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Kunskap genom bilder

en studie i hur studenter inom natur- och samhällsvetenskapliga utbildningar fördjupar sin ämnesförståelse genom arbete med bilder

Dahlman, Ylva (2004). Kunskap genom bilder. Diss. (sammanfattning/summary) Uppsala : Sveriges lantbruksuniv., Acta Universitatis agriculturae Sueciae. Agraria, 1401-6249 ; 448
ISBN 91-576-6457-9
[Doctoral thesis]

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Abstract

The origin of this dissertation is an investigation of an academic course, Graphic Arts and Design for students of natural and social sciences. The benefits of attending the class were an increased ability to solve problems, new and different ways to observe the environment, better self confidence, and a higher esteem of the working process. The participants considered that the artistic activities affected their academic courses since the exercises were seen as creative and meaningful, which led to a changed attitude towards their studies. The exercises developed a comprehensive view and an ability to concentrate, which were conducive to problem solving. Research about transfer effects indicate a connection between artistic skills and academic results, but has found it impossible to state scientifically. In this dissertation these observations are the point of departure, with focus on a discussion of the act of drawing in connection with the cognitive approach of pragmatism, Michael Polanyi¹s concept of tacit knowing, and some theories on the function of metaphors. The result is an attempt at a theory of knowledge that includes artistic experiences. Creating a picture means turning imagination into a concrete object. This does not indicate a depiction of an idea, but a direction of imagination into an articulation other than verbal thoughts or ideas. The picture shows a moment in the ongoing process of imagination. The act of drawing transforms hitherto unarticulated forms of experience into artefacts possible to reflect upon. This act of drawing often requires that seemingly incompatible categories of experience are being connected, and the world thus being articulated in new shapes. This is done by overcoming the resistance to leave old and familiar categories. The range of imagination increases and, with more alternatives at hand and an enhanced ability to formulate and solve problems, the world appears more complex. Such a process entails that when the world is accepted in a new articulation, knowledge has grown and the relation to the world has changed.

Authors/Creators:Dahlman, Ylva
Title:Kunskap genom bilder
Subtitle:en studie i hur studenter inom natur- och samhällsvetenskapliga utbildningar fördjupar sin ämnesförståelse genom arbete med bilder
Year of publishing :April 2004
Volume:448
Number of Pages:227
Place of Publication:Uppsala
ISBN for printed version:91-576-6457-9
ISSN:1401-6249
Language:Swedish
Publication Type:Doctoral thesis
Full Text Status:Public
Agris subject categories.:X Agricola extesions > X80 Social sciences, humanities and education
Subjects:Not in use, please see Agris categories
Agrovoc terms:imagery, mental ability, education, students
Keywords:imagination, theory of knowledge, transfer effects, act of drawing, pictures, pragmatism, tacit knowing, metaphor, Polanyi, Schiller, Dewey, James, Nietzsche, Clark
URN:NBN:urn:nbn:se:slu:epsilon-208
Permanent URL:
http://urn.kb.se/resolve?urn=urn:nbn:se:slu:epsilon-208
ID Code:524
Department:(LTJ, LTV) > Institutionen för landskapsplanering, Ultuna (940701-051231)
Deposited By: Ylva Dahlman
Deposited On:19 Apr 2004 00:00
Metadata Last Modified:02 Dec 2014 10:05

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