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Sökning: L773:0036 5483

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  • Almbjär, Martin (författare)
  • Tidigmodern statsformering
  • 2013
  • Ingår i: Scandia. - : Scandia, Historiska institutionen, Lunds universitet. - 0036-5483. ; 79:2, s. 145-146
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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15.
  • Almbjär, Martin (författare)
  • Trying to Find the Roots of Democracy : the Riksdag and the King, 1611–1866
  • 2023
  • Ingår i: Scandia. - : SCANDIA. - 0036-5483. ; 89:1, s. 11-35
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this text is to problematize the role of the Riksdag in Swedish political history, circa 1600–1900, and its contribution to modern phenomena such as democracy and universal suffrage. First, the Riksdag representatives on several occasions strengthened the monarchy at the expense of the Riksdag and exchanged long-term institutional influence for gains regarding particular issues. At other times, they were noticeably passive and unable to restrain the monarchy. The Riksdag’s merits as a bastion for popular representation are questionable, and one might argue that between 1611 and 1809, the Riksdag was in a weak position vis-à-vis the king for 94 years (i.e., for almost half this period). However, this changed between 1809 and 1866, despite several similarities in the political framework, as well as political conditions for another shift to a strong monarchy and a weak or disbanded Riksdag. The last period of the old order of the four estates is thus key if we want to understand why the Riksdag finally achieved a strong position among other Swedish political arenas. This issue not only concerns historians, but also people interested in how and why representative assemblies become equally or more legitimate than authoritarian alternatives. As we live in a period in which democratic institutions and values are being questioned, it is important that we understand how they came to beembraced in the first place
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  • Alvén, Fredrik, 1972-, et al. (författare)
  • Den vetenskapliga frågan och det moraliska svaret : Förintelsen i elevers kunskaps- och föreställningsvärldar
  • 2022
  • Ingår i: Scandia. - : Stiftelsen Scandia. - 0036-5483. ; 88:1, s. 67-92
  • Tidskriftsartikel (refereegranskat)abstract
    • The scholarly question and the moral answer: The Holocaust in the knowledge and perception of studentsAll over the world, the Holocaust occupies a prominent position in historical culture, the area in which a society evaluates and communicates the history considered the most valuable and useful. Sweden is no exception. Since the 1990s, the Nazi genocide of the Jews has attracted an enormous amount of attention, first in the political and educational spheres, gradually also in Swedish cultural life and historical scholarship. In the Swedish school history curriculum, the Holocaust has been singled out as the only mandatory content. Based on this multifaceted interest in genocide, this article analyzes student responses to a question in the national examinations in history for the final year of Swedish compulsory school regarding the causes of the Holocaust. The answers are analyzed based on two different templates, one focusing on a traditional historical understanding of the Holocaust as linked to a specific historical setting, the other being a “civic” interpretation, viewing the genocide as a time-transcending phenomenon with a clear moral message for the present. This is a distinction with international resonance in historical culture related to Holocaust history. One result of the analysis is that one of four students is incapable of giving a satisfactory answer to the question. Another result is related to quality and grades. Many weaker answers are not primarily morally oriented. Rather, they focus on perpetrators - Hitler, the Nazis and Germans – often simplistically depicted as exchangeable and driven by the same genocidal intentions but in want of a historical context. The best answers are based on historical aspects, such as Germany’s defeat in the First World War, as well as on more complex, functionally oriented explanations, even if the figure of Hitler remains a key explanatory factor. The conclusion is that history and morals must be understood and made operative as two reciprocally linked dimensions. From a scholarly perspective, it is certainly necessary to do justice to the Holocaust in its own, contemporary right. However, it is just as imperative to realize that the Holocaust belongs to those “borderline” events that cannot be enclosed into themselves but must be made to transcend their temporal boundaries, as lessons of history. How this is to be done is an urgent scholarly and didactical task.
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