My interdisciplinary field of profession comprises science education, musical composition and research and teaching informed by phenomenology. After completing 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 a professor in "Art and Science in Education" at RealTek.
Since my debut as a composer in 1988, my pieces have been performed on several occasions, both in Norway and abroad. In 2010, I received “Spellemannsprisen”, the Norwegian Grammy Award, for the CD "Die 7. Himmelsrichtung" (LAWO Classics). In 2021, I was awarded "Work of the Year" for the composition "Ørenslyd. Ritus V" (2019) by the Norwegian Society of Composers.
In 2020, I was appointed "Excellent Teaching Practitioner" ("merittert underviser") by NMBU.
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) phenomenological science learning, with an emphasis on ontological and methodological aspects. During the academic year 2008-2009, I was a visiting scholar at Harvard University, Boston. In 2016-2017, I spent my second sabbatical at Humboldt University, Department of Philosophy, Berlin.
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Fagfelt
- Musical Composition
- Art and Science in Education
- Phenomenon-based Science Education
- History and Philosophy of Science
- Artistic research
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Publikasjoner
Selected Publications
Østergaard, E. (2021a). Music-in-Becoming: Close Attention! Exposition in Research Catalogue.
Østergaard, E. (2021b). Tuning in on the Becoming of Music. Open Philosophy, 4(1), 198-210. https://doi.org/10.1515/opphil-2020-0168
Østergaard, E. (2020). Listening in Science Education: Fostering Students' Lifeworld Experiences. In Burnard, P. & Colucci-Gray, L. (Eds). Why Science and Art Creativities Matter, pp. 131-147. London: Brill | Sense.
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 (2), 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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Undervisning
For tiden er jeg emneansvarlig for to masteremner:
M30-LUN Masteroppgave (30 st.p.) og PPFO301 Innføring i pedagogiske forskningsmetoder (15 st.p.)
I tillegg underviser og veileder jeg i de to fagdidaktiske emnene PPFD300 Fagdidaktikk i realfag (30 st. p.) og PPFD301 Fagdidaktikk i realfag - LUR (30 st.p.)
Jeg er også emneansvarlig for PhD-kurset PPFO401 Å være forskende deltaker (15 st.p.)
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Forskning & prosjekt
Prosjekter
The goal of the project is to promote student-driven learning and to investigate the current ecosystem at NMBU that enables student-driven education in terms of education for sustainability.
«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