Cite: . Review of the methods and findings in the Dunn and Dunn learning styles model research on perceptual preferences. Nordic Psychology, 67(1), 2-26. http://doi.org/10.1080Psychology, 67(1), 2-26. http://doi.org/10. /19012276.2014 This is an Accepted Manuscript of an article published by Taylor & Francis in Nordic Psychology on February 11 th 2015, available at: http://www.tandfonline.com/10.1080/19012276.2014 Klitmøller, J. Cite: . Review of the methods and findings in the Dunn and Dunn learning styles model research on perceptual preferences. Nordic Psychology, 67(1), 2-26.

It is an often taken for granted notion in contemporary Western everyday life that there is an intimate connection between empathy and moral action. Yet in recent years, this connection has come under scrutiny. In this article, we first ask the question, what is empathy? A brief survey over the psychological and philosophical approaches to the notion of empathy shows that it remains a highly contested concept. The field has a propensity to discuss empathy within the frame of sameness. We instead argue that in order to grasp empathy it is necessary to foreground otherness. Drawing on Hannah Arendt, we further argue, that when encountering the stranger, moral action requires both visiting the other -as distinct from empathic knowledge as well as thinking in order to judge what is right. Ultimately moral dilemmas are solved, not by having or demanding empathy, but by addressing the issues at hand in joint action.Any justification ends finally with the rationally gratuitous presence of the emotion of sympathy: if that condition were not met, one would simply have no reason to be moral.(Thomas Nagel, cited in Denham, 2017 p. 227).

The present paper is an analysis of the recently formulated concept of Lived Pedagogy. With roots in phenomenology and narrative research and research on 'student voice', the concept is coined as a way to research participants' experience of practical pedagogy in school. The main theoretical and methodological challenges in Lived Pedagogy stem from the use of relational theory (i.e., phenomenology and narrative theory) while a priori maintaining a number of divisions that challenge this relational logic. Having outlined these problems, a suggestion is made to inform Lived Pedagogy by way of the German Pädagogik with its central focus on purpose(s) of education. Specifically, I employ Løvlie's educational transformation of Habermas's discourse ethics as a framework for structuring the deliberation of what is educationally desirable.

Klimakrisen kræver handling. Adfærdsdesign foreslås af nogle som en potentiel del af løsningen, men der er betydelige problemer ved denne tilgang. Ved at definere klimakrisen som wicked, argumenterer vi for, at adfærdsdesign ikke er egnet som løsningsmodel for klimakrisens grundlæggende problemer, fordi paradigmets teori om tænkning ikke indebærer den type problemløsning, klimakrisen kræver. Som alternativ præsenterer vi John Deweys filosofi og teori om tænkning, hvilket giver anledning til en revideret forståelse af facilitering af klimahandling. Via en perspektivering til Nancy Fraser pointerer vi, at handlinger skal forstås i relation til et globalt opbygget marked, der udfordrer både politiske, sociale og økologiske aspekter af vores fælles tilværelse. Med analysen peger vi på, at et ensidigt blik på personers individuelle fejlbarlige tænkning og klimahandling flytter fokus fra de fælles samfundsmæssige og markedsmæssige strukturer, hvormed definerende elementer af klimakrisens karakter (dets wickedness) overses.

This is the accepted manuscript (post-print version) of the article. Contentwise, the post-print version is identical to the final published version, but there may be differences in typography and layout. How to cite this publication (APA)