Jacob Klitmøller

• Ph.D.
• Professor (Associate) at Aarhus University

In this article, we share findings from an interview study on people’s everyday encounters with climate change. In the semistructured interviews, we asked nine persons (nonclimateskeptics and nonactivists) to talk about situations in which they found themselves living in times of climate change. We show that the participants (a) talk about who they...

Our chapter from the book "Jordskred: Bidrag til den nye naturtænkning" has been published online in the philosophical journal Paradoks.

In this article, we argue that it is necessary to cut the Gordian knot that is the value–action gap in climate action research. We do this theoretically by demonstrating the link connecting research findings on the gap with mainstream environmental psychology’s implicit theory of human conduct, and we do it empirically by demonstrating the field’s...

In recent years, John Hattie’s book Visible Learning (2009) has greatly influenced educational practitioners and policymakers. The visible learning approach has been deemed “the Holy Grail of teaching” (Mansell, 2008), and Hattie has been called the “messiah” of educational research (Evans, 2012). In this article, we outline some of the significant...

Why is the work of educational researcher John Hattie’s work so popular today? This is the question we will try to answer in this paper. Based on a very large empirical database, Hattie calculates the effects of numerous educational interventions and factors influencing student achievements. Despite documented methodological flaws in his work, Hatt...

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...

In this article, divergent understandings of ’teachers’ expertise’ is presented with the aim of problematizing elements of the currently dominant understanding (the one legislated according to) on a basis of research done on expertise. The most substantial point being made is, how the currently dominant understanding of expertise, with its focus on...

Our intention with this chapter is to argue for connections between the broad framework of “Bildung”, which is central to Danish educational thinking because it applies to education for deliberative democratic citizenship and the concept of motives as it has been developed in Cultural-Historical Psychology. The central tenet in the present chapter...

I dette kapitel introducerer vi den kulturhistoriske psykologi, som den blev formuleret af Lev Semenovitj Vygotskij. Som introduktion beskriver vi nogle overordnede betingelser og præmisser for den kulturhistoriske psykologi. Den kulturhistoriske teori er dialektisk og således båret af en idé om, at modsætninger mellem menneske og omverden både før...

It is a notion often taken for granted 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 of the psychological and philosophical approaches to the noti...

Med afsæt i kritikken af en dominerende es- sentialiserende forståelse af etniske og religiøse forskelle i dansk uddannelsesforskning har man indenfor dansk kritisk etnografisk etnicitetsforskning været optaget af at dekonstruere fortællingen om de problematiske etniske og religiøse andre og fremhæve skole- og institutioner som medskabere af de udf...

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 Blind Spots of Visible Learning. Critical comments to the ‘Hattie revolution’ This article poses a number of critical questions to John Hattie’s work about visible learning and the so-called 'Hattie revolution', which presently dominates Danish educational debate. This article analyzes and discusses Hattie’s methodological presupposition and a...

Dette kapitlet introduserer den kulturhistoriske psykologien slik den ble formulert av Lev Semjonovitsj Vygtskij. Innholdet er tredelt. Innledningsvis vil vi beskrive Vygotskjis antakelse om at forskning på psykologiske fenomener alltid har filosofiske røtter, fordi vi allerede i formuleringen av vår problemstilling bidrar til å sette rammer for de...

Based on research within educational psychology, developmental psychology and related areas a ‘vision’ for the future-ready school is presented. Also the Nordic countries find themselves in an ever more encompassing context of global change in which it is all but impossible to foresee how children should be educated. The dominating trend - which we...

The focus of the present paper is a critical discussion of the recently developed concept Pedagogy in Practice (PiP) with the intention of improving the concept for future research. PiP aims to understand ongoing educational practice from the students’ perspective by interviewing groups of students about their understanding of learning. By emphasis...

The international PISA student assessments presently function as the central framing for the development of educational systems across large parts of the Western world. The goal is comparisons of the competencies of students across countries to make differences betweenthe effectiveness of educational systems clear. This paper will question some of...

What determines our judgment, our concepts and reactions, is not what one man is doing now, an individual action, but the whole hurly-burly of human actions, the background against which we see any action. Seeing life as a weave, this pattern (pretence, say) is not always complete and is varied in a multiplicity of ways … And one pattern in the wea...

Evidence-based teaching methods are in demand in education. As a consequence, practitioners and policy-makers are turning to learning styles for an evidence-based teaching technique. The Dunn and Dunn Learning Style Model is a widely used model, claiming effectiveness based on findings from experimental research. A central aspect of the model conce...

En kritisk bog skrevet af førende skandinaviske forskere om PISA-testning. Bogen præsenterer en anden tilgan til læring, dannelse og udvikling.

Among all the various learning style models, the Dunn and Dunn Learning Style Model (DDLSM) in particular has become a widely used method transforming teaching practice. Dunn and Dunn research literature is scarce when it comes to how the model is used by teachers in general. Thisis an issue, since the model is a research-based prescriptive model o...

Uddannelse er en af de centrale aktiviteter, som samfundet forventer, at unge mennesker tager del i. En stor del af unge uddannes på erhvervsskoler, som oplever højt frafald og lav prestige. Forskning i erhvervsuddannelserne generelt og frafaldet fra dem i særdeleshed har modtaget meget lidt forskningsmæssig opmærksomhed, samtidig med at der er en...