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- Lindh, Anders
(författare)
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"Unity pervades all activity as water every wave" : principal teachings and philosophy of Maharishi Mahesh Yogi
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The major purpose of this thesis is to investigate some essential aspects of the teachings and philosophy of Maharishi Mahesh Yogi (1917-2008) expressed during different periods of time. There is a primary focus on the teachings expressed in Maharishi’s translation and commentary on the didactic poem, Bhagavadgītā, with extensive references to Maharishi’s metaphorical language. The philosophy and teaching expressed in this text is investigated in relation to later texts. Since maybe the most significant and most propagated message of Maharishi was his peace message, its theory and practice, as well as studies published regarding the so-called Maharishi Effect, are reflected in the thesis. Maharishi’s philosophy and teachings are analysed using three categories: 1. Vision and Tradition, as Maharishi could be considered on the one hand, a custodian of the ancient Vedic tradition and is associated with the Advaita Vedānta tradition of Śaṅkara from his master. On the other hand, Maharishi could be considered an innovator of this tradition and a visionary in his interpretation of the Vedic texts in relation to modern science. 2. Consciousness and Experience are central concepts in the teachings of Maharishi Mahesh Yogi, as well as the relationship between them, which is evidenced by their use in Maharishi’s writing and lecturing. 3. Practice before Theory is a concept used because of the numerous instances in Maharishi’s philosophy and teaching indicating that he put practice before theory for spiritual development. The practice of Transcendental Meditation and the advanced TM-Sidhi programme is according to Maharishi in his vision of a better society most essential and he considered the application of a practice forgotten in many interpretations of texts like the Bhagavadgītā. The thesis thus considers Maharishi’s view on “Veda” and the “Vedic literature”, and on the Self, Ātmā, which could be considered the single most important concept in Maharishi’s world of ideas on which his entire teaching is based.
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- Lozic, Vanja
(författare)
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I historiekanons skugga : historieämne och identifikationsformering i 2000-talets mångkulturella samhälle
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sweden has on various occasions been described as a multicultural society. So-called multicultural social change has resulted in numerous implications regarding attitudes in respect of history as a subject taught at upper secondary schools. The aim of this study is to problematise the relationship between students' (ethnic) identification and their view of history as a subject. The study focuses on the affects of history teaching on the students' perception of ethnic identification. On the basis of interviews with students, teachers as well as authors of history textbooks I analyse attitudes regarding the content and aim of history as a school subject as well as student's understanding of their ethnic identification. In addition I ask what the aim of history teaching in so-called multicultural societies is, discussing what kind of historical knowledge the interviewees regard as relevant and studying processes of identification. Consequently, I attempt to show what is expected of history as a subject in order for it to be accepted as both applicable and significant within a so-called multicultural social context. Many students want to learn about the history of their parents' country of birth, regarding it as a part of their identification. According to many students, prevalent history is Eurocentric, disregarding the importance of other cultures. Despite this, the importance of transmitting knowledge about Swedish and Western European history is widely articulated. Students' views regarding the content and aim of history are affected by aspects such as, a global economy, the media's impact on their world-view, their food-habits, their common generational experiences, their plans to travel and study abroad. Moreover, students are affected by visits to and contact with their parents' country of birth, their parents' world-views, their own complex ethnic identification, their relationships with their friends as well as where they are geographically. In addition, I examine how emigration from Sweden between 1850 and 1930 and post war immigration to the country have been depicted. The latter is based on selected history and civics textbooks, all published in Sweden between 1962 and 2007. By and large, textbooks construct a ‘we group’, which is described as culturally different from the ‘them group’ (immigrants), that is to say those who are discursively constructed as a group which deviates from the cultural norms that are regarded as dominant and universal for Swedish society.
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