transparent gif


Ej inloggad.

Göteborgs universitets publikationer

Knowledge, Qualities and Sloyd

Techne series: A 10/2007: Research in Sloyd Education and Crafts Science. (eds.) Johansson, M. & Porko-Hudd, M.

Marléne Johansson (Institutionen för mat, hälsa och miljö); Mia Porko-Hudd (-)
Antal sidor:
Bok, med redaktör
Åbo Akademi
Techne series: Research in Sloyd Education and Crafts Science A:10/2007
Sammanfattning (abstract):
The theme for this Techne A-series report is Knowledge, Qualities and Sloyd. Research results show that individual and collective values and traditions often a remarkable influence one´s vision on sloyd. The lack of research results or in-sufficient insights into existing research add to the fact that many knowl-edge qualities within the field of sloyd remain hidden. It is therefore a challenge to make visible how versatile the learning situations can be when making sloyd objects. Knowledge and experiences in sloyd prac-tices develop by giving and taking in interaction with other persons, with materials, tools and artefacts. The Swedish term slöjd comes from slöghþ (known from the fourteen century), an old Nordic word meaning cunning [slughet], diligence [flitighet], skilfulness [skicklighet], knowledge [kunnighet] and wisdom [klokhet), and slögher, the quality of being handy [händig], deft [flink], craftsmanlike [hantverksskicklig], dexterous [fingerfärdig-händig], ex-perienced skilful [konstfärdig], resourceful [påhittig] and ingenious [fyn-dig]. Otto Salomon (1849–1907), who started teacher training in craft and design at Nääs outside Gothenburg in 1874, translated the Swedish word slöjd as Sloyd in English. Salomon’s basic ideas about sloyd made him internationally famous and his teaching ideas spread to several parts of the world. Sloyd was made an obligatory subject at an early stage (1866) in Finland by Uno Cygnæus (1810–1888), and Finland has also been a pioneer in research on sloyd, craft and design. Sloyd can be domestic (domestic arts and crafts) [husbehovsslöjd, hemslöjd], professional (handicraft) [yrkesmässigt slöjdande, hantverk] or artistic (arts and crafts, art handicraft) [konsthantverk, konstslöjd] or as a generic term for teach-ing about different materials used in craft and design, education-related craft and design at all levels in the education system [ett samlingsnamn för utbildningsrelaterad slöjd på alla nivåer i utbildningssystemet]. The five articles in this report are written by some of the researchers that took part in the first interational research conference on sloyd Tradition in transition – teaching Sloyd, Arts and Crafts in Contemporary Society, 2006, that was arranged by Umeå University, Sweden and Åbo Akademi University, Finland. In the articles the researchers reflect on the view and complexity of Knowledge, Qualities and Sloyd. Mikael Alexandersson, professor at the Faculty of Education, Göteborg university, Sweden, discusses learning in sloyd in his article called ”How to do a thing into something? Learning sloyd through interactions with artefacts”. In the article he discusses how we create or transform meaning into artefacts and what are the possibilities of the sloyd subject in relation to techné as a knowledge form in our post-modern era. Lois Heltland, associate professor at the Harvard graduate school of edu-cation and the Massachusetts college of art, USA has together with col-leagues Kim Sheridan and Shirley Veenema at the Harvard graduate school, and professor Ellen Winner at the Harvard graduate school of education and Boston college written an article called “Developing artis-tic mind: The studio thinking framework”. The article describes three “structures” in which instruction occurs in studio arts classrooms (demon-stration-lecture, students-at-work, and critique) and eight “studio habits of mind” that describe what art teachers intend to teach. Seija Kojonkoski-Rännäli, associate professor emerita at the university of Turku, Finland, emphazises questions concerning quality and quality awareness in her article called “The concept of quality awareness in crafts”. She discusses that consumers prefer downmarket products, that quality interests no one, and especially that young people do not even recognize what quality is. Furthermore she discusses the sloyd subjects possibilities to take into account teaching good quality work and quality awareness. Eila Lindfors, lecturer at the Faculty of Education, University of Tam-pere, Finland, discusses teacher students´ attitudes and values regarding teaching in sloyd in her article called “Sloyd in education? – Student teacher perspective”. The research results open an interesting perspective to university teachers as well as to comprehensive school teachers about their students’ thoughts on sloyd and why they like or dislike the subject. Viveca Lindberg, PhD at the Stockholm Institute of Education, Sweden, discusses and explore aspects of Swedish textile-related upper secondary school programmes as social practices in her article called “Same sylla-bus in two contexts: vocational/liberal knowledge?” The focus is on the similarities in content in the two contexts in relation to what has been in-terpreted as the object of the activity within each of the programmes. Whereas the content within one of these programmes contributes to voca-tional competence, the same content within the other programme contrib-utes to liberal education. Altogether the articles point at the complexity regarding Knowledge, Qualities and Sloyd at the same time as each article focuses on one par-ticular aspect of the problem. As editors of this Techne report we hope that the texts will contribute to reflection and deeper insight into the knowledge qualities of making sloyd objects. We also hope that this re-port will be valuable in both education and research within the field.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Annan samhällsvetenskap ->
Tvärvetenskapliga studier
Sloyd. Slöjd. Sloyd Education. Craft and Design. Techne-series
Postens nummer:
Posten skapad:
2009-06-12 11:49
Posten ändrad:
2010-03-12 23:37

Visa i Endnote-format

Göteborgs universitet • Tel. 031-786 0000
© Göteborgs universitet 2007