This essay contains a discussion of my influences for making the choreographic work The Horrors of:, which was the practical part of an examination for the degree work of the bachelor’s Programme in Dance Performance at Stockholms Konstnärliga Högskola in the fall of 2022. The horrors of: is an exploration of women in horror and the potentiality of the monstrous feminine. Inspired by Julia Kristeva’s concept of abjection, Barbara Creed’s concept of the monstrous-feminine as well as films in the body horror genre, a search to represent the subjectivity of the women depicted in horror through dance emerged. In the body horror genre, the female characters are neither villains nor heroes, but complex characters who possess the capacity to both do good and destroy.    The text is divided in two parts: The first part dissects how the process was generated from researching the topics of femininity and abjection into a staged choreographic work and the second part contains a collage of poems along with other material collected from the artistic research process.

This study aims to examine the historical accuracy and historical usage in Ubisofts video-game Assassin’s Creed Odyssey. The study also examines the game’s potential to be used in teaching history in the upper secondary schools. The tools of the analysis are based on four different categorization models to analyze historical games and their didactic abilities. I have made some modifications to the different models, mainly because of the time-limit of this study. Furthermore, I have presented a crucial and relevant selection of previous research in the field of historical computer games, along with a summarizing description of the game-series Assassin’s Creed. The results from this study shows that the game is heavily influenced by history, and the historical accuracy can be noticed throughout the game. However, the game mixes the historical accuracy with fictional and fantastic elements in order to make the story and narrative of the game more intriguing and playable. The potential of the game in the upper secondary school is found to be problematic, mainly because of the time-limit and economical aspects. Nevertheless, the historical content of the game can easily be connected to the national curriculum, which means that the potential of making use of the game in the classroom should not be entirely dismissed.

<p>The aim of this study is to construct as philosophical conceptualization of pedagogical attitude. Founded on Martin Buber’s philosophy of dialogue, the construction suggested in the study takes on a normative character, thus understanding pedagogical attitude as a matter of pedagogical creed. The author proposes a construction where existence is understood as a matter of Calling and Respons(e)ibility. Pedagogical attitude is thus understood in accordance with the notion of paying heed, responsibly responding and calling. As a consequence this conceptualization calls on the teacher to speak authentically, serve, embrace a loving leadership, provoke and dare to take risks.</p><p>Within the concept of Calling and Respons(e)ibility, “calling” means addressing a particular other, whilst respons(e)ibility is a term chosen to make the concept connote to the response as well as the responsibility taken in relation to a particular calling. The concept of Calling and Respons(e)ibility is understood as closely connected to the religious concept of vocation, although recycled in a secularized meaning, thereby put forth as a matter of realizing the fate of the teacher, the student as well as the field/subject. The concept of Calling and Respons(e)ibility is in the study connected to the notions of “mothering”, obedience and adjustment as well as to the notions of responsibility, fidelity and being enterprising.</p><p>Using a methodological approach of philosophical conceptualization suggested by Gilles Deleuze and Félix Guattari, the study sets out to reuse such old theological concepts as vocation, calling, paying heed and responding responsibly in new forms in a pedagogical context, thereby intending to discover, articulate and discern new aspects of that context. </p><p>By conceptualizing pedagogical attitude on the basis of an existential, normative and relational perspective, using the notion of calling and respons(e)ability, the study aspires to contribute to the ongoing conversation concerning teacher-student-relationship. </p>

The aim of this study is to construct as philosophical conceptualization of pedagogical attitude. Founded on Martin Buber’s philosophy of dialogue, the construction suggested in the study takes on a normative character, thus understanding pedagogical attitude as a matter of pedagogical creed. The author proposes a construction where existence is understood as a matter of Calling and Respons(e)ibility. Pedagogical attitude is thus understood in accordance with the notion of paying heed, responsibly responding and calling. As a consequence this conceptualization calls on the teacher to speak authentically, serve, embrace a loving leadership, provoke and dare to take risks. Within the concept of Calling and Respons(e)ibility, “calling” means addressing a particular other, whilst respons(e)ibility is a term chosen to make the concept connote to the response as well as the responsibility taken in relation to a particular calling. The concept of Calling and Respons(e)ibility is understood as closely connected to the religious concept of vocation, although recycled in a secularized meaning, thereby put forth as a matter of realizing the fate of the teacher, the student as well as the field/subject. The concept of Calling and Respons(e)ibility is in the study connected to the notions of “mothering”, obedience and adjustment as well as to the notions of responsibility, fidelity and being enterprising. Using a methodological approach of philosophical conceptualization suggested by Gilles Deleuze and Félix Guattari, the study sets out to reuse such old theological concepts as vocation, calling, paying heed and responding responsibly in new forms in a pedagogical context, thereby intending to discover, articulate and discern new aspects of that context. By conceptualizing pedagogical attitude on the basis of an existential, normative and relational perspective, using the notion of calling and respons(e)ability, the study aspires to contribute to the ongoing conversation concerning teacher-student-relationship.

Nearly 300 years before the rise of a ‘Christianized,’ Eastern Roman Empire, generations of inhabitants in the Eastern Mediterranean and Near East had witnessed a considerable variety and evolution of religious thought. As a result of the expansion of Christian sects throughout the Near East and Mediterranean, in 325 CE, Emperor Constantine I convened a theological council to unite his vast kingdom in the East under a single religious creed. While revisions to the text of the first ‘Nicene Creed’ and subsequent councils would be organized, many dissenting factions refused to relinquish their long-held beliefs and traditions. Some of these ‘heterodox’ sects resisted the religious arm of the Empire and concealed their practices while continuing to worship in secrecy. Clues to the subversion of ‘orthodox’ ecclesiastical mandate may still persist in the mosaic programs of extant churches in the Mediterranean and Transjordan. In particular, the general design of mosaics in the Transjordan (e.g., the Petra Church, Petra; the Church of SS. Lot and Procopius, Khirbet al-Mukhayyat; and the Church of SS. Cosmas and Damian, Jerash) are somewhat similar, yet divergent from designs found within churches from the Italian Peninsula (e.g., the Theodorean Basilical Complex, Aquileia; the Church of San Vitale, Ravenna; and the Church of Sant’Apollinare in Classe, Classe). The purpose of this thesis is to use the principles of semiotic theory to re-evaluate the use of symbols and icons within sacred mosaic programs, juxtaposed against the historical and ecclesiastical context surrounding their creation.

Nearly 300 years before the rise of a 'Christianized,' Eastern Roman Empire, generations of inhabitants in the Eastern Mediterranean and Near East had witnessed a considerable variety and evolution of religious thought. As a result of the expansion of Christian sects throughout the Near East and Mediterranean, in 325 CE, Emperor Constantine I convened a theological council to unite his vast kingdom in the East under a single religious creed. While revisions to the text of the first 'Nicene Creed' and subsequent councils would be organized, many dissenting factions refused to relinquish their long-held beliefs and traditions. Some of these 'heterodox' sects resisted the religious arm of the Empire and concealed their practices while continuing to worship in secrecy. Clues to the subversion of 'orthodox' ecclesiastical mandate may still persist in the mosaic programs of extant churches in the Mediterranean and Transjordan. In particular, the general design of mosaics in the Transjordan (e.g., the Petra Church, Petra; the Church of SS. Lot and Procopius, Khirbet al-Mukhayyat; and the Church of SS. Cosmas and Damian, Jerash) are somewhat similar, yet divergent from designs found within churches from the Italian Peninsula (e.g., the Theodorean Basilical Complex, Aquileia; the Church of San Vitale, Ravenna; and the Church of Sant'Apollinare in Classe, Classe). The purpose of this thesis is to use the principles of semiotic theory to re-evaluate the use of symbols and icons within sacred mosaic programs, juxtaposed against the historical and ecclesiastical context surrounding their creation.

The traditional history educational methods mainly consists of and are focused on memory, reading, repetition and writing skills, however this paper aims to give an overview of research regarding “Game-based learning”, it’s uses in education of history, and if it can be used as a way to complement the traditional education and give history teachers the tools to make their teaching more diverse. Useful materials were found in the databases: EBSCO, IEEE Xplore och Science Direct. Each of the 3 practical and 3 informational studies has been carefully selected by their subject relevance and the quality of the study’s gathering, use and compilation of data. The results in this overview are both positive and negative. The studies found on the subject show that the students not only learn historical facts when using game-based learning but also become very engaged in the lesson and achieve a deeper historical perspective where they can understand the historical events in the historical context and relate to people of that point in time. However, the drawbacks are that some students have been reported to have missed some facts altogether, and that would have been avoided in traditional education (Erhel &amp; Jamet, 2013). Another drawback that has been noted is that Game Based learning is incredibly time consuming and if it is not used correctly it risks creating a dilemma for the history teacher where the teacher has to choose Game-based learning or traditional education of history (Watson &amp; Mong &amp; Harris, 2010). But if it is used correctly, studies have also shown that they can be combined (Erhel &amp; Jamet, 2013; Kuran &amp; Tozoglu &amp; Tavernari, 2018).

Michael Servetus (1508 - 1553) and Emanuel Swedenborg (1688 - 1772) are both considered heretics. They share many concepts about the nature of God, especially their rejection of orthodox Nicene and Chalcedonian theology. This thesis explores their respective theologies relating to the Trinity and Christology, with speculation of what sources they may have had in common. While attention is paid to Ignatius, Irenaeus and Tertullian, particular attention is paid to Tertullian, whose work Adversus Praxean lays the foundation of Servetus' ideas and has much in common with Swedenborg's theology. In light of their similarity to Tertullian, the question is asked if Servetus and Swedenborg would have been called heretics prior to Nicaea. / Christian Spirituality, Church History and Missiology / D.Th. (Church History)

Ce mémoire de maîtrise a comme sujet la constitution du credo présent en 1 Corinthiens 15:1-11, son origine, son contexte littéraire et historique en 1 Corinthiens, ainsi que la théologie et l’historicité des éléments le constituant. Il se penche premièrement sur la question de la délimitation du credo présent dans cette péricope. Suite à une analyse basée sur la critique des formes, une version longue du credo incluant les v. 3b-7 (excepté le v. 6b) est défendue. Deuxièmement, la question de la réception de la tradition par Paul est abordée ainsi que son utilisation contextuelle en 1 Co 15. D’un côté, il est soutenu que Paul a probablement reçu le credo de l’apôtre Pierre et Jacques, le frère de Jésus, à Jérusalem vers l’an 36 et que la formation du credo est antérieure à cela. De l’autre côté, Paul s’en sert en 1 Co 15 pour contrer une perspective grecque de la vie après la mort qui considérait la résurrection corporelle comme absurde puisque cette notion était perçue comme un retour dans des corps identiques aux corps présents, c’est-à-dire mortel (corruptible) et caractérisé par le vice (péché). Troisièmement, le credo est systématiquement analysé sur le plan théologique et historique. Sur le plan théologique, il est démontré que l’union mystique des chrétiens avec le Christ est présupposée et que cette idée remonte probablement à la tradition présente en 1 Co 11:23-25. De plus, És 53, Os 6:2 et Gn 22:4 sont présentés comme les principaux textes ayant servi à l’élaboration de cette tradition ancienne. Enfin, il est argumenté que les trois événements fondateurs, à savoir la mort, l’ensevelissement et les apparitions du Christ, sont d’ordre historique. L’auteur ne se prononce pas sur l’historicité de la résurrection, considérant qu’il s’agit d’un « fait-explication » ce qui diffère d’un « fait- observation » ce qui nécessiterait une autre méthodologie qui dépasse le cadre de ce mémoire. / This Master’s thesis deals with the creed found in 1 Corinthians 15:1-11: its origin, literary and historical contexts in I Corinthians as well as the theology and historical significance of its parts. It is focused primarily on identifying the boundaries of the creed in the pericope. A form criticism analysis leads to an argument for a long version of the creed which includes verses 3b-7 (but excluding v. 6b). Secondly, the question of Paul’s use of tradition is addressed as well as its contextualization in I Corinthians 15. On the one hand, it is argued that Paul received the creed from the Apostle Peter and James, the brother of Jesus, in Jerusalem around the year AD 36, and that the creed had been formed before that time. On the other hand, Paul uses it in 1 Corinthians 15 to oppose a Greek perspective on life after death, which viewed physical resurrection as absurd. In this perspective, resurrection meant a return to a body identical to the present body, which is mortal/corruptible and characterized by vice/sin. Thirdly, the creed is systematically analyzed on both the theological and historical levels. On the theological level, it will be demonstrated that the mystical union of Christians with Christ is presupposed and that the notion probably goes back to the tradition present in 1 Corinthians 11:23-25. Furthermore, Isaiah 53, Hosea 6:2 and Genesis 22:4 are presented as the primary texts used to develop this ancient tradition. Finally, it is argued that three founding events, namely, the death, the burial and the appearances of Christ, are to be considered historical. The author does not take a position on the historicity of the resurrection, considering that it is an explanatory fact and not an observed fact. This question would require another methodology which goes beyond the scope of this thesis.

For many Christians the names ‘Constantine’ and Nicaea are not a familiar idea. In instances where they do recognize these names, they tend to be prejudiced towards the ‘pagan emperor’ and the ‘venerated council’ (Olson 1999:160). The importance of the First Nicene Council and the emperor’s role in the council may be seen as historical only. However, the events related to the development of the Nicene orthodoxy and the role the emperor played in the development of the relations between politics and religion are still influencing the lives of Christians today and therefore, these important events are in need of a review, this time from an African perspective. A probe into the imperial religious-political play may hold many significant answers in relation to contextualization, enculturation, dogmatic teaching, and the relationship between the church and state, amongst other things. In this dissertation document analysis is used in literature study to establish the significance of one of the interactive factors in the period leading to the first ecumenical council. Using a tri-categorical classification of the era, this study reviews the Jewish-Christian schism, Hellenism, and ultimately the role of imperial politics in the development of Christianity. The Jewish-Christian schism refers to the separation between Judaism and Christianity as the conceptive stage of the dynamics through which ecumenical orthodoxy was formed. Hellenism broadly refers to the integration of philosophy with Christianity. Finally, imperial politics was the political dynamic that contributed to the formation of ecumenical orthodoxy. This facilitated an investigation of the era between AD 70 and 325, enhancing a revisionist approach to Constantine, the Nicene Council and the orthodoxy that emerged post AD 325 – with an implied deduction of ecclesiastical polities which became an unconventional phenomenon. The study, engaging with primary sources and specialist scholarship on the era, derived and developed a revisionist approach on Constantinian influence upon Christianity. In the findings the ecclesiastical polity appeared as the significant influence in the shaping of ecumenical orthodoxy. The ecclesiastical polity itself being a factor of the very process of self-definition and contextualization. The significance of enculturation as established in the research implied cultural diversity as a major factor in the formation of religious orthodoxy, xix hence this implied the Jewish Christian schism as the departure point of enquiry. The research implied the development of social models as an interpretation and analysis of the hypothesis. The aforementioned social models had implications for Christian/religious eras even post the one at study. Therefore, making the hypothesis a tool of measuring the interaction of politics, socio-ethnic dynamics and religion in different eras. In principle the study enables a review of history as a factor of these three elements culture, religious syncretism and politics. / Christian Spirituality, Church History and Missiology / M. Th. (Church History)