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Browsing by Subject "ymmärtäminen"

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  • Dialogin monet äänet : dialogisuus suomalaisessa kasvatustieteessä Gadamerin hermeneutiikan valossa 
    Arvola, Noora (2020)
    Dialogicality is an actual topic in pedagogical studies. Both in theoretical and ordinary speech, the term is often used as a synonym of discussion and interaction. The use of the concept, however, only seldom reveals the equivocal nature of the phenomenon. In pedagogical discourses, it is often difficult to discern the background conceptions or theories determining in each case the concept of dialogue. The aim of the present study is to address this challenge and help to clarify the situation by examining the various ways in which dialogicality has been understood in pedagogical studies in Finland in the 21st century. The research material consisted of 24 international research publications written in English. The material was first studied in relation to the notions and definitions of dialogicality put forward in them, and these were then analysed in the light of Hans-Georg Gadamer’s hermeneutical philosophy. The research questions to be answered were: 1. How is dialogicality defined in the pedagogical research in Finland during the las two decades 2. What do these conceptions reveal of the understanding of dialogicality, when related to Gadamer’s phenomenological-hermeneutical understanding of its nature? The research combines two different approaches: the material was organized with the method of systematic literature review and it was analysed through philosophical research. The study’s vantage point, and the theoretical framework directing its questioning, was constituted by the phenomenological-hermeneutical thought of Hans-Georg Gadamer. According to the results of the study, there are four central theoretical frameworks defining the research of dialogicality in the pedagogical research in Finland in the 21st century. Apparently, the studies are to a certain extent compatible with each other in their thematic content and in their descriptions of interconnected phenomena, but their ways of understanding the nature of dialogicality prove to be incommensurate. When analysed with the help of Gadamer’s hermeneutics, the research also shows itself as internally divided: the decisive differences are, firstly, whether dialogicality is understood as communication of knowledge, and secondly, whether dialogue is understood instrumentally as a method. With the help of Gadamer’s hermeneutical though, the study attempts to clarify the phenomenon of dialogue and to sharpen the required conceptual grasp and so to elaborate pedagogical research of dialogicality.
  • SLI:n oireprofiili viisivuotiailla lapsilla kliinisten havaintojen perusteella 
    Strandman, Siisa (2015)
    Goals. The aim of the study is to increase the knowledge of Specific Language Impairment (SLI) on 5 year old children, focusing on the symptom profile, prevalence of the symptoms and their custom to cluster together. The study is based on clinical observations and it is part of a longitudinal study. A lot of SLI research has been done, but the symptom profile remains pretty unknown. The literature explains it by the heterogeneity of the disorder and it's tendency to convert by the development of the children. The knowledge of the profile symptom of SLI is needed especially when planning rehabilitation. Resources of the rehabilitation should be targeted properly, because SLI-children have a right to get encompassing and sterling support to adopt communication skills as good as possible. On research work the knowledge of the symptom profile can benefit research for example when qualifying the degree of the difficulty or when predicting the evolution and the possibility of rehabilitation of the disorder. Methods. This was a retrospective study and the data was collected from patient documents. The subjects were 196 children, who examined at Lastenlinna in 1998 or 1999. All the subjects were diagnosed to have SLI with diagnosis F80.1 or/and F80.2. Demographic information and information about the linguistic and comorbid symptoms were collected when subjects were 5 years old. The frequency of the symptoms were examined from the data and the symptoms were clustered with hierarchical cluster analysis. Results and conclusions. Subjects with diagnosis F80.1 had most symptoms in linguistic subclass of speech motor functions and subjects with diagnosis F80.2 in subclass of processing of language. From four possible linguistic subclasses the subjects had symptoms mostly in two or three subclasses. Subjects with diagnosis F80.2 had more symptoms both in linguistic and comorbid subclasses than subjects with diagnosis F80.1. Thirty-seven percent of the subjects had some comorbid diagnosis, of which F82, specific developmental disorder of motor functions, was the most common. 40,4 % of the subjects did not have any comorbid symptoms but when there were any, they were situated mostly in subclass of activity and attention. The symptoms were clustered into three clusters: (1) understanding, (2) speech motor functions with dysgrammatical symptoms and (3) pragmatics. The clusters of understanding and speech motor functions with dysgrammatical symptoms were small groups containing mostly of linguistic symptoms. The only comorbid symptom in the cluster of understanding was the symptom of spontaneous. The cluster of pragmatic symptoms was a very broad cluster containing a lot of linguistic symptoms and almost all comorbid symptoms.

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