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[{"key": "dc.contributor.advisor", "value": "Moisio, Olli-Pekka", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Hietam\u00e4ki, Sari", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2019-06-27T09:26:12Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2019-06-27T09:26:12Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2019", "language": "", "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/64865", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "T\u00e4m\u00e4 tutkielma tarkastelee ranskalaisajattelija Jacques Ranci\u00e8ren (1940\u2013) ajatuksia tasa-arvosta pedagogiikan kontekstissa. Ty\u00f6ss\u00e4\u00e4n Ranci\u00e8re on paikantanut l\u00e4nsimaisessa ajattelussa virheellisen uskomuksen \u00e4lyjen eriarvoisuuteen. T\u00e4h\u00e4n uskomukseen nojaava tyhment\u00e4v\u00e4 pedagogiikka sek\u00e4 l\u00e4pikotaisin \u201cpedagogisoitunut\u201d yhteiskunta lannistaa ihmisi\u00e4 ja est\u00e4\u00e4 oman \u00e4lyn k\u00e4ytt\u00e4mist\u00e4. Yhteiskunnan eriarvoiset jakolinjat ovat siten Ranci\u00e8ren mukaan suurilta osin juuri kasvatuksen aikaansaamia. Ratkaisuksi Ranci\u00e8re tarjoaa egalitaristista tasa-arvon metodia.\n \nMetodissa tasa-arvo otetaan kaiken ajattelun ja toiminnan l\u00e4ht\u00f6kohdaksi. Tasa-arvo tulee verifioitavaksi k\u00e4yt\u00e4nn\u00f6ss\u00e4 ja nykyhetkess\u00e4 tasa-arvon teoilla. Pedagogiikan kontekstissa metodi kulminoituu \u00e4lyjen tasa-arvon verifioimiseen eli intellektuaaliseen emansipaatioon. Intellektuaalinen emansipaatio t\u00e4ht\u00e4\u00e4 oman \u00e4lyn her\u00e4tt\u00e4miseen ihmisess\u00e4 itsess\u00e4\u00e4n. Se vaatii ensinn\u00e4 \u00e4lyjen tasa-arvon perinpohjaista ymm\u00e4rt\u00e4mist\u00e4 ja toisaalta sen n\u00e4kemist\u00e4 ja n\u00e4ytt\u00e4mist\u00e4, mit\u00e4 n\u00e4ill\u00e4 yhdenvertaisilla \u00e4lyill\u00e4 voidaan saada aikaan. \n \nRanci\u00e8ren tavoin t\u00e4m\u00e4 tutkielma johtaa ruohonjuuritason pedagogiikasta havaintoja, jotka koskevat kasvatuksen ja politiikan filosofiaa. Kriittisen teorian perinteeseen nojaten tutkielmaan sis\u00e4ltyy teoreettisen tarkastelun lis\u00e4ksi k\u00e4yt\u00e4nn\u00f6n interventio: toimintatutkimus, jonka menetelm\u00e4n\u00e4 toimii autoetnografia. Toimintatutkimuksen autoetnografinen raportti tarkastelee kirjoittajan omaa opettamista ja opettajuutta filosofiakerhossa, jossa pedagogiikan l\u00e4ht\u00f6kohtana oli Ranci\u00e8ren \u00e4lyjen tasa-arvon periaate.\n \nTutkielma yhtyy Ranci\u00e8ren ajatuksiin, joiden mukaan tasa-arvoa ja intellektuaalista emansipaatiota est\u00e4\u00e4 puutteellinen usko omaan \u00e4lyyn ja sen tasavertaisuuteen muiden kanssa. T\u00e4m\u00e4 usko ohjaa my\u00f6s opettajuutta. \u00c4lyjen tasa-arvoon perustuva pedagogiikka on toimintatutkimuksen perusteella vaativa tavoite, mutta se ei tarkoita opettajuuden hylk\u00e4\u00e4mist\u00e4 vaan uudelleenarviointia. Tutkielman perusteella Ranci\u00e8re tarjoaa hyv\u00e4n pohjan l\u00e4hesty\u00e4 opettamista ja oppimista l\u00e4ht\u00f6kohtaisesti inhimillisen\u00e4 ja tasa-arvoisena toimintana.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "This thesis studies the thoughts of Jacques Ranci\u00e8re (1940\u2013) concerning equality in the context of pedagogy. In his work, Ranci\u00e8re locates in Western thought a false belief in what he calls \u2018inequality of intelligences\u2019. According to Ranci\u00e8re, this belief leads to stultifying pedagogy and in a thoroughly pedagogicized, hierarchical society. In Ranci\u00e8re\u2019s account, the unequal divisions in society are largely due to education. More so, stultifying pedagogy withers people down by preventing the usage of one\u2019s own intelligence. \n \nAs a solution Ranci\u00e8re offers an egalitarian method of equality. In the method of equality, equality is concerned axiomatic and taken as a starting-point to all action. Equality is therefore verified in practice and at present. In the context of pedagogy, the method culminates in the verification of equality of intelligences, which Ranci\u00e8re calls intellectual emancipation. Intellectual emancipation aims in awakening the power of intelligence in oneself. It requires understanding of the equality of intelligences and seeing and showing what can be done under this presupposition. \n \nLike Ranci\u00e8re, this research starts from the root-level of pedagogy to study political philosophy and the philosophy of education. Leaning to modern critical theory, this study includes a practical intervention to equality: an action-study. Method of the action-study is critical autoethnography. The autoethnographic text tells a story of writer\u2019s own teaching in a lower secondary school philosophy club, where equality of intelligences is taken as a pedagogical starting-point. \n \nThis research agrees that the belief of inequality of intelligences lies in the background of learning and teaching. In an unequal society, the equality of intelligences is a demanding principle to comprehend. Ranci\u00e8re\u2019s method requires the re-evaluation of the role of the teacher in education. This research concludes that Ranci\u00e8re offers a fruitful reference to critically re-establish the role of the teacher in education and furthermore, to examine teaching and learning as fundamentally equal and human actions.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Miia Hakanen (mihakane@jyu.fi) on 2019-06-27T09:26:12Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2019-06-27T09:26:12Z (GMT). No. of bitstreams: 0\n Previous issue date: 2019", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "94", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "Jacques Ranci\u00e8re", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "moderni kriittinen teoria", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Tiet\u00e4m\u00e4tt\u00f6m\u00e4n graduntekij\u00e4n oppitunti : tutkielma Jacques Ranci\u00e8ren tasa-arvon metodista pedagogiikan kontekstissa", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-201906273468", "language": "", "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Humanistis-yhteiskuntatieteellinen tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Humanities and Social Sciences", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Yhteiskuntatieteiden ja filosofian laitos", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Department of Social Sciences and Philosophy", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Filosofia", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Philosophy", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "201", "language": "", "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kasvatusfilosofia", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "emansipaatio", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "pedagogiikka", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "autoetnografia", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "politiikka", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.format.content", "value": "fulltext", "language": null, "element": "format", "qualifier": "content", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}, {"key": "dc.type.okm", "value": "G2", "language": null, "element": "type", "qualifier": "okm", "schema": "dc"}]
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