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Artiklene som presenteres spenner bredt både tematisk og geografisk, med bidrag både fra Norge, Sverige og Finland. Hensikten med temanummeret er å stimulere til diskusjon ved å presentere artikler med en bred variasjon av teoretiske og empiriske fokus og metodiske tilnærminger. Bidragene undersøker aspekter ved tema som pedagogisk ledelse, retningslinjer og politisk-administrativ styring, navigering av dilemmaer og krysspress, organisering og profesjonalisering, samt roller og karriereveier.

The medieval landscapes of Bergen Enhanced knowledge through vegetation reconstructions and pollen data from multiple sites

I boka Lyttende pedagogikk trekker Ann Åberg og Hillevi Lenz Taguchi (2006) hørestyrke fram som en del av en lyttende pedagogikk. I boka refereres det til Filip som omtaler hørestyrke som å høre nøye etter. Vi er inspirert av Filip og hans ide om hørestyrke for å undersøke tettere hva barns språk kan romme. Vi prøver ut «å gjøre hørestyrke » og spør hva det kan være. Vi er interessert i hva, hvor og hvordan «å gjøre hørestyrke» kan åpne for å lytte til hele kroppen, rytmer, tramp og lette bevegelser. I prosessen med å utforske potensial av hva «å gjøre hørestyrke » kan handle om, har vårt empiriske materiale vært en mobilfilm av et barn som utforsker en kjøkkentrapp ute, samt utvalgte stillbilder, samlet inn via en mobiltelefon. Med spesiell interesse for hvordan kropper, vitalitet, bevegelser, lyd og rytme kommer fram gjennom mobilfilmen, bruker vi begrepene til Deleuze og Guattari; et mindre språk, maskineri og territorier (1994) som analyseverktøy. Begrepene brukes som mulige inspirasjoner til å undersøke det «å gjøre hørestyrke». Et av potensialene til «å gjøre hørestyrke» kan være «emergent lytting» (Davies, 2014) der også taushet og det mer-enn-menneskelige fenomenet gis verdi. Drøftingen kommer fram innunder overskriftene territorium, fellesskap som vitalitetskraft og det stille tause. English abstract Exercising ‘strong listening’ towards a minor story of children’s language In the book ‘Lyttende pedagogikk’/Pedagogy of listening by Ann Åberg and Hillevi Lenz Taguchi (2006) it is suggested ‘strong listening’ (hørestyrke) as a part of pedagogy of listening. The book describes the voice of the child Filip who says that ‘strong listening’ is about listening carefully. Inspired by Filip and his idea of ‘strong listening’, we try to investigate what children’s language can offer. By exercising ‘strong listening’ and ask what it could be, our interest is to question what, where and how ‘strong listening’ can open for listening to the whole body, rhythms and movements. In the process of exploring the potentials of ‘strong listening’, our empirical material has been a mobile film of a child exploring a step ladder outside, as well as selected still images collected via a mobile phone. With special interest of how bodies, vitalities, movements, sounds, and rhythms emerge through the mobile film, we use the concepts of Deleuze and Guattari; a minor language, machines, and territories (1994) as analytical tools. The concepts are used as possible inspirations to examine the ‘strong listening’. One of the potentials of ‘strong listening’ can be ‘emergent listening’ (Davies, 2014) where silence and the more-than-human also are given value. The discussions in the article are presented under the headings ‘Territorium/territories’, ‘Fellesskap som vitalitetskraft/collectivness as vitalities’ and ‘Det stille tause/the silent silence.

Abstract In this article, the religious narrative of the Fall charging Hamsun’s Hunger (1890) is related to the motive of creatureliness that figures in the thinking of Walter Benjamin – as an ongoing subjection under the transformations of sovereign power in modernity. In comparison with Rainer Maria Rilke’s The Notebooks of Malte Laurids Brigge (1910), it becomes clear that the motive of kenosis – God making himself the likeness of a servant – does not surface on the level of the fable in Hunger the way it does in Rilke. Whereas on the one hand Rilke’s Malte recognizes God in the figure of the stooping, blind newspaper vendor, on the other the protagonist in Hunger, desperately fighting to separate himself from fallen creation, finds himself animated by an urge to punish the correspondingly crippled character in the novel. Nevertheless, the article traces a kenotic or “self-emptying” movement even in Hunger, albeit on a performative level: As the negotiations on dignity are played out ad absurdum, the arbitrariness of sovereign power’s exclusion of “unworthy” life is displayed, thus being emptied out or deactivated in a comic register.

What does it mean to live in the world, albeit not of the world? This Pauline dictum plays a decisive role in several texts published by the Swedish author Lars Ahlin during the 1960s. It also structures the Italian philosopher Giorgio Agamben's analysis of messianic time in his book on Paul, The Time That Remains (2000). By way of comparing Ahlin's and Agamben's readings of Paul's "now-time", this article on the one hand shows the relevance of Ahlin's thoughts to post-secular theory. On the other hand, it problematizes some of the conclusions Agamben draws from his analysis. Ahlin and Agamben seem to converge in seeing Paul as a spokesman of the radical transience of worldly affairs, which implies rejecting the existence of eternal values. Whereas Ahlin, however, seems to believe in a truly living God transcending the created world and human systems of value, Agamben on his part rejects every notion of transcendence. In his conceptualization of messianic time as a "happy life", Agamben seems to promote the possibility to repeal the fallen state of man already here and now. Ahlin on his side insists on the unfulfilled aspect of the history of redemption, which implies a turn to ethics, as well as a reformist political stance.

Abstract Quality improvement seminar as a method to improve nursing students’ competence in the field of quality improvement and as a method to promote patient safety in medication management Quality improvement projects between academia and clinical practice are in demand. The aim of this project was to develop and test an improvement method which could be implemented in a busy clinical hospital environment. An action research inspired approach was used. The action consisted of a quality improvement seminar where nursing students, teachers and nurses from clinical wards analyzed six case reports related to adverse events in medication management. Questionnaires determining the competence of nursing students related to improvement in medication management were used in a pretest - posttest study. Findings showed a significant improvement both in knowledge about the quality improvement process (p = 0.001) and about adverse events of medication (p = 0.005). On a scale from 0 (not suited) to 7 (particularly well suited), students scored 6.0 related to learning outcome of the quality improvement seminar. Quality improvement seminars seem to be effective for stimulating reflection on adverse events related to medication management.