Research title: Att lära i mötet mellan estetik och rationalitet: pedagogers vägledning och barns problemlösning genom bild och form, Malmö: Forskarutbildningen i pedagogik, Lärarutbildningen, Högsk., 2002
Research title in English: Teacher´s guidance and childrens´problem-solving through art and form.
The overiding aim of this study is to promote an increace in the knowledge regarding school children´s learning and meaning construction, whereby teachers attempt to exceed traditional ways of learning by combining asthetics and rationality as an integration of the learning process. The aim is to describe and interpret that which occurs in discussions between teachers and the children, when the children are aspected to solve problems through the use of art and form. Based on a process of hermeneutic interpretation, I have chosen touse cultural historical theory as an analytic tool. That which I have chosen to call “aesthetic” and “social positions” is discussed in relation to the imperical study. By putting the empirical study in a historical context my intention is also to see whether or not there are any recurring features in the depicted result. The sudy takes place in a primary school and involves pre-school children as well. Thirtheen so called “discovery projects” were video-filmed, transcribed and analysed for the purpose of the study. One result of the empirical study is the identification of three ideal types of conversations between children and teachers,which I named creative conversation, reproductive conversation and instrumental conversation. Based on experiences gained from th9is study, I assert that the “aesthetic position” and the “social position” can contribute in different ways to an understanding of children´s learning and meaning construction in different school-environments. In my view,however, these positions explain different things beceause they focus on different aspects in the cultural-historical tehory and refer to different social practices and discources for learning.