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Papers by Crister Nyberg
Frontiers in education, Mar 6, 2024
Introduction: The purpose of this empirical research was to map the capabilities and perceptions ... more Introduction: The purpose of this empirical research was to map the capabilities and perceptions of undergraduate business administration students about artificial intelligence (AI) and its potential to answer questions related to sustainable transition in society, and to obtain information about the suitable pedagogical solution to increase the knowledge and understanding related to these themes. Methods: The data was gathered among higher education (HE) students in a workshop that consisted of introductory lecture, answering surveys, questionnaire, group discussions, and reflective narratives on the relationship and possibilities of AI and sustainable development. In data analysis an abductive qualitative research methodology was adopted. Results: Through abduction new insights were obtained and new knowledge was created new knowledge regarding AI literacy in the context of sustainable development. This brought new knowledge in the context of HE studies. The taxonomy of AI literacy in sustainable development created a new reference framework for learning tasks, and course planning in HE. The findings showed that the students had difficulties solving the actual problem because they lacked knowledge and understanding of the basics of AI and sustainable development. However, in groups where one person had a deeper understanding of the concepts, the whole group began to understand the task and work on both meta-level ethical questions and practical examples. Discussion: The assistance of AI potentially creates opportunities for developing solutions supporting sustainable development. However, utilizing this potential requires AI literacy. In this task HE plays a significant role. This study contributes to the pedagogical approach where AI and sustainable development are integrated in HE curricula.
Possible and narrative worlds are traditionally the most influential tools for explaining our und... more Possible and narrative worlds are traditionally the most influential tools for explaining our understanding of fiction. One obvious implication of this is considering fiction as a matter of pretence. The theory I offer claims that it is a mistake to take truth as a substantial notion. This view rejects possible worlds and pretence as decisive features in dealing with fiction. Minimalist theory of fiction offers a solution that gives a way to combine a philosophical theory of meaning and views of literary theory. Narrative worlds approach saves its usefulness since its focus is more in the psychological process of reading. Minimalist theory of fiction is based on the minimal theory of truth and the use theory of meaning. The idea of language games as a practice of constructing contextual meanings is also decisive. A sentence is not true because it corresponds to a fact but because it is used in a right way in certain circumstances. The rejection of the possible worlds approach is thu...
The European Journal of Social and Behavioural Sciences, 2015
In philosophy fiction poses deep problems. The existence of fictional objects is questionable and... more In philosophy fiction poses deep problems. The existence of fictional objects is questionable and that makes it difficult to use the concept of truth in fiction. How can we understand fiction if we cannot make reasonable judgments about it? The philosophical theory I develop in my PhD research suggests that understanding fiction rests essentially on our ability to use words differently in different contexts. This means that fiction offers multiple ways to read with large scale of difficulty. In education it is a challenge to find a method that takes into account the different learning abilities of the pupils, especially of pupils with special needs. My goal is to show that using fiction in drama education helps in developing metacognitive skills in a way that takes into account all learners. Using the concept of truth in constructing understanding of fiction is in essential position. The fact that supports the conclusions of the present study is that people with Autism Spectrum Diso...
The standard approach to conceptual understanding in the case of autism uses the distinction of a... more The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers ‘skills to use words’ essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people. Art...
eSignals Research, 2021
The context of this empirical research is a hands-on sustainability project by an international g... more The context of this empirical research is a hands-on sustainability project by an international group of students, teachers, and entrepreneurs. The aim is to find out what kind of sustainability competencies higher education students can develop in collaboration with university experts and companies, with special focus on students' ethical thinking. The participants (n=35) represented 15 different nationalities and came from diverse disciplinary backgrounds including international business, marketing and communication, applied languages, ICT, tourism, and journalism. The data were gathered via students' learning journals. Based on a theory-driven content analysis of the journal data, the students gained competencies related to systemic curiosity, ethical commitment, moral vision, creative readiness, collaborative acumen, reflective learning, and hands-on change communication. The results underline that Education for Sustainable Development in higher education has fruitful outcomes when it is action-oriented, linking formal with informal learning, supportive of self-directed learning, participatory and collaborative, and embracing transformative pedagogy. To enhance students' reflective and metacognitive abilities, they should be offered theoretical materials and pedagogical guidance to gain deeper conceptual insight into sustainability competencies and ethical thinking. This could support fostering their ethical understanding of the complexities of sustainability challenges and bolster their courage to implement their competencies with more confidence and impact.
Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience... more Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience. As a construct IC refers to our less than conscious thinking style in the face of difference or disagreement, how we process information, make decisions, solve problems. The cross-culturally validated empirical measurement frame of IC has predictive values. ’Low IC’ indicates a simple thinking style that is rigid and closed, a ’tunnel vision’ way of thinking that cannot respect or recognize different dimensions or perspectives on a topic, predicting destructive conflict or violence. An increasingly complex thinking style is able to ’see the big picture’, to differentiate and then integrate different dimensions and perspectives on topics, linking them in some way, predicting more peaceful outcomes to conflict. As an experience, IC refers to less or more awareness of thoughts, emotion, and physical states in self and others related to IC management. The IC Thinking Research Group (Univer...
The standard approach to conceptual understanding in the case of autism uses the distinction of a... more The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers ‘skills to use words’ essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people.
European Journal of Special Education Research https://oapub.org/edu/index.php/ejse/article/view/3598/6233, 2021
The standard approach to conceptual understanding in the case of autism uses the distinction of a... more The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers 'skills to use words' essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people.
Possible and narrative worlds are traditionally the most influential tools for explaining our und... more Possible and narrative worlds are traditionally the most influential tools for explaining our understanding of fiction. One obvious implication of this is considering fiction as a matter of pretence. The theory I offer claims that it is a mistake to take truth as a substantial notion. This view rejects possible worlds and pretence as decisive features in dealing with fiction. Minimalist theory of fiction offers a solution that gives a way to combine a philosophical theory of meaning and views of literary theory. Narrative worlds approach saves its usefulness since its focus is more in the psychological process of reading. Minimalist theory of fiction is based on the minimal theory of truth and the use theory of meaning. The idea of language games as a practice of constructing contextual meanings is also decisive. A sentence is not true because it corresponds to a fact but because it is used in a right way in certain circumstances. The rejection of the possible worlds approach is thus based on the idea that understanding fiction is essentially about recognizing the constant interplay between different texts and contexts. Better understanding makes different interpretations possible.
Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience... more Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience. As a construct IC refers to our less than conscious thinking style in the face of difference or disagreement, how we process information, make decisions, solve problems. The cross-culturally validated empirical measurement frame of IC has predictive values. ’Low IC’ indicates a simple thinking style that is rigid and closed, a ’tunnel vision’ way of thinking that cannot respect or recognize different dimensions or perspectives on a topic, predicting destructive conflict or violence. An increasingly complex thinking style is able to ’see the big picture’, to differentiate and then integrate different dimensions and perspectives on topics, linking them in some way, predicting more peaceful outcomes to conflict. As an experience, IC refers to less or more awareness of thoughts, emotion, and physical states in self and others related to IC management. The IC Thinking Research Group (University of Cambridge) pioneered the ’operationalization’ of the IC measure into an educational method, program and professional practices. The coding system i.e. empirical measurement frame, has been developed further to take elaborative aspects into account. The two components of complex thinking, differentiation and integration can each be broken down in two sub- components, elaborative and dialectical. In order to clarify the pros and cons of integrative complexity theory and its further developments in IC Thinking, it is useful to investigate its philosophical background. The theory and its applications are essentially dealing with language and the skill to use words or concepts. However it should be noted that besides the skills an essential part of the theory and its applications deals with our unconscious processes that are not explicitly controllable. An alternative for a philosophy of language behind the theory of integrative complexity is to consider an application of the use theory of meaning to explain its central components. Minimalist theory of fiction (MTF) was developed to explain the philosophical problems of fiction, but can also be applied to integrative complexity. Using words in different situations requires an ability to read contextual cues in order to follow the correct rules for the uses of words in particular contextsii. From these philosophical grounds, the theory of integrative complexity (IC) appears as a totality of the language games people are playing. One may be limited to one game, which means separating oneself from others, considering this game to be ultimately defining the correct uses of words. When one recognizes alternative games going on, it means reaching higher levels of IC. What is crucial is that this does not require a person to reject their core beliefs, since they may still be true. This approach challenges IC theory to improve its coding system but also offers possibilities for further developments and applications.
In philosophy fiction poses deep problems. The existence of fictional objects is questionable and... more In philosophy fiction poses deep problems. The existence of fictional objects is questionable and that makes it difficult to use the concept of truth in fiction. How can we understand fiction if we cannot make reasonable judgments about it? The philosophical theory I develop in my PhD research suggests that understanding fiction rests essentially on our ability to use words differently in different contexts. This means that fiction offers multiple ways to read with large scale of difficulty. In education it is a challenge to find a method that takes into account the different learning abilities of the pupils, especially of pupils with special needs. My goal is to show that using fiction in drama education helps in developing metacognitive skills in a way that takes into account all learners. Using the concept of truth in constructing understanding of fiction is in essential position. The fact that supports the conclusions of the present study is that people with Autism Spectrum Disorder (ASD) have difficulties in understanding fictional stories and in pretending. Pretense is often considered as a central characteristic of understanding fiction but people with ASD can engage in fiction when meanings are rigid like in mathematics. Thus it is not pretending but metarepresentation that is required. The scale of understanding fiction ranges from rigid understanding of meanings based on personal experiences to very abstract poetic use of language with endless references to other texts. Drama educational practices can offer all these and metacognitive abilities are in essential position.
Non Academic by Crister Nyberg
ROMANIOPPILAIDEN PERUSOPETUKSEN TUEN HYVIÄ KÄYTÄNTÖJÄ, 2011
Vantaan romanioppilaiden tukemiseksi on löydetty toimivia käytäntöjä, joiden toteutumismahdollisu... more Vantaan romanioppilaiden tukemiseksi on löydetty toimivia käytäntöjä, joiden toteutumismahdollisuudet ovat olemassa myös jatkossa. Romanioppilaiden perusopetuksen tuen kehittämistoiminnassa on kokeiltu useita sekä huoltajia että oppilaita osallistavia työmuotoja. Tällaisia ovat olleet esimerkiksi perhe- leirit, alueelliset keskusteluillat ja Digitarina-työpajat.
Opetushallitus: Oppaat ja käsikirjat 2014:10, 2014
Tämä opas on tarkoitettu toisen asteen opintoja tarjoaville koulutuksen järjestäjille ja kaikille... more Tämä opas on tarkoitettu toisen asteen opintoja tarjoaville koulutuksen järjestäjille ja kaikille esteettömyysajattelusta ja joustavien opintopolkujen rakentamisesta kiinnostuneille. Oppaassa käsitellään erityisesti ammatillisen koulutuksen ja lukiokoulutuksen esteetöntä opiskelijavalintaa, mutta myös esteetöntä opiskelua yleisellä tasolla. Esteettömässä ympäristössä jokainen opiskelija tai opiskelijaksi pyrkivä pystyy toimimaan mahdollisimman itsenäisesti ja täysivaltaisesti kaikissa koulutukseen hakeutumisen tai opiskelun vaiheissa.
Esteetön opiskelijavalinta on erityisen tärkeä toiselle asteelle pyrkivien nuorten yhdenvertaisen ja tasa-arvoisen kohtelun varmistamiseksi. Erityisen tärkeä se on nuorille, joilla on opiskelun tai oppimisen esteitä vamman, sairauden tai muun syyn vuoksi. Esteettömän opiskelijavalinnan ja opiskelun tavoitteena on tukea koulutuksen loppuun saattamista sekä jatko-opintoihin tai työelämään siirtymistä.
Oppaassa myös jäsennetään esteettömyyskäsitettä sekä sen suhdetta rinnakkaisiin saavutettavuuden ja inkluusion käsitteisiin. Laajemman Design for All -käsitteen kautta avataan esteettömyyden merkitystä yhteiskunnassa yleisesti.
Tekijät:
Seija Eskola, Eija Männistö ja Crister Nyberg
Blogs by Crister Nyberg
eSignals, 2021
Kasvava määrä työelämässä toimivia ihmisiä haluaa liittyä työtehtäviensä kautta osaksi kollektiiv... more Kasvava määrä työelämässä toimivia ihmisiä haluaa liittyä työtehtäviensä kautta osaksi kollektiivista ratkaisua aikamme polttaviin kysymyksiin, kuten ilmastonmuutokseen ja yritysten käyttämien tuotantoketjujen vastuullisuuteen ihmisoikeuskysymyksissä. Miten koulutuksen järjestäjät ovat huomioineet tämän muutostrendin?
eSignals, 2021
Turvallisuutta voivat heikentää esimerkiksi kiire, stressi ja opetustilojen viivästyneet korjauks... more Turvallisuutta voivat heikentää esimerkiksi kiire, stressi ja opetustilojen viivästyneet korjaukset. Myös etätyö saattaa vaikeuttaa turvallisuuden hallintaa, kirjoittavat Jani Siirilä ja Crister Nyberg.
eSignals, 2021
Yhä useammat asiakkaat odottavat yrityksiltä vastuullisuutta. Ilmastonmuutoksen pysäyttäminen, oi... more Yhä useammat asiakkaat odottavat yrityksiltä vastuullisuutta. Ilmastonmuutoksen pysäyttäminen, oikeudenmukainen johtaminen ja eettiset tuotantoketjut ovat kuluttajille tärkeitä. Kuluttajien odotukset ovat vahva motivaattori yrityksille, kirjoittaa Crister Nyberg.
eSIGNALS, 2021
Ammatillinen koulutus tuottaa monipuolisuudessaan valtavan valikoiman erilaisia käytännön oppimis... more Ammatillinen koulutus tuottaa monipuolisuudessaan valtavan valikoiman erilaisia käytännön oppimisen mahdollisuuksia, joihin koulutus valmistaa. Nämä kokemukset heijastuvat toki myös muihin elämän osa-alueisiin.
eSignals, 2020
Pyrkimys totuuteen on arvokkaalta tuntuva päämäärä, ja se esiintyy esimerkiksi tieteellisissä ja ... more Pyrkimys totuuteen on arvokkaalta tuntuva päämäärä, ja se esiintyy esimerkiksi tieteellisissä ja uskonnollisissa yhteyksissä. Jätetään kysymys totuuden määrittelystä tässä kohdin sivuun ja pohditaan aikamme vitsausta: totuuden ja tietoyhteiskunnan kriisiä.
Frontiers in education, Mar 6, 2024
Introduction: The purpose of this empirical research was to map the capabilities and perceptions ... more Introduction: The purpose of this empirical research was to map the capabilities and perceptions of undergraduate business administration students about artificial intelligence (AI) and its potential to answer questions related to sustainable transition in society, and to obtain information about the suitable pedagogical solution to increase the knowledge and understanding related to these themes. Methods: The data was gathered among higher education (HE) students in a workshop that consisted of introductory lecture, answering surveys, questionnaire, group discussions, and reflective narratives on the relationship and possibilities of AI and sustainable development. In data analysis an abductive qualitative research methodology was adopted. Results: Through abduction new insights were obtained and new knowledge was created new knowledge regarding AI literacy in the context of sustainable development. This brought new knowledge in the context of HE studies. The taxonomy of AI literacy in sustainable development created a new reference framework for learning tasks, and course planning in HE. The findings showed that the students had difficulties solving the actual problem because they lacked knowledge and understanding of the basics of AI and sustainable development. However, in groups where one person had a deeper understanding of the concepts, the whole group began to understand the task and work on both meta-level ethical questions and practical examples. Discussion: The assistance of AI potentially creates opportunities for developing solutions supporting sustainable development. However, utilizing this potential requires AI literacy. In this task HE plays a significant role. This study contributes to the pedagogical approach where AI and sustainable development are integrated in HE curricula.
Possible and narrative worlds are traditionally the most influential tools for explaining our und... more Possible and narrative worlds are traditionally the most influential tools for explaining our understanding of fiction. One obvious implication of this is considering fiction as a matter of pretence. The theory I offer claims that it is a mistake to take truth as a substantial notion. This view rejects possible worlds and pretence as decisive features in dealing with fiction. Minimalist theory of fiction offers a solution that gives a way to combine a philosophical theory of meaning and views of literary theory. Narrative worlds approach saves its usefulness since its focus is more in the psychological process of reading. Minimalist theory of fiction is based on the minimal theory of truth and the use theory of meaning. The idea of language games as a practice of constructing contextual meanings is also decisive. A sentence is not true because it corresponds to a fact but because it is used in a right way in certain circumstances. The rejection of the possible worlds approach is thu...
The European Journal of Social and Behavioural Sciences, 2015
In philosophy fiction poses deep problems. The existence of fictional objects is questionable and... more In philosophy fiction poses deep problems. The existence of fictional objects is questionable and that makes it difficult to use the concept of truth in fiction. How can we understand fiction if we cannot make reasonable judgments about it? The philosophical theory I develop in my PhD research suggests that understanding fiction rests essentially on our ability to use words differently in different contexts. This means that fiction offers multiple ways to read with large scale of difficulty. In education it is a challenge to find a method that takes into account the different learning abilities of the pupils, especially of pupils with special needs. My goal is to show that using fiction in drama education helps in developing metacognitive skills in a way that takes into account all learners. Using the concept of truth in constructing understanding of fiction is in essential position. The fact that supports the conclusions of the present study is that people with Autism Spectrum Diso...
The standard approach to conceptual understanding in the case of autism uses the distinction of a... more The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers ‘skills to use words’ essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people. Art...
eSignals Research, 2021
The context of this empirical research is a hands-on sustainability project by an international g... more The context of this empirical research is a hands-on sustainability project by an international group of students, teachers, and entrepreneurs. The aim is to find out what kind of sustainability competencies higher education students can develop in collaboration with university experts and companies, with special focus on students' ethical thinking. The participants (n=35) represented 15 different nationalities and came from diverse disciplinary backgrounds including international business, marketing and communication, applied languages, ICT, tourism, and journalism. The data were gathered via students' learning journals. Based on a theory-driven content analysis of the journal data, the students gained competencies related to systemic curiosity, ethical commitment, moral vision, creative readiness, collaborative acumen, reflective learning, and hands-on change communication. The results underline that Education for Sustainable Development in higher education has fruitful outcomes when it is action-oriented, linking formal with informal learning, supportive of self-directed learning, participatory and collaborative, and embracing transformative pedagogy. To enhance students' reflective and metacognitive abilities, they should be offered theoretical materials and pedagogical guidance to gain deeper conceptual insight into sustainability competencies and ethical thinking. This could support fostering their ethical understanding of the complexities of sustainability challenges and bolster their courage to implement their competencies with more confidence and impact.
Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience... more Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience. As a construct IC refers to our less than conscious thinking style in the face of difference or disagreement, how we process information, make decisions, solve problems. The cross-culturally validated empirical measurement frame of IC has predictive values. ’Low IC’ indicates a simple thinking style that is rigid and closed, a ’tunnel vision’ way of thinking that cannot respect or recognize different dimensions or perspectives on a topic, predicting destructive conflict or violence. An increasingly complex thinking style is able to ’see the big picture’, to differentiate and then integrate different dimensions and perspectives on topics, linking them in some way, predicting more peaceful outcomes to conflict. As an experience, IC refers to less or more awareness of thoughts, emotion, and physical states in self and others related to IC management. The IC Thinking Research Group (Univer...
The standard approach to conceptual understanding in the case of autism uses the distinction of a... more The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers ‘skills to use words’ essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people.
European Journal of Special Education Research https://oapub.org/edu/index.php/ejse/article/view/3598/6233, 2021
The standard approach to conceptual understanding in the case of autism uses the distinction of a... more The standard approach to conceptual understanding in the case of autism uses the distinction of abstract versus concrete thinking. This approach has its benefits but fails to explain all features of language use. For example, some concepts change their meaning in different contexts in contrast to concepts that are more rigid in their uses, such as mathematical concepts. This idea has its background in Minimalist theory of fiction (MTF), a theory that considers 'skills to use words' essential for understanding fiction, contrasting with theories that require pretending or make believe to understand fiction. From this background, the theory of Integrative Complexity (IC), and the method animating for practice, ICthinking®, can be of particular use to autistic people. The interventions develop meta-cognitive skills and are supportive of autistic people. From these starting points, we introduce new research hypotheses for developing educational methods especially for autistic people.
Possible and narrative worlds are traditionally the most influential tools for explaining our und... more Possible and narrative worlds are traditionally the most influential tools for explaining our understanding of fiction. One obvious implication of this is considering fiction as a matter of pretence. The theory I offer claims that it is a mistake to take truth as a substantial notion. This view rejects possible worlds and pretence as decisive features in dealing with fiction. Minimalist theory of fiction offers a solution that gives a way to combine a philosophical theory of meaning and views of literary theory. Narrative worlds approach saves its usefulness since its focus is more in the psychological process of reading. Minimalist theory of fiction is based on the minimal theory of truth and the use theory of meaning. The idea of language games as a practice of constructing contextual meanings is also decisive. A sentence is not true because it corresponds to a fact but because it is used in a right way in certain circumstances. The rejection of the possible worlds approach is thus based on the idea that understanding fiction is essentially about recognizing the constant interplay between different texts and contexts. Better understanding makes different interpretations possible.
Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience... more Integrative complexity (IC) refers to a psychological construct, a measurement, and an experience. As a construct IC refers to our less than conscious thinking style in the face of difference or disagreement, how we process information, make decisions, solve problems. The cross-culturally validated empirical measurement frame of IC has predictive values. ’Low IC’ indicates a simple thinking style that is rigid and closed, a ’tunnel vision’ way of thinking that cannot respect or recognize different dimensions or perspectives on a topic, predicting destructive conflict or violence. An increasingly complex thinking style is able to ’see the big picture’, to differentiate and then integrate different dimensions and perspectives on topics, linking them in some way, predicting more peaceful outcomes to conflict. As an experience, IC refers to less or more awareness of thoughts, emotion, and physical states in self and others related to IC management. The IC Thinking Research Group (University of Cambridge) pioneered the ’operationalization’ of the IC measure into an educational method, program and professional practices. The coding system i.e. empirical measurement frame, has been developed further to take elaborative aspects into account. The two components of complex thinking, differentiation and integration can each be broken down in two sub- components, elaborative and dialectical. In order to clarify the pros and cons of integrative complexity theory and its further developments in IC Thinking, it is useful to investigate its philosophical background. The theory and its applications are essentially dealing with language and the skill to use words or concepts. However it should be noted that besides the skills an essential part of the theory and its applications deals with our unconscious processes that are not explicitly controllable. An alternative for a philosophy of language behind the theory of integrative complexity is to consider an application of the use theory of meaning to explain its central components. Minimalist theory of fiction (MTF) was developed to explain the philosophical problems of fiction, but can also be applied to integrative complexity. Using words in different situations requires an ability to read contextual cues in order to follow the correct rules for the uses of words in particular contextsii. From these philosophical grounds, the theory of integrative complexity (IC) appears as a totality of the language games people are playing. One may be limited to one game, which means separating oneself from others, considering this game to be ultimately defining the correct uses of words. When one recognizes alternative games going on, it means reaching higher levels of IC. What is crucial is that this does not require a person to reject their core beliefs, since they may still be true. This approach challenges IC theory to improve its coding system but also offers possibilities for further developments and applications.
In philosophy fiction poses deep problems. The existence of fictional objects is questionable and... more In philosophy fiction poses deep problems. The existence of fictional objects is questionable and that makes it difficult to use the concept of truth in fiction. How can we understand fiction if we cannot make reasonable judgments about it? The philosophical theory I develop in my PhD research suggests that understanding fiction rests essentially on our ability to use words differently in different contexts. This means that fiction offers multiple ways to read with large scale of difficulty. In education it is a challenge to find a method that takes into account the different learning abilities of the pupils, especially of pupils with special needs. My goal is to show that using fiction in drama education helps in developing metacognitive skills in a way that takes into account all learners. Using the concept of truth in constructing understanding of fiction is in essential position. The fact that supports the conclusions of the present study is that people with Autism Spectrum Disorder (ASD) have difficulties in understanding fictional stories and in pretending. Pretense is often considered as a central characteristic of understanding fiction but people with ASD can engage in fiction when meanings are rigid like in mathematics. Thus it is not pretending but metarepresentation that is required. The scale of understanding fiction ranges from rigid understanding of meanings based on personal experiences to very abstract poetic use of language with endless references to other texts. Drama educational practices can offer all these and metacognitive abilities are in essential position.
ROMANIOPPILAIDEN PERUSOPETUKSEN TUEN HYVIÄ KÄYTÄNTÖJÄ, 2011
Vantaan romanioppilaiden tukemiseksi on löydetty toimivia käytäntöjä, joiden toteutumismahdollisu... more Vantaan romanioppilaiden tukemiseksi on löydetty toimivia käytäntöjä, joiden toteutumismahdollisuudet ovat olemassa myös jatkossa. Romanioppilaiden perusopetuksen tuen kehittämistoiminnassa on kokeiltu useita sekä huoltajia että oppilaita osallistavia työmuotoja. Tällaisia ovat olleet esimerkiksi perhe- leirit, alueelliset keskusteluillat ja Digitarina-työpajat.
Opetushallitus: Oppaat ja käsikirjat 2014:10, 2014
Tämä opas on tarkoitettu toisen asteen opintoja tarjoaville koulutuksen järjestäjille ja kaikille... more Tämä opas on tarkoitettu toisen asteen opintoja tarjoaville koulutuksen järjestäjille ja kaikille esteettömyysajattelusta ja joustavien opintopolkujen rakentamisesta kiinnostuneille. Oppaassa käsitellään erityisesti ammatillisen koulutuksen ja lukiokoulutuksen esteetöntä opiskelijavalintaa, mutta myös esteetöntä opiskelua yleisellä tasolla. Esteettömässä ympäristössä jokainen opiskelija tai opiskelijaksi pyrkivä pystyy toimimaan mahdollisimman itsenäisesti ja täysivaltaisesti kaikissa koulutukseen hakeutumisen tai opiskelun vaiheissa.
Esteetön opiskelijavalinta on erityisen tärkeä toiselle asteelle pyrkivien nuorten yhdenvertaisen ja tasa-arvoisen kohtelun varmistamiseksi. Erityisen tärkeä se on nuorille, joilla on opiskelun tai oppimisen esteitä vamman, sairauden tai muun syyn vuoksi. Esteettömän opiskelijavalinnan ja opiskelun tavoitteena on tukea koulutuksen loppuun saattamista sekä jatko-opintoihin tai työelämään siirtymistä.
Oppaassa myös jäsennetään esteettömyyskäsitettä sekä sen suhdetta rinnakkaisiin saavutettavuuden ja inkluusion käsitteisiin. Laajemman Design for All -käsitteen kautta avataan esteettömyyden merkitystä yhteiskunnassa yleisesti.
Tekijät:
Seija Eskola, Eija Männistö ja Crister Nyberg
eSignals, 2021
Kasvava määrä työelämässä toimivia ihmisiä haluaa liittyä työtehtäviensä kautta osaksi kollektiiv... more Kasvava määrä työelämässä toimivia ihmisiä haluaa liittyä työtehtäviensä kautta osaksi kollektiivista ratkaisua aikamme polttaviin kysymyksiin, kuten ilmastonmuutokseen ja yritysten käyttämien tuotantoketjujen vastuullisuuteen ihmisoikeuskysymyksissä. Miten koulutuksen järjestäjät ovat huomioineet tämän muutostrendin?
eSignals, 2021
Turvallisuutta voivat heikentää esimerkiksi kiire, stressi ja opetustilojen viivästyneet korjauks... more Turvallisuutta voivat heikentää esimerkiksi kiire, stressi ja opetustilojen viivästyneet korjaukset. Myös etätyö saattaa vaikeuttaa turvallisuuden hallintaa, kirjoittavat Jani Siirilä ja Crister Nyberg.
eSignals, 2021
Yhä useammat asiakkaat odottavat yrityksiltä vastuullisuutta. Ilmastonmuutoksen pysäyttäminen, oi... more Yhä useammat asiakkaat odottavat yrityksiltä vastuullisuutta. Ilmastonmuutoksen pysäyttäminen, oikeudenmukainen johtaminen ja eettiset tuotantoketjut ovat kuluttajille tärkeitä. Kuluttajien odotukset ovat vahva motivaattori yrityksille, kirjoittaa Crister Nyberg.
eSIGNALS, 2021
Ammatillinen koulutus tuottaa monipuolisuudessaan valtavan valikoiman erilaisia käytännön oppimis... more Ammatillinen koulutus tuottaa monipuolisuudessaan valtavan valikoiman erilaisia käytännön oppimisen mahdollisuuksia, joihin koulutus valmistaa. Nämä kokemukset heijastuvat toki myös muihin elämän osa-alueisiin.
eSignals, 2020
Pyrkimys totuuteen on arvokkaalta tuntuva päämäärä, ja se esiintyy esimerkiksi tieteellisissä ja ... more Pyrkimys totuuteen on arvokkaalta tuntuva päämäärä, ja se esiintyy esimerkiksi tieteellisissä ja uskonnollisissa yhteyksissä. Jätetään kysymys totuuden määrittelystä tässä kohdin sivuun ja pohditaan aikamme vitsausta: totuuden ja tietoyhteiskunnan kriisiä.
eSignals, 2020
Vaikka kestävä kehitys on mainittu koulutuksen yleisissä tavoitteissa, sen rooli opetuksessa ja k... more Vaikka kestävä kehitys on mainittu koulutuksen yleisissä tavoitteissa, sen rooli opetuksessa ja käytännön toiminnassa on jäänyt pinnalliseksi, kirjoittavat Jani Siirilä ja Crister Nyberg.
HAAGA-HELIA E-SIGNALS, 2020
Kuluvan vuoden aikana Covid-19 on haastanut meidät arvioimaan uudemman kerran fyysisen turvallisu... more Kuluvan vuoden aikana Covid-19 on haastanut meidät arvioimaan uudemman kerran fyysisen turvallisuuden tekijöitä, kun henkilöstö ja opiskelijat ovat siirtyneet työskentelemään kotoa käsin. Tämän laajentuneen toimintaympäristön kokonaisuutta voimme ymmärtää paremmin oppimisympäristö-käsitteen avulla.
HAAGA-HELIA E-SIGNALS, 2020
Oppilaitoksen turvallisuuden on tarkoitus edistää työkykyä, opiskelukykyä ja toimintakykyä. Turva... more Oppilaitoksen turvallisuuden on tarkoitus edistää työkykyä, opiskelukykyä ja toimintakykyä. Turvallisuuden tunteen järkkyminen voi olla lamauttavaa: se voi viedä kyvyn opiskella tai tehdä työtä.
HAAGA-HELIA E-SIGNALS, 2020
Why Does What Exists Exist? Some Hypotheses on the Ultimate “Why” Question , Feb 9, 2021
https://www.cambridgescholars.com/product/978-1-5275-6294-3/
JYU Dissertations 144, 2019
This dissertation develops a theory for solving philosophical problems of fiction. Truth and refe... more This dissertation develops a theory for solving philosophical problems of fiction. Truth and reference are problematic concepts in relation to fictive characters and to fictional objects in general. The solution offered is from the point of view of the deflationary conception of truth, and the use a theory of meaning following Paul Horwich and Ludwig Wittgenstein. The resulting theory, the minimalist theory of fiction (MTF), is applicable to different areas of communication since it is based on general theories of meaning and truth. For this reason, the dissertation consists not only of a philosophical theory on fiction but also of practical applications of this theory. Through this interdisciplinary approach, besides giving new insights into several philosophical and practical problems of different dimensions of communication, MTF indirectly shows arguments in favour of its background theories. This approach means that this dissertation is not particularly about defending the use theory of meaning and minimal theory of truth, but rather showing the benefits of using them to offer solutions to different dimensions of communication. These dimensions are investigated in five articles. One is solely about the philosophical problems of fiction. The second concerns special education and drama education. The third investigates the use of the concept of truth in literary theory, whereas the fourth and fifth articles discuss the philosophical grounds of the psychological theory of integrative complexity, and its practical application, the IC Thinking method.showless