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      <title>&quot;Skolen paradoks&quot; i studiekreds by </title>
      <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he</link>
      <description>16 didaktiske åbninger</description>
      <language>en-us</language>
      <pubDate>2019-05-09 08:15:30 UTC</pubDate>
      <lastBuildDate>2019-05-09 08:21:51 UTC</lastBuildDate>
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         <title>16. Kan og skal skolen til enhver tid - ifølge Oettingen - ”passe til” tidens samfund? Hvorfor?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366412</link>
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         <pubDate>2019-05-09 08:17:10 UTC</pubDate>
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         <title>15.	Hvorfor ville barndommen mon forsvinde, hvis skolen mistede sin kunstighed?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366521</link>
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         <pubDate>2019-05-09 08:17:41 UTC</pubDate>
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         <title>14.	Hvordan mener Oettingen at Dewey forandrede vores forståelse af forholdet mellem pædagogik og demokrati? Hvorfor skal skolen være en særlig social samværsform?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366587</link>
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         <pubDate>2019-05-09 08:18:03 UTC</pubDate>
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         <title>13.	Hvad mente Hegel – ifølge Oettingen – med at skolen skulle være en selvstændig institution?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366675</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-05-09 08:18:26 UTC</pubDate>
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         <title>12.	Hvilke tre principper lægger Aristoteles – ifølge Oettingen - til grund for sit formål for skolen?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366742</link>
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         <pubDate>2019-05-09 08:18:45 UTC</pubDate>
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      <item>
         <title>11.	Hvorfor gik Aristoteles - ifølge Oettingen - ikke ind for privat og individualiseret undervisning?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366799</link>
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         <pubDate>2019-05-09 08:19:00 UTC</pubDate>
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      <item>
         <title>10.	Hvad er i Oettingens sprogbrug forskellen på socialisering (socialisation) og dannelse (undervisning)?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366863</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-05-09 08:19:14 UTC</pubDate>
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         <title>9.	Hvordan er skolen ifølge Oettingen i sig selv et paradoks og som ”et brud”?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366905</link>
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         <pubDate>2019-05-09 08:19:26 UTC</pubDate>
         <guid>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366905</guid>
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         <title>8.	Hvordan kan man med Benners begreber ”Bildsamkeit” og ”opfordring til selvvirksomhed” formulere det pædagogiske forhold mellem lærer og elev?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358366943</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-05-09 08:19:39 UTC</pubDate>
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         <title>7.	Hvordan udtrykker og forstår Kant og Luhmann – ifølge Oettingen - det pædagogiske paradoks?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367014</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-05-09 08:20:03 UTC</pubDate>
         <guid>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367014</guid>
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         <title>6.	Hvordan kan der med Oettingen argumenteres for, at en lærer handler paradoksalt?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367063</link>
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         <pubDate>2019-05-09 08:20:17 UTC</pubDate>
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         <title>5.	Hvordan definerer Oettingen ”det pædagogiske paradoks”?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367091</link>
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         <pubDate>2019-05-09 08:20:29 UTC</pubDate>
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         <title>4.	Hvilket menneskesyn har den moderne ”almene pædagogik” – ifølge Oettingen?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367152</link>
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         <pubDate>2019-05-09 08:20:53 UTC</pubDate>
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         <title>3.	Hvad sætter Oettingen i stedet for tilværelsen selv som grundlag for skolens formål?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367205</link>
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         <pubDate>2019-05-09 08:21:00 UTC</pubDate>
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         <title>2.	Hvad mente Løgstrup - ifølge Oettingen- med, at skolens formål må hente sin begrundelse for sit formål fra tilværelsen selv? </title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367269</link>
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         <pubDate>2019-05-09 08:21:13 UTC</pubDate>
         <guid>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367269</guid>
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      <item>
         <title>1.	Hvorfor kan demokrati i Løgstrups perspektiv - ifølge Oettingen - ikke være folkeskolens formål?</title>
         <author>cwtm1jt51s</author>
         <link>https://padlet.com/cwtm1jt51s/j6eqaqt2a8he/wish/358367336</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-05-09 08:21:31 UTC</pubDate>
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