scale ranges form 1–7 and contains the following five items: 1) ”In most ways my life is close to my ideal.”, 2) ”The conditions of my life are excellent.”, 3) ”I am satisfied with my life.”, 4) ”So far I have gotten the important things I want in life.”, and 5) ”If I could live my life over, I would change almost nothing.”. (We used a Swedish translation of the questions.) The data collection was finished in June 2015. In this paper, we present some preliminary results. In short, the processed data (to date) indicate that the philosophical dialogues were accompanied by an increase in subjective well-being among the participants with ABI, which makes the case stronger for P4C/PWC as an educational method applicable also in special needs education.

National Category
Pedagogy Philosophy
Research subject
Education; Philosophy
Identifiers
urn:nbn:se:ltu:diva-66583 (URN)
Conference
18th ICPIC Conference: Family resemblances, Madrid, Spain, June 28 – July 1, 2017
Funder
Swedish Research Council, 721-2013-21-61
Available from: 2017-11-14 Created: 2017-11-14 Last updated: 2018-04-25Bibliographically approved
Backman, Y., Gardelli, T., Gardelli, V., Gardelli, Å. & Strömberg, C. (2017). Research methods for the Swedish research project Education for Participation : Philosophizing back a ‘new’ life after acquired brain injury. In: : . Paper presented at 18th ICPIC Conference: Family Resemblances, Madrid, Spain, June 28 – July 1, 2017.
Open this publication in new window or tab >>Research methods for the Swedish research project Education for Participation : Philosophizing back a ‘new’ life after acquired brain injury
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2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
pedagogy, philosophical dialogues, philosophy, acquired brain injuries, pedagogik, filosofiska samtal, filosofi, förvärvade hjärnskador
National Category
Pedagogy Philosophy Law (excluding Law and Society)
Research subject
Education; Philosophy; Law
Identifiers
urn:nbn:se:ltu:diva-66548 (URN)
Conference
18th ICPIC Conference: Family Resemblances, Madrid, Spain, June 28 – July 1, 2017
Projects
Utbildning för delaktighet - Att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
Funder
Swedish Research Council
Available from: 2017-11-20 Created: 2017-11-20 Last updated: 2018-04-25Bibliographically approved
Backman, Y. (2016). Circles of Happiness: Students' perceptions of bidirectional crossovers of subjective well-being (ed.). Journal of Happiness Studies, 17(4), 1547-1563
Open this publication in new window or tab >>Circles of Happiness: Students' perceptions of bidirectional crossovers of subjective well-being
2016 (English)In: Journal of Happiness Studies, ISSN 1389-4978, E-ISSN 1573-7780, Vol. 17, no 4, p. 1547-1563Article in journal (Refereed) Published
Abstract [en]

The mental well-being of the world’s adolescents has decreased in the last 20–30 years. Such a trend is visible also in Sweden, a country otherwise considered a positive example in terms of child well-being. In Sweden, students in lower secondary school are especially exposed. From a salutogenic orientation, this study qualitatively explored 200 Swedish students’ (grades 5–9) perceptions of the role of happiness in school. Students perceived happiness as both promoting and being promoted by five aspects: learning, school engagement, appreciation of subjects or lesson content, others’ happiness, and prosocial behavior. Hence, five perceived bidirectional crossovers of subjective well-being were found. These were compared to the findings of previous research about the determinants and effects of happiness. The students’ perceptions both add new direction for future research and align in several respects with decades of earlier research.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-6987 (URN)10.1007/s10902-015-9658-0 (DOI)000381198300012 ()2-s2.0-84936882042 (Scopus ID)55222390-dd11-46f2-9657-1729da191d13 (Local ID)55222390-dd11-46f2-9657-1729da191d13 (Archive number)55222390-dd11-46f2-9657-1729da191d13 (OAI)
Projects
"Skolan suger"... eller? Att ge röst åt barns och ungdomars erfarenheter av psykosocial hälsa i sin lärandemiljö
Note

Validerad; 2016; Nivå 2; 20150527 (ylva)

Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Gardelli, T., Backman, Y., Gardelli, V., Gardelli, Å. & Strömberg, C. (2016). Philosophical dialogues in education for persons with acquired brain injuries (ed.). In: (Ed.), : . Paper presented at World Conference on Educational Sciences : 04/02/2016 - 06/02/2016.
Open this publication in new window or tab >>Philosophical dialogues in education for persons with acquired brain injuries
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2016 (English)Conference paper, Oral presentation only (Refereed)
Keywords
Humanities and religion - History and philosophy subjects, Filosofi, Filosofi med barn, Filosofiska samtal, Pedagogik, Filosofididaktik, förvärvad hjärnskada, Humaniora och religionsvetenskap - Historisk-filosofiska ämnen
National Category
Pedagogy Philosophy Law (excluding Law and Society)
Research subject
Education; Philosophy; Law
Identifiers
urn:nbn:se:ltu:diva-40103 (URN)f16b733b-31c3-45a9-999a-166b6e44fd77 (Local ID)f16b733b-31c3-45a9-999a-166b6e44fd77 (Archive number)f16b733b-31c3-45a9-999a-166b6e44fd77 (OAI)
Conference
World Conference on Educational Sciences : 04/02/2016 - 06/02/2016
Projects
Utbildning för delaktighet - Att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
Note

Godkänd; 2016; 20160508 (vikvik)

Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2018-04-25Bibliographically approved
Backman, Y. (2016). Students’ Reasoning about Learning and Well-being in School: On the epistemic privilege of Swedish early adolescent students (ed.). (Doctoral dissertation). Paper presented at . : Luleå tekniska universitet
Open this publication in new window or tab >>Students’ Reasoning about Learning and Well-being in School: On the epistemic privilege of Swedish early adolescent students
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The recent emphasis on performance in standardized testing of Swedish students is visible in reports from both national and international agencies. According to the reports, there has been a steep decline in the internationally measured performance of Swedish students in school since the 1990s. In fact, the performance of Swedish students in the Programme for International Student Assessment (PISA) has declined more dramatically than any other OECD country in the last decade. This has influenced a national debate about factors promoting knowledge acquisition. Alongside the drop in performance, young Swedish people’s mental problems have increased since the 1990s. The impact of one’s well-being on performance has been widely acknowledged in previous research, and two explicit targets in both current andprevious Swedish national curriculum for the compulsory school are learning and well-being. Meanwhile, the importance of encouraging early adolescents’ (10–14 years) participation in improving their own standards is acknowledged in several recent reports from influential non-governmental organizations such as the WHO and UNICEF. However, advancing students’ development requires a keen understanding of their current situation, something impeded by the fact that data on early adolescents is relatively scarce. Furthermore, a large amount of previous research has been focused on risk factors related to illness in children, rather than factors promoting well-being. The aim of this thesis is to explore early adolescent students’ reasoning about learning and well-being in school. A qualitative design with open-ended writing tasksand interview questions was constructed in order to facilitate the incorporation of students’ reasoning about learning and well-being into the research, in accordance with the study’s salutogenic point of departure and the specific standpoint epistemology that I propose and use in the thesis.The empirical data includes (1) written reflections by 200 students in grades 5–9 from 11 classes in four different schools (rural and urban), which were part of the Swedish compulsory school system and which were located in two municipalities in the northern part of Sweden, and (2) interviews with 24 students, from 12 to 15 years old, from two municipally run schools, which were also part of the compulsory school program in northern Sweden. Four sub-studies were conducted and presented in four journal articles. The data in sub-studies I, II, and IV consisted of the written reflections described above, while the data in sub-study III consisted of the interviews described above. The first sub-study concerned early adolescent students’ previous positive experiences and indicated that the students found aspects both within and beyond the classroom relevant for having a good time in school. In more detail, the students’ positive experiences concerned (i) interaction with teachers, (ii) freedom of choice regarding work and workmates, (iii) the atmosphere for discussions, (iv) school subjects and success, (v) learning processes in outings, (vi) friends, and (vii) primary (basic) needs. The results show a perceived complex relation between learning and well-being in school, which may well be studied further in future research. The second sub-study investigated students’ preferred states of affairs. The students emphasized a variety of views of what kind of structures, content, actions and attitudesmay have a positive impact on the learning environment in school. The variousreflections provided by the students were understood as falling under four themes: (i) influencing educational settings; (ii) striving for reciprocity; (iii) managing time struggles; and (iv) satisfying well-being needs. Besides providing perceived opportunities for change in school concurring with previous research, the results also point towards great variety and certain inconsistencies in the students’ perceptions about factors promoting learning.In the third sub-study, the interview data was analyzed using a distinction between decision methods and criteria of rightness, which has rarely been used in empirical research. Six forms of variety in the students’ moral reasoning were found, denoted as follows: (i) interpersonal variety in decision method dimension, (ii) intrapersonal variety in decision method dimension, (iii) interpersonal variety in criterion of rightness dimension, (iv) intrapersonal variety in criterion of rightness dimension, (v) interpersonal variety between the two dimensions, and (vi) intrapersonal variety between the two dimensions. The use of the distinction between decision methods and criteria of rightness enabled a nuanced understanding of varieties in students’moral reasoning, and may be useful in large-scale studies, for example, to explore the rate of occurrence of each respective form of variety. Future research could also examine the potential context dependence of the different forms of varieties. In the fourth sub-study, five perceived bidirectional crossovers of subjective wellbeing (i.e., perceived two-way transmissions between happiness and other aspects within the school domain) were noted in the students’ written reflections. These were: (i) happiness and learning, (ii) happiness and school engagement, (iii) happiness and appreciation of subjects or lesson content, (iv) happiness and others’ happiness, and (v) happiness and prosocial behavior. Besides providing novel hypotheses aboutbidirectional crossovers of subjective well-being, this sub-study supplied a systematic framework for interpreting qualitative outputs and provided conceptual as well as analytical direction for future research about happiness in education. I provide a definition of the formal expression “bidirectional crossovers” of subjective well-being, which may provide analytic categories for future research, while the more informal expression “circles of happiness” could be used in education, allowing teachers and students to conceptualize everyday events in the classroom. In the final parts of this thesis, students’ reasoning about the conditions for and effects of learning and well-being in school in all the four sub-studies are compared with previous empirical research through the use of established and novel definitions and theory. The comparison shows considerable correspondence between the students’ reasoning and previous research, providing evidence to the effect thatSwedish early adolescent students’ reasoning is trustworthy regarding the conditions for and effects of learning and well-being in school. There are also novel researchgenerating hypotheses formulated directly based on the students’ reasoning. The trustworthiness and novelty of the students’ reasoning about the conditions and effects of learning and well-being in school provides evidence for an epistemic privilege for the students participating in this study. This constitutes a starting point for futureresearch in which the claims about epistemic privilege in the standpoint epistemology proposed here can be further tested for Swedish early adolescent students in general.KEYWORDS: education, epistemic privilege, happiness, learning, moral reasoning, standpoint epistemology, well-being

Place, publisher, year, edition, pages
Luleå tekniska universitet, 2016
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-26072 (URN)c7d51e7f-2b31-4828-b822-7f1959ef83c3 (Local ID)978-91-7583-551-8 (ISBN)978-91-7583-552-5 (ISBN)c7d51e7f-2b31-4828-b822-7f1959ef83c3 (Archive number)c7d51e7f-2b31-4828-b822-7f1959ef83c3 (OAI)
Note
Godkänd; 2016; 20160226 (ylva); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Ylva Backman Ämne: Pedagogik / Education Avhandling: Students´ Reasoning about Learning and Well-Being in School On the Epistemic Privilege of Swedish Early Adolescent Students Opponent: Professor Karin Sporre Institutionen Tillämpad utbildningsvetenskap Umeå universitet Ordförande: Professor Eva Alerby Institutionen för konst, kommunikation och lärande Luleå tekniska universitet Tid: Fredag den 22 april 2016, kl. 10.00 Plats: D770, Luleå tekniska universitetAvailable from: 2016-09-30 Created: 2016-09-30 Last updated: 2018-04-25Bibliographically approved
Backman, Y. & Gardelli, V. (2015). Six forms of variety in students' moral reasoning: an age-old distinction enabling new methods and findings (ed.). Paper presented at . Ethics and Education, 10(2), 227-240
Open this publication in new window or tab >>Six forms of variety in students' moral reasoning: an age-old distinction enabling new methods and findings
2015 (English)In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 10, no 2, p. 227-240Article in journal (Refereed) Published
Abstract [en]

In this study, the age-old distinction between decision method and criterion of rightness, commonly employed in normative ethics, was used to attain a detailed understanding of inter- and intrapersonal variety in students' moral reasoning. A total of 24 Swedish students, 12–15 years of age, were interviewed. Inter- and intrapersonal varieties in and between the two dimensions of moral reasoning were found, constituting six novel forms of varieties. We describe several explanations proposed within the field of social-cognitive domain theory, and argue that these do not suffice to explain all the found forms of varieties in students' moral reasoning. Some limitations of the present study are discussed, and some suggestions for future research are given.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-5908 (URN)10.1080/17449642.2015.1051856 (DOI)000214060700008 ()2-s2.0-84938418972 (Scopus ID)418ae4a6-eee0-4f75-8a0f-c34f888b6276 (Local ID)418ae4a6-eee0-4f75-8a0f-c34f888b6276 (Archive number)418ae4a6-eee0-4f75-8a0f-c34f888b6276 (OAI)
Note
Validerad; 2015; Nivå 1; 20150812 (andbra)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved
Nilsson, D., Gardelli, V., Backman, Y. & Gardelli, T. (2015). To Colorize a Worldview Painted in Black and White: Philosophical dialogues to reduce the influence of extremism on youths online (ed.). Paper presented at . International Journal of Humanities and Social Science, 5(1), 64-70
Open this publication in new window or tab >>To Colorize a Worldview Painted in Black and White: Philosophical dialogues to reduce the influence of extremism on youths online
2015 (English)In: International Journal of Humanities and Social Science, ISSN 2220-8488, E-ISSN 2221-0989, Vol. 5, no 1, p. 64-70Article in journal (Refereed) Published
Abstract [en]

A recent report by the Swedish National Council for Crime Prevention in cooperation with the Swedish Security Service shows that the Internet has been extensively used to spread propaganda by proponents of violent political extremism, characterized by a worldview painted in black and white, an anti-democratic viewpoint, and intolerance towards persons with opposing ideas. We provide five arguments suggesting that philosophical dialogue with young persons would be beneficial to their acquisition of insights, attitudes and thinking tools for encountering such propaganda. The arguments are based on stated requirements for problem solutions given by experts in violent political extremism, recent research about the effects of philosophical dialogue in young persons’ thinking skills, and parts of the basic theoretical framework of Philosophy for Children. Philosophical dialogues seem a promising way for young people to achieve a stronger democratic awareness and a more tenacious resistance against extremist views online.

Abstract [sv]

En nyligen publicerad rapport från Brottsförebyggande rådet i samarbete med Säkerhetspolisen visar att Internet i stor utsträckning används som ett propagandaverktyg av förespråkare för våldsam politisk extremism, karakteriserad av en svartvit världsbild, ett anti-demokratiskt förhållningssätt och intolerans mot oliktänkande. Vi presenterar fem argument för att filosofiska samtal med unga människor skulle hjälpa dem att förvärva insikter, förhållningssätt och tankeverktyg som kan användas för att bemöta propagandan från extremistiska rörelser av detta slag. Våra argument baserar sig på förslag på strategier för att motverka våldsam politisk extremism framförd av experter inom detta område, nytillkommen forskning om effekter av filosofiska samtal på unga människors färdigheter i tänkande samt delar av det grundläggande teoretiska ramverket för filosofi för barn (Philosophy for Children). Filosofiska samtal verkar vara ett lovande sätt för unga människor att nå en starkare demokratisk medvetenhet och ökad motståndskraft mot extrema åsikter på Internet.

Keywords
democracy, philosophical dialog, youth, philosophy, extremism, propaganda, online, internet, Humanities and religion - History and philosophy subjects, Filosofi, Filosofi med barn, Filosofiska samtal, Etik, Internet, Dialog, Demokrati, Humaniora och religionsvetenskap - Historisk-filosofiska ämnen
National Category
Philosophy Pedagogy
Research subject
Philosophy; Education
Identifiers
urn:nbn:se:ltu:diva-16218 (URN)fd0f4a68-b330-44f2-9b6b-7774972840b8 (Local ID)fd0f4a68-b330-44f2-9b6b-7774972840b8 (Archive number)fd0f4a68-b330-44f2-9b6b-7774972840b8 (OAI)
Projects
Utbildning för delaktighet - Att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
Note
Validerad; 2015; Nivå 1; 20150228 (teogar)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-04-25Bibliographically approved
Backman, Y. (2014). Ragnar Ohlsson och Kian Sigge: Den barnsliga relativismen (ed.). Paper presented at . Tidskrift för politisk filosofi, 2014(3), 40-54
Open this publication in new window or tab >>Ragnar Ohlsson och Kian Sigge: Den barnsliga relativismen
2014 (Swedish)In: Tidskrift för politisk filosofi, ISSN 1402-2710, Vol. 2014, no 3, p. 40-54Article in journal (Refereed) Published
Keywords
Humanities and religion - History and philosophy subjects, Filosofi, Filosofi med barn, Relativism, Dialog, Filosofiska samtal, Lipman, Humaniora och religionsvetenskap - Historisk-filosofiska ämnen
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-13278 (URN)c7a1fb85-23cb-471a-86ec-4e6270e06aef (Local ID)c7a1fb85-23cb-471a-86ec-4e6270e06aef (Archive number)c7a1fb85-23cb-471a-86ec-4e6270e06aef (OAI)
Projects
Utbildning för delaktighet - Att filosofera tillbaka ett "nytt" liv efter förvärvad hjärnskada
Note
Godkänd; 2015; 20150415 (ylva)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-04-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9511-0354

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