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- Bergvall, Åke, 1955-
(författare)
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Augustinian Perspectives in the Renaissance
- 2001
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Bok (refereegranskat)abstract
- The study investigates four areas in which the Augustinian presence was felt throughout the Renaissance: psychology, epistemology, the arts, and politics (one chapter is dedicated to each area). Augustine’s intellectual and spiritual development is interpreted as consisting of an early Plotinian period (ca. 386-396), and a later Pauline period (ca. 386-430). These influences resulted in two partially contradictory perspectives: one predominantly vertical (incorporeal and a-historical), the other more horizontal (taking into account the vicissitudes of time and history). The argument of the study is that the Plotinian and Pauline paradigms influenced the Renaissance in different ways, traceable in its literature. Without pretending comprehensiveness, the study follows a rough chronological outline. After an introduction that investigates Augustine’s development, the first chapter centers on Petrarch while the last three have Edmund Spenser as their special focus. Chapters two and four have a broader perspective that in addition to Spenser take in seminal thinkers from Ficino and Luther to Greville and Hooker.
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- Cederlöf, Gunnel
(författare)
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Bonds lost : subordination, conflict and mobilisation in rural south India c. 1900-1970
- 1997. - 1
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Bok (refereegranskat)abstract
- This dissertation examines the transformation of rural social relations in the highlands of south India during a period of rapid agricultural change. Long before the expansion of commercial crops in agriculture, the landowning community of farmers and the landless agricultural labourers had been closely related to each other. During the economic change, the need of these labourers increased on the farms. As the labourers were also leather workers, their skills were indispensable to reassure the farmers of the increasingly necessary irrigation.By a combination of a variety of government, mission and oral sources, the thesis shows that, between 1880s and 1930s, competition for labour scaled up in the region and agricultural labourers were increasingly tied by advance payments to work for a farmer. This is known as the pannai or farm system and included both duties and rights for the labourers. On account of this, economic expansion gained support and social control was upheld. However, even after preconditions had been made available to achieve a more profitable farming by replacing permanent by casual labourers a substantial, permanent labour force was still employed on the farms. In the late 1930s and 1940s, kinship-wise mobilisation among the Madhari labourers to convert to Christianity was met by strong and sometimes violent resistance. Every movement they made to break with Goundar authority was realised as a threat. Thus, during a decade, social rationality was given priority over economic rationality by the farmers. A severe six-year long drought contributed to end this situation. The farmers finally electrified irrigation and dismissed the major part of their permanent labour force. Thus, the labourers not only gained free mobility but simultaneously lost the rights and security that had been attached to their bonds.
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- Edling, Silvia, 1974-
(författare)
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Ruptured narratives : An analysis of the contradictions within young people's responses to issues of personal responsibility and social violence within an educational context
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis addresses the problems of social violence which are based on stereotyped prejudices, and directed towards people who differ from the norm, and asks how education aiming at counteracting social violence can be understood. Within education, the aspiration to contest social violence is generally motivated by a democratic framework stressing distributive justice and everyone’s equal value. The promotion of justice has recently become linked to the development of individuals’ moral responsibility in ways which overlook relational complexities. In contrast to a developmental approach, the intention with this thesis is to explore how education can be understood by using nine young people’s responses and sense of responsibility(-ies) in relation to others’ life circumstances as a starting-point for analysis. Hence, the investigation delves into the relationship between moral action and justice/injustice within the unpredictable field of culture, outside the notion of a democratic (moral) foundation. Using an ethics of alterity, which advocates a respect for difference, it is possible to claim that young people already are (unconditionally and unlimitedly) responsible as seen in their everyday responses to others’ life circumstances. The question at stake is rather what they choose to do with their responsibility. An ethics of dissensus, on the other hand, is used to acknowledge the embodiedness of human relations which now and then can be accompanied by unintended reactions, power relations, and contradictions – all of which necessary to pay attention to when social violence is discussed. An ethics of dissensus creates a link to Julia Kristeva’s subject-in-process, and to ruptured narratives, which has been used as an analytical lens in this investigation. The results of the thesis indicate that the youths already are forced to face other people’s more or less harsh life circumstances. Furthermore, all of the young people portray themselves as persons who do not want to expose people to harm and at times even as persons who want to promote others’ well-being. These ideal self images, however, collide with other forces which place these ideals on trial. A comparison between the young people’s narratives indicates two things. Firstly, although they sometimes use the same word when they describe their sense of responsibility, the meaning they assign the word differs along with their possibilities of action. Secondly, there is a notable distinction between young people who in concordance to the educational discourse position their sense of responsibility in the future and within knowledge acquisition, and those who chiefly position their sense of responsibility in their everyday interactions by using the resources available. Another result of the analysis is the evidence of a gap between the concept of democracy and young people’s everyday responses. Overall, the young people’s ruptured narratives shed light on how they contribute to the creation of social violence as well as to how they promote others’ well-being in ways, which challenge the foundation in democracy as an educational possibility to contest social violence on several points.
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Naturmötespraktiker och miljömoraliskt lärande
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book presents results from the project Encounters with Nature and Environmental Moral Learning: A Multidisciplinary Study of Educational Practices for Sustainable Development in the Perspectives of Environmental Education, Ethics and History. The project was financed by The Swedish Research Council and focused on a central aspect of environmental education and education for sustainable development, namely environmental moral teaching and learning through encounters with nature. An overview of the national and international research that has been conducted shows that this area of research is weak: very little empirical research has been carried out and the theoretical and methodological development is poor. The major educational practices in Sweden that focus on encounters with nature and environmental learning have been investigated. An overview of the different practices is offered. Three specific practices – Outdoor Education Centres, All-weather Outdoor Schools and the Radical Outdoor Movement – are analysed in depth using theories from environmental education research, environmental ethics and environmental history/human ecology. The results and the relevant theories and analytical methods from these three research fields are presented. When investigating the practices, analyses of central texts relating to each practice have been conducted. These three educational practices represent three different educational philosophies concerning environmental moral teaching and learning and differ with regard to preferred eco-strategies, prescribed purposes, content, ethical reasoning and ways of teaching. In order to empirically test these three different educational philosophies, three different educational activities were investigated using video- and audio recordings. The results of the analyses are presented and compared to the educational philosophies. A crucial outcome of the interdisciplinary work is a number of innovative analytical methods and research models. An interdisciplinary model for text analyses, called the LED-model (Landscape, Ethical and Didactical), has been created which can also be used to analyse interviews and to extract knowledge about educational practices related to environmental moral learning. ETLAM (Ethical Tendency Learning Model) is a research model that analyses the environmental moral learning that takes place in encounters with nature and consists of the following analytical methods: Landscape Strategy Learning Analyses, Moral Valuation Learning Analyses and Communication Analyses of Companion Meanings.
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