Enhanced Ontological Security, the Lifeworld, and Its Multiple Realities--How Can This Theory Explain the Effect of Participation in the Östrich Farm?

In this study, we made interviewed eight adolescents participating in a special behavioral attendance within the Ostrich Farm (FELT) outside Bergen in Norway. Here they could learn new things and participate in a sort of "different school day". Group participation also seemed to increase the subjects` well-being, because they felt more normal and less depressed. The concept of Gidden`s (1990) and Laing`s (1960) ontological security versa ontological insecurity were utilized to explain the importance and effect of attendance within the Ostrich farm. As well as model-learning, self-efficacy, and apprenticeship learning. The attendance within the farm also seems to ameliorate by integrating these teachers and structures into the student's lifeworld. In terms off, they can view themselves as competent, worthwhile, and consociates that have a resource in which can contribute to society. We applied inductive coding in the data analysis of the semi-structured/ open-ended interviews. Further on, we outline how participation in FELT, might also change their view of the different Lifeworld and its multiple realities (Schuetz, 1945). Through their more changed experiences of the world of working, acquired through the attendance within the Ostrich farm. All the students reported that they learned new things, as well as started to thrive from the participation within the farm. In FELT the pupils experienced a kind of fusion of horizons, as spelt out by Gadamer (1960), in their communication and interaction with the other acquaintance, and mainly the other pedagogues.