My interdisciplinary field of profession comprises science education, musical composition and research informed by phenomenology. After having completed a master’s degree in applied science in 1984, I studied composition at the Norwegian Academy of Music in Oslo and with Jan W. Morthenson in Stockholm. In 1998 I received my PhD in agroecology on a phenomenological study of conversion processes in ecological agriculture. Presently I hold a position as professor in "Art and science in education" at the teacher education program. Since my debut as a composer in 1988, my pieces have been performed in a number of European countries, as well as in the USA and Canada. In 2010 I received “Spellemannsprisen”, the Norwegian Grammy Award, for the CD "Die 7. Himmelsrichtung" (LAWO Classics).
My research interests are: (i) the interplay between art and science, with an emphasis on performative and educational aspects, (ii) history and philosophy of science, with an emphasis on aesthetics and the diversity of forms of knowing, and (iii) phenomenon-based science education, with an emphasis on ontological aspects. During the academic year 2008-2009 I was a visiting scholar at Harvard University, Boston. My second sabbatical, in 2016-2017, I spent at Humboldt University, Department of Philosophy, working with questions in applied philosophy of science.
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Publikasjoner
Selected Publications
Østergaard, E. (2019a). Echoes and Shadows: A Phenomenological Reconsideration of Plato’s Cave Allegory. Phenomenology & Practice, 13(1), 20-33. DOI: 10.29173/pandpr29372
Østergaard, E. (2019b). Music and Sustainability Education - a Contradiction? Acta Didactica, 13(2). DOI: http://dx.doi.org/10.5617/adno.6452
Østergaard, E. (2019c). The Attentive Ear. The Journal of Aesthetic Education, 53(4), 49-70.
Østergaard, E. (2017a). Earth at rest. Aesthetic experience and students’ grounding in science education. Science & Education, 557-581. DOI 10.1007/s11191-017-9906-2
Østergaard, E. (2017b). Den estetiske erfaringens plass i naturfag. Naturfag 1/17, 26-29.
Østergaard, E. (2015a). How can science education foster students’ rooting? Cultural Studies in Science Education, 10, 515-525.
Østergaard, E. (2015b). Pendulum Dialogues and the Re-enchantment of the World. In Ø. Varkøy and F. Pio (Eds.). Philosophy of Music Education Challenged: Heideggerian Inspirations, 185-198. Dordrecht: Springer.
Østergaard, E. (2013). Naturfag og kunst: berøringer med verden. Bedre Skole, 4/2013, 10-15.
Østergaard, E. (2011a). Darwin and Wagner: Evolution and Aesthetic Appreciation. Journal of Aesthetic Education, 45(2), 83-108.
Østergaard, E. (2011b). Naturfaglærerens doble blikk. Fenomenologiske perspektiver på elevers naturkunnskap. Norsk pedagogisk tidsskrift, 4, 314-326.
Østergaard, E. (2010). Moon Music: A Composition of Art and Science in Dialogue. Leonardo, 43(3), 223-228.
Østergaard, E. (2006). Composing Einstein: Exploring the Kinship of Art and Science. Interdisciplinary Science Reviews, 31(3), 261-274.
Østergaard, E., B. Dahlin & A. Hugo (2008). Doing phenomenology in science education: a research review. Studies in Science Education, 44(2), 93-121.
Østergaard, E., G. Lieblein, T. A. Breland & C. Francis (2010). Students Learning Agroecology: Phenomenon-Based Education for Responsible Action. Journal of Agricultural Education and Extension, 16(1), 23-37.
Dahlin, B., Østergaard, E. & A. Hugo (2009). An Argument for Reversing the Bases of Science Education - A Phenomenological Alternative to Cognitionism. Nordina 5(2), 201-215.
Francis, C. T. A. Breland, E. Østergaard, G. Lieblein & S. Morse (2013). Phenomenon-Based Learning in Agroecology: A Prerequisite for Transdisciplinarity and Responsible Action. Agroecology and Sustainable Food Systems, 37(1), 60-75.
Theilmann, F., P. Buck, L. Murmann, E. Østergaard, A. Hugo, B. Dahlin, U. Aeschlimann & C. Rittersbacher (2013). Phänomenologische Naturwissenschaftsdidaktik. Erkenntnis- und wissenschaftstheoretische Positionierung und erziehungswissenschaftliche Folgerungen. Zeitschrift für Didaktik der Naturwissenschaften, 19, 397-416.
Vedlegg Størrelse 
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Forskning & prosjekt
Prosjekter
«The Phenomenology of Audial Experience» connects science (especially acoustics), music and musical composition, and philosophy of science in an aesthetic learning process.
Det overordnede målet med ‘UBU i praksis’ er at skoler og lærerutdanning sammen skal utvikle en praksis som fremmer utdanning for bærekraftig utvikling.
Forskningsområder