Literaturverz. S. 271 - 284

Thesis (doctoral)--Universität, Hannover, 2004.

Leicht veränd. Diss. Univ. Wuppertal, 2008.

Zugl.: Ljubljana, Univ., Diss., 2008 u.d.T.: Leskovec, Andrea: Interkulturelle Hermeneutik und Fremdverstehen

Zugl.: Münster (Westfalen), Univ., Diss., 2008.

Universiẗat, Diss., 2002--Dortmund.

Frankfurt (Main), Univ., Diss., 2005

The teacher Selma Lagerlöf (1858-1940) is one of Sweden's most famous and beloved writers and her books have been sold in millions worldwide. She received the Nobel Prize in Literature 1909 and was selected as the first woman in the Swedish academy five years later in 1914. She grew up on the farm Mårbacka and, after her success, could buy it back and lived there until she passed away in 1940. Among her most famous works is The Story of Gösta Berling, Herr Arne’s Hoard and Jerusalem. The latter is a novel, published in two parts in 1901 and 1902 and the narrative spans four generations in the 19th century and focuses on the family Ingmarsson and several other families from the County of Nås who, for religious reasons, emigrated to Jerusalem to join the American Colony.  To get an understanding of these emigrants, Selma Lagerlöf traveled to Jerusalem to meet and learn more about them. During the trip, Lagerlöf corresponded with her mother, Louise Lagerlöf, and it is through this correspondence that I have sought answers to the following questions: Given the premise that Selma Lagerlöf, per her own opinion, had no knowledge of emigration of religious groups; how much can we understand that she learned about this colony while traveling, based on her correspondence?  To what extent can this correspondence detect observations and teachings concerning religion, religious practice and presumptuous religious people? To the extent that religious beliefs, internships or supposed practitioners are mentioned in the correspondence; are there any appreciable differences in conceptual usage based on how she may look at the other? The hermeneutical explanation model used in this study as a theory and method has, through an analysis of the correspondence, conclude that her journey gave her great insight into the colonists, that she also learned a lot about other religions and its practitioners and that some valuational words in the letters reveal that she received a very positive image of the emigrants, but that she generally held a neutral description even of non-Christians.

Syftet med studien är att belysa musikpedagogers upplevelser av improvisation i sinundervisning, samt hur de arbetar med improvisation i pedagogiska situationer.Utgångspunkten i studien var de möjligheter som finns med improvisation som strategi förlärande och de tankar som förekommer huruvida improvisationen kräver någraförkunskaper eller ej.För att nå ämnets syfte har kvalitativa narrativa intervjuer genomförts med sexinformanter som är verksamma musikpedagoger. De utvalda pedagogerna arbetar medimprovisation främst i gymnasieskolan men även i kulturskolan. Studien riktar sig varkentill något specifikt instrument eller specifik genre. Resultatet presenteras i form av tioteman: Att erhålla frihet; Att erfara vardaglig instinkt; Att uttrycka sig idiomatiskt; Attutgå från den musikaliska verktygslådan; Att behärska musikens hantverk; Att hindras avsjälvkritik och rädsla; Att vara spontan; Att greppa improvisationens värld; Att upplevagenom lyssning; Att följa till kunskap. Dessa teman skildrar innebörder av pedagogernasupplevelser av improvisation i undervisning. Resultatet reflekteras över med hjälp avbland annat Stenströms (2009) begrepp fri/idiomatisk improvisation och hur den kankopplas till genrekännedom; Nachmanovitch (2010) spirituella syn av improvisation;Berkowitz (2014) syn av genreorienterade improvisation; samt von Wachenfeldts (2015)avpassning av den mimetiska processen.

The aim of this essay is to explore the possibilities of using science fiction short stories when discussing the morals and values prescribed by the Swedish curriculum for upper secondary level. The two main focus points are pinpointing the ways in which the four short stories depict cognitive estrangement, and examining how these elements of cognitive estrangement aid in the use of these stories in the classroom. A hermeneutic method, in which the material is analyzed and interpreted from a didactic viewpoint, is used to achieve these two goals. Through the analysis of the four short stories, values such as tolerance, responsibility, autonomy, and understanding others’ viewpoints can be found, and the illustrations are well suited for a variety of topics for discussion in a classroom scenario. These values are illustrated through the fictious environments and situations that signify the science fiction genre – the element of cognitive estrangement.