Research areas

My research interests centre on philosophical aspects of educational practices that I study mainly through qualitative methods and historical epistemological approaches.

The norm of objectivity in professional education

In recent years, I have studied how norms of objectivity and impartiality (inspired by L. Daston and P. Galison) are embedded in various types of professional education (such as journalism, social education [pædagogik] and public administration). I am currently PI of the project 'The formation of impartiality' (2023-2027) funded by the Independent Research Fund Denmark.

The concept of probability in political communication

Moreover, I have studied the uses of the concept of probability (inspired by I. Hacking), focusing on the political communication of uncertainty during the covid-19 pandemic. Additionally, and in collaboration with Nordic colleagues, I have investigated the various Nordic countries' school policy responses to the uncertainty of the pandemic. 

The normal, the pathological, and the care for the self

During my PhD, I conducted a qualitative study of various patient education practices (patient education, patient groups etc.) with a philosophical focus on the 'epistemological potential of the pathological'. I was particularly interested in the techniques of self-care that patients apply to themselves, and how these techniques reflected contemporary lifestyle norms. The study was inspired by Georges Canguilhem's investigations of the normal and the pathological, as well as Michel Foucault's lectures and writings on the care for the self.

The concept of attention in the history of the school

Drawing on a historical-epistemological approach, I have examined the psychological and educational history of the concept of attention by closely studying the historical methods and guidelines for managing and developing children's attention (concentration, capacity for immersion etc.) that psychology has formulated for teachers and others involved in children's education and upbringing. I then compared these methods and guidelines with contemporary educational guidelines for professionals working with children with attention disorders.

History of Danish upper secondary education [gymnasium]

Departing from there, and collaborating with good colleagues, I am currently investigating the history of the Danish Gymnasium [upper secondary education] through analyses of historical student exam papers across subjects such as Danish and social science. This study is inspired by R. Koselleck and J. Habermas.

Occasionally, I give presentations at various upper secondary schools on student attention or other topics reflecting my research interests.