Global ETD Search

61	Lebendiger Begriff - begriffenes Leben : zur Grundlegung der Philosophie des Organischen bei G. W. F. Hegel / Spahn, Christian. January 2007 (has links) Univ., Diss.--Aachen, 2006.
62	Mot simulakrats värld : Representationskritik i Deleuzes tidsliga och ideala synteser Esbjörnsson Borgström, Ola January 2017 (has links) This paper examines how Gilles Deleuze critically transforms the theory of thought from representation to production, by way of finding thought’s genetic conditions, in his synthesis of time and ideal synthesis in Différence et répétition. I focus on Deleuze’s critique of subject, time, and identity, and on how he tries to establish a purely positive synthesis capable of producing the absolutely new. Lastly, I discuss Deleuze’s own image of thought that rises from his critique, as simulacrum. Gilles Deleuze Difference and repetition transcendental critique representation Kant Nietzsche the eternal return simulacra Deleuze Différence et répétition representationskritik tidslig syntes ideal syntes positiv dialektik den eviga återkomsten simulakra Philosophy Filosofi
63	Till bilden av Benjamin : Den dialektiska bilden som historiematerialistisk begrepp Kempe, Hannes January 2020 (has links) This paper is an attempt to construct the conceptual context of one of Walter Benjamin’s central notions - the ”dialectical image”. Its aim is to actualize it for a philosophy dedicated to a concept of knowledge that corresponds and gives justice to the concrete and unique in experience (Erfahrung). Having as a point of departure Benjamin’s reading of Surrealism, mainly Louis Aragon and André Breton, this paper argues that Benjamin’s definition of the surrealist ”image” is to be conceived as a reference for his own concept of the dialectical image. In order to explicate this concept one has to conceive of what Benjamin finds as a direction in the surrealists’ image towards the sphere of praxis. Reading Benjamin’s sublation (Aufhebung) of the surrealist experience, praxis becomes a crucial methodological notion through which the question of the material and technological conditions of man correspond directly to the time-space complex of the knowledge of contemporary (synchronistisch) now-time (Jetztzeit) as actuality. Praxis is for Benjamin the true object of experience but also its just method in terms of construction. The ”construction” as a dialectical sublation of surrealist experience engenders a thematization of the historical dialectics not just in terms of then/now, but also of dream/awakening. In order to explain the philosophical significance for Benjamin of the notion of the dialectical image this paper will examine the correspondence between Benjamin and the thinking of early Marx. In this correspondence the construction of praxis becomes crucial in establishing the transcendental relation between man and his true property as a unique but universal being. The marxian term of appropriation (aneignen) becomes the very praxis in which man finds himself in an image-space (Bildraum), a space which, according to Benjamin, the Surrealists were the first to illuminate (erleuchten). For Benjamin this image-space is a space in time conceived both as a collective body and as a unique being that through and by revolutionary actions can be entered and inhabited and whose form is inseparable from its content. Their convergence is crucial for the definition of Benjamin’s ”image”. In that sense the notion of uniqueness becomes the criterion for how a proper historical articulation is to be understood, that is not as a realization of how the past really was, but as an appropriation in remembrance (mémoire involontaire) of a forgotten image, hidden in the world of things (Dingwelt). The dialectical image then becomes a question of historical reading, not of the past, but of the now in and of the past. image surrealism dialectics Walter Benjamin Marx history praxis bild surrealism dialektik Walter Benjamin Marx historia praxis Philosophy, Ethics and Religion Filosofi, etik och religion
64	Mot det rena ljudets filosofi : En studie om musikens språklikhet / Towards the Philosophy of Pure Sound : A Study on Music's Resemblance to language Frieberg, Max January 2021 (has links) This essay seeks to expand an understanding of the connection between the young Walter Benjamin’s essay “On Language as Such and on the Language of Man” and Theodor Adornos philosophy of music and philosophy as such. The essay attempts to trace how Adorno transforms Benjamin’s theory of the Divine Name into his musical theory of music as pure sound by demonstrating that the connections are visible throughout his major philosophical works as Negative Dialectics and Aesthetic Theory. The main question then becomes how he puts this into action into his philosophy of music by arguing that his book on Gustav Mahler is the main key for understanding the source of pure sound. resemblance to language divine name music language sprachähnlich Sprachcharakter Adorno Benjamin Mahler musik språk namn estetisk teori negativ dialektik språklikhet Humanities and the Arts Humaniora och konst
65	Teknikens dialektik : Ambivalenser och brott i Herbert Marcues teknikfilosofi / The Dialectics of Technology : Ambivalences and Ruptures in Herbert Marcuses' Philosophy of Technology Hall, Mikael January 2022 (has links) In this thesis ”The Dialectics of Technology: Ambivalences and Ruptures in Herbert Marcuses’ Philosophy of Technology” I present a thorough analysis of Herbert Marcuses’philosophy of technology as it developed from the late 1940s until his death in 1979. Whereas, previous studies have tried to reduce his philosophy of technology to one coherent project, I argue that his philosophy of technology is characterised by ambivalences and ruptures and therefore cannot be reduced to such a coherent totality. Marcuses’ philosophy of technology vacillates between what I, with Andrew Feenbergs’ concepts, callan instrumentalist and substantialist notion of technology. An instrumentalist notion is one where technology is understood merely as a tool to be wielded by external actors, in Marcuses’ case that of the capitalist class and the state. In contrast to this, Marcuse also precents a substantialist philosophy of technology, where it is imbued with its own agency and direction.The previous scholarship has largely reduced Marcuses’ philosophy to one of these positions, rather than emphasising how both of them are present through out the text. Furthermore, I argue that his substantialist understanding of technology itself is characterised by ruptures and ambivalences, where technology is viewed both as inherently emancipatory and as inherently subjugating. It is in regard to this duality I argue that his philosophy of technology should be understood as dialectical, in the sense that technology at the same time can be a central part of human subjection and one of the most important vehicles for emancipation. In relation to this, I agree with Samir Gandesha that one of the most fruitful directions Marcuses’ philosophy opens is an understanding of technology as bearer of a historical substance, that is to say that technology is imbued with certain goals, desires and world-views beyond those of the wielder, while at the same time understanding that this substance can be changed through historical processes. Beyond the more exegetic presentation of Marcuses’ philosophy and the critique against the previous scholarship, I argue for critical theory, and especially Marcuses’, relevance for current debates around technology and automation. In the current debates between left wing accelerationist cheerleaders of technology and those radicals more sceptical of technologies emancipatory potential, an investigation into the nature of technology itself is severely lacking. While, the former uncritically embraces the technology arisen in capitalist society and views it as a direct path towards a utopian post-scarcity communism,the latter solely focuses on technology as a tool of capitalist class power. In relation to this, I argue that the historical and dialectical understanding of technology that can be salvaged from Marcuses oeuvre would be a welcome and useful addition to the debate. Dialektik Marcuse Teknik Herbert Marcuse teknikfilosofi Marxism Hegel Frankfurt Skolan Institutet för Socialforskning Eros och Civilisationen endimensionella människan History of Ideas Idé- och lärdomshistoria
66	Salt och Peppar : En läsning av Toni Morrisons novell Recitatif utifrån det teoretiska perspektivet dekonstruktion / Salt and Pepper : A reading of Toni Morrison’s short story Recitatif through the theoretical perspective of deconstruction Benczy, Sofia January 2024 (has links) In this paper I’m studying Toni Morrison’s short story Recitatif (2022) through the perspective of deconstruction. I theorise about conceptual meanings and differences that occur and can be found in structures. With deconstruction I can observe where in the text traces of metaphysics lay and what impact they have on the characters that live within the story. The study examines binary oppositions such as white and black; male and female; being rich and being poor; being somebody and being nobody. Questions are raised about found meaning in these categories, what they entail and say about perception of reality, and how all of these categories fit into one much bigger classification: the human. This study follows the text closely, exploring the story in chronological order and focuses on the two main characters, Twyla and Roberta, who symbolise two different ends of the binary opposition white and black skinned. Twyla and Roberta come to define themselves by their contrasts and that is also where deconstruction flows and exists. In the end, it’s the character Maggie – first seen as ”unimportant” – that comes to play a crucial part in the shaping of the story and Twyla and Roberta’s lives. Therefore, through deconstruction and its terms and notions, I further investigate Maggie’s character and her meaning and place in Recitatif. This study concludes with that while binary oppositions – and the perceptions they comprise – are firmly established around the characters and the world so are they not fully bound by them. / I den här uppsatsen genomför jag en läsning av Toni Morrisons novell Recitatif (2022) utifrån det teoretiska perspektivet dekonstruktion. Genom dekonstruktion synliggör, analyserar och problematiserar jag konceptuella världsuppfattningar och strukturer. Jag observerar var i texten metafysik finns och vilken påverkan det har på karaktärerna i berättelsen. I uppsatsen undersöks dikotomier och binära motsättningar såsom vit och svart; man och kvinna; rik och fattig; att vara betydelsefull och att vara oväsentlig. Till följd av dessa strukturella indelningar och inramningar väcks frågor om verklighetsuppfattning och mening samt att de därutöver ingår i en gemensam kategori: människan. Denna uppsats gör en textnära läsning och följer berättelsen i kronologisk ordning med fokus på de två huvudkaraktärerna, Twyla och Roberta, som symboliserar två olika sidor i den binära motsättningar vit och svart hudfärg. Twyla och Robertas mening och föreställning om omvälden samt identitet uppstår genom att deras likheter och olikheter ställs i kontrast mot varandra vilken dekonstruktion blottlägger. Till slut visar det sig dock att karaktären Maggie – som man först inte tror spelar en stor roll i novellen – har en betydande inverkan på berättelsen och hon kommer att omdefiniera både Tywlas och Robertas verklighetsuppfattning. Därför, genom dekonstruktionsperspektivet, undersöker jag Maggies karaktär och vilken funktion den fyller i Recitatif. Uppsatsen avslutas med slutsatsen att medan binära motsättningar – och de konceptuella världsuppfattningar som uppstår till följd av dem – starkt påverkar karaktärerna och världen är de dock inte helt och hållet bundna att förhålla sig efter dem. Toni Morrison Recitatif Derrida Deconstruction Metaphysics Binary opposition Non-contradiction Dialectical differences Overturning Displacement Toni Morrison Recitatif Derrida Dekonstruktion Metafysik Binära motsättningar Motsägelselagen Dialektik Omvälvning Förflyttning General Literature Studies Litteraturvetenskap
67	Zeit-Kritik als Form der Templation durch Medien des 21. Jahrhunderts Lorenz, Hans Christopher 05 March 2015 (has links) Wie können Theodor W. Adornos medienkritische Thesen – als wohl prominentester Beitrag gilt das in Zusammenarbeit mit Max Horkheimer entstandene Kapitel „Kulturindustrie. Aufklärung als Massenbetrug (1944)“ – in ihrer Gesamtheit mit heute auf Basis algorithmischer Transformationen prozessierenden zeitkritischen Medien in Bezug gesetzt werden? Wo lässt sich der Begriff der „Manipulation“ erweitern, oder neu verorten, wenn Mediensysteme als „nicht-menschliche Akteure“ (Bruno Latour) im mikrotemporalen Bereich prozessieren, entscheiden und im technikepistemologisch orientierten medienwissenschaftlichen Diskurs eine Akzentverschiebung und gar Aktualisierung des Begriffs „Medien-Kritik“ beziehungsweise „Zeit-Kritik“ anregen? Und mit welchen Abhandlungen hat womöglich Adorno selbst bereits ein Denken eröffnet hinzu der Erörterung von Funktions- und Zeitwe(i)sen von Medien als Basis von Manipulation menschlicher Wahrnehmung auf subliminaler Ebene? / How can the aggregate of Theodor W. Adornos media-critical hypotheses be relativised to todays time-critical media which effect processes on the basis of algorithmic transformations – the most prominent contribution arguably being constituted by the chapter “The Culture Industry. Enlightenment as Mass Deception” (1944), formulated in collaboration with Max Horkheimer? Within which sphere can the concept of “manipulation” be expanded, or re-contextualised, if media systems – essentially “non-human actors” (Bruno Latour) – effect processes and decisions in the micro-temporal sphere and, thus, trigger a shift in emphasis and a re-definition of the concept of “critique of media” or “critique of time” even within technologically and epistemologically orientated scholarly media discourse? And which are the treatises by means of which Adorno may have himself already opened up a school of thought, supplementing the debate on the methods (and systems) of media functioning and media-specific temporal considerations as the basis for the manipulation of human perception at a subliminal level? Ideologie Manipulation Computer Psychologie Musik Macht Wahrnehmung Zeit Musikwissenschaft Medienwissenschaft Sprache Film Atomistisches vs. strukturelles Hören Grammophon Schallplatte extensiver vs. intensiver Typus Medien-Kritik Zeit-Kritik technische Struktur Algorithmen Online-Targeting-Mechanismen Empfehlungs-Systeme Medium als Botschaft Massenmedien Kulturindustrie Priming-Effekt Zahl One-to-One-Kommunikation Reklame Personalisierung technikepistemologisch vs. inhaltistisch Radio Fernsehen Dialektik das Unbewusste Zielgruppen Ähnlichkeiten Photographie Phonograph Wahrscheinlichkeitsrechnung entscheiden und konstruieren Mathematik. Computer Atomistisches vs. strukturelles Hören Grammophon Schallplatte Manipulation extensiver vs. intensiver Typus Medien-Kritik Zeit-Kritik technische Struktur Algorithmen Online-Targeting-Mechanismen Empfehlungs-Systeme Medium als Botschaft Medienwissenschaft Musikwissenschaft Psychologie Film Massenmedien Kulturindustrie Wahrnehmung Priming-Effekt Zahl One-to-One-Kommunikation Reklame Personalisierung Ideologie technikepistemologisch vs. inhaltistisch Radio Fernsehen Dialektik das Unbewusste Macht Zielgruppen Ähnlichkeiten Photographie Phonograph Zeit Musik Sprache Wahrscheinlichkeitsrechnung entscheiden und konstruieren Mathematik. 780 Musik 48 Musik MR 7100 AP 12300 AP 16800 AP 45100 ddc:780
68	Lärarens dubbla uppdrag inom Ekonomiprogrammet / The teacher's dual mission in upper secondary school alignment economy Antonsson, Anna January 2015 (has links) Denna studie handlar om lärarens dubbla uppdrag inom gymnasieskolans ekonomiprogram och är ännu en studie som visar på att uppgiftsorienterat/elevaktivt förhållningssätt ger läraren förutsättning att uppfylla Skollagens båda uppdrag, att ge eleverna kunskaper och demokratiska värden, samt känna lust i lärandet samtidigt. Utgångspunkt är Skollagen och Skolverkets texter. Skollagen initierar att eleverna genom sin utbildning skall erhålla kunskaper och demokratiska värden. Det är detta som är studiens definition av det dubbla uppdraget. Tanken bakom studien är; Skollagen initierar det dubbla uppdraget, detta realiseras via uppgiftsorienterat/ elevaktivt förhållningssätt vilket ger eleven en dialektisk utveckling. Syftet i studien är att undersöka om eleverna genom arbetssätten uppgiftsorienterat/elevaktivt förhållningssätt utvecklar de medierande metoderna ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal.” Om detta skulle visa sig stämma skulle detta vara en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt. Studiens frågeställningar: Utvecklar eleverna bättre översikt eller arbetsplanering av kursen? Upplever eleverna lust i lärandet? Påverkar metoden elevernas kunskapsresultat? Begrepp som är väsentliga för studien är; beslutsprocesser, det deliberativa samtalet, dialektik, elevaktivitet, grundprincipen offentlighet i det deliberativa samtalet, lärarens dubbla uppdrag, medierande metoder, påverka utbildningen till form och innehåll, uppgiftsorienterad pedagogik. Varför det är väsentligt att arbeta med de demokratiska värdena samt ge eleverna arbetssätt för att snabbt ta in information just inom Ekonomiprogrammet? Eleverna inom detta program kommer i sina framtida yrkesroller att delta i beslutsfattande i miljöer som inte präglas av demokratiska värden. Det är därför viktigt att de lär sig demokratiska arbetssätt som det deliberativa samtalet inför sitt yrkesliv. Det handlar om vilka ledare vi skapar inför framtiden. Eleverna måste även kunna arbeta självständigt med informationssökning i sina yrkesroller. Studien är utformad som en enkätstudie där två klasser, EK13 & EK14, som läser marknadsföring parallellt, ombeds utvärdera ett kursmoment (kurs1) som genomförs med ordinarie lärares ”vanliga” arbetssätt. Därefter genomförs ett kursmoment (kurs2) som är utformat i enlighet med uppgiftsorienterat/elaktivt förhållningssätt. Eleverna ombeds utvärdera även denna kurs med samma enkätformulär som för kurs1. Teoretisk referensram för utformning av studien är Egidius, Hansén, Nihlfors, Selberg, Vygotskij med fokus på elevinflytande och hur det kan påverka utveckling av kompetenser i form av kunskaper och demokratiska värden. Undersökningen visar att arbetssätten ger eleverna möjlighet att utveckla medierande metoder för ”förberedelser med informationsintag inför deliberativa samtal” och ”förmåga att delta i deliberativa samtal”. Det finns indikationer på att eleverna utvecklar en bättre arbetsplanering och översikt över kursen. Det finns starka indikationer på att eleverna upplever större lust i lärandet. Resultaten visar även att arbetssätten är effektiva med avseende på elevernas kunskapsutveckling. Därmed konstateras att uppgiftsorienterat/elevaktivt förhållningssätt är en användbar modell för att genomföra lärarens dubbla uppdrag samtidigt inom ekonomiprogrammet. / This study is about the teacher's dual mission in upper secondary school alignment economy and is yet another study showing that the approach joint influence in learning, gives teachers prerequisite to meet the two missions stated in the Education Act, to give students both skills and democratic values, and feel the desire of learning at the same time. Starting point of the study is the texts of the Education Act and the National Agency for Education. The Education Act initiates that the students through their training shall receive skills and democratic values. It is this which is the study's definition of the dual task. The idea behind the study is; The Education Act initiates the dual task, this is then realized through joint influence in learning, giving pupils a dialectical development. The purpose of the study is to investigate whether the students through joint influence in learning, develops the mediating methods "preparation of information intake before the deliberative dialogue 'and' ability to participate in deliberative dialogue." If this proved correct, this would be a useful model for implement teacher's dual mission simultaneously. The study's questions: Does students develop better overview or work planning of the course? Does the students experience desire for learning? Does the method affect the students' academic achievement? Concepts that are essential for the study; decision-making, the deliberative dialogue, dialectic, joint influence in learning, the principle of openness in the deliberative dialogue, the teacher's dual role, mediating practices, influencing the education in form and content, Achievement goal theory. Theoretical framework for the design of the study is Egidius, Hansen, Nihlfors, Selberg, Vygotsky, focusing on joint influence in learning and how this can affect the development of competencies in terms of knowledge and democratic values. Why is it essential to work with democratic values in alignment economy? Students of this program, will in their future professional roles, participate in decision making in environments that are not characterized by democratic values. It is therefore important that they learn democratic functioning as deliberative dialogue before his or hers professional life. It's about what kind of leaders we create for the future. The students must also be able to work independently with different kinds of information in their professional roles. The study is designed as a survey in which two classes, EK13 and EK14, which both read marketing in parallel, are asked to evaluate the course modules (course1) undertaken by the regular teachers 'usual' approach. Then a lesson is conducted (course2) which is designed in accordance with joint influence in learning. Students are asked to evaluate also this course with the same questionnaire as for course1. The survey shows that the working methods in joint influence in learning gives students the opportunity to develop mediating methods of "preparation of information intake before the deliberative dialogue' and 'ability to participate in deliberative dialogue'. There are indications that students develop a better work planning and overview of the course. There are strong indications that students experience a greater desire for learning. The results also show that working methods are efficient in terms of pupil achievement. Thus found that joint influence in learning is a useful model for implementing the teacher's dual mission simultaneously. upper secondary school alignment economy democratic values desire of learning joint influence in learning democratic values democratic democracy dialectical development dialectic mediating methods decision-making the deliberative dialogue the teacher's dual role dual mission mediating practices Achievement goal theory Beslutsprocesser deliberativa samtalet demokrati demokratisk demokratiska värden Dialektik dialog Ekonomi Ekonomiprogrammet Elevaktivitet Gut feeling Gymnasie Lärarens dubbla uppdrag Magkänsla Medierande metoder Uppgiftsorienterad pedagogik
69	Art in Action Research (AiAR) Lämmli, Dominique 09 March 2022 (has links) Zweck: In den letzten Jahrzehnten hat das Interesse an sozial engagierter Kunst, Art in Action, stetig zugenommen. Bisher fehlt allerdings eine Praktiker-Forschung (practitioner research), welche Fragen aus der Arbeitswelt in den Forschungsmittelpunkt stellt und die glokalen Gegebenheiten praxisrelevant diskutiert. Diese Studie untersucht die Grundannahmen der Kunstgeschichte, welche bisher die Einführung der Praktiker-Forschung erschweren. Die Studie kontextualisiert und diskutiert zudem die Besonderheiten der künstlerischen Forschung sowie der Praktiker-Forschung in anderen disziplinären Feldern. Daran anschliessend formuliert diese Studie die Prinzipien der Art in Action Methodik. Methodik: Diese transformative Studie arbeitet mit dem Global Studies Paradigma. Der konzeptionelle Apparat umfasst die Kaleidoskopische Dialektik, das Konzept der Glokalisierung und die Theorien der Transdisziplinarität und der Meta-Narrativen Synthese. Ergebnis: Diese Studie formuliert die Prinzipien der Art in Action Methodik (AiAR). AiAR stellt Fragen aus der Arbeitswelt in den Mittelpunkt der Forschung, berücksichtigt lokale Gegebenheiten und organisiert den Forschungsprozess in Relation zu den projektrelevanten Partikularitäten (grounded methodology). / Purpose: In the last few decades, there has been a steadily growing interest in socially engaged art, i.e., working with art in socio-cultural settings (Art in Action). What has been missing, however, are art practitioner research methodologies that place issues emerging from art practitioner work environment at centre stage. This study explores the critical assumptions of art history, which have so far hindered a practitioner-driven research approach. It contextualises and discusses the specificities of artistic research and practitioner research. On this basis, the study formulates an Art in Action research methodology. Methodology: This transformative research applies a global studies paradigm. Its conceptual apparatus includes the kaleidoscopic dialectic, the concept of glocalisation, and the theories of transdisciplinarity and meta-narrative synthesis. Result: This study formulates principles for an Art in Action research (AiAR) methodology that places the issues emerging from the art practitioners’ work environments centre stage instead of an artwork-centred approach. It postulates that AiAR works with grounded research procedures. Art in Action sozial engagierte Kunst künstlerische Forschung Kunstgeschichte Praktiker-Forschung Methodik anwendungsorientiert transformative Forschung Kaleidoskopische Dialektik glokale Kunst transdisziplinär meta-narrative Synthese Meta-Synthese Philosophy of artistic research Art in Action socially engaged art artistic research art research art history practitioner research methodology application orientation transformative research kaleidoscopic dialectic glocal art rooting transdisciplinary meta-narrative synthesis meta-synthesis MS 8000 LH 61380 LH 60200 ddc:701
70	Varan-i-världen : Varan i form och innehåll i En dramatikers dagbok / Being-in-capitalism : The commodity in content and form in Diary of a Playwright Stark Theander, Ellen January 2022 (has links) This thesis explores the commodity as a motif in the first volume of Lars Norén’s Diary of a Playwright, as well as how this motif relates to reification and alienation, and in addition is reflected in the work formally. The study is oriented both towards the text’s depiction of the commodity and its reflections on its own depiction. These descriptions are read in light of Marxist theory and through comparisons with Walter Benjamin’s Passagenwerk, where the latter work also forms a connection to Martin Heidegger and Simone Weil in their capacity of important influences for Norén. Much like in the Passagenwek, the commodity acts as a secret structure in Diary of a Playwright. It organises the text and its seemingly disparate elements on a deeper level. The study contributes to a new understanding of one the greatest Swedish writers in the 20th and 21st centuries. Although the diary has not been the subject of much research, the predominant understanding of the work is, as with Norén’s other writings, largely characterised by a psychoanalytic perspective. Lars Norén Norén En dramatikers dagbok varor varan förtingligande förfrämligande reifikation alienation marxism fenomenologi Frankfurtskolan Walter Benjamin Passagearbetet Passagenwerk Lukács Historia och klassmedvetande Karl Marx Fredric Jameson Guy Debord Simone Weil Martin Heidegger Ulf Olsson Anders Olsson Jesper Olsson Peter Henning Cecilia Sjöholm Mikael van Reis Lars Nylander Birgitta Trotzig Patrik Mehrens Yvonne Blomberg Jan Olov Ullén Göran Sommardal Jakob Staberg Björn Apelkvist Erik Beckman Susan Buck-Morss avskapelse schizofreni varans dialektik marxistisk formalism skådespelssamhället varuformen fetisch fantasmagori General Literature Studies Litteraturvetenskap Humanities and the Arts Humaniora och konst Languages and Literature Språk och litteratur

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