Aksel Hugo

Førsteamanuensis

Institutt for lærerutdanning og utdanningsvitenskap

My professional background is as a science teacher, teacher educator, researcher - and also principal at an agricultural school. I currently work as Associate Professor in Integrative Life Science Education connected to the Teacher Education Programme in life sciences at NMBU. My main interest is in the integrative dimensions of education: How can we develop a pedagogical theory and practice hand in hand, that can support development of teachers of the whole human being? What implications does this have for how we organize a whole school? And how can we develop a life science education that is less fragmented, and give young people true understanding of the dynamics of nature as a whole? What does this understanding afford us in our practical efforts to regenerate nature and agriculture?

After completing a master’s degree in natural resource management and agroecology at NMBU in 1985, I did a PhD in Pedagogy on 'Ecologies of Knowing' (1995). 1991-96 I was programme director of NMBU's new interdisciplinary programmes in agroecology - and a national development programme for school gardens in Norway (1996-2000). My main interest in teaching is integrative life science education and teacher education. My research is aimed at the foundation and applications of integrative education: epistemologies, pedagogies and practices in Integrative Teacher Education and in Phenomenological Life Science Education. From 2013-2016 I was the research coordinator at Ruskin Mill Educational Trust, England. And from 2016-2020 principal at Sogn Agricultural College; an upper secondary vocational school specialized in agroecology and organic agriculture in Aurland, Norway. Since 2022, I have been actively collaborating with Centre for Global Susteinability, University of Oslo, developing regenerative agriculture curriculum and practices in Norwegian Agricultural Schools.

My research interests are: (i) integrative ecologies of knowing; epistemologies of nature, language and science (ii) phenomenological science education (iii) place-based environmental education (iv) didactics of outdoor education (v) regenerative agriculture and curriculum development.

Publikasjoner
Forskerprofil med publikasjoner i vitenarkivet
Selected Publications
Østergaard, E. & A. Hugo (2025). Fenomenologisk undervisning i naturfag. Pedagogiske begrunnelser, didaktiske prinsipper og faglige anvendelser. NMBU-rapport 1, Ås. https://hdl.handle.net/11250/3212873
Barane, J., & Hugo, A. (2025). I dialog med seg sjølv og verda: Pedagogikk, økologi og forteljarkunst i lys av Gert Biesta. Norsk pedagogisk tidsskrift, 109(3), 213–224. https://doi.org/10.18261/npt.109.3.5
Bergli, E., Hugo, A. & Liland, M. (2025). Integreringen som utfordring: Lærerstudentenes utvikling i en hel-skole-tilnærming til bærekraftig lærerutdanning. (2025). Acta Didactica Norden, 19(2), 25 s. https://journals.uio.no/adnorden/article/view/11386/10369
Hugo, A., Iversen, E. (2024). The Whole-School Alignment Model: Facilitating a Teacher Team in Sustainable Entrepreneurship Education. In: Wals, A.E., Bjønness, B., Sinnes, A., Eikeland, I. (eds) Whole School Approaches to Sustainability. Sustainable Development Goals Series. Springer, Cham. https://link.springer.com/chapter/10.1007/978-3-031-56172-6_9
Clemetsen, M., Barane, J. & Hugo, A. (eds) (2023). Cultural Innovation through Ecopreneurship. Handbook of Principles and Practices. Norwegian University of Life Sciences, Faculty of Landscape and Society, Aas. https://culineco.alta.is
Barane, J., Hugo, A. & Clemetsen, M. (2018). Creative Place-Based Environmental Education: Children and Schools as Ecopreneurs for Change. Stroud, Gloucestershire, UK: Hawthorn Press.
Hugo, A. (2012). Being and Becoming a Genuine Educator. In: RoSE, Volume 3 Number 1 pp. 22-35. https://www.rosejourn.com/index.php/rose/article/view/93
Dahlin, B., Østergaard, E. & Hugo, A. (2009).. An Argument for Reversing the Bases of Science Education: A Phenomenological Alternative to Cognitionism. Nordina 5(2) – 2009, 185-199. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://pdfs.semanticscholar.org/2a9b/cdc5e089e938578bf87fc4ba4486b94f7e7c.pdf
Østergaard, E., Dahlin, B. & Hugo, A. (2008). Doing Phenomenology in Science Education: a Research Review. Studies in Science Education, Vol. 44 (2), p. 93-121. DOI: 10.1080/03057260802264081
Hugo, A. (2006). Når faget vokser ut av fenomenene. Naturen som historieforteller. IMT-fagrapport, Seksjon for læring og lærerutdanning, NMBU. https://www.yumpu.com/no/document/view/20230450/artikkel-nar-faget-vokser-ut-av-fenomenenepdf
Forskning og prosjekter
Forskningsprosjekter
- Skolehager for en bærekraftig framtid
Forskningsprosjekter med nettside utenfor NMBU
- RIPARAGRO: Restaurering av kantsoner på landbruksarealer

Aksel Hugo

Forskningsprosjekter

Forskningsprosjekter med nettside utenfor NMBU