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Backman, Y., Gardelli, T., Gardelli, V. & Strömberg, C. (2020). Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries. International Journal of Disability, Development and Education, 67(1), 107-123
Open this publication in new window or tab >>Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries
2020 (English)In: International Journal of Disability, Development and Education, ISSN 1034-912X, Vol. 67, no 1, p. 107-123Article in journal (Refereed) Published
Abstract [en]

The high prevalence of brain injury incidents in adolescence and adulthood demands effective models for re-learning lost cognitive abilities. Impairment in brain injury survivors’ higher-level cognitive functions is common and a negative predictor for long-term out- come. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipa- lities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic, inquiry-based, and inspired by the Philosophy for Children Programme, a participatory thinking skills approach with documented higher-order cognitive outcomes, such as developed argumentation skills, in other target groups. Philosophical dialogues were conducted once a week in the two groups, totalling 12 dialogues per group. Group argumentation development was measured through compared scores from struc- tured observations of filmed dialogues early and late in the inter- vention. Large positive changes in mean scores from early to late in the intervention, together with constantly high facilitator quality, suggest argumentation development in the sample due to the intervention.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2020
Keywords
ABI, acquired brain injury, argumentation, argumentation rating tool, cognitive development, dialogue, disability, philosophical dialogue, P4C, Förvärvad hjärnskada, argumentation, kognitiv utveckling, dialog, funktionsnedsättning, funktionshinder, filosofiska samtal, P4C
National Category
Educational Sciences Philosophy, Ethics and Religion Pedagogy Law (excluding Law and Society)
Research subject
Education; Law
Identifiers
urn:nbn:se:ltu:diva-76489 (URN)10.1080/1034912X.2019.1681377 (DOI)000491969500001 ()
Projects
Education for participation: Philosophizing back a “new” life after acquired brain injury
Funder
Swedish Research Council, 721-2013-2161
Note

Validerad;2020;Nivå 2;2020-01-29 (johcin)

Available from: 2019-10-23 Created: 2019-10-23 Last updated: 2020-01-29Bibliographically approved
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
Acquired brain injury (ABI), Argumentation Rating Tool, disabilities, interviews, P4C, philosophical dialogues, PwC, traumatic brain injury (TBI)
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: 2019-09-11Bibliographically 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)
Abstract [sv]

Ett stort antal personer i Sverige drabbas varje år av förvärvade hjärnskador, ofta med livslånga konsekvenser som nedsatta kognitiva, kommunikativa och sociala förmågor, samt minskat välbefinnande. Detta kan leda till utanförskap, svårigheter med studier, långvarig arbetslöshet och stort lidande för den drabbade och anhöriga, liksom till stora samhälleliga kostnader. Filosofiska samtal har visat sig ha positiva effekter för barn. Vår studie visar att sådana samtal framgångsrikt kan användas också i utbildning för personer med förvärvade hjärnskador. Den antyder positiva effekter inom bland annat kognitiv, kommunikativ och social utveckling.

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: 2020-02-04Bibliographically approved
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
Gardelli, V. (2017). Philosophy with Children, Inquiry Ethics and Value Transmission: Merits, demerits and relations between the approaches. In: : . Paper presented at 18th ICPIC Conference: Family resemblances, Madrid, Spain, June 28 – July 1, 2017.
Open this publication in new window or tab >>Philosophy with Children, Inquiry Ethics and Value Transmission: Merits, demerits and relations between the approaches
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Philosophy of Education, Ethics Education, Ethics, Philosophy, Pedagogy, Utbildningsfilosofi, etikundervisning, filosofi, etik, pedagogik
National Category
Pedagogy Philosophy Didactics
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-65271 (URN)
Conference
18th ICPIC Conference: Family resemblances, Madrid, Spain, June 28 – July 1, 2017
Projects
Education for participation – Philosophizing back a "new" life after acquired brain injury
Funder
Swedish Research Council, 721-2013-2161
Available from: 2017-08-23 Created: 2017-08-23 Last updated: 2017-11-24Bibliographically 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
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
Gardelli, V. (2016). To Describe, Transmit or Inquire: Ethics and technology in school (ed.). (Doctoral dissertation). Paper presented at . Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>To Describe, Transmit or Inquire: Ethics and technology in school
2016 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Att beskriva, överföra eller utforska : Etik och teknik i skolan
Abstract [en]

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world. Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education. The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education.The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values. The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry.The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research, and such an investigation is undertaken here. The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur. The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools.The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach.Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour.Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions. The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system.The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general.It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. Some possible causes, and some consequences, of this is discussed.

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2016
Series
Doctoral thesis / Luleå University of Technology 1 jan 1997 → …, ISSN 1402-1544
Keywords
Education, Ethics, Technology, Dialog, Philosophy, Philosophy with children, School, Curriculum, Interviews, Humanities and religion - History and philosophy subjects, Pedagogik, Skola, Etik, Teknik, Utbildningsfilosofi, Filosofi, Filosofi med barn, Dialog, Internet, Läroplan, Intervjuer, Humaniora och religionsvetenskap - Historisk-filosofiska ämnen
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-25919 (URN)bb320c63-4c21-4499-bbfe-228849b15335 (Local ID)978-91-7583-646-1 (ISBN)978-91-7583-647-8 (ISBN)bb320c63-4c21-4499-bbfe-228849b15335 (Archive number)bb320c63-4c21-4499-bbfe-228849b15335 (OAI)
Note
Godkänd; 2016; 20160518 (vikvik); Nedanstående person kommer att disputera för avläggande av filosofie doktorsexamen, Namn: Viktor Gardelli Ämne: Pedagogik / Education Avhandling: TO DESCRIBE, TRANSMIT, OR INQUIRE Ethics and technology in school Opponent: Gudmundur Frimannsson, School of Humanities and Social Sciences, Faculty of Education, University of Akureyri, Akureyri, Island, Ordförande: Professor Eva Alerby Institutionen för konst, kommunikation och lärande Luleå tekniska universitet Tid: Fredag den 2 september 2016, kl. 10.00 Plats: D770, Luleå tekniska universitetAvailable from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-24Bibliographically 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
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6252-4000

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