In: Torfing , J & Winsvold , M 2020 , Demokratiparadokset. Hvordan styre et folk som skal styre seg selv? i A Røiseland & S I Vabo (red) , Folkevalgt og politisk leder . Cappelen Damm Akademisk , Oslo , s. 120–145 . https://doi.org/10.23865/noasp.80.ch5
In this chapter we discuss what we have conceptualized as "the paradox of democracy", pointing to the conflict between the idea of the sovereign people on one side, and the idea that democracies need representatives and political leaders, on the other. The chapter gives an overview of democratic arrangements that encourage direct participation, including arrangements that feed into and support and arrangements that challenge the representative system. Furthermore, the chapter provides examples of arrangements that actively and intentionally link together representation and direct participation. Lastly, we discuss how the tension between participatory practices and representative democracy can be solved. In a brief and subsequent chapter, a Norwegian Mayor reflects on the conflict between representation and direct participation.
This thesis studies three major reforms in the public sector of Norway. The sectors studied are the police, higher education, and primary schools. The main motive for studying these reforms are of a theoretical nature, the reason to study them is to produce general knowledge about reforms. The study aims to answer two main questions. One is about the possibilities and limitations contained in using reforms to change organizations. The second is about how organizations can promote the ideals of representative democracy. In its efforts to attain answers to these questions the thesis blends empirically-oriented research with aspects of organization theory and political theory. The thesis is divided into four different parts. First, there is a descriptive presentation of the three reforms. Secondly, there is a discussion of various theories of reforms and organizations. The primary aim of this analysis is to illuminate and explain the empirical data, but this discussion should also provide its own answers to the main questions asked in the thesis. Thirdly, these theories are applied to analyze data from the three reforms. And finally, the study concludes with a summary of what general insights about the reforms we are left with after studying the Quality Reform, The Police Reform 2000, and the Knowledge Reform. The study shows that reforms have both policy and content aspects, and that it is important to distinguish between the two in order to analyse and understand them. The policy aspect is that reforms are a strategy for change - they are tools for implementing change in organizations. The content aspect is that reforms have a specific content - they have certain objectives that they want to realize. The study concludes that in order to understand this complex and fascinating phenomenon, we need to understand reforms both as instrumental tools, institutional adaptations and symbols.
زمینه و هدف: آموزش علاوه بر اینکه یکی از مصادیق مهم حقوق بشر است، ابزاری مهم برای تحقق سایر مصادیق حقوق بشر نیز به شمار میرود. تضمین و اجرای حق آموزش مقدمه تضمین و اجرای سایر مصادیق حقوق بشر میباشد. حق بر آموزش ابتدعاً در قامت یک اصل کلی و منعطف که فاقد تعهدات حقوقی مشخص و الزامآور بود، در قالب اعلامیه جهانی حقوق بشر پذیرفته شد. به علت تفاوتهای بنیادینی که در نظامهای حقوقی ـ سیاسی دولتها وجود داشت، توسعه و تقویت حق مزبور به نظامهای حقوقی منطقهای و داخلی سپرده شد. مواد و روشها: در این مطالعه با روش تحلیلی ـ توصیفی، ابتدا مفهوم شهروندی و اهمیت آموزش بحث و بررسی خواهد شد. پس از مشخصشدن وضعیت متغیر مزبور، اهداف فرآیند آموزشی و مفهوم «حق بر آموزش» برای تبیین دقیقتر چارچوب کلی مسأله اصلی پژوهش حاضر و سپس آموزش دموکراسی، تسامح و تساهل به عنوان معیار اصلی برای ترویج شهروندی دموکراتیک مورد بحث و بررسی قرار خواهد گرفت. ملاحظات اخلاقی: در تمام مراحل نگارش پژوهش حاضر، ضمن رعایت اصالت متون، صداقت و امانتداری رعایت شده است. یافتهها: در چارچوب حق بر توانمندسازی، آموزش سازکاری است که با استفاده از آن، افراد میتوانند ابزارهای لازم را برای مشارکت کامل در جوامع به دست آورند. آموزش نقش بسیار مهمی را در توانمندسازی اقشار آسیبپذیر، ترویج حقوق بشر و دموکراسی، فراهم کردن زمینههای لازم برای توسعه پایدار و. ایفا میکند، در نتیجه آموزش به عنوان یکی از بهترین سرمایهگذاریهای مادی و معنوی محسوب میشود که یک دولت میتواند در راستای توسعه، پیشرفت و رفاه شهروندان خود، انجام دهد. نتیجهگیری: تحولات حق بر آموزش و اجرا و تضمین آن در چارچوب دکترین شهروندی دموکراتیک و در نتیجه، ارتباط آن با توسعه و تقویت مفهوم حکومت قانون و عناصر تشکیلدهنده آن، در فرآیند تربیت شهروندان پایبند به دموکراسی و ایجاد یک نظام حقوقی ـ سیاسی که اصلیترین و کارآمدترین ضمانت اجرای آن فشار واقعی افکار عمومی و مطالبهگری عموم مردم خواهد بود، نقش اساسی ایفا کند. ; Background and Aim: Education is not only one of the important examples of human rights but also an important tool for the realization of other examples of human rights. The guarantee and enforcement of this right is a prelude to the guarantee and enforcement of other instances of human rights. The right to education was initially recognized as a general and flexible principle that had no clear and binding legal obligations under the Universal Declaration of Human Rights. Due to the fundamental differences that existed in the legal-political systems of governments, the development and strengthening of this right was entrusted to regional and domestic legal systems. Materials and Methods: In this study with analytical-descriptive method, first the concept of citizenship and the importance of education will be discussed. After determining the status of this variable, the objectives of the educational process and the concept of "right to education" will be considered to explain more precisely the general framework of the main issue of the present study. In the third step, the teaching of democracy, tolerance and tolerance as the main criteria for promoting democratic citizenship will be discussed. Ethical Considerations: In order to organize this research, while observing the authenticity of the texts, honesty and fidelity have been observed. Findings: Within the framework of the right to empowerment, education is a mechanism by which individuals can acquire the tools necessary for full participation in society. Education plays a very important role in empowering the vulnerable, promoting human rights and democracy, providing the necessary conditions for sustainable development, and so on. As a result, education is considered as one of the best materials and spiritual investments that a government can make for the development, progress and welfare of its citizens. Conclusion: Developments in the right to education and implementation and its guarantee within the framework of the doctrine of democratic citizenship and, consequently, its relationship with the development and strengthening of the concept of rule of law and its constituent elements can in the process of educating citizens committed to democracy and creating a legal-political system. The main and most effective guarantee of its implementation will be the real pressure of public opinion and public demand, to play a key role. Please cite this article as: Rostami S, Soleymanzadeh T. A Rethinking of the Concept of Right to Education in the Light of Democratic Citizenship. Bioethics Journal, Special Issue on Bioethics and Citizenship Rights 2020; 173-186.
This study has developed a tool for explaining why employees fail to speak up with regard to work related criticism; there is a hidden policy of silence that teaches employees to remain silent. This hidden policy is here designated as the "Curriculum Silentium" and is described in detail on the basis of empirical and theoretical data. After identifying a gap between the intentionally and experienced policy for employees freedom of speech in organizations I suggest that there are on-going unofficial, partially hidden learning processes in the organizations. The overall research question is; How does the Curriculum Silentium; the hidden policy of silence among employees, look like? I make an analytic construction of the hidden policy as if it were planned policy, using the didactic categories applicable to organizations. These didactic categories are: goals, content, teaching strategies and the motivation of employees. The empirical data was collected in three different organizations: an elementary school, a home for the elderly and a factory in the process industry, using qualitative methods such as interviews and observation. The theoretical foundation of the study is taken from existing theory within the field of work life research and educational science. The study is not a comparative study of the three organizations, but does involve a comparison of whether and how the Curriculum Silentium is expressed in three such different organizations. The challenge of examining hidden relationships in organizations was met through the development of guidelines for an analytical approach called a critical didactic relations analysis. The study concludes that a hidden policy of silence resembling that presented here exists in organizations where employees fail to voice working life related criticism.
Esipuhe – 7 Foreword– 10 I KANT, FICHTE, SCHELLING, HEGEL, MARX Hartwig Frank, Zur Bedeutung von Kants Ethik für den gegenwärtigen Ethikdiskurs – 14 Jussi Backman, Äärellisyyden loppu: Kant, Heidegger, Meillassoux – 23 Jari Kaukua, Fichten alkuperäisestä oivalluksesta – 42 Susanna Lindberg, Elämän käsite saksalaisessa idealismissa – 56 Carl-Göran Heidegren, Dialectic of Categories, Dialectic of Experience in Hegel – 65 Arvi Särkelä, A Restless Spirit. Immanent Critique as Inquiry into Inquiry in Hegel and Dewey – 74 Arne Overrein, Forsoning, Fremmedgjøring og Filosofi . Bemerkninger om Hegel – 96 Heikki Ikäheimo, Persoonien tunnustaminen, inhimillinen elämänmuoto ja Marxin James Mill-muistiinpanot – 113 Kari Väyrynen, Kaupunki-maaseutu –antagonismi marxilaisessa ekologiassa ja historiallisessa materialismissa – 136 Vesa Oittinen, Diderot neuvostofi losofi en silmin – 151 II FILOSOFINEN ANTROPOLOGIA, PERSOONUUS, MIELI JA RUUMIS Michael Quante, Die Perspektiven der Anthropologie – 169 Johannes Lehtonen, Olemassaolon tunteesta ihmismielen pohjalla – 189 Mikko Yrjönsuuri, Minä ja minun ruumiini. Kolme 1200-luvun teoriaa kehollisuudesta – 207 Matias Slavov, Sensualismi mielenfi losofi assa: Hume ja Condillac Descartesin vastapelureina – 220 Onni Hirvonen, Funktionalistinen mieli ja persoonan rajat – 233 Vili Lähteenmäki, Ajattelu ja ajatteleva olio – 253 Juhana Toivanen, Ihmisenkaltainen eläin. Näkökulmia rationaalisuuteen, ihmisyyteen ja eläimyyteen – 264 Joona Henrik Taipale, Itsen ja toisen välisestä jatkuvuudesta ja epäjatkuvuudesta – 287 Mika Ojakangas, Jacques Lacan: yliminä, halu ja asia – 307 Pessi Lyyra, Mitä halu esittää? – 316 III YHTEISKUNTAFILOSOFIA, KRIITTINEN TEORIA, TUNNUSTUKSEN POLITIIKKA Markku Mäki, Montesquieu ja Englanti – 337 Gorm Harste, From Kant to Clausewitz – An investigation of war systems with Luhmann's systems theory – 375 Kia Lindroos, Valta, kritiikki ja Walter Benjamin – 411 Mikael Carleheden, On Theorizing: C.S. Peirce and Contemporary Social Science – 428 Eerik Lagerspetz, Hans Kelsen's Defence of Democracy – 460 Joonas Pennanen, Limittyvät kontekstit, käytännöllinen järkeily ja harkintatasapaino – 483 Sari Roman-Lagerspetz, Althusser: Between Marx and Lacan – 513 Petteri Niemi, Social Work and Recognition – 534 Jacob Dahl Rendtorff, The Ethics and Politics of Recognition: A Critique of Critical Theory – 560 Arto Laitinen, Michael Walzer on Recognition as a Dominated Good – 586 IV ESTETIIKKA, ETIIKKA JA ELÄMÄSSÄ SUUNNISTAUTUMINEN Bernadette Banaszkiewicz, Intensität, Deutlichkeit, enargeia. Antike Ekphrasis-Konzeptionen bei Theon, Quintilian und Longos – 623 Jussi Antti Saarinen, Taidemaalareiden ykseyden kokemuksista – 651 Henrik Enckell, Carlos Saura's Blood Wedding – 665 Werner Stegmaier, Die Bedeutung der Philosophie von Emmanuel Levinas für die Orientierung des Menschen – 678 Olli Pitkänen, Mitä tarkoittaa pahan selittäminen? Huomioita Jussi Kotkavirran kirjoituksesta Hyvän ja pahan lähteillä – 688 Rauno Huttunen & Leena Kakkori, Moraalin kehitys ja täysi-ikäisyys – Gilligan–Kohlberg –kiista – 709 Ludwig Siep, Ethische Kriterien für medizinische Forschung in Entwicklungsländern – 730 Miira Tuominen, Stoalainen fi losofi nen terapia: elämä sarjana valintoja – 756 Sami Pihlström, Viljely ja aika: Maa, puutarha ja elämän arvo(t) – 770 Juha Räikkä Itsepetos ja uskonto – 797 Olli-Pekka Moisio, Uskonto kritiikkinä ja kriittinen teoria täysin toisen kaipuuna – 805 Risto Eräsaari Viimeiset sanat – 817