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Karen Wistoft

What Means Well-being? Distinction of Two Discourses on Well-being: Conceptual and Theoretical Reflections

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What Means Well-being? Distinction of Two Discourses on Well-being : Conceptual and Theoretical Reflections. / Wistoft, Karen.

In: Nordic Studies in Education, 29.01.2020.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

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@article{0c32bcc5cbb64647a27178b805a5eac8,
title = "What Means Well-being? Distinction of Two Discourses on Well-being: Conceptual and Theoretical Reflections",
abstract = "The article offers a new contribution to an existing discussion about wellbeing in defining the difference between a public health discourse and a pedagogical discourse, and the difference between a causal logical and a reflectivity paradigm, build on empirical informed theoretical analysis. The principal conclusion is: If efforts to promote well-being can be seen as a cross-professional responsibility, it is crucial that the relevant professionals meet across these well-being discourses, that children and young people’s well-being is viewed as a complex matter and challenge, and that professionals are challenged on their understanding, and capable of meeting different expectations, of well-being.",
keywords = "Well-being, Discourses, Public Health, Learning, Competencies, Reflexivity",
author = "Karen Wistoft",
year = "2020",
month = "1",
day = "29",
language = "English",
journal = "Nordic Studies in Education",
issn = "1891-5914",
publisher = "Universitetsforlaget AS",

}

RIS

TY - JOUR

T1 - What Means Well-being? Distinction of Two Discourses on Well-being

T2 - Conceptual and Theoretical Reflections

AU - Wistoft, Karen

PY - 2020/1/29

Y1 - 2020/1/29

N2 - The article offers a new contribution to an existing discussion about wellbeing in defining the difference between a public health discourse and a pedagogical discourse, and the difference between a causal logical and a reflectivity paradigm, build on empirical informed theoretical analysis. The principal conclusion is: If efforts to promote well-being can be seen as a cross-professional responsibility, it is crucial that the relevant professionals meet across these well-being discourses, that children and young people’s well-being is viewed as a complex matter and challenge, and that professionals are challenged on their understanding, and capable of meeting different expectations, of well-being.

AB - The article offers a new contribution to an existing discussion about wellbeing in defining the difference between a public health discourse and a pedagogical discourse, and the difference between a causal logical and a reflectivity paradigm, build on empirical informed theoretical analysis. The principal conclusion is: If efforts to promote well-being can be seen as a cross-professional responsibility, it is crucial that the relevant professionals meet across these well-being discourses, that children and young people’s well-being is viewed as a complex matter and challenge, and that professionals are challenged on their understanding, and capable of meeting different expectations, of well-being.

KW - Well-being

KW - Discourses

KW - Public Health

KW - Learning

KW - Competencies

KW - Reflexivity

M3 - Journal article

JO - Nordic Studies in Education

JF - Nordic Studies in Education

SN - 1891-5914

ER -