Edvin Østergaard

Edvin Østergaard

Professor

  • Institutt for lærerutdanning og utdanningsvitenskap

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. Presently, I work 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 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 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 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. Currently, I am a visiting professor at the University of Edinburgh, Moray House School of Education.

    • Musical Composition
    • Art and Science in Education
    • Phenomenon-based Science Education
    • History and Philosophy of Science
    • Artistic research
  • Liste med publikasjoner fra min forskning. (Cristin)

    Selected Publications

    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.

  • 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.)