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The following essay will discuss conflict- ridden situations in the classroom and how the teachers’ leadership can strengthen the pupils’ democratic development to resolve these situations. Furthermore, we analyzed how deliberative dialogue could be of use to the teacher when these situations occur, as well as how, through civics education, the pupils could learn how to resolve conflicts in a controlled and peaceful environment. This study will, in particular, discuss several concepts concerning, among others, intersubjectivity, agonism and phronesis and how these takes place in the classroom. We will explore the teachers’ leadership ability and approach to the resolvement of conflicts through deliberative conversations. Our method when searching for relevant scientific articles was a systematic use of several databases and scientific journals, including ERIC, ERC, and Taylor & Francis online, where we found a vast variety of articles. Most of the articles show the difficulties the teacher might encounter when teaching, and we strove to examine if deliberative conversations are a useful method when facing sudden conflict-ridden situations in the classroom. We found a lack of knowledge in reference to deliberative conversations as a method in these situations, as well as, the teacher’s insecurity facing sudden conflict-ridden situations.

Since 2007 there is a vision zero regarding suicide in Sweden, but the suicide numbers do not decrease. Doctors are increasingly imposed to ask questions about suicide, even though the evidence that suicide risk assessment predicts suicide in a clinically meaningful way is weak. Patients often lie to doctors, which is rarely theoretically analyzed within the profession. This examination of practical knowledge, called The Language Game of Cunning - ascientific essay about lies and gut feeling in suicide risk assessment, starts with a description of a clinical situation in which a patient who is not in need of inpatient care presumably lies to a doctor about having suicide plans, with an assumed intention to remain in the hospital. The purpose of the essay is, firstly, to make lying visible and to examine the use of language around suicide risk assessments - both from the patient's and the healthcare provider's side. I use texts by Nietzsche and Wittgenstein, and find the concepts of concept and language games particularly useful. I argue that it is a naive and professionally incorrect approach to assume that patients are telling the truth, or that linguistic statements can be equated with objective data. Also, I advise you as a reader not to assume that the words in this language game of an essay is necessarily true. Secondly, the emergency psychiatrist's professional skills are examined using Aristotle's schematic division of knowledge types. Relying too much on scientific knowledge can obviously be problematic when there is a lack of evidence for both assessment and treatment. Suicidal risk assessment requires clinical judgment: It is important to be sensitive to the unique and complex nature of the patient's context and way of understanding the world. Detailed manuals may risk defeating their purpose by making the contact between doctor and patient more mechanical, so refraining from following them often is acceptable. The emotional contact and the role of gut fee

Denna essä undersöker rektors roll i en verksamhet där statligt uppdrag ser ut att kollidera med de förutsättningar som ges till skolorna via kommunen som finansiär och arbetsgivare. Upplevelsen speglas i situationer där lärare och vårdnadshavare ser ut att ha en annan förståelse för skolans uppdrag än den som rektor upplever sig ha utifrån de styrdokument som råder och de möjligheter som kommunen tillhandahåller. En fråga är vad rektor behöver veta om kunskapen hos medarbetare för att kunna leda. Undersökandet utgår från Aristoteles kunskapsbegrepp med fronesis som tyngdpunkt, läsning av Finks beskrivning av Aristoteles begrepp samt med hjälp av Sa Cavalcante Schuback och Schön gällande förståelse som övergår i handling. Dessutom utifrån teorier om ledarskap och synen på förståelsens roll i ledarskap där ett perspektiv av mytbildning i skolan undersökts vilket kan vara en förklaring till den svåra situation som både lärare och rektor befinner sig i., The essay examines the role of the principal in an organization where the state’s mission seems to clash with the conditions provided to schools by the municipality as the fonder and employer. The experience is reflected in situations where teachers and parents seem to have a different understanding of the school’s mission than the principal perceives based on the curriculum and budget provided by the municipality. One question is what the principal needs to know about the knowledge of teachers in order to lead. The investigation is based on Aristotle’s concept of knowledge with phronesis as the focus, reading Fink’s description of Aristotle’s concept, and with help from Sa Cavalcante Schuback and Schön regarding understanding that transitions into action. Additionally, based on theories of leadership and the role of understanding in leadership, a perspective of myths in school is also examined, which may be an explanation for the difficult situation in which both teachers and principals find themselves.

Since 2007 there is a vision zero regarding suicide in Sweden, but the suicide numbers do not decrease. Doctors are increasingly imposed to ask questions about suicide, even though the evidence that suicide risk assessment predicts suicide in a clinically meaningful way is weak. Patients often lie to doctors, which is rarely theoretically analyzed within the profession. This examination of practical knowledge, called The Language Game of Cunning - ascientific essay about lies and gut feeling in suicide risk assessment, starts with a description of a clinical situation in which a patient who is not in need of inpatient care presumably lies to a doctor about having suicide plans, with an assumed intention to remain in the hospital. The purpose of the essay is, firstly, to make lying visible and to examine the use of language around suicide risk assessments - both from the patient's and the healthcare provider's side. I use texts by Nietzsche and Wittgenstein, and find the concepts of concept and language games particularly useful. I argue that it is a naive and professionally incorrect approach to assume that patients are telling the truth, or that linguistic statements can be equated with objective data. Also, I advise you as a reader not to assume that the words in this language game of an essay is necessarily true. Secondly, the emergency psychiatrist's professional skills are examined using Aristotle's schematic division of knowledge types. Relying too much on scientific knowledge can obviously be problematic when there is a lack of evidence for both assessment and treatment. Suicidal risk assessment requires clinical judgment: It is important to be sensitive to the unique and complex nature of the patient's context and way of understanding the world. Detailed manuals may risk defeating their purpose by making the contact between doctor and patient more mechanical, so refraining from following them often is acceptable. The emotional contact and the role of gut fee

Denna essä undersöker rektors roll i en verksamhet där statligt uppdrag ser ut att kollidera med de förutsättningar som ges till skolorna via kommunen som finansiär och arbetsgivare. Upplevelsen speglas i situationer där lärare och vårdnadshavare ser ut att ha en annan förståelse för skolans uppdrag än den som rektor upplever sig ha utifrån de styrdokument som råder och de möjligheter som kommunen tillhandahåller. En fråga är vad rektor behöver veta om kunskapen hos medarbetare för att kunna leda. Undersökandet utgår från Aristoteles kunskapsbegrepp med fronesis som tyngdpunkt, läsning av Finks beskrivning av Aristoteles begrepp samt med hjälp av Sa Cavalcante Schuback och Schön gällande förståelse som övergår i handling. Dessutom utifrån teorier om ledarskap och synen på förståelsens roll i ledarskap där ett perspektiv av mytbildning i skolan undersökts vilket kan vara en förklaring till den svåra situation som både lärare och rektor befinner sig i., The essay examines the role of the principal in an organization where the state’s mission seems to clash with the conditions provided to schools by the municipality as the fonder and employer. The experience is reflected in situations where teachers and parents seem to have a different understanding of the school’s mission than the principal perceives based on the curriculum and budget provided by the municipality. One question is what the principal needs to know about the knowledge of teachers in order to lead. The investigation is based on Aristotle’s concept of knowledge with phronesis as the focus, reading Fink’s description of Aristotle’s concept, and with help from Sa Cavalcante Schuback and Schön regarding understanding that transitions into action. Additionally, based on theories of leadership and the role of understanding in leadership, a perspective of myths in school is also examined, which may be an explanation for the difficult situation in which both teachers and principals find themselves.

The following essay will discuss conflict- ridden situations in the classroom and how the teachers’ leadership can strengthen the pupils’ democratic development to resolve these situations. Furthermore, we analyzed how deliberative dialogue could be of use to the teacher when these situations occur, as well as how, through civics education, the pupils could learn how to resolve conflicts in a controlled and peaceful environment. This study will, in particular, discuss several concepts concerning, among others, intersubjectivity, agonism and phronesis and how these takes place in the classroom. We will explore the teachers’ leadership ability and approach to the resolvement of conflicts through deliberative conversations. Our method when searching for relevant scientific articles was a systematic use of several databases and scientific journals, including ERIC, ERC, and Taylor & Francis online, where we found a vast variety of articles. Most of the articles show the difficulties the teacher might encounter when teaching, and we strove to examine if deliberative conversations are a useful method when facing sudden conflict-ridden situations in the classroom. We found a lack of knowledge in reference to deliberative conversations as a method in these situations, as well as, the teacher’s insecurity facing sudden conflict-ridden situations.

This paper seeks to identify how the term prudence and its synonyms phronesis and practical wisdom have been handled in academic literature. Information was extracted from Scopus and Web of Science, with the three terms, without time or language limits, and bibliometric and scientometric analyses were carried out using the R package Bibliometrix, with a set of 2,910 records. Two main trends were identified: a philosophical one, with great dispersion but good projection, and another very specialized in the field of economics, with good development but low centrality. Psychology has timid appearances and the consolidation of a line of research in the psychology of prudence is a challenge.&nbsp, El presente trabajo busca identificar el manejo que se le ha dado en la literatura académica al término prudencia y sus sinónimos phronesis y sabiduría práctica. Se realizó una extracción de información de Scopus y Web of Science, con los tres términos, sin límites de tiempo ni idioma y se llevaron a cabo análisis bibliométricos y cienciométricos mediante el paquete de R Bibliometrix, con un conjunto de 2,910 registros. Se identificaron dos tendencias principales; una filosófica, de gran dispersión, pero buena proyección y otra muy especializada en el campo de la economía, con buen desarrollo, pero baja centralidad. La psicología tiene tímidas apariciones y se constituye en un reto la consolidación de una línea de investigación en psicología de la prudencia.&nbsp

I denna essä undersöker jag blickarnas betydelse i förskolan i relation till de yngsta barnen. För att få en kontrast som förtydligar och tillför mer komplexitet får mitt umgänge med hästar och ridning vara med. I min undersökning av blickarna utgår jag från en glidande skala mellan en varm mjuk blick och en kall hård blick. En klok erfaren pedagog vet vilken blick som passar när och kan snabbt läsa av olika situationer. Metoden för undersökandet blir egna erfarenheter, reflektioner över deltagande observationer där också barns teckningar blir ett medel för att få fatt på deras blickar på pedagogerna samt essäskrivandet. Essäskrivandet blir en undersökande metod som låter de egna reflektionerna, de deltagande observationerna och teorin bilda en väv av reflektioner och skapar nya tankar. Det finns inte mycket forskning om blickens betydelse i förskolan, mer om hur vi använder blicken i olika sammanhang, både barn och pedagoger. Det finns studier om hur barn med funktionsnedsättningar som berör ögonkontakt agerar och om hur man använder blicken i olika situationer. Inom den praktiska kunskapens teori finns det forskning om blickar inom sjukvården som kan kallas kliniska men där de kombinerar faktakunskap med erfarenhet för att fatta kloka beslut. De teoretiska perspektiv som jag använder i min analys är filosofen Hannah Arendt och då främst hennes tankar om politiskt handlande och hur vi binds samman av en väv av relationer samt filosofen Maurice Merleau-Ponty och hans tankar om att jaget/subjektet och kroppen inte kan skiljas åt, vi är en kropp och vi har en kropp. Att kategorisera blickar är svårt och redan idén om den mjuka och den kalla blicken färgar tankarna. Med utgångspunkt i mitt material har jag valt ut några olika typer av blickar som man kan resonera runt, som också blir olika beroende på vilken som tar initiativet, barnet eller pedagogen. Jag låter blickarna speglas i omständigheter och mina valda filosofiska perspektiv samt mina erfarenheter med barnen, In this essay I examine the importance of the eyes in preschool in relation to the youngest children. To get a contrast that clarifies and adds more complexity, my interaction with horses and riding is included. In my examination of the gazes, I start from a sliding scale between a warm soft gaze and a cold hard gaze. A wise, experienced educator knows which gaze is suitable when and can quickly read different situations. The method of investigation becomes own experiences, reflections on participatory observations where children's drawings also become a means of catching their eyes on the educators and essay writing. Essay writing becomes an investigative method that allows one's own reflections, participatory observations and theory to form a web of reflections and create new thoughts. There is not much research on the importance of the gaze in preschool, more on how we use the gaze in different contexts, both children and educators. There are studies on how children with disabilities that concern eye contact act and on how to use the gaze in different situations. Within the theory of practical knowledge, there is research on gazes in healthcare that can be called clinical but where they combine factual knowledge with experience to make wise decisions. The theoretical perspectives that I use in my analysis are the philosopher Hannah Arendt and then mainly her thoughts on political action and how we are bound together by a web of relationships and the philosopher Maurice Merleau-Ponty and his thoughts that the self/subject and the body cannot be separated, we are a body, and we have a body. Categorizing glances is difficult and the very idea of the soft and the cold gaze colors the thoughts. Based on my material, I have selected a few different types of glances that you can reason around, which also become different depending on who takes the initiative, the child, or the educator. I let my eyes be reflected in circumstances and my chosen philosophical perspectives

I denna essä undersöker jag blickarnas betydelse i förskolan i relation till de yngsta barnen. För att få en kontrast som förtydligar och tillför mer komplexitet får mitt umgänge med hästar och ridning vara med. I min undersökning av blickarna utgår jag från en glidande skala mellan en varm mjuk blick och en kall hård blick. En klok erfaren pedagog vet vilken blick som passar när och kan snabbt läsa av olika situationer. Metoden för undersökandet blir egna erfarenheter, reflektioner över deltagande observationer där också barns teckningar blir ett medel för att få fatt på deras blickar på pedagogerna samt essäskrivandet. Essäskrivandet blir en undersökande metod som låter de egna reflektionerna, de deltagande observationerna och teorin bilda en väv av reflektioner och skapar nya tankar. Det finns inte mycket forskning om blickens betydelse i förskolan, mer om hur vi använder blicken i olika sammanhang, både barn och pedagoger. Det finns studier om hur barn med funktionsnedsättningar som berör ögonkontakt agerar och om hur man använder blicken i olika situationer. Inom den praktiska kunskapens teori finns det forskning om blickar inom sjukvården som kan kallas kliniska men där de kombinerar faktakunskap med erfarenhet för att fatta kloka beslut. De teoretiska perspektiv som jag använder i min analys är filosofen Hannah Arendt och då främst hennes tankar om politiskt handlande och hur vi binds samman av en väv av relationer samt filosofen Maurice Merleau-Ponty och hans tankar om att jaget/subjektet och kroppen inte kan skiljas åt, vi är en kropp och vi har en kropp. Att kategorisera blickar är svårt och redan idén om den mjuka och den kalla blicken färgar tankarna. Med utgångspunkt i mitt material har jag valt ut några olika typer av blickar som man kan resonera runt, som också blir olika beroende på vilken som tar initiativet, barnet eller pedagogen. Jag låter blickarna speglas i omständigheter och mina valda filosofiska perspektiv samt mina erfarenheter med barnen, In this essay I examine the importance of the eyes in preschool in relation to the youngest children. To get a contrast that clarifies and adds more complexity, my interaction with horses and riding is included. In my examination of the gazes, I start from a sliding scale between a warm soft gaze and a cold hard gaze. A wise, experienced educator knows which gaze is suitable when and can quickly read different situations. The method of investigation becomes own experiences, reflections on participatory observations where children's drawings also become a means of catching their eyes on the educators and essay writing. Essay writing becomes an investigative method that allows one's own reflections, participatory observations and theory to form a web of reflections and create new thoughts. There is not much research on the importance of the gaze in preschool, more on how we use the gaze in different contexts, both children and educators. There are studies on how children with disabilities that concern eye contact act and on how to use the gaze in different situations. Within the theory of practical knowledge, there is research on gazes in healthcare that can be called clinical but where they combine factual knowledge with experience to make wise decisions. The theoretical perspectives that I use in my analysis are the philosopher Hannah Arendt and then mainly her thoughts on political action and how we are bound together by a web of relationships and the philosopher Maurice Merleau-Ponty and his thoughts that the self/subject and the body cannot be separated, we are a body, and we have a body. Categorizing glances is difficult and the very idea of the soft and the cold gaze colors the thoughts. Based on my material, I have selected a few different types of glances that you can reason around, which also become different depending on who takes the initiative, the child, or the educator. I let my eyes be reflected in circumstances and my chosen philosophical perspectives

This study attempts to understand the Aristolian philosophy of Phronesis and relate it to the workplace decision-making and problem-solving processes follows. It navigates through the elements involved in the wisdom itself and tries to charter a specific biased approach on the basis of these elements. Once these elements are established, the study attempts to understand the weight given to these factors in the decision-making process and what contributes to these preferences among the individuals. This study further attempts to understand the impact of Spirituality and Phronesis on each other and whether this contributes to a concrete ideal for problem-solving. On the basis of this study certain characteristics are highlighted which speak about the upcoming trend for problem-solving, decision-making and tackling issues in the workplace. The researcher phased out the work in 3 phases, in the first phase extant literature review was done to identify variables that contributed to the study. In the next stage, a questionnaire was developed as a research tool to study the effect of spirituality on ethics and leadership. In the last phase, the results and discussions were computed. This study attempts to answer the following research questions; 1. What is Phronesis? 2. Is Phronesis connected to Spirituality? 3. Can the practice of Spirituality and Phronesis be amalgamated into creating a more stable work environment and culture on the basis of morally driven work? Subsequently, it attempts to follow the following research objectives; 1. To understand the magnitude of Phronesis in day-to-day workplace environment. 2. To understand the impact of Phronesis of workplace dispute mechanisms. 3. To help forecast future protocols and upcoming trends about problem- solving with regard to the study.

The research presented in this thesis is the result of a co-creative, poetic inquiry into the dysbeing and wellbeing of secondary English teachers in England that was conducted between 2018 and 2020. The project was funded by the Economic and Social Research Council (ESRC). The study’s aim was to explore English teachers’ conceptualisations of teacher wellbeing in order to better understand their authentic wellbeing needs. This aim was born out of a recognition that, despite several decades of research into teachers’ high levels of stress and low levels of workplace wellbeing, many teachers in England continue to struggle. The project was also inspired, in part, by my own experiences of teaching English in state institutions in England between 2003 and 2015. The project takes a critical stance insofar as it overtly supports an emancipatory model of education and eschews a neoliberal doctrine of marketisation, standardisation and competition, in education and more broadly. It challenges both a wellbeing agenda that promotes normative ideas of a perfect self, and an educational movement that seeks to reify human beings in alignment with market values. To this end, the project has sought to approach the topic of teacher dysbeing and wellbeing in such a way that the complexity and nuance of teachers’ lives is recognised. A methodology of poetic inquiry was adopted, underpinned by a relational ontology and a co-creative epistemology. Qualitative ‘data’ was created with over 25 co-participants, predominantly secondary English teachers working in state institutions. A combination, of creative-writing workshops with groups and exploratory conversations with individuals, yielded more than 90 individual and co-written poems and vignettes. These pieces were then compiled into a collection entitled Enamoured with Words, which accompanies this thesis. The collection was analysed using a combination of literary and sociological methods. A conceptual framework, grounded

This conceptual paper aims to explore judgment in the context of automated decision-making systems (ADS). To achieve this, we adopt a modern version of Aristotle’s notion of phronesis to understand judgment. We delineate seven elements of judgment which provide insights into what humans are better at, and what AI is better at in relation to automated decision-making. These elements are sources of knowledge that guide action including not-knowing, emotions, sensory perception, experience, intuition, episteme, and techne. Our analysis suggests that most of these attributes are not transferable to AI systems, because judgment in human decision-making requires the integration of all which involves considering the contextual and affective resources of phronesis, and the competence to make value judgments. The paper contributes to unpack human judgment capacities and what needs to be cultivated to achieve ‘good’ AI systems that serves humanity as well as guiding future information systems researchers to explore human-AI judgment further.

This conceptual paper aims to explore judgment in the context of automated decision-making systems (ADS). To achieve this, we adopt a modern version of Aristotle's notion of phronesis to understand judgment. We delineate seven elements of judgment which provide insights into what humans are better at, and what AI is better at in relation to automated decision-making. These elements are sources of knowledge that guide action including not-knowing, emotions, sensory perception, experience, intuition, episteme, and techne. Our analysis suggests that most of these attributes are not transferable to AI systems, because judgment in human decision-making requires the integration of all which involves considering the contextual and affective resources of phronesis, and the competence to make value judgments. The paper contributes to unpack human judgment capacities and what needs to be cultivated to achieve 'good' AI systems that serves humanity as well as guiding future information systems researchers to explore human-AI judgment further.

Background Human flourishing is at the heart of healthcare. In Nicomachean Ethics, Aristotle proposes virtue ethics, the idea that humans find and fulfill their purpose through flourishing. Virtue ethics posits that an individual flourishes by forming habits that promote excellence (both moral excellence and excellence in skill) while modeling people who possess the ideal traits. Virtue ethics emphasizes eudaimonia or human flourishing as embodying the highest good and an overall state of wellbeing. Purpose The purpose of this integrative literature review is to examine how virtue ethics in nursing can promote human flourishing. Methods Twenty-nine articles were reviewed for content related to virtue ethics, human flourishing, and nursing theory and practice. Results Virtue ethics may be a useful framework for providing nursing care to improve patient wellbeing. Implications Virtue ethics as a nursing framework may help the nurse to combat burnout, make ethical decisions, and provide holistic person-centered care through phronesis, or practical wisdom. Different tools exist to measure human flourishing. Supporting a patients’ ability to flourish can increase quality of life and improve patient outcomes while decreasing cost and length of stay.

Som manuskript i avhandling. As manuscript in dissertation with title: Teaching horse riding: feel as a central concept?

This study attempts to understand the Aristolian philosophy of Phronesis and relate it to the workplace decision-making and problem-solving processes follows. It navigates through the elements involved in the wisdom itself and tries to charter a specific biased approach on the basis of these elements. Once these elements are established, the study attempts to understand the weight given to these factors in the decision-making process and what contributes to these preferences among the individuals. This study further attempts to understand the impact of Spirituality and Phronesis on each other and whether this contributes to a concrete ideal for problem-solving. On the basis of this study certain characteristics are highlighted which speak about the upcoming trend for problem-solving, decision-making and tackling issues in the workplace. The researcher phased out the work in 3 phases, in the first phase extant literature review was done to identify variables that contributed to the study. In the next stage, a questionnaire was developed as a research tool to study the effect of spirituality on ethics and leadership. In the last phase, the results and discussions were computed. This study attempts to answer the following research questions; 1. What is Phronesis? 2. Is Phronesis connected to Spirituality? 3. Can the practice of Spirituality and Phronesis be amalgamated into creating a more stable work environment and culture on the basis of morally driven work? Subsequently, it attempts to follow the following research objectives; 1. To understand the magnitude of Phronesis in day-to-day workplace environment. 2. To understand the impact of Phronesis of workplace dispute mechanisms. 3. To help forecast future protocols and upcoming trends about problem- solving with regard to the study.

Research question/problem definition This thesis is a philosophical study into the nature of the practice of supervisory boards in care institutions in The Netherlands. I do so from the perspective of ‘practical wisdom’ (phronesis) as coined by Aristotle. The main question of this thesis is: what is wise supervision? What will become apparent is that albeit this is a thesis on supervisory practice, it has a much wider scope. As supervisory practice is oriented to so many organizational and societal aspects, it is also a thesis on governance, institutions, management and ordinary caring practices in civil society in general. The question is explorative: what happens if we reconceptualize supervision as practical wisdom? I have no hypothesis that is tested in the ‘real world’, but rather I install a specific interpretation that sheds light on the practice that has remained in the background in previous research on supervisory work. Relevance The role and position of the supervisory board in Dutch civil society organizations, such as in health care or education, has been discussed intensively but narrowly in the past decade. This narrow view consists of a focus on quality and risk management, corporate governance, professionalization and value-oriented approaches. In this narrow view there is a permanent quest for certainty, unambiguity, clarity and simpleness. This quest paralyzes the debate and practice of governance, and possibly also that of care itself. We need a perspective on supervisory boards and governance that takes ambiguity and equivocality of care and organizing as a point of departure. Theoretical framework The theoretical perspectives in this thesis vary widely. The first overarching theory is from Schön on the reflective practitioner and the difference he makes between the ‘safe high grounds’ and the ‘swampy lowlands’. A second overarching theory is about the difference between system world and lifeworld, and the quest for ‘purpose’. The specific theor

Keynote address, This presentation is divided into two parts. The first part considers current aspects of translator education and teacher development, ending with a scalable model of co-emergent learning that accounts for learning from the individual to the organisational or institutional level. Part two looks at phronesis (“practical wisdom”) as Aristotle describes it, and as it is defined, described and applied by educators and researchers in various professional sister disciplines of today. It then explores the significance of phronesis for current models and approaches in translator education and briefly sketches out its implications for, and applicability to, translator teacher development.

Keynote address, Aristotle’s (2020) concept of phronesis, often translated into English as “practical wisdom”, has been variously interpreted and applied in other professionally oriented disciplines and their pedagogies (e.g. Banks 2018; Kinsella & Pitman 2012), but it has been at best only touched on in translation studies and translator education (e.g. Kiraly & Hofmann 2019, Haro-Soler & Kiraly 2019). Although our world is plainly not Aristotle’s, this talk will argue that his concept can serve as a useful starting point to conceptualize a fundamental aspect of knowledge-building that until now has been largely neglected in the discourse on translator competence and didactics. After briefly exploring how Aristotle himself describes – and various disciplines currently apply – phronesis, the paper goes on to discuss how the concept interfaces with translator education in three important areas: student learning, teacher-researcher and organizational development, and upholding the added epistemic and ethical value(s) of professionalism in today’s increasingly technologized language industry. References Aristotle. The Nicomachean Ethics. Trans. Adam Beresford. London: Penguin Books, 2020. Print. Banks, Sarah. “Practising Professional Ethical Wisdom: The Role of 'Ethics Work' in the Social Welfare Field.” Cultivating Moral Character and Virtue in Professional Practice. Ed. David Carr. London: Routledge, 2018. 55-69. Print. Haro-Soler, María del Mar, and Don Kiraly. “Exploring Self-Efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project”. The Interpreter and Translator Trainer 13.3 (2019): 255-270. Print. Kinsella, Elizabeth Anne, and Allan Pitman. “Engaging Phronesis: Professional Practice and Education.” Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Ed. Elizabeth Anne Kinsella and Allan Pitman. Rotterdam: Sense, 2012. 1-12. Print. Kiraly, Don, and Sascha Hofmann. “Towards an Emergentist Curriculum Development Model for Translato

The thesis looks back on an important transitional period for the municipal social services, a transition between different social models and ideals. During this transi-tional period, in the mid-90s, there was a process of change from the community ideal to market liberalism, the latter being characterized by the client-provider model as a form of governance for the municipal organization. Users of social services were becoming customers and professionals were moving towards increased specialization and centralization of social work. The process of change within the municipal organization is a recurrent theme giving this thesis present timeliness although the process of change presented in the thesis took place almost three decades ago. The overall aim of the thesis was to contribute with in-depth knowledge of the professionals' possibilities to exert influence over a process of change in a politically controlled organization using an empirical example as a starting point. The research approach was based on the action research tradition and primarily towards critical action research. The empirical example, the research circle, where professionals met with the prac-tice of social work and the practice of research for a mutual knowledge formation became a temporary action arena where the “professional project” was developed during the years 1994 to 1996. In the thesis politically adopted policy documents are analyzed, the content of which outlined the direction for the future organization and the content of social work, the "Political Project". The analysis reveals the power relations where the political and administrative domain worked to separate and centralize social work while the professionals worked to maintain a decentralized and integrated individual and family care using new working methods and approaches such as open social counseling, group-oriented social work and city district networks as a basis for social service. The thesis shows that the professionals

The overall aim of this thesis was to describe the conditions for learning inthe ambulance service during clinical practice, and to develop an understanding of how to support the professional development of caring in this context. The findings of this thesis are based on four qualitative interview studies.The study group consisted of 28 specialist ambulance nursing students (I), 20 preceptors (II), 27 preceptors (III), and 16 specialist ambulance nursingstudents (IV), from all parts of Sweden. The data were collected by individual, dyadic, and focus group interviews. The study designs and analytical approach were guided by the critical incident technique, latent content analysis, reflexive thematic analysis, and a phenomenographic approach. The findings indicate that the contextual complexities of ambulance care contradict the students’ fundamental need to independently care for the patients in their development of all domains of knowledge. Caring and learning in the ambulance service requires a structured approach in medical, technical, and practical aspects to create a basic security for preceptors and students in dealing with the diversity in care situations, patient needs, and student needs. However, this structured approach may hinder an individualized and situationally adapted approach unless the preceptors and students develop a flexible and reflective questioning approach in the phronetic domains of knowledge. The support, educational strategies, and learning objectives needed for enhancing educational clarity and quality during clinical practice in ambulance care are presented at an organizational, environmental, situational, and interpersonal level. It is proposed in the conclusions that a reflective questioning approach and an embodied understanding of ambulance service work supported by critical reflections are fundamental to support professional development in this field. Higher education institutions and the ambulance departments should address the pro

Social Investments (SI) have become a significant policy tool during the 2010s for developing and implementing social policy. This study explores how the SI framework, based on social innovation, evidence-based policy and practice, and impact evaluation, affects professionals when it is implemented and evaluated. The empirical material of the study was based on semi-structured interviews with professionals operating in the City of Stockholm. The author applied practical philosophy, relational sociology, and evaluation theory to answer four phronetic social science research questions focusing on phronesis (practical wisdom). SI comes with constitutive effects that affect the praxis of professionals. It is accompanied by different logics that can both enable or restrict common understanding between economists or social advocates, these differ between professional groups. It creates new content to strive for to create measurable outcomes, which can often lead to conflicts of power. Whether it is delivering outcomes within a certain set of time, or following evidence-based policy and practice, different chains of accountability put a lot of pressure to not do wrong, rather than do right. The design and implementation of the SI fund in the City of Stockholm have had problems that need addressing. Thus, this study concludes with a warning that any attempts to fix these problems must refrain to create an evaluation machine that risks alienating professionals’ relationship with their work.

The global Covid19 pandemic which began in early 2020 is one of the most socially disruptive events to have occurred since the Second World War. It has left a profound mark on the institutions of society, including those charged with education, and its effects will be felt for many years. In this paper, we discuss some of the effects that public health policies have had on the practice of teaching, learning and assessment in the United Kingdom. We review at some of the literature on how current students have coped with the experience of education during Covid and look at potential difficulties that new students may now face when entering university. We suggest that the concept of phronesis, that is practical wisdom or prudential judgement, which can also be thought of as the faculty for making deliberative and evaluative judgements about courses of action, will be a crucial element of any recovery pedagogy since the problems faced are context-dependent and generally involve finding the most effective solutions among a range of options.

The overall aim of this thesis was to describe the conditions for learning inthe ambulance service during clinical practice, and to develop an understanding of how to support the professional development of caring in this context. The findings of this thesis are based on four qualitative interview studies.The study group consisted of 28 specialist ambulance nursing students (I), 20 preceptors (II), 27 preceptors (III), and 16 specialist ambulance nursingstudents (IV), from all parts of Sweden. The data were collected by individual, dyadic, and focus group interviews. The study designs and analytical approach were guided by the critical incident technique, latent content analysis, reflexive thematic analysis, and a phenomenographic approach. The findings indicate that the contextual complexities of ambulance care contradict the students’ fundamental need to independently care for the patients in their development of all domains of knowledge. Caring and learning in the ambulance service requires a structured approach in medical, technical, and practical aspects to create a basic security for preceptors and students in dealing with the diversity in care situations, patient needs, and student needs. However, this structured approach may hinder an individualized and situationally adapted approach unless the preceptors and students develop a flexible and reflective questioning approach in the phronetic domains of knowledge. The support, educational strategies, and learning objectives needed for enhancing educational clarity and quality during clinical practice in ambulance care are presented at an organizational, environmental, situational, and interpersonal level. It is proposed in the conclusions that a reflective questioning approach and an embodied understanding of ambulance service work supported by critical reflections are fundamental to support professional development in this field. Higher education institutions and the ambulance departments should address the pro

In this article, we will analyze the positive dimension of silencing for epistemic practices. Since: (a) silencing refers to a communicative impediment; and (b) at least in part our epistemic agency depends on this ability to express and make ourselves understood, it would be possible to conclude that (c) silencing necessarily harms our epistemic interactions. However, Barrett Emerick (2019) reminds us that in some cases silencing helps to preserve the integrity and dignity of those whose epistemic agency is violated. Based on this initial insight, we listed three premises that culminated in the justification for silencing other people: (1) epistemic silences stem from socio-historical processes and the power relations that permeate them; (2) the limits of epistemic agencies are established through social norms and conventions that affect identities in different ways; and, (3) the dignity of the human person must be the criterion for establishing the limits between what should or should not be said. Considering that in order to act correctly it is necessary not only the justifications for acting, but also the appropriate occasion, we defend that practical wisdom (phronesis) is the proper virtue for individuals, groups and institutions to know when to silence other people., Neste artigo, analisamos a dimensão positiva dos silenciamentos para as práticas epistêmicas. Uma vez que: (a) o silenciamento refere-se a um impedimento comunicativo; e (b) ao menos parte de nossa agência epistêmica depende desta capacidade para que nos expressemos e nos façamos entender, caberia concluir que (c) os silenciamentos, necessariamente, prejudicam as nossas interações epistêmicas. Contudo, Barrett Emerick (2019) nos lembra que, em certos casos, o silenciamento ajuda a preservar a integridade e dignidade daqueles que têm sua agência epistêmica violada. Baseados neste insight inicial, elencamos três premissas que culminaram na justificativa para silenciarmos outras pessoas: (1) silêncios epistêmicos decorrem de processos sócio-históricos e das relações de poder que os permeiam; (2) os limites das agências epistêmicas são estabelecidos por meio de normas e convenções sociais que afetam de diferentes maneiras as identidades; e, (3) a dignidade da pessoa humana deve ser o critério para estabelecer os limites entre o que deve ou não ser dito. Considerando que para agirmos da maneira correta não precisamos apenas de justificativas, mas também saber o momento adequado de agir, defendemos que a concepção aristotélica de virtude da sensatez (phronesis) fará com que saibamos quando devemos silenciar outras pessoas.

The current challenge of post-truth that threatens the functioning of democracy, arises fromthe limits of knowledge and the interference of emotions and values. Two common schools ofthought, discourse ethics and agonist politics, fall short of resolving this challenge. In Aristotle’sunderstanding of Politics, these both elements are already present. He presents politics as a fieldof knowledge determined not only by knowledge as such, but also by the limits inherent in thatknowledge and the emotive weight.The aim of the present article is to propose a contemporary conception of a phronetic politicaldiscourse, incorporating the key characteristics of an Aristotelian understanding of phronesis.The proposed hypothesis is that such a phronetic political discourse in a contemporary contextcannot be founded on the good, as the plurality of conceptions of the good is what separatesmodern politics from Aristotelian times. Instead, and following debates in neo-Aristotelianethics, the foundation should be sought in the character development of (future) participants insaid discourse. Education is, then, the key starting point to enforce the capabilities and habits ofdiscourse participants required to best manage, as far as this is possible, the limitations of ourknowledge and our personal commitment to the political realm., El desafío actual de la posverdad que amenaza el funcionamiento de la democracia surge desde los límitesde nuestro conocimiento y la interferencia de las emociones y los valores. Dos corrientes comunes, la ética del discurso, y la política agonista, son insuficientes para resolver este desafío. En la comprensión de la política de Aristóteles estos dos elementos ya estaban presentes. Él presenta a la política como un campo de saber determinado no exclusivamente por el saber, sino al mismo tiempo por los límites del saber y por el cargo emotivo.El objetivo de este artículo es proponer una concepción contemporánea de un discurso político phronético,incorporando las características clave de una phronesis aristotélica. La hipótesis es que un discurso políticophronético contemporáneo no se puede fundar en el bien, ya que la pluralidad de las concepciones del bien es lo que separa la política moderna de los tiempos aristotélicos. En su lugar, y siguiendo a los debates en la ética neo-aristotélica, se debería buscar el fundamento en el desarrollo del carácter de los (futuros) participantes en dicho discurso. Por consiguiente, la educación es el punto de partida esencial para reforzar las capacidades y los hábitos de los participantes del discurso a fin de mejor manejar, en la medida de lo posible, las limitaciones de nuestro conocimiento y nuestro compromiso personal con el campo político.

[Abstract]: All competent moral agents have a prima facie right to make their own health decisions. When this competence is lacking, they cease to be autonomous and someone else may justifiably make decisions for them in an act of soft paternalism that is generally admitted. The problem arises when autonomous subjects need to be protected (from themselves). This type of protection only tends to be admitted in very exceptional cases, such as suicide attempts, as a form of hard paternalism. So the question arises as to whether and to what extent this protection can be extended to certain cases in which the autonomous and competent moral agent acts according to an uncommonly singular life plan. To answer this question, we deemed it important to distinguish between freedom and autonomy, for which purpose we have adopted a eudaimonic approach.

The overall aim of this thesis was to describe the conditions for learning inthe ambulance service during clinical practice, and to develop an understanding of how to support the professional development of caring in this context. The findings of this thesis are based on four qualitative interview studies.The study group consisted of 28 specialist ambulance nursing students (I), 20 preceptors (II), 27 preceptors (III), and 16 specialist ambulance nursingstudents (IV), from all parts of Sweden. The data were collected by individual, dyadic, and focus group interviews. The study designs and analytical approach were guided by the critical incident technique, latent content analysis, reflexive thematic analysis, and a phenomenographic approach. The findings indicate that the contextual complexities of ambulance care contradict the students’ fundamental need to independently care for the patients in their development of all domains of knowledge. Caring and learning in the ambulance service requires a structured approach in medical, technical, and practical aspects to create a basic security for preceptors and students in dealing with the diversity in care situations, patient needs, and student needs. However, this structured approach may hinder an individualized and situationally adapted approach unless the preceptors and students develop a flexible and reflective questioning approach in the phronetic domains of knowledge. The support, educational strategies, and learning objectives needed for enhancing educational clarity and quality during clinical practice in ambulance care are presented at an organizational, environmental, situational, and interpersonal level. It is proposed in the conclusions that a reflective questioning approach and an embodied understanding of ambulance service work supported by critical reflections are fundamental to support professional development in this field. Higher education institutions and the ambulance departments should address the pro

The overall aim of this thesis was to describe the conditions for learning inthe ambulance service during clinical practice, and to develop an understanding of how to support the professional development of caring in this context. The findings of this thesis are based on four qualitative interview studies.The study group consisted of 28 specialist ambulance nursing students (I), 20 preceptors (II), 27 preceptors (III), and 16 specialist ambulance nursingstudents (IV), from all parts of Sweden. The data were collected by individual, dyadic, and focus group interviews. The study designs and analytical approach were guided by the critical incident technique, latent content analysis, reflexive thematic analysis, and a phenomenographic approach. The findings indicate that the contextual complexities of ambulance care contradict the students’ fundamental need to independently care for the patients in their development of all domains of knowledge. Caring and learning in the ambulance service requires a structured approach in medical, technical, and practical aspects to create a basic security for preceptors and students in dealing with the diversity in care situations, patient needs, and student needs. However, this structured approach may hinder an individualized and situationally adapted approach unless the preceptors and students develop a flexible and reflective questioning approach in the phronetic domains of knowledge. The support, educational strategies, and learning objectives needed for enhancing educational clarity and quality during clinical practice in ambulance care are presented at an organizational, environmental, situational, and interpersonal level. It is proposed in the conclusions that a reflective questioning approach and an embodied understanding of ambulance service work supported by critical reflections are fundamental to support professional development in this field. Higher education institutions and the ambulance departments should address the pro

The thesis looks back on an important transitional period for the municipal social services, a transition between different social models and ideals. During this transi-tional period, in the mid-90s, there was a process of change from the community ideal to market liberalism, the latter being characterized by the client-provider model as a form of governance for the municipal organization. Users of social services were becoming customers and professionals were moving towards increased specialization and centralization of social work. The process of change within the municipal organization is a recurrent theme giving this thesis present timeliness although the process of change presented in the thesis took place almost three decades ago. The overall aim of the thesis was to contribute with in-depth knowledge of the professionals' possibilities to exert influence over a process of change in a politically controlled organization using an empirical example as a starting point. The research approach was based on the action research tradition and primarily towards critical action research. The empirical example, the research circle, where professionals met with the prac-tice of social work and the practice of research for a mutual knowledge formation became a temporary action arena where the “professional project” was developed during the years 1994 to 1996. In the thesis politically adopted policy documents are analyzed, the content of which outlined the direction for the future organization and the content of social work, the "Political Project". The analysis reveals the power relations where the political and administrative domain worked to separate and centralize social work while the professionals worked to maintain a decentralized and integrated individual and family care using new working methods and approaches such as open social counseling, group-oriented social work and city district networks as a basis for social service. The thesis shows that the professionals

The thesis looks back on an important transitional period for the municipal social services, a transition between different social models and ideals. During this transi-tional period, in the mid-90s, there was a process of change from the community ideal to market liberalism, the latter being characterized by the client-provider model as a form of governance for the municipal organization. Users of social services were becoming customers and professionals were moving towards increased specialization and centralization of social work. The process of change within the municipal organization is a recurrent theme giving this thesis present timeliness although the process of change presented in the thesis took place almost three decades ago. The overall aim of the thesis was to contribute with in-depth knowledge of the professionals' possibilities to exert influence over a process of change in a politically controlled organization using an empirical example as a starting point. The research approach was based on the action research tradition and primarily towards critical action research. The empirical example, the research circle, where professionals met with the prac-tice of social work and the practice of research for a mutual knowledge formation became a temporary action arena where the “professional project” was developed during the years 1994 to 1996. In the thesis politically adopted policy documents are analyzed, the content of which outlined the direction for the future organization and the content of social work, the "Political Project". The analysis reveals the power relations where the political and administrative domain worked to separate and centralize social work while the professionals worked to maintain a decentralized and integrated individual and family care using new working methods and approaches such as open social counseling, group-oriented social work and city district networks as a basis for social service. The thesis shows that the professionals

Social Investments (SI) have become a significant policy tool during the 2010s for developing and implementing social policy. This study explores how the SI framework, based on social innovation, evidence-based policy and practice, and impact evaluation, affects professionals when it is implemented and evaluated. The empirical material of the study was based on semi-structured interviews with professionals operating in the City of Stockholm. The author applied practical philosophy, relational sociology, and evaluation theory to answer four phronetic social science research questions focusing on phronesis (practical wisdom). SI comes with constitutive effects that affect the praxis of professionals. It is accompanied by different logics that can both enable or restrict common understanding between economists or social advocates, these differ between professional groups. It creates new content to strive for to create measurable outcomes, which can often lead to conflicts of power. Whether it is delivering outcomes within a certain set of time, or following evidence-based policy and practice, different chains of accountability put a lot of pressure to not do wrong, rather than do right. The design and implementation of the SI fund in the City of Stockholm have had problems that need addressing. Thus, this study concludes with a warning that any attempts to fix these problems must refrain to create an evaluation machine that risks alienating professionals’ relationship with their work.

The thesis looks back on an important transitional period for the municipal social services, a transition between different social models and ideals. During this transi-tional period, in the mid-90s, there was a process of change from the community ideal to market liberalism, the latter being characterized by the client-provider model as a form of governance for the municipal organization. Users of social services were becoming customers and professionals were moving towards increased specialization and centralization of social work. The process of change within the municipal organization is a recurrent theme giving this thesis present timeliness although the process of change presented in the thesis took place almost three decades ago. The overall aim of the thesis was to contribute with in-depth knowledge of the professionals' possibilities to exert influence over a process of change in a politically controlled organization using an empirical example as a starting point. The research approach was based on the action research tradition and primarily towards critical action research. The empirical example, the research circle, where professionals met with the prac-tice of social work and the practice of research for a mutual knowledge formation became a temporary action arena where the “professional project” was developed during the years 1994 to 1996. In the thesis politically adopted policy documents are analyzed, the content of which outlined the direction for the future organization and the content of social work, the "Political Project". The analysis reveals the power relations where the political and administrative domain worked to separate and centralize social work while the professionals worked to maintain a decentralized and integrated individual and family care using new working methods and approaches such as open social counseling, group-oriented social work and city district networks as a basis for social service. The thesis shows that the professionals

The thesis looks back on an important transitional period for the municipal social services, a transition between different social models and ideals. During this transi-tional period, in the mid-90s, there was a process of change from the community ideal to market liberalism, the latter being characterized by the client-provider model as a form of governance for the municipal organization. Users of social services were becoming customers and professionals were moving towards increased specialization and centralization of social work. The process of change within the municipal organization is a recurrent theme giving this thesis present timeliness although the process of change presented in the thesis took place almost three decades ago. The overall aim of the thesis was to contribute with in-depth knowledge of the professionals' possibilities to exert influence over a process of change in a politically controlled organization using an empirical example as a starting point. The research approach was based on the action research tradition and primarily towards critical action research. The empirical example, the research circle, where professionals met with the prac-tice of social work and the practice of research for a mutual knowledge formation became a temporary action arena where the “professional project” was developed during the years 1994 to 1996. In the thesis politically adopted policy documents are analyzed, the content of which outlined the direction for the future organization and the content of social work, the "Political Project". The analysis reveals the power relations where the political and administrative domain worked to separate and centralize social work while the professionals worked to maintain a decentralized and integrated individual and family care using new working methods and approaches such as open social counseling, group-oriented social work and city district networks as a basis for social service. The thesis shows that the professionals

Keynote address, This presentation is divided into two parts. The first part considers current aspects of translator education and teacher development, ending with a scalable model of co-emergent learning that accounts for learning from the individual to the organisational or institutional level. Part two looks at phronesis (“practical wisdom”) as Aristotle describes it, and as it is defined, described and applied by educators and researchers in various professional sister disciplines of today. It then explores the significance of phronesis for current models and approaches in translator education and briefly sketches out its implications for, and applicability to, translator teacher development.

Keynote address, Aristotle’s (2020) concept of phronesis, often translated into English as “practical wisdom”, has been variously interpreted and applied in other professionally oriented disciplines and their pedagogies (e.g. Banks 2018; Kinsella & Pitman 2012), but it has been at best only touched on in translation studies and translator education (e.g. Kiraly & Hofmann 2019, Haro-Soler & Kiraly 2019). Although our world is plainly not Aristotle’s, this talk will argue that his concept can serve as a useful starting point to conceptualize a fundamental aspect of knowledge-building that until now has been largely neglected in the discourse on translator competence and didactics. After briefly exploring how Aristotle himself describes – and various disciplines currently apply – phronesis, the paper goes on to discuss how the concept interfaces with translator education in three important areas: student learning, teacher-researcher and organizational development, and upholding the added epistemic and ethical value(s) of professionalism in today’s increasingly technologized language industry. References Aristotle. The Nicomachean Ethics. Trans. Adam Beresford. London: Penguin Books, 2020. Print. Banks, Sarah. “Practising Professional Ethical Wisdom: The Role of 'Ethics Work' in the Social Welfare Field.” Cultivating Moral Character and Virtue in Professional Practice. Ed. David Carr. London: Routledge, 2018. 55-69. Print. Haro-Soler, María del Mar, and Don Kiraly. “Exploring Self-Efficacy Beliefs in Symbiotic Collaboration with Students: An Action Research Project”. The Interpreter and Translator Trainer 13.3 (2019): 255-270. Print. Kinsella, Elizabeth Anne, and Allan Pitman. “Engaging Phronesis: Professional Practice and Education.” Phronesis as Professional Knowledge: Practical Wisdom in the Professions. Ed. Elizabeth Anne Kinsella and Allan Pitman. Rotterdam: Sense, 2012. 1-12. Print. Kiraly, Don, and Sascha Hofmann. “Towards an Emergentist Curriculum Development Model for Translato

Research question/problem definition This thesis is a philosophical study into the nature of the practice of supervisory boards in care institutions in The Netherlands. I do so from the perspective of ‘practical wisdom’ (phronesis) as coined by Aristotle. The main question of this thesis is: what is wise supervision? What will become apparent is that albeit this is a thesis on supervisory practice, it has a much wider scope. As supervisory practice is oriented to so many organizational and societal aspects, it is also a thesis on governance, institutions, management and ordinary caring practices in civil society in general. The question is explorative: what happens if we reconceptualize supervision as practical wisdom? I have no hypothesis that is tested in the ‘real world’, but rather I install a specific interpretation that sheds light on the practice that has remained in the background in previous research on supervisory work. Relevance The role and position of the supervisory board in Dutch civil society organizations, such as in health care or education, has been discussed intensively but narrowly in the past decade. This narrow view consists of a focus on quality and risk management, corporate governance, professionalization and value-oriented approaches. In this narrow view there is a permanent quest for certainty, unambiguity, clarity and simpleness. This quest paralyzes the debate and practice of governance, and possibly also that of care itself. We need a perspective on supervisory boards and governance that takes ambiguity and equivocality of care and organizing as a point of departure. Theoretical framework The theoretical perspectives in this thesis vary widely. The first overarching theory is from Schön on the reflective practitioner and the difference he makes between the ‘safe high grounds’ and the ‘swampy lowlands’. A second overarching theory is about the difference between system world and lifeworld, and the quest for ‘purpose’. The specific theor

The present chapter considers how Aristotle’s concept of phronesis, in both its epistemic and ethical dimensions, can usefully inform current thinking about how future translators should be educated, and how their teachers can learn with them – experientially, collaboratively, ethically and co-emergently. We do not live in Aristotle’s world, so it is illusory to imagine we can directly apply his concept of practical wisdom to twenty-first century professional life and learning. However, it can serve as a useful starting point to conceptualize a fundamental aspect of knowledge-building that, for want of being known or adequately categorized, has been largely neglected in the discourse on translator competence and didactics.

The overall aim of this thesis was to describe the conditions for learning inthe ambulance service during clinical practice, and to develop an understanding of how to support the professional development of caring in this context. The findings of this thesis are based on four qualitative interview studies.The study group consisted of 28 specialist ambulance nursing students (I), 20 preceptors (II), 27 preceptors (III), and 16 specialist ambulance nursingstudents (IV), from all parts of Sweden. The data were collected by individual, dyadic, and focus group interviews. The study designs and analytical approach were guided by the critical incident technique, latent content analysis, reflexive thematic analysis, and a phenomenographic approach. The findings indicate that the contextual complexities of ambulance care contradict the students’ fundamental need to independently care for the patients in their development of all domains of knowledge. Caring and learning in the ambulance service requires a structured approach in medical, technical, and practical aspects to create a basic security for preceptors and students in dealing with the diversity in care situations, patient needs, and student needs. However, this structured approach may hinder an individualized and situationally adapted approach unless the preceptors and students develop a flexible and reflective questioning approach in the phronetic domains of knowledge. The support, educational strategies, and learning objectives needed for enhancing educational clarity and quality during clinical practice in ambulance care are presented at an organizational, environmental, situational, and interpersonal level. It is proposed in the conclusions that a reflective questioning approach and an embodied understanding of ambulance service work supported by critical reflections are fundamental to support professional development in this field. Higher education institutions and the ambulance departments should address the pro

Som manuskript i avhandling. As manuscript in dissertation with title: Teaching horse riding: feel as a central concept?

The Aristotelian phronesis of Nicomachean Ethics is at the basis of all Hans-Georg Gadamer thought, as well as of all his hermeneutical theory, in the form of a model. I show, through description, that it is a reference for the Gadamerian approach to the hermeneutical problems of the application and the nature of the hermeneutics itself. As a result, phronesis takes on a hermeneutic form insofar as it contributes to the characterization of the interpreter's application activity and to the determination of philosophical hermeneutics as praxis, which are fundamentally rooted in human finitude., A phronesis aristotélica da Ética Nicomaqueia está na base de todo pensamento de Hans-Georg Gadamer, bem como de toda a sua teoria hermenêutica, sob a forma de modelo. Mostro, mediante descrição, que ela é referência para a abordagem gadameriana dos problemas hermenêuticos da aplicação e da natureza da própria hermenêutica. Disso resulta que a phronesis assume uma forma hermenêutica na medida em que contribui para a caracterização da atividade aplicativa do intérprete e para a determinação da hermenêutica filosófica como práxis, as quais se encontram fundamentalmente enraizadas na finitude humana.

In this essay the approach of reflective practice research, as introduced by the philosopher Anders Lindseth, is outlined and its relevance for teacher education is discussed. For that purpose, central theoretical as well as methodological aspects of this research approach are presented and further investigated. By means of illustrative case studies, examples are given on how this approach can be of use for teacher students in order to develop research competence, on the one hand. On the other, this essay examines how a teacher can reflect his or her own practice, in terms of self-studies, in order to learn from experience and to develop towards so-called phronesis (practical wisdom or prudence)., En este artículo, se describe el enfoque de la investigación práctica reflexiva del filósofo Anders Lindseth y se discute su relevancia para la formación del profesorado. Para ello, se presentan y se investigan a fondo los aspectos teóricos y metodológicos centrales de este enfoque de investigación. Por medio de estudios de casos ilustrativos, se dan ejemplos de cómo esta aproximación es de utilidad para los estudiantes de educación para desarrollar la competencia investigadora. Asimismo, este trabajo examina cómo el maestro puede reflejar su propia práctica, en términos de autoestudio, para aprender de la experiencia y desarrollarse hacia la llamada phronesis (sabiduría práctica o prudencia).

The Aristotelian phronesis of Nicomachean Ethics is at the basis of all Hans-Georg Gadamer thought, as well as of all his hermeneutical theory, in the form of a model. I show, through description, that it is a reference for the Gadamerian approach to the hermeneutical problems of the application and the nature of the hermeneutics itself. As a result, phronesis takes on a hermeneutic form insofar as it contributes to the characterization of the interpreter's application activity and to the determination of philosophical hermeneutics as praxis, which are fundamentally rooted in human finitude., A phronesis aristotélica da Ética Nicomaqueia está na base de todo pensamento de Hans-Georg Gadamer, bem como de toda a sua teoria hermenêutica, sob a forma de modelo. Mostro, mediante descrição, que ela é referência para a abordagem gadameriana dos problemas hermenêuticos da aplicação e da natureza da própria hermenêutica. Disso resulta que a phronesis assume uma forma hermenêutica na medida em que contribui para a caracterização da atividade aplicativa do intérprete e para a determinação da hermenêutica filosófica como práxis, as quais se encontram fundamentalmente enraizadas na finitude humana.

This article explores timing, kairos, in human interaction by analyzing nonverbal communication. The skill of timing, being able to do “the right thing at the right time,” is important for rhetorical agency. What are the silent processes in human interaction, and how do they influence the possibility for a kairotic moment to occur? Empirical material consisting of theater rehearsals has been analyzed. The findings show that the actio qualities: tempo and energy, as well as phronesis, are important factors for the appearance of a kairotic moment., Niniejszy artykuł bada zagadnienia dotyczące czasu, tj. kairos, w interakcjach międzyludzkich poprzez analizę komunikacji niewerbalnej. Umiejętność wyczucia czasu, zdolność do zrobienia „właściwej rzeczy we właściwym czasie”, jest ważna dla retorycznej sprawczości. Jakie procesy niewerbalne występują w interakcji międzyludzkiej i jak wpływają one na możliwość zaistnienia momentu kairotycznego? Analizie poddano materiał empiryczny, na który składają się próby teatralne. Wyniki badań wskazują, że takie cechy actio, jak tempo i energia, a także phronesis są ważnymi czynnikami sprzyjającymi pojawieniu sięmomentu kairotycznego.

This master´s thesis has the form of a scientific essay. Its purpose is to explore how supervisors, in supervising professionals, balance between creating security and building relationship as opposed to challenging participants by introducing unexpected elements. The purpose is also to investigate whether philosophical theories can constitute impulses and unexpected elements for reflection on the supervisor's balancing act. The essay raises the question whether philosophical theories in the same manner can constitute impulses and unexpected elements in reflection on theories and practice in supervision. Experiences and conversations constitute the empirical material of the study. Certain themes have crystallized on those basis. These themes are discussed in relation to theories in supervision and to philosophical theories. The essay has highlighted the importance of the practical knowledge that supervisors use in the balancing act. The body and its signals and memory seems to play an important role for the interpersonal contact, as well as for the conversation and for the listening. The essay also shows that the supervisor's balancing act means more complexity than the balance between security and challenge., Denna masteruppsats har formen av en vetenskaplig essä. Dess syfte är att utforska hur handledare i handledning med yrkesverksamma balanserar mellan att skapa trygghet och bygga och behålla relation i motsats till att utmana deltagarna genom att introducera främmande moment. Syftet är även att undersöka om filosofiska teorier kan utgöra impulser och främmande moment för reflektion över handledares balansakt i handledning och i reflektion över teorier och praktik inom handledning. Gestaltningar och samtal utgör undersökningens empiriska material och utifrån dessa har teman utkristalliserats. Dessa teman diskuteras i relation till teorier inom handledning och i relation till filosofiska tänkare. Undersökningen har synliggjort betydelsen av den praktiska kunskap som handledare använder i balansakten, där kroppen och dess signaler spelar en viktig roll för såväl mötet, som samtalet, lyssnandet och den gemensamma reflektionen. Utforskningen visar också att handledares balansakt innehåller fler utmaningar och är mer komplex än balansen mellan trygghet och utmaning.

This master´s thesis has the form of a scientific essay. Its purpose is to explore how supervisors, in supervising professionals, balance between creating security and building relationship as opposed to challenging participants by introducing unexpected elements. The purpose is also to investigate whether philosophical theories can constitute impulses and unexpected elements for reflection on the supervisor's balancing act. The essay raises the question whether philosophical theories in the same manner can constitute impulses and unexpected elements in reflection on theories and practice in supervision. Experiences and conversations constitute the empirical material of the study. Certain themes have crystallized on those basis. These themes are discussed in relation to theories in supervision and to philosophical theories. The essay has highlighted the importance of the practical knowledge that supervisors use in the balancing act. The body and its signals and memory seems to play an important role for the interpersonal contact, as well as for the conversation and for the listening. The essay also shows that the supervisor's balancing act means more complexity than the balance between security and challenge., Denna masteruppsats har formen av en vetenskaplig essä. Dess syfte är att utforska hur handledare i handledning med yrkesverksamma balanserar mellan att skapa trygghet och bygga och behålla relation i motsats till att utmana deltagarna genom att introducera främmande moment. Syftet är även att undersöka om filosofiska teorier kan utgöra impulser och främmande moment för reflektion över handledares balansakt i handledning och i reflektion över teorier och praktik inom handledning. Gestaltningar och samtal utgör undersökningens empiriska material och utifrån dessa har teman utkristalliserats. Dessa teman diskuteras i relation till teorier inom handledning och i relation till filosofiska tänkare. Undersökningen har synliggjort betydelsen av den praktiska kunskap som handledare använder i balansakten, där kroppen och dess signaler spelar en viktig roll för såväl mötet, som samtalet, lyssnandet och den gemensamma reflektionen. Utforskningen visar också att handledares balansakt innehåller fler utmaningar och är mer komplex än balansen mellan trygghet och utmaning.

This article explores timing, kairos, in human interaction by analyzing nonverbal communication. The skill of timing, being able to do “the right thing at the right time,” is important for rhetorical agency. What are the silent processes in human interaction, and how do they influence the possibility for a kairotic moment to occur? Empirical material consisting of theater rehearsals has been analyzed. The findings show that the actio qualities: tempo and energy, as well as phronesis, are important factors for the appearance of a kairotic moment., Niniejszy artykuł bada zagadnienia dotyczące czasu, tj. kairos, w interakcjach międzyludzkich poprzez analizę komunikacji niewerbalnej. Umiejętność wyczucia czasu, zdolność do zrobienia „właściwej rzeczy we właściwym czasie”, jest ważna dla retorycznej sprawczości. Jakie procesy niewerbalne występują w interakcji międzyludzkiej i jak wpływają one na możliwość zaistnienia momentu kairotycznego? Analizie poddano materiał empiryczny, na który składają się próby teatralne. Wyniki badań wskazują, że takie cechy actio, jak tempo i energia, a także phronesis są ważnymi czynnikami sprzyjającymi pojawieniu sięmomentu kairotycznego.

In this essay the approach of reflective practice research, as introduced by the philosopher Anders Lindseth, is outlined and its relevance for teacher education is discussed. For that purpose, central theoretical as well as methodological aspects of this research approach are presented and further investigated. By means of illustrative case studies, examples are given on how this approach can be of use for teacher students in order to develop research competence, on the one hand. On the other, this essay examines how a teacher can reflect his or her own practice, in terms of self-studies, in order to learn from experience and to develop towards so-called phronesis (practical wisdom or prudence)., En este artículo, se describe el enfoque de la investigación práctica reflexiva del filósofo Anders Lindseth y se discute su relevancia para la formación del profesorado. Para ello, se presentan y se investigan a fondo los aspectos teóricos y metodológicos centrales de este enfoque de investigación. Por medio de estudios de casos ilustrativos, se dan ejemplos de cómo esta aproximación es de utilidad para los estudiantes de educación para desarrollar la competencia investigadora. Asimismo, este trabajo examina cómo el maestro puede reflejar su propia práctica, en términos de autoestudio, para aprender de la experiencia y desarrollarse hacia la llamada phronesis (sabiduría práctica o prudencia).

In this essay the approach of reflective practice research, as introduced by the philosopher Anders Lindseth, is outlined and its relevance for teacher education is discussed. For that purpose, central theoretical as well as methodological aspects of this research approach are presented and further investigated. By means of illustrative case studies, examples are given on how this approach can be of use for teacher students in order to develop research competence, on the one hand. On the other, this essay examines how a teacher can reflect his or her own practice, in terms of self-studies, in order to learn from experience and to develop towards so-called phronesis (practical wisdom or prudence)., En este artículo, se describe el enfoque de la investigación práctica reflexiva del filósofo Anders Lindseth y se discute su relevancia para la formación del profesorado. Para ello, se presentan y se investigan a fondo los aspectos teóricos y metodológicos centrales de este enfoque de investigación. Por medio de estudios de casos ilustrativos, se dan ejemplos de cómo esta aproximación es de utilidad para los estudiantes de educación para desarrollar la competencia investigadora. Asimismo, este trabajo examina cómo el maestro puede reflejar su propia práctica, en términos de autoestudio, para aprender de la experiencia y desarrollarse hacia la llamada phronesis (sabiduría práctica o prudencia).

This article explores timing, kairos, in human interaction by analyzing nonverbal communication. The skill of timing, being able to do “the right thing at the right time,” is important for rhetorical agency. What are the silent processes in human interaction, and how do they influence the possibility for a kairotic moment to occur? Empirical material consisting of theater rehearsals has been analyzed. The findings show that the actio qualities: tempo and energy, as well as phronesis, are important factors for the appearance of a kairotic moment., Niniejszy artykuł bada zagadnienia dotyczące czasu, tj. kairos, w interakcjach międzyludzkich poprzez analizę komunikacji niewerbalnej. Umiejętność wyczucia czasu, zdolność do zrobienia „właściwej rzeczy we właściwym czasie”, jest ważna dla retorycznej sprawczości. Jakie procesy niewerbalne występują w interakcji międzyludzkiej i jak wpływają one na możliwość zaistnienia momentu kairotycznego? Analizie poddano materiał empiryczny, na który składają się próby teatralne. Wyniki badań wskazują, że takie cechy actio, jak tempo i energia, a także phronesis są ważnymi czynnikami sprzyjającymi pojawieniu sięmomentu kairotycznego.