| 1. |
- Blåder, Niclas, 1964-
(författare)
-
Gemenskap och mångfald : En ekklesiologisk studie med utgångspunkt i Don S. Brownings metod, där två församlingars tal om identitet och pluralism i den egna församlingen relateras till Dietrich Bonhoeffers teologiska tänkande
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Gemenskap är eftersträvansvärt för de flesta människor. Samtidigt är många gemenskaper relativt homogena och likriktade. På ett liknande sätt är många kristna församlingsgemenskaper uppbyggda, dvs. de är gemenskaper där mångfalden får svårt att hävda sig. Kan teologin bidra med öppningar i ett samtal om gemenskap och mångfald i den kristna församlingen och i mänskligt samliv? Denna avhandling utgår från hur man inom två konkreta församlingar i Svenska kyrkan talar om identitet och pluralism och försöker komma till rätta med att man har olika tankefigurer för hur en församlingsgemenskap skall kunna innefatta mångfald. Församlingarnas svårigheter pekar mot ett allmänkyrkligt dilemma, kanske allmänmänskligt: Hur förena gemenskap och mångfald? Dietrich Bonhoeffer är en teolog som i sina skrifter diskuterade just denna problematik, först som ung i avhandlingen Sanctorum Communio, senare som ledare för prästseminariet i Finkenwalde i boken Life Together och slutligen som motståndsman under krigsåren i det som var avsett att bli hans magnum opus, Ethics. Utifrån Bonhoeffers teologiska diskussion blir det viktigt att möta församlingarnas praktiska dilemma genom ansvarigt handlande i den konkreta situationen, att försöka gestalta en församlingsgemenskap som bejakar olikhet, medveten om mångfalden och om att varje handling hotar att utestänga några.
|
|
| 2. |
- Mogård, Anders, 1966-
(författare)
-
Förtröstans hermeneutik : Nathan Söderbloms lutheranvändning och traditionsbearbetningens problematik
- 2012
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sayings about Christian tradition and its connection to the surrounding community and culture are in a higher degree made invisible in Swedish society today. This is due to a continuing move of secularization but also to the development of other understandings of tradition within a pluralistic society. This change raises questions whether it is possible to reconstruct an area for Christian tradition so that Christian faith is considered relevant and adequate within the public sphere. What resources for this are there within Lutheran tradition? Nathan Söderblom (1866-1931) a Swedish theologian and archbishop is facing a time with similar challenges, such as ideology of anti-religious materialism and dogmatic readings of Christian tradition. While studying amongst others Friedrich Schleiemacher, Söderblom identifies another understanding of religion. That is religion grounded in experience of faith instead of dogmatic reading of scripture. Söderblom pays a lot of attention to the reformer Martin Luther and refer to Luther in diverse issues of his time. To Söderblom it becomes clear that the center of the Reformation is the person and religion of Luther. And religion for Luther was trust in Jesus Christ. Söderblom studies Luther from a psychological perspective and this together with his studies in comparative religion convinces him further that trust is the core of Lutheran tradition. Trust becomes of fundamental importance when Söderblom is addressing the issues of his time, and as such transforming the tradition.Here the hermeneutical and correlation- theological work of David Tracy and other theologian´s in the same tradition are used to make the understanding of Söderblom´s transformation of tradition deeper. In turn Söderblom´s work contributes to the ongoing discussion within the theoretical field of correlation. This theoretical discussion sheds light on conditions for a transformation of tradition of today.
|
|
| 3. |
- Osbeck, Christina, 1969-
(författare)
-
Kränkningens livsförståelse : En religionsdidaktisk studie av livsförståelselärande i skolan
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational PerspectiveThe overriding aim of this dissertation is to examine the understanding of life that young people /re/construct, and in this sense learn, in the discursive practices of school, and to describe how such a /re/construction takes place.The theoretical frame of the study is a critical theory perspective. Potentially problematic aspects and findings are therefore given priority over good examples. The three main concepts used were generated through the interaction of theory and empirical material. These conceptual tools are: ‘understanding of life’, ‘discursive practice’, and ‘language’. The first concept refers to the young learners’ collectively /re/constructed perceptions of how life works and of what gives life value and meaning. Discursive practice is the concept used for the context and the way in which learning takes shape. Language is an important resource in the shaping of the collective interpretation, negotiation and /re/construction of an understanding of life.Two empirical studies are presented, a main study and a complementary one. The main study, which is regionally limited, is a group interview with 51 youths from five schools divided into ten groups. The second is a study of the most frequently used high school Religion textbook, Religion and Life, and the analysis draws on the results from the group interview study.The institutional frames, the large-sized schools, and the tasks of school to educate pupils and to differentiate between them, are risk factors that may lead to stereotypical, instrumental, and competitive relationships in education. The group interview study indicates that there are grounds for concern since it shows that victimization works as a teaching tool in the /re/construction of a hegemonic discourse of understanding life. The empirically identified hegemonic discourse of understanding life is termed “Life as adjustment for the benefit of individual competition”. Victimization is shown to be both the cause and effect of this discourse. The hegemonic life discourse also lends contextual legitimacy to victimization. The study of the school textbook suggests that the subject Religion may reinforce such a hegemonic understanding of life if it fails to balance the book’s objective and descriptive accounts of abuse of power.
|
|
