-
Kvernbekk, Tone & Hovland, Brit Marie
(2023).
Counterfactuality and judgments of significance.
-
Kvernbekk, Tone
(2023).
Argumentational regret .
-
Kvernbekk, Tone & Bjarnø, Vibeke
(2023).
Teacher education In Norway.
In Brito, Renato de Oliveira & Guilherme, Alexandre Anselmo (Ed.),
Formação de Professores ao redor do mundo: desafios e oportunidades.
UNESCO.
ISSN 978-65-87522-13-5.
p. 263–277.
-
Kvernbekk, Tone
(2023).
Evidensbasert pedagogisk praksis: Implementering av tiltak og vurdering av om de virker.
-
Kvernbekk, Tone
(2023).
Teori under press.
-
Kvernbekk, Tone
(2023).
Være i bevegelse.
-
Kvernbekk, Tone
(2023).
Hva var pedagogikk? Historiefilosofiske betraktninger.
-
Kvernbekk, Tone
(2022).
Hva er pedagogikk?
-
Kvernbekk, Tone
(2022).
Kausalitet, noen momenter.
-
Kvernbekk, Tone
(2022).
Reasoning to stabilize a phenomenon.
-
Klette, Kirsti & Kvernbekk, Tone
(2022).
PLATO: Measuring quality and stabilizing a phenomenon (keynote).
-
Kvernbekk, Tone
(2022).
Kritisk tenkning i akademia - hva betyr det?
-
Kvernbekk, Tone
(2022).
Kommentar på boklansering, Eyvind Elstads bok "Pedagogikk for kommende lærere".
-
Kvernbekk, Tone
(2021).
Handling theory-practice relations: Identifying the right level of abstraction.
-
Kvernbekk, Tone
(2021).
Det som kunne ha vært. Hvordan vi bruker kontrafaktiske elementer i pedagogisk tenkning.
-
Kvernbekk, Tone
(2021).
Educational "should have beens".
-
Kvernbekk, Tone
(2020).
Evidence into practice: Why we need an argumentation model.
-
Kvernbekk, Tone
(2020).
Response to Mark Herman's paper.
-
Kvernbekk, Tone
(2020).
Hvordan kan forskningsdata brukes i praksis?
-
Kvernbekk, Tone & Bøe-Hansen, Ola
(2020).
Forsvarets omdømmevideoer: propaganda?
-
Kvernbekk, Tone; Bøe-Hansen, Ola; Heintz, Ole A. & Cohen, Daniel H.
(2020).
The Problem of 'Mission Creep': Argumentation Theory meets Military History.
-
Kvernbekk, Tone
(2019).
Forskningsbasert undervisning.
-
Kvernbekk, Tone; Stojanov, Krassimir; Drerup, Johannes & Oliverio, Stefano
(2019).
Status and situation of Philosophy of Education in Continental Europe (invitert symposium).
-
Kvernbekk, Tone
(2019).
Paneldebatt: Muligheter og begrensninger for utarbeidelse og anvendelse av systematiske kunnskapsoversikter.
-
Kvernbekk, Tone
(2019).
Practical syntheses: How conductive reasoning helps.
-
Kvernbekk, Tone
(2019).
Hva er evidensbasert forskning og - pedagogisk praksis, og hvilke vitenskapsteoretiske posisjoner diskuteres?
-
Kvernbekk, Tone
(2019).
Measurement meanderings. Response to Francis Schrag.
-
Sand Gjersøe, Karine & Kvernbekk, Tone
(2019).
Bildung as side-effect.
-
Kvernbekk, Tone; Vembye, Mikkel Helding & Joyce, Kathryn
(2018).
Evidence-based practice: Dimensions of reproducibility.
-
Kvernbekk, Tone
(2018).
Om retten til skole fra et pedagogisk synspunkt. Når sønner og døtre blir elever og studenter. Original tittel: On the right to school from an educational perspective.
Turning sons and daughters into pupils and students
.
In Von Wright, Moira & Kvernbekk, Tone (Ed.),
Barn og deres voksne.
Cappelen Damm Akademisk.
ISSN 9788202572549.
p. 257–273.
-
Kvernbekk, Tone
(2018).
Løftet som stadig forskyver seg: Rousseau, danning og ideenes samspill. Original tittel: Promise-as-suspension. Rousseau, Bildung and the interplay of ideas .
In Von Wright, Moira & Kvernbekk, Tone (Ed.),
Barn og deres voksne.
Cappelen Damm Akademisk.
ISSN 9788202572549.
p. 128–145.
-
Kvernbekk, Tone
(2018).
Å traversere barndom og voksenalder: å vokse opp og å vokse ned. Original tittel: Crossing Childhood and Adulthood:
Growing Up and Growing Down
.
In Von Wright, Moira & Kvernbekk, Tone (Ed.),
Barn og deres voksne.
Cappelen Damm Akademisk.
ISSN 9788202572549.
p. 29–46.
-
Kvernbekk, Tone
(2018).
Studenter og autoritære forelesere. En paradoksal beretning.
-
Kvernbekk, Tone
(2018).
Evidence-based practice: Wishful thinking?
-
Kvernbekk, Tone
(2018).
On the importance of randomness and eccentric cases in education.
-
Kvernbekk, Tone & Bøe-Hansen, Ola
(2018).
Military Analogy: Information or Propaganda?
-
Kvernbekk, Tone
(2018).
Grades, tests and justice.
-
Kvernbekk, Tone
(2018).
How do we judge what works?
-
Kvernbekk, Tone & Jarning, Harald
(2017).
Mapping a fluid terrain. Educational R & D in Norway in the system of the disciplines and the system of the professions.
-
Kvernbekk, Tone
(2017).
Narratives and analogies.
-
Kvernbekk, Tone
(2017).
Commentary on Dan Goodley's "Disability labels, educational categories and in-between-al politics".
-
Kvernbekk, Tone
(2017).
Artikler og publisering.
-
Kvernbekk, Tone
(2017).
Effektivitetsvurderinger - meget mere komplicerede enn man normalt tror.
-
Kvernbekk, Tone
(2017).
Professional judgment is evidence-informed - but what is evidence?
-
Kvernbekk, Tone
(2017).
Human Nature and Second Nature.
-
Kvernbekk, Tone
(2017).
Sentrale trekk ved evidensbasert praksis.
-
Kvernbekk, Tone
(2017).
Causality and (some of) its many faces.
-
Kvernbekk, Tone
(2016).
Evidensbasert praksis.
-
Kvernbekk, Tone
(2016).
Artikkelskriving fra et redaktørperspektiv.
-
Kvernbekk, Tone
(2016).
Hva kjennetegner en god artikkel?
-
Kvernbekk, Tone
(2016).
Causal production of educational results: What research can contribute.
-
Kvernbekk, Tone
(2016).
Coming to grips with the causal nature of evidence-based education.
-
Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill
(2016).
Avslutning. Hva er pedagogikk?
In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
p. 405–414.
-
Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill
(2016).
Introduksjon.
In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
p. 13–28.
-
Kvernbekk, Tone
(2016).
Kommunikasjon.
In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
p. 177–188.
-
Kvernbekk, Tone
(2016).
Mål-middel-tenkning.
In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
p. 155–164.
-
Kvernbekk, Tone
(2016).
Educere og educare.
In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
p. 118–126.
-
Kvernbekk, Tone; Kvamme, Ole Andreas & Strand, Torill
(2016).
Universitetet.
In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
p. 282–292.
-
Kvernbekk, Tone
(2016).
Om mål.
In Kvamme, Ole Andreas; Kvernbekk, Tone & Strand, Torill (Ed.),
Pedagogiske fenomener. En innføring.
Cappelen Damm Akademisk.
ISSN 9788202494667.
p. 73–83.
-
Kvernbekk, Tone
(2016).
Commentary on Daniel Cohen and Katharina Stevens' "Virtuous vices: On objectivity and bias in argumentation".
-
Kvernbekk, Tone
(2016).
Comparing two models of evidence.
-
Kvernbekk, Tone
(2016).
Betydningen av teoretisk visdom.
-
Kvernbekk, Tone
(2016).
Hva skal Forsvaret med vitenskapsteori?
-
Kvernbekk, Tone
(2016).
Evidensbasert praksis: Hva kan gå galt?
-
Kvernbekk, Tone
(2016).
Evidensbasert undervisning: effektivitet, evidens og kausal produksjon.
-
Kvernbekk, Tone
(2015).
Evidensdebatten i pedagogikk og utdanningsforskning.
-
Kvernbekk, Tone
(2015).
Lærerne og den evidensbaserte undervisningen.
-
Kvernbekk, Tone
(2015).
Miss Marple's reasonings.
-
Kvernbekk, Tone
(2015).
Evidensbasering. Noen hovedtrekk og utfordringer.
-
Kvernbekk, Tone
(2015).
Evidence and argument.
-
Kvernbekk, Tone
(2015).
Evidensbasert undervisning - hva er det egentlig?
-
Kvernbekk, Tone
(2014).
Teori og praksis - på godt og vondt.
-
Kvernbekk, Tone
(2014).
Hva trenger vi evidens for?
-
Kvernbekk, Tone
(2014).
Evidence-based practice: evidence set in an argument.
-
Kvernbekk, Tone
(2014).
Narrative Research.
In Phillips, D.C. (Eds.),
Encyclopedia of Educational Theory and Philosophy.
Sage Publications.
ISSN 9781452230894.
p. 565–567.
-
Kvernbekk, Tone
(2014).
The best laid schemes.
-
Kvernbekk, Tone & Hovland, Brit Marie
(2014).
Predikerbarhet: noen notater.
-
Kvernbekk, Tone
(2014).
Learning and context.
-
Kvernbekk, Tone
(2014).
On the possibility of interventions aimed at improving character.
-
Kvernbekk, Tone
(2013).
Evidence-based practice and means-end reasoning.
-
Kvernbekk, Tone
(2013).
Cartwright's nomological machine.
-
-
Kvernbekk, Tone
(2013).
Hva er evidensbasert praksis?
-
Kvernbekk, Tone
(2013).
Comments on Laura Pinto's "When Politics Trump Argumentation: Financial Literacy Education Policy".
-
Kvernbekk, Tone
(2013).
Evidence-based practice (EBP), means-end reasoning and goal-directed theories.
-
Kvernbekk, Tone
(2013).
Et "batesonsk" praksisbegrep.
-
Kvernbekk, Tone
(2013).
Evidence-based practice and its causal presuppositions.
-
Kvernbekk, Tone
(2013).
EBP and its causal presuppositions.
-
Kvernbekk, Tone
(2013).
EBP and its causal presuppositions.
-
Kvernbekk, Tone
(2013).
Evidensbasert utdanning - om ulike betydninger av evidensbegrepet, om usikkerhet og relativitet i forbindelse med evidensbasert praksis og utdanning.
-
Kvernbekk, Tone
(2013).
Teori og praksis.
-
Kvernbekk, Tone
(2013).
Implementation of EBP: The problem of causal sufficiency.
-
Kvernbekk, Tone
(2012).
Effective schools: A causal analysis.
-
Kvernbekk, Tone
(2012).
Erfaringslæring i et filosofisk perspektiv.
-
Kvernbekk, Tone
(2012).
Evidence-based practice, stability, and the standardization of procedures.
-
Kvernbekk, Tone
(2012).
Samspillet mellom teori og praksis i lærerutdanningene.
-
Kvernbekk, Tone
(2012).
Evidence-based practice and the logic of intervention.
-
Kvernbekk, Tone
(2012).
Å se praksis.
-
Kvernbekk, Tone
(2011).
Evidence-based practice (EBP) and Toulmin.
-
Kvernbekk, Tone
(2011).
Teori og praksis - kløft eller likevekt.
-
Kvernbekk, Tone
(2011).
Filosofisk om teori og praksis.
Bedre Skole.
ISSN 0802-183X.
p. 20–25.
-
Kvernbekk, Tone & Nordtug, Birgit
(2011).
EBP, predictability and the value of randomness.
-
Kvernbekk, Tone & Nordtug, Birgit
(2011).
Evidence Based Practice, predictability and the value of randomness .
Show summary
Our point of departure is the need for all practical education to create a certain measure of predictability in its processes, for the good of both teachers and students. Among other things, achievement of predictability implies minimization of randomness – the unforeseen, the uncontrollable, the “noise” in the process. However, we make it our business to argue that randomness may not only be a good thing; it can even be seen as a necessary ingredient in the process of learning.
Today, EBP and the “what works” agenda may be seen as attempts at eliminating randomness completely from the processes of education and learning. The probability of goal attainment is sought maximized by excessive use of assessment, measurement, mapping and documentation. This onslaught against randomness may have its down side, we argue. First, the world is contingent and a teacher will always meet something new, something that is randomly present, something that s/he risks doing violence to if it is overlooked or subsumed under already existing categories. Second, we shall argue that creativity also hinges on some degree of randomness. Thus, if randomness is eliminated, our pathways to the new will be blocked.
-
Kvernbekk, Tone & Nordtug, Birgit
(2011).
A plea for randomness.
Show summary
Abstract
This is a paper in the philosophy of education. We discuss the current international educational trend of eradicating randomness from education processes, thereby truing to maximize the probability of attaining predetermined goals. We argues against this that minimizing the space for randomness is neither possible nor desirable, since randomness is a precondition of the new.
-
Kvernbekk, Tone
(2010).
Dualist and nondualist arguments in education.
-
Kvernbekk, Tone
(2010).
Dualism in constructivist theories of learning.
-
Kvernbekk, Tone
(2010).
Epistemisk drift - kommentar til Nils Giljes keynote.
-
Kvernbekk, Tone
(2010).
Can personal experience be evidence?
-
Kvernbekk, Tone
(2010).
Teoretiske utfordringer ved kriteriebasert vurdering.
-
Kvernbekk, Tone
(2010).
Dewey om teori og praksis: en kritikk.
-
Kvernbekk, Tone
(2009).
Dialogical and monological forms of communication: a re-evaluation.
-
Kvernbekk, Tone
(2009).
Uvanlige kommunikasjonsformer - hvordan tenke forelesning ut fra John Locke og Denis Diderot.
-
Wittek, Anne Line & Kvernbekk, Tone
(2009).
On the problems of asking what quality in higher education is.
-
Kvernbekk, Tone
(2009).
Questions about anecdotes: response to Christopher Oldenburg and Michael Leff.
-
Kvernbekk, Tone
(2009).
Theory and practice: gap or equilibrium.
-
Kvernbekk, Tone; Kemp, Peter & Rasmussen, David
(2009).
Cosmopolitan education. A keynote panel discussion.
-
Kvernbekk, Tone
(2009).
Evidence-based practice: Some notes.
-
Kvernbekk, Tone
(2008).
Lost in concepts?
-
Kvernbekk, Tone
(2008).
Teoriundervisning og praksisopplæring.
-
Kvernbekk, Tone
(2008).
Response to Sheron Fraser-Burgess.
-
Kvernbekk, Tone
(2008).
Collective memory and education: Some notes.
-
Kvernbekk, Tone
(2007).
Argumentation practice: the very idea.
-
Kvernbekk, Tone
(2007).
Teori: bra eller dårlig for praksis?
-
Kvernbekk, Tone
(2007).
Praksis: Utfordringer fra MacIntyre og Bateson.
-
Kvernbekk, Tone
(2007).
Correspondence truth and educational theories: an impossible match?
-
Kvernbekk, Tone
(2007).
Monologues: worth a re-evaluation?
-
Kvernbekk, Tone
(2007).
Kan vi skille teori og praksis?
-
Kvernbekk, Tone
(2006).
Teori og praksis - en diskusjon av heldige og uheldige konsekvenser av teoribruk.
-
Kvernbekk, Tone
(2006).
Review of Dennis Beach, Tuula Gordon & Elina Lahelma (eds), Democratic Eduation: Ethnographic Challenges.
Theory and Research in Education.
ISSN 1477-8785.
4(3),
p. 220–222.
-
Kvernbekk, Tone
(2006).
First Workshop of the Project "Development towards the Inclusive School: Practices - Research - Capacity Building". The universities of Belgrade, Ljubljana, Sarajevo, Skopje, Tuzla, Zagreb and Oslo.
[TV].
Bosnisk TV, Sarajevo, Bosnia.
-
Kvernbekk, Tone
(2006).
Fordeler og ulemper ved bruk av teori i praksis.
-
Kvernbekk, Tone
(2006).
A Batesonian concept of practice.
-
Kvernbekk, Tone
(2006).
Theory and practice: A metatheoretical contribution.
-
Kvernbekk, Tone
(2006).
Når teori møter praksis.
-
Kvernbekk, Tone
(2006).
Response to Terri Wilson: Science and dichotomies, a European outlook.
-
Kvernbekk, Tone
(2006).
Theory and practice: What can other disciplines learn from education?
-
Kvernbekk, Tone
(2006).
Publishing; from researcher's viewpoint.
-
Kvernbekk, Tone
(2005).
"Ideas" Program on Narrative.
[Radio].
CBC Radio One, Canada.
-
Kvernbekk, Tone
(2005).
Some notes on narrative truth.
-
Kvernbekk, Tone
(2005).
Report from a soft science: Response to Mark Battersby.
-
Kvernbekk, Tone
(2005).
Danning/autonomi.
-
Kvernbekk, Tone
(2005).
Are educational theories true?
-
Kvernbekk, Tone
(2005).
The truth of educational theories.
-
Kvernbekk, Tone
(2004).
Ulike syn på teoriens betydning for praksis.
-
Kvernbekk, Tone
(2004).
Danning og autonomi.
-
Kvernbekk, Tone
(2004).
Narrative voices.
-
Kvernbekk, Tone
(2004).
Narratives and reality: What do narratives tell us about the world?
-
Kvernbekk, Tone
(2004).
Narratives: the reference problem.
-
Kvernbekk, Tone
(2004).
The notion of VOICE in narratives.
-
Kvernbekk, Tone
(2003).
Etterpåklokskapens rolle i narrativ konfigurasjon.
-
Kvernbekk, Tone
(2003).
Narratives as informal arguments.
-
Kvernbekk, Tone
(2003).
Narratives as explanations.
-
Kvernbekk, Tone
(2003).
Narratives: the realm of "as if"?
-
Kvernbekk, Tone
(2002).
On the argumentative quality of explanatory narratives.
-
Kvernbekk, Tone
(2002).
Forholdet mellom teori og empiri i forskningsarbeidet (Doktorgradskurs).
-
Kvernbekk, Tone
(2002).
Philosophy of social science (Kurs for internasjonale Master-studenter).
-
Kvernbekk, Tone
(2002).
On the alleged superiority and convincing power of narratives.
-
Kvernbekk, Tone
(2002).
Om dannelse og tilpasning i skolen.
-
Kvernbekk, Tone
(2002).
Working in untidy fields: A conversation.
-
Kvernbekk, Tone
(2002).
Teoriens anvendelsesområder i praksis.
-
Kvernbekk, Tone
(2002).
Samfunnsvitenskapelig filosofi.
-
Kvernbekk, Tone
(2002).
Hva kan pedagogikken brukes til? Læreres refleksjon over egen praksis.
-
Kvernbekk, Tone
(2002).
Praksis, insidere og etterpåklokskap.
-
Kvernbekk, Tone
(2001).
Narrativ kunnskap. Forelesning i forskerutdanningskurset "Kunnskapsbegrepet i pedagogikken".
-
Kvernbekk, Tone
(2001).
Science teaching: On being an insider.
-
Kvernbekk, Tone
(2001).
Insiders and outsiders in educational research.
-
Kvernbekk, Tone
(2000).
Is this a Narrative?
-
Kvernbekk, Tone
(2000).
Dannelsesidealet i skolen.
-
Kvernbekk, Tone
(2000).
Is this a narrative?
-
Kvernbekk, Tone
(2000).
Praksisbegrepet: en nivåanalyse.
-
Kvernbekk, Tone
(2000).
Forskeren som instrument.
-
Kvernbekk, Tone
(2000).
Bruk av teori i praksis.
-
Kvernbekk, Tone
(1999).
Learning about narratives: A personal story.
-
Strand, Torill & Kvernbekk, Tone
(1999).
The pedagogy of recipes and answers.
-
Kvernbekk, Tone
(1999).
Virtues of narratives.
-
Kvernbekk, Tone
(1999).
Den pedagogiska teorins betydelse i praxis.
-
Kvernbekk, Tone
(1999).
Pedagogiska teorier och deras karaktär.
-
Kvernbekk, Tone
(1999).
Et filosofisk perspektiv på pedagogiske endringsprosesser.
-
Kvernbekk, Tone
(1999).
Om teori og fagutøvelse.
-
Kvernbekk, Tone & Strand, Torill
(1998).
Social Justification of Educational Beliefs.
Show summary
This paper addresses the social construction and reconstruction of educational beliefs. The analysis will be exemplified by a curriculum design model termed "relational curriculum design". The main problem to be discussed is how the model both reflects and perpetuates existing beliefs, thus hindering critical examination and possible revision of those beliefs.
The point of departure is two types of texts. The first text describes the model itself, thus representing the construction; the second text is based on the model, thus representing a reconstruction of it. The curriculum design model expresses a discourse that has both been given legitimacy and has gained legitimacy in a social field. The social field in question consists of teacher educators, practising teachers and pre-school teachers using this model.
It is argued that the legitimacy of the model is closely tide to agents whom Pierre Bourdieu calls "prophets", who articulate beliefs and practices already existing in the field. The dialectics between social construction and reconstruction consists in, on the one hand, the "prophet" becoming a "prophet" by distinctly expressing existing beliefs; on the other hand, the social field accepting and acting upon the model. A twofold epistemological problem arises. First, the adequacy of the curriculum design model itself is generally accepted without question. Second, the beliefs and assumptions underpinning the model remain implicit and will serve to perpetuate existing beliefs and practices.
-
Kvernbekk, Tone
(1998).
Om normalvitenskaper og lappetepper.
-
Kvernbekk, Tone & Strand, Torill
(1998).
Problemer med pedagogiske modeller.
-
Kvernbekk, Tone
(1998).
Teori og fagutøvelse.
-
Kvernbekk, Tone
(1998).
Om normalvitenskaper og lappetepper.
-
Kvernbekk, Tone
(1998).
Education as a human right: The case of Comenius.
-
Kvernbekk, Tone
(1998).
Ulike syn på kunnskap og danning.
-
Kvernbekk, Tone
(1998).
Om å være forsker.
-
Kvernbekk, Tone
(1998).
"I've seen it with my own eyes": on practitioners' seeing in practice.
-
Strand, Torill & Kvernbekk, Tone
(1998).
Problems of educational models and their use.
-
Kvernbekk, Tone
(1998).
Kunnskap som virker i praksis.
-
Kvernbekk, Tone
(1997).
What can we learn from experience?
-
Kvernbekk, Tone
(1997).
Erfaring: lærer vi det vi tror vi lærer?
-
Kvernbekk, Tone
(1997).
Philosophy of education in Norway.
-
Kvernbekk, Tone
(1996).
On educational theories.
-
Kvernbekk, Tone
(1996).
Teorikonstruksjon og ulike typer pedagogisk teori.
-
Kvernbekk, Tone
(1996).
Theory, practice, and experience.
-
Kvernbekk, Tone
(1996).
What is an educational theory?
-
Kvernbekk, Tone
(1996).
Praksisbegrepets "geografi" - en forsøksvis kartlegging.
-
Kvernbekk, Tone & Norris, Stephen P.
(1996).
A metatheory of the role of theory and experience in developing teacher competence.
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Norris, Stephen P. & Kvernbekk, Tone
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The application of science education theories.
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Kvernbekk, Tone
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Kausalitet og det instrumentalistiske mistaket.
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Kvernbekk, Tone
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Høgskolen i Innlandet.
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Kvernbekk, Tone & Nordtug, Birgit
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Conference Proceedings. 8th Biennial Conference of the International Network for Philosophers of Education: The Many Faces of Philosophy of Education - Traditions, Problems and Challenges.
Universitetet i Oslo, Pedagogisk Forskningsinstitutt.
ISSN 82-569-5999-1.
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Kvernbekk, Tone & Nordtug, Birgit
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The many faces of philosophy of education : traditions, problems and challenges : conference proceedings : International Network of Philosophers of Education, 8thBiennial Conference, August 8-11, 2002.
Akademika forlag.
ISSN 82-569-5999-1.
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Kvernbekk, Tone
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Considering the researcher as human being.
Pedagogisk Forskningsinstitutt.
ISSN 0800-6113.