In this essay we study the practice of teaching and learning through aesthetic Learning Processes in a Waldorf School. Through an ethnographic field study three Waldorf teachers have been interviewed about their views regarding in what ways aesthetic Learning Processes are present in their teaching and how learning through these processes is being carried out practically. For the study a specific class has been observed during three days in a Waldorf School in Stockholm to examine how the aesthetic Learning Processes are being performed in practice.Through the study we have reached the conclusion that in this particular Waldorf School teaching is being performed artistically and through aesthetic approaches and perspectives. This way of teaching is being carried out not only in the aesthetic subjects but also in the theoretic. The results of the study show that aesthetic Learning Processes are present in almost all of the subjects in this Waldorf School..

 The purpose of my study is to illumine the aesthetic learning process significant in the preschool. Focus has been on allowing educators in different preschools to answer questions valid the use of aesthetic Learning Processes. I chose to do my study using an opinion poll and a literature review. The result shows that the preschools use aesthetic Learning Processes and according to the educator?s aesthetic learning process is a very important tool for education in the preschool.  The notable in this study is that the educators have different views of what aesthetic means. The first view is that you only work with aesthetic subjects.

The purpose of this study is to investigate how teachers work with basic mathematics combined with aesthestic Learning Processes such as arts and music in grades F-1. The essay will compare teachers? perceptions regarding aestethic Learning Processes when using art and music are used in the teaching of mathematics. We have used the following questions:Do teachers use aesthetic Learning Processes in the forms of arts and music in the basic teaching of mathematics and if so, how and in what way?What importance has aesthetic Learning Processes in the forms of arts and music in basic teaching of mathematics according to the teachers?What advantages and disadvantages do the teachers find with combinding the basic mathematics with arts and music?The study is based on a qualitative method with five interviews and eight observations.

The purpose of this thesis is to investigate how teachers perceive that they work with science in preschool through aesthetic Learning Processes as tools both in the indoor and outdoor environment and make visible what the educators' underlying beliefs are that affect how they perceive aesthetic Learning Processes as tools used to deepen children's understanding of different scientific phenomena.This is an interview study using the phenomenographic approach as a means and method to make visible and report on teachers' views on how aesthetic Learning Processes can be used to extend preschool children's learning about science. The results are analyzed and discussed based on John Dewey's theoretical ideas about children's learning, aesthetics and science.The study clearly shows that teachers' views on aesthetic Learning Processes and how they can be used in the work whit science is very divided and in some cases unreflective. The most striking results are that teachers often are unaware that they make use of aesthetic Learning Processes because they have a more limited view of what it is than we have in the paper. All informants have science as a core subject. Their focus of the activity is located at the showing and visualizeing of scientific phenomena and some of them express that they submit the aesthetic Learning Processes to their colleagues or that they collaborate with someone who has training in some art form.

In an environment, demanding both innovation and flexibility, higher requirements of competitiveness and productivity is a necessity. Changed conditions of today's working situations have resulted in an actualization of new ways and methods of working. This has contributed to a development of participating working processes in form of groups and teams. The purpose of these communal working processes is that they ought to result in an increased knowledge and understanding among the group members which in turns will generate positive results in the daily work. This drives the search for new knowledge and development possibilities to handle these changed working processes.

The aim of this study is to obtain a deep knowledge about identity creation of preschool child-ren at the age of four to sex with creative pictures and its aesthetic Learning Processes with childrens perspective as a starting-point. The issues that I have used in this study are how childrens identity creation relates to the aesthetic Learning Processes in the preschool enviro-ment, how children experience the figuration of their own identity related to other individuals and the enviroment by taking different positions in aesthetic Learning Processes and how childrens identity creation becomes visible in preschool.In order to explore preschool childrens identity creation in aesthetic Learning Processes the qualitative research-oriented approach has been implemented with unstructured observations and the informal interview as the methods for data acquiring.This studys theoretical points are sociocultural perspective and symbolic interactionism. Both these theoretical perspectives emphasize the significance of communication, taking different perspectives and learning in an interaction between an individual and enviroment within given sociocultural frames of referens which results in an individuals identity development.Results from the study show that childrens painting is more than an occupation with a picture as a product. Childrens painting is rather a playfull aesthetic expression form and a relation-oriented, dynamic learning process which is related to the enriching of individual self, the consciousness and the creation of meaning within preschools frames of reference.My expectation is that my study will contribute to didactic discussions about childrens iden-tity creation while using aesthetic expression forms..

This thesis aims at studying representatives from three groups in the Egyptian society with an ethnographic method and with regards to their experiences, reflections and stories of the Egyptian revolution. The material of the thesis is based on ethnographic fieldwork and on interviews.The purpose of the study is to explore different themes in the informants? stories related to society, freedom, social justice, human values, peace and civility. The purpose is also to examine the informants' stories with emphasis on various informal Learning Processes that occurred in the Egyptian social change.The study finds that according to the informants a society should be characterized, among other things, by human values, social justice, non-violence and peaceful methods and approaches. Various informal Learning Processes involving both individual citizens and active members of civil society and NGO groups were found to be practiced to be able to accomplish these changes in the Egyptian society to create a better future.The degrees of involvement of the various Learning Processes not only reflect differences between informants regarding the social and cultural background.

My purpose with this essay is to examine the relationship between esthetic Learning Processes and language development to find good practices in my work with multilingual children. In my report, I describe a few activities from my work as a preschool pedagogue in a multicultural area, with a large group of children where age and knowledge of Swedish varies. The background to this essay is the problems I experienced in my work with children´s language development in an organization that, in my opinion, is limited by economic factors. The questions I poses are about the way esthetic Learning Processes can help children develop their language skills as well as their participation in preschool activities. I also pose the question whether there is a connection between the musical ear and children´s development of language.

The Swedish government corporation Försäkringskassan is currently undergoing large organizational changes. Modifications are made regarding the national insurance system and work procedures. In this study we have investigated the procedures of change with the aim of identifying which pedagogical processes in work procedures that enables organizational learning. Furthermore, the study aimed at gaining insight of how the work procedures enable organizational learning in a learning organization. We have utilized case study tradition to examine specific occurrences in their natural environment to thereby understand the matter of investigation.

The Swedish government corporation Försäkringskassan is currently undergoing large organizational changes. Modifications are made regarding the national insurance system and work procedures. In this study we have investigated the procedures of change with the aim of identifying which pedagogical processes in work procedures that enables organizational learning. Furthermore, the study aimed at gaining insight of how the work procedures enable organizational learning in a learning organization. We have utilized case study tradition to examine specific occurrences in their natural environment to thereby understand the matter of investigation.

This examination paper defines how educators work with esthetic, and esthetic learning in pre-school. I have done research by interviewing four pedagogues. The result shows that the pedagogues does work with esthetic and practice esthetic Learning Processes, but their work shift. Some pedagoues practice strong esthetic and some practice more modest esthetic. Some of the pedagogues are more aware than other of the esthetics influens of the childrens life long learning.

The gap between practise and theory is often described in negative words in teachers? professional lives. Learning study is a model for teachers´ professional development where a theoretical framework is used to enhance practice. The theoretical framework used by teachers in learning study is variation theory. In this study the research object is variation theory and the aim is to present how variation theory becomes a guiding principle to understand teaching and Learning Processes.

The National Arts Council[1] has made an evaluation on obstacles and success factors for the interaction between culture and school. In the evaluation report they concluded that teachers and cultural workers have different views on culture and knowledge which creates confusion in their interaction. Thus I became interested to investigate teachers and cultural workers views on culture, aesthetics, and the knowledge that they think the students / children / young people should get from culture and aesthetics. This work is based on qualitative interviews with four teachers and four cultural workers. I compare their views with each other and link it to different research perspectives on culture and aesthetics in school to get an understanding of the similarities and differences in their approach, and what implications it can have in the school?s Learning Processes. In this work, from a didactic point of view, I found that when the teachers and cultural workers are talking about culture, the why-perspective differs.

Today, librarians tasks may sometimes take on an educational aspect, e.g. when designing educational courses. Our aim with this paper has been to extend our knowledge of peoples learning and Learning Processes in order to better adapt our educational courses for different user groups. We have investigated what eight senior citizens wanted to learn about the Internet, and followed seven of them during their course. We have examined how the group experienced a course about Internet use, and how they described their learning and Learning Processes.

There are no general working processes that can stand for how all the investment process is preceded in the organization of major Swedish banks. It is not a question of investment process but rather a question of, investment processes. How these investment processes operates depends totally on the type and size of the current investment, which unit that is operating the processes and what situation the bank currently finds itself in. There is a written form that describes how the different processes should be operated and which capital budget models that should be used but the usage of these forms can be questioned..