| 1. |
- Nordström, Karin
(författare)
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Autonomie und Erziehung. Eine ethische Studie
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Within a modern legitimacy paradigm of moral education, autonomy has traditionally been ascribed a legitimating function in relation to moral education. Moral education is thought to be legitimate as long as it is conceptualized and practised as aiming towards autonomy. The normative relation arising between autonomy and moral education is thereby expressed in the pedagogical paradox, based on a pedagogical principle which assumes that freedom restraining pedagogical actions can facilitate autonomy as an aspect of moral maturity. Ethically, the pedagogical paradox is expressed by an understanding of temporal restrictions of freedom as justified by an overarching goal of autonomy. Hence, beyond the assumption of a causal pedagogical relation, there is also a statement of a normative relation between autonomy and moral education. This dissertation investigates the normative relation between autonomy and moral education, as it is established within the modern legitimacy paradigm of moral education, but challenged by concepts of autonomy which understand autonomy, not as opposed to dependence, but within dependencies of various kinds. This task contains two interrelated questions: Can the legitimacy of moral education be based on autonomy as an educational goal? And in what sense is autonomy a legitimate educational goal? A clarification of the premises of the modern legitimacy paradigm of moral education renders its basic assumption of compensating opposition as problematic. Following a characterisation of autonomy as an extensive and blurred pedagogical goal and a description of moral education as situations characterized by mutual dependencies, a coherence oriented justification model is suggested. It advocates legitimacy as constituted in an orientation towards a coherent relation between pedagogically articulated claims and philosophically articulated ideals of moral education. Moral education is described from an ethical perspective in terms of two constituting claims: asymmetry and direction. These two claims are, based on findings from childhood research, further identified as adequate claims, insofar as they are understood, in turn, as dialectic and risky. The claims of dialectic asymmetry and risky direction are then related to various concepts of autonomy. This results in a concept of autonomy as a competent way of dealing with inter-subjective and intra-subjective dependence. Aspects, such as mutual respect and cooperation, search for meaning and trust, and a balance between slowness and spontaneity, are identified as essential for a concept of autonomy coherent with adequate claims of moral education. The application of a coherence oriented justification model turns autonomy as an educational goal into an ideal within which moral education is taking place, rather than a remote goal towards which education is striving. While the pedagogical paradox is depicted as an irrelevant basis for a legitimate normative relation between autonomy and moral education, any pedagogical claims concerning autonomy as an educational ideal must be very modest.
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| 2. |
- Avery, Helen, et al.
(författare)
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Att medverka till förändring : Kulturarv och demokrati
- 2008
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Ingår i: Kanon och kulturarv : Historia och samtid i Danmark och Sverige - Historia och samtid i Danmark och Sverige. - : Makadam i samarbete med Centrum för Danmarksstudier. - 1651-775X. - 9789170610509 ; :19, s. 275-289
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Carlsson, Leif Å
(författare)
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Round Trips to Heaven : Otherworldly Travelers in Early Judaism and Christianity
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the beginning of the Common Era, a number of religious texts were written recounting heavenly journey adventures. These narratives have come to constitute a recurring theme in research regarding ancient religions. Round Trips to Heaven features several early Jewish and Christian heavenly journey texts. Most of them are included in the apocalyptic literature. During the earlier research, the heavenly journey motif was understood to be one of many elements in this literature. It was not until the latter part of the 20th century that the stories of the heavenly journeys were treated as a type of their own among these texts. The approach of this study serves to illuminate the function of the texts and the circumstances and settings in which they were composed and later passed on, something which scholars have only recently begun to acknowledge. Of vital importance is the status of the heavenly travelers as well as their relationships with other members of the Tradition Group considered to have authored the texts. Two main types of heavenly journeys appear in the accounts. One type has the function of providing an identity for the heavenly traveler, and the other constitutes a paradigm for the events awaiting mankind after death. The concluding section of the book is a relatively long exposition of 3 Baruch. This text, which in its entirety portrays a heavenly journey, informs the reader about death. In common with a number of other heavenly journey texts, 3 Baruch has both Jewish and Christian elements. Moreover, it clearly reflects a universal perspective. A similar perspective is also found in several of the other heavenly journey narratives which provides a reasonable explanation for how they could be used in both Jewish and Christian contexts.
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| 4. |
- Johansson, Sverker, et al.
(författare)
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Why don't chimps talk and humans sing like canaries?
- 2006
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Ingår i: Behavioral and Brain Sciences. - 1469-1825 .- 0140-525X. ; 29:3, s. 287-288
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- We focus on two problems with the evolutionary scenario proposed: (1) It bypasses the question of the origins of the communicative and semiotic features that make language distinct from, say, pleasant but meaningless sounds. (2) It does little to explain the absence of language in, for example, chimpanzees: Most of the selection pressures invoked apply just as strongly to chimps. We suggest how these problems could possibly be amended.
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| 5. |
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The Holocaust on Postwar Battlefields : Genocide as Historical Culture
- 2006
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The book is the sixth collection of reports from The Holocaust and European Historical Culture, a research project based at Lund University. The aim of the project and the book is to study the interpretations and representations of the Holocaust in various post-war European societies and states.
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| 6. |
- Zander, Ulf
(författare)
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Clio på bio. Om amerikansk film, historia och identitet
- 2006
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- History in films often reflects attitudes in contemporary society. Thus, films deals more with the time when it was produced rather then the historical time that it is set in. In Clio på bio, I discuss how american history have been "written" and "rewritten" in films due to changes in the american society from late 19th century to the early 21st century.
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