Seminarier CSD

Våren 2025

Mars 13. Emma Sandberg Andrasko, doktorand i pedagogisk arbete/religion, diskuterar sin forskningsplan “Dekoloniala perspektiv på religionskunskapsundervisning: Nyanlända ungdomars förståelse och erfarenheter av religion och skola”.

Mars 20. Nathalie Popa, postdoktorand inom historia, diskuterar sin forskningsplan "Cross-curricularity in teacher education in Sweden". 

Mars 27. Anthropocene Series del 3. Who we are in relation to nature. 

In this seminar, we explore what it means to be human in relation to other humans and the non-human world. Some questions that guide our conversation are: who, other than humans, experience threat, pain, misery, and distress, as a consequence of destructive human actions; how can we humans become more attuned to the unseen and unheard suffering and trauma of more-than-human species; and is it even relevant to attend to it when there is so much human misery? Another set of questions has to do with human self-understanding and knowledge re/production: how can we unlearn the dualist way of thinking that sets a sharp boundary between ‘us’ humans and ‘them’ non-humans; what does a move away from anthropocentrism represent for formal education and the broader process of Bildung; what key elements might shape new curricula that responds to the human-induced planetary crisis? Such questions invite us to think about the ontological and epistemic aspects that underpin our research and teaching, which the concept of the Anthropocene helps to bring to light.

We will read the article LaMothe (2023) and discuss the notion of suffering and trauma in relation to more-than-human species.

• Click here to access the article.

We will also read and provide feedback on Kenneth Nordgren's text "Education and Bildung in the Anthropocene: A cartography of a field of tension", co-written with Jesper Garsdal, VIA University College, Denmark.

April 10. Sofie Nilsson, doktorand inom geografididaktik, presenterar sin forskning. Kenneth Nordgren diskuterar.

April 17. Emil Mörk, doktorand inom samhällskunskap, diskuterar delar av sin avhandling. Johan Samuelsson kommenterar // Caroline Bhowmik, postdoktorand inom CSD/geografididaktik, presenterar forskningsidéer för sitt projekt.

April 24. On theorizing change. Jörn Rüsen’s concept of historical consciousness and its philosophical implications. Gäst seminar med Hannah Van Reeth (University of Gießen, Germany).

Jörn Rüsen is one of the most influential historical theorists and his concept of historical consciousness has been a cornerstone in the field of German history didactics since the late  1970s. Alongside Karl-Ernst Jeismann, Hans-Jürgen Pandel and Bodo von Borries, Rüsen’s work has shaped the (German) theoretical discourse on how individuals construct meaning from historical experience. Despite its central role, which also became international through the translations of Rüsen's work in the early 2000s, historical consciousness remains an elusive and theoretically challenging concept. While its adaptability has allowed it to persist across various theoretical frameworks including subject-oriented, competence-based, and praxeological approaches, its conceptual vagueness continues to provoke critique.

In this seminar session, through the focus of a reflective disciplinary history, the focus will be on contextualizing Rüsen’s concept of historical consciousness by exploring the socio-historical factors that influenced its theoretical construction. Examining these factors allows for a reassessment of the critique of its vagueness while also identifying the concept’s specific possibilities and limitations.

Preliminary literature:

Rüsen, J. (2000). Lo(o)s(en)ing the order of history: Some aspects of historical studies at the intersection of modernity, postmodernity and the discussion on memory. Historia, 45(2), 255-270.

Rüsen, J. (2002). Making sense of time – towards an universal typology of conceptual foundations of historical consciousness. Taida lishi xuebao 29, 189–205.

Additional literature: 

Van Reeth, H. (2024). Über Kontexte, Bewegungen und Kategorien. Eine Reflexion über Grenzen und Möglichkeiten des Geschichtsbewusstseinsbegriffs von Jörn Rüsen. In J. van Norden & L. Yildirim (Eds.), Geschichtsbewusstsein – Geschichtsbilder – Zukunft (p. 11–31). Wochenschau Verlag. Click here to access the article

Van Reeth, H. (2024). Über Dynamiken, Dichotomien und Wirklichkeit. Historisch-epistemologische Untersuchungen zu Jörn Rüsens Grundzüge einer Historik (1983–1989). Graz University Library Publishing. Click here to access the article

Van Reeth, H. & Heuer, C. (2023). „Das ging wirklich mit der Theorie los.“ Möglichkeiten und Grenzen theoretischer Forschung in der Geschichtsdidaktik. Zeitschrift für Didaktik der Gesellschaftswissenschaften 14(1), 95-113 (Master thesis). Click here to access the article

Maj 15. Ulrik Holmberg, doktorand i historia, diskutera är ett artikelutkast och sista studien i sin sammanläggningsavhandling.

June 5. Rethinking Bildung in the Anthropocene within and beyond the boundaries of subject-based education. Postdoktorander Nathalie Popa och Caroline Bhowmik presenterar EBAN bok projektet och diskuterar sina artikelutkastar.

June 12. CSD-projektet Ämnesdidaktisk antologi i de samhällsorienterande ämnena. Del 1. Martin Jakobsson och Kenneth Nordgren lägger fram ett utkast om del 1 och dess kapitel i antologin. Läsare av utkastet meddelas senare.

June 19. Kamilla Lundborg, doktorand inom samhällskunskap presenterar sin doktorandprojekt.