And I thought the hard part was over...

I thought the hard part was over when I finished my 3rd semester in CPH.. but. Yeah. As it turns out this semester will be just as busy - if not more busy. Loads of written assignments, exams, material to read, presentations, observation, courses, individual work, group work. You name it. I'm doing all of it - except "real" practice placement (since it concists of lectures and classroom observations).

Well, if I look on the bright side, this semester provides me with a wide variety of unique learning opurtunities I could never get in Denmark, and I am sure that I will miss Joensuu and Finland when I return to Copenhagen in April.

Study-life at The University of Eastern Finland is very different from whar I have experienced at Blaagaard/KDAS in Copenhagen. The freedom to select between courses is one of the major differences - but this also leaves me with the great responsibility of finding courses that suit my studies in Denmark, and to make sure that lectures, courses, and other arrangements fit in my very busy schedule. For the first time in my life a kalender is actually controling my every move.
"Would you like to have lunch together tomorrow at 1?"
"Hm.. let me check my kalender. Oh, sorry. I would love to, but unfortunately I can't. How is Thursday next week?".
Not my cup of tea, but in time I will learn to live this way.

Enough with this negativity. The courses I have started on so far are very interesting and higly relevant´- and I feel very competent thanks to - in my point of view - very good teaching at Blaagaard/KDAS. There is not one course from my home university that has not provided me with relevant knowledge for my courses here. As it turns out, the course I feel (at the moment) gives me the greatest advantage is RSEC (Religion, Society, Ethics and Citizenship), and here I must stress Niels' teaching, since it did exactly what it was meant to do. Inform, provoke, and create awareness and reflection in teacher's work.

At some point I want to write something about "culture" and post it on my blog, because my current knowledge about the different views on culture, cultural awareness, and intercultural competence really made me reflect when I was asked to answer the following question:
What is the best special education and how can 'inclusive education' be successful in praxis?
I don't have a final answer - and I don't expect to find one, but I hope to get closer to a possible answer in the dynamic view on culture and what effects it might have on finding a solution (not the solution) to the challenge of "inclusive education".