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Edvin Østergaard

Edvin Østergaard

Professor

  • Institutt for lærerutdanning og utdanningsvitenskap

I currently work as a Professor of "Art and Science in Education" in the teacher education programme. 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 musical composition at the Norwegian Academy of Music in Oslo and with Jan W. Morthenson in Stockholm. In 1998, I received my PhD in agroecology in a phenomenological study of conversion processes in organic agriculture. I have been employed in teacher education at NMBU since 1999.

Since I made my debut as a composer in 1988, my works have been performed 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. My second CD Ørenslyd (LAWO Classics) was released in 2023 and was nominated for the “Spellemannspris” in the category "TONOs komponistpris".

I was appointed "Excellent Teaching Practitioner" ("merittert underviser") by NMBU in 2020.

My research interests are: (i) the interplay between art and science, with an emphasis on attentiveness, teaching, and learning; (ii) the history and philosophy of science, with an emphasis on aesthetics and the diversity of forms of knowing; and (iii) phenomenological science teaching, with an emphasis on ontological and methodological aspects.

During the academic year 2008-2009, I was a visiting scholar at Harvard University, Boston. 2016-2017, I spent my second sabbatical at Humboldt University, Department of Philosophy, Berlin. In my third sabbatical, autumn 2023, I was a visiting professor at the University of Edinburgh, Moray House School of Education.

  • Fagfelt
    • Art and Science in Education
    • Phenomenon-based Science Education
    • History and Philosophy of Science
    • Musical Composition
    • Qualitative Research Methodology
    • Artistic research
  • Publikasjoner

    Forskerprofil med publikasjoner i vitenarkivet

    Selected Publications

    Østergaard, E. (2025a). Continuity of Knowledge: Predisciplinarity and Interdisciplinarity in Science Education. NorDiNa, 21(2), 209-221. https://journals.uio.no/nordina/article/view/12222/10536 

    Østergaard, E. (2025b). From Inattention to Attentiveness: Learning to Listen When Nature Speaks. In M. Brinkmann, J. Türstig, & M. Weber-Spanknebel (Eds.). Realities in Pedagogical and Phenomenological Contexts, 203-217. Series Phänomenologische Erziehungswissenschaft, Vol. 13. Springer Verlag.

    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

    Bergli, E. & E. Østergaard (2024). Kan du høre lydbølgene? Om lydlære og bølgefenomener. Bedre Skole, 4(36), 50-55. https://utdanningsforskning.no/artikler/2025/kan-du-hore-lydbolgene-om-lydlare-og-bolgefenomener/ 

    Østergaard, E. (2022). Music-in-Becoming: Researching Processes of Disclosure. Phenomenology & Practice, 17(1), 137-155. DOI: https://doi.org/10.29173/pandpr29458

    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.

  • Undervisning

    For tiden er jeg emneansvarlig for det fagdidaktiske emnet PPFD300 Fagdidaktikk i realfag (30 st.p.) og masteremnet PPFO301 Innføring i utdanningsvitenskapelige forskningsmetoder (15 st.p.)

    I tillegg underviser jeg i masteremnet PPUT301 Fordypning i realfagsdidaktikk (20 st.p.) 

  • Forskning og prosjekter