Tidsslöjd och tid för slöjd : Kan kunskap om elevers tidsuppfattning användas för att stödja estetiska lärprocesser?

Sammanfattning: The aim of this essay is to investigate how knowledge about pupils' perception of time can be used to support aesthetic learning processes, specifically learning in the school subject sloyd. Sloyd involves a form of complex learning that utilises cognitive and motor processes as well as affective ones, which creates a good foundation for the kind of in-depth learning that requires time. The topic of the thesis has been investigated through studies of literature from different disciplines that deal with time, and through interviews with six students in grade six. The literature study is based mainly on Jönsson's concept of different kinds of time and our relationship to them, and on Westlund's research regarding how school children are socialised into a collective concept of time. Westerlund’s research showing that learning in textile sloyd involves mainly affective and social processes which are largely concerned with mastering time, is used in addition. The study includes analysis of literature from different areas – psychological, medical, philosophical, and from research on teaching. The interview study is based on questions about time, time perception and the teaching of sloyd. The results of the study show that students' time perception is affected by age and individual psychological factors. The social context is also a decisive factor in students' perception of time. Students learn how to utilise and manage objective time by attending school, and by being part of society. Through the school's time structure, students learn – more or less – to apply an objective view of time. The study indicates that knowledge of pupils' time perception can be used to promote learning in the subject of sloyd. Students' creativity should be stimulated through the materials, the learning environment and the tasks. At the same time, security in the form of a social context, and confidence in one's own ability to handle the task, is crucial. Due to its complexity, the sloyd subject is well suited to a special needs and inclusive educational approach. However, more research than this thesis can provide is required to arrive at any detailed conclusions, other than that learning in the aesthetic subjects depends on a balance between the safe and the unknown.