Anteckningar af Tankar uti Varianta Ämnen / af Jac. Judén

Takavarikoitu ja harhaoppisena tuomittu filosofinen teos. Kansalliskirjaston kappale on yksi harvoista kirjaroviolta säästyneistä.

Tankar om möjeligheten och nyttan af beqwämare båtfarter i Kimi elf uti Österbotn

Painovuosi nimekkeestä.

Enfalliga tankar om nyttan af magaziners anläggande

Painovuosi nimekkeestä.

Någre philosophiske tankar

Arkit: )(4.

Kortta och enfaldiga tankar om upfostringsvärkets hinder

Invocatio: M.G.H.

Tankar om informations-werket i Österbotn

Invocatio: M.G.H.

Tankar om nödwändigheten at utdika och upodla kärr och mossar i Finland

Painovuosi nimekkeestä.

Enfaldiga tankar huru trähus kunna i anseende til golf

Painovuosi nimekkeestä.

Du kan om du vill : lärares tankar om fostran till företagsamhet

The overall purpose of this dissertation is to better knowledge and understanding of enterprise education and investigate how such can be expressed in a school environment. The study’s research objective focuses on what teachers think and value about enterprise education and how they feel they are able to support students in their development towards an enterprising initiative. In the study’s theoretical background description, enterprise education, which was introduced into the Finnish national curriculum in 1994, is investigated outgoing from six so-named paths: linguistic, economic, educational-political, cultural, psychological, and the pedagogical, which is the main focus of the study. In the theoretical background, different characteristics have been identified; these are functional, social, and individual enterprise. The study’s empirical foundation consists of interviews with thirty teachers working at comprehensive and upper secondary schools. Two research efforts are combined: a phenomenographic and a phenomenological. In both efforts, a hermeneutic analysis takes place. Five principles that facilitate interpretation are presented and used: the indispensability of pre-understanding, the indispensability of the dimension of time, the indispensability of totality, the indispensability of negativism, and the indispensability of rationality. One study result is that teachers understand enterprise education as immanent, technical, and/or cooperative activity. The majority of teachers choose to emphasize that the purpose of activity is comprised of individual and social activity that is directed towards personal development, in contrast to functional enterprise, which is directed towards a technical form of activity and business-related, entrepreneurial knowledge. The question of how teachers understand the phenomenon is of significance for how they value it. The results also show that teachers’ abilities to reassess and change their manner are influenced by their knowledge/skills and awareness that they have of the interpretive possibilities that enterprise education manifests. In order to stimulate students to enterprising initiatives, teachers stress activity-promoting methods, authenticity, and an auspicious atmosphere in educational activities.