•  17
    Game Technologies to Assist Learning of Communication Skills in Dialogic Settings for Persons with Aphasia
    with Ylva Backman, Viktor Gardelli, and Peter Parnes
    International Journal of Emerging Technologies in Learning 16 (3): 190-205. 2021.
    Persons with aphasia suffer from a loss of communication ability as a consequence of a brain injury. A small strand of research indicates effec- tiveness of dialogic interventions for communication development for persons with aphasia, but a vast amount of research studies shows its effectiveness for other target groups. In this paper, we describe the main parts of the hitherto technological development of an application named Dialogica that is (i) aimed at facilitating increased communicative p…Read more
  •  3
    Thinking in the Upper Secondary School
    Proceedings of the XXIII World Congress of Philosophy 43 27-31. 2018.
    There is a constant need for new ways to improve the Swedish school system. One such way could be to implement Matthew Lipman’s philosophy of education, which then must be proven compatible with the curriculum governing the Swedish school system. We restricted our examination to a comparison between Lipman’s Thinking in Education and the first chapter of the Swedish curriculum for upper secondary schools. We divided the results into three degrees of coherence: inconsistence, compatibility, and a…Read more
  •  44
    Group Argumentation Development through Philosophical Dialogues for Persons with Acquired Brain Injuries
    with Ylva Backman, Teodor Gardelli, and Caroline Strömberg
    International Journal of Disability, Development and Education 67 (1): 107-123. 2020.
    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 outcome. We conducted two small-scale interventions (N = 12; 33.33% female) with persons with acquired brain injuries in two municipalities in Sweden. Age ranged from 17 to 65 years (M = 51.17, SD = 14.53). The interventions were dialogic…Read more
  •  16
    Research Methods in the Swedish project Education for Participation : Philosophizing back a ‘New’ Life After Acquired Brain Injury
    with Ylva Backman, Teodor Gardelli, Caroline Strömberg, and Åsa Gardelli
    In F. García, E. Duthie & R. Robles (eds.), Parecidos de familia: Propuestas actuales en Filosofía para Niños, Anaya. pp. 482-490. 2018.
    Annually, more than ten million people in all age groups in the world experience an acquired brain injury, which is a brain injury caused after birth by external forces or certain internal factors. 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 functio…Read more
  •  1
    The ambiguity of value
    with Jarkko Erikshammar and Anders Björnfot
    'Value' is a central concept in all of the principles and methods applied in Lean Construction, but it is rather difficult to provide a precise definition of the term. The problem lies in the word value itself: its ambiguity and vagueness make theorization difficult. This paper investigates the philosophical concept of value from a Lean Construction perspective. Several elements that contribute to value are considered, including objective elements such as waste reduction, quality, price and func…Read more
  •  18
    To Colorize a Worldview Painted in Black and White : Philosophical dialogues to reduce the influence of extremism on youths online
    with Daniella Nilsson, Ylva Backman, and Teodor Gardelli
    International Journal of Humanities and Social Science 5 (1): 64-70. 2015.
    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 …Read more
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  •  19
    Ethics in school : from moral development to children's conceptions of justice
    with Backman Ylva, Haglund Liza, and Persson Anders
    A main issue in Swedish school debate is the question of how to teach the student a common value system based on democracy and western humanism. The debate is rather intense, to say the least. Not only is the premise that there exists one value system that we share a target for critique, but there is also the question of what value education is or could be. There is, as well, quite a body of research on children's moral development, where many take as their departure the work of Kohlberg. Howeve…Read more
  •  14
    To Describe, Transmit or Inquire: Ethics and technology in school
    Dissertation, Luleå University of Technology. 2016.
    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…Read more
  •  52
    Why philosophical ethics in school: implications for education in technology and in general
    with Eva Alerby and Anders J. Persson
    Ethics and Education 9 (1): 16-28. 2014.
    In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three…Read more
  •  37
    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 withi…Read more