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The paper examines Philosophy with children as a pedagogical method for schools to practice. The questions I have posed are: Why philosophize with children and teenagers? How does Philosophy with children work? What, in the organized structure of the philosophical inquiry, can be emphasized as favourable for learning? How carefully is the structure of the philosophical inquiry really followed in practice? How can philosophy be applied as a pedagogical model? The theoretical framework of this inquiry consists of a discussion about a thirst for learning that exceeds the explicit and direct usability that motivates vocational training. I have used two different kinds of methods. The main method is a literary analysis of some of the literature in this field. This analysis is compared to field observations of children participating in communities of inquiry in school. The basic assumption is that practicing the ability of philosophical thinking can help children develop a more profound way of understanding who they are and how the world in which they exist works. This helps learning and therefore promotes the philosophical inquiry as pedagogical model. My conclusions are that there exists different possible ways of using philosophy in school and that the structure of the community of inquiry as in use within PwC is a useful tool to apply.

The Moon Race in Swedish Newspapers: A Newspaper Analysis of Sputnik 1 and Apollo 11. This study will investigate Sputnik 1 and Apollo 11. This will be done in the form of a newspaper analysis, and the newspapers being analyzed are Svenska Dagbladet, Expressen and Dagens Nyheter. The study will address the differences and similarities in the newspapers reporting on Sputnik 1 and Apollo 11. It will also explore how these events may have been experienced by those who read theses specific newspapers. Finally, the study will discuss how this outcome can be utilized in history education. The study uses a qualitative mothodology. The theories used are gestalt theory and philosophical geography. The study concludes that the newspapers have different overarching themes they write from, and that Sputnik 1 and Apollo 11 were likely experienced differently depending on which newspaper you read. Lastly, the study finds that the outcome can be used for educational purposes by demonstrating to students the complexity of the Cold War era.

Övergången mellan förskola och skola kan för en del barn upplevas som utmanande.Tidigare forskning har pekat på komplexiteten i barns övergångar och vikten av attgod samverkan mellan alla aktörer i barns närhet sker, för att främja deraskontinuitet. Ur detta tar föreliggande studie sitt avstamp, med syfte att bidra medkunskap om hur övergångar mellan förskola, förskoleklass och fritidshem kanpåverka barns kontinuitet, samt att visa specialpedagogens roll som förebyggandeoch främjande aktör i övergångarna. För att få ett helhetsperspektiv på vilka faktorersom påverkar barns övergångar, växer begreppet utbildningskontinuitet fram underuppsatsprocessen. I fyra olika kommuner i södra Sverige genomfördes studien somhar haft en kvalitativ forskningsdesign. Genom halvstrukturerad intervju som metodfångades respondenternas erfarenheter och kunskapsbidrag in, för att sedan tolkas,tematiseras och kategoriseras in i ett analysverktyg. Som hjälp gjordes eninnehållsanalys för att hitta dessa teman. Studiens resultat visade främst attsamverkan mellan alla aktörer som är delaktiga i övergångsaktiviteter för barn, är enav de faktorer som är mest avgörande för hur barns utbildningskontinuitet kan bli sågod som möjligt i övergången. Även samverkan mellan specialpedagogerna i deolika verksamheterna lyftes i resultatet vara en stor del i hur förebyggande ochfrämjande arbete i detta kunde ske.

Studenter vid högskolor och universitet ska utveckla informationskompetens. Syftet med den här studien är utifrån såväl campus- som distansstudenters upplevelser undersöka vilka kunskaper som anses viktiga för att kunna söka, finna och kritiskt använda sig av information. Studiens teoretiska ramverk utgörs av fenomenografisk variationsteori, sociokulturell teori och filosofisk hermeneutik. Det empiriska materialet inleds med fem semi-strukturerade intervjuer med studenter. Därefter har en kvalitativ innehållsanalys av fyra kursers kursplaner och studiehandledningar i ämnena kriminologi och pedagogik, relaterat till informationskompetens genomförts. Studiens resultat visar att studenterna har varierande erfarenheter av informationskompetens, samt att de utvalda kursplanerna och studiehandledningarnas innehåll relaterat till informationskompetens utgår från olika perspektiv. I den kunskap som studenterna utvecklar i samband med författandet av inlämningsuppgifter och uppsatser fokuserar de på att bli godkända på respektive kurs. I studiens resultat problematiseras därmed hur den kunskap studenterna har förvärvat kan användas i deras framtida yrkesliv. Studien är en del av ett utbildningsprojekt som sker i samverkan mellan Universitetsbiblioteket och Lärande- och resurscentrum vid Mittuniversitetet gällande studenters informationskompetens. / Students at colleges and universities are to develop information literacy. The purpose of this study is to examine, based on experiences from both campus- as well as distance students, what kind of knowledge is important in order to search for, find and critically use information. The theoretical framework of the study constitutes of sociocultural theory, phenomenographic variation theory and philosophical hermeneutics. The empirical material starts with five semi-structured interviews with students. Following that, a qualitative analysis of content of four selected courses’ syllabus and study guidelines in relation to information literacy was carried out. The result of the study show that students have various degrees of experience of information literacy and also the contents of the chosen syllabus and study guides in relation to information literacy emanates from different perspectives. The knowledge which students develop in connection with the writing of essays and reports is the focus for students to pass their respective course. Therefore, the result of the study problemizes how the knowledge that the students have acquired can be used in their future professional life. This study is a part of an educational project in co-operation with the University Library and the Learning and Resource Centre at the Mid Sweden University regarding the students’ information literacy. / <p>Godkännandedatum: 2016-05-17</p>

This essay is about the lyric authorship of the Swedish poet Hjalmar Gullberg (1898-1961), who was nicknamed “The Lyric Hegelian” due to his love of paradox. It focuses on certain traits in his authorship in its entirety, with a specific focus on a select number of poems. The primary concerns of this essay are questions of an existential nature raised by Gullberg’s poetry, as well as his poetry’s relation to his time and age. As a member of the Swedish Academy Gullberg was an important literary presence in his day, most likely influencing the outcome of several Nobel Prizes. Gullberg’s poetry is part classicist and part modernist, combining traditional forms with newer ones, and in doing so it bears witness to contemporary society entering a state of modernity. Gullberg held feelings of both appreciation and aversion towards his time and age. His poetry touches upon a multitude of topics and includes motifs that are both ancient and contemporary, and these are combined as the poet searches for meaning in ephemeral existence. The present essay traces the development of an existential worldview and a type of philosophy in the authorship, which are characterised by complexity and uncertainty; these change with time, and this development can be seen in the different collections of poems. A shift can be observed from a spirit of optimism and religiosity towards a contrary mindset of pessimism and disbelief. This essay argues that Gullberg’s authorship is representative of its time and age in the sense that the views expressed in the poetry seem to correlate to the development of society and the general mentality in Sweden and much of Europe during the twentieth century, with regard to the process of secularisation that took place. The poetry of Gullberg leaves us with many questions and few definite answers. However, its value lies in the eloquent treatment that it gives to the subject-matter which is presented, and in that it encourages reflection. Gullberg was a late representative of an older literary tradition and an early representative of a new one; accordingly he embodied an important change in Swedish literary history.

This essay is about the lyric authorship of the Swedish poet Hjalmar Gullberg (1898-1961), who was nicknamed “The Lyric Hegelian” due to his love of paradox. It focuses on certain traits in his authorship in its entirety, with a specific focus on a select number of poems. The primary concerns of this essay are questions of an existential nature raised by Gullberg’s poetry, as well as his poetry’s relation to his time and age. As a member of the Swedish Academy Gullberg was an important literary presence in his day, most likely influencing the outcome of several Nobel Prizes. Gullberg’s poetry is part classicist and part modernist, combining traditional forms with newer ones, and in doing so it bears witness to contemporary society entering a state of modernity. Gullberg held feelings of both appreciation and aversion towards his time and age. His poetry touches upon a multitude of topics and includes motifs that are both ancient and contemporary, and these are combined as the poet searches for meaning in ephemeral existence. The present essay traces the development of an existential worldview and a type of philosophy in the authorship, which are characterised by complexity and uncertainty; these change with time, and this development can be seen in the different collections of poems. A shift can be observed from a spirit of optimism and religiosity towards a contrary mindset of pessimism and disbelief. This essay argues that Gullberg’s authorship is representative of its time and age in the sense that the views expressed in the poetry seem to correlate to the development of society and the general mentality in Sweden and much of Europe during the twentieth century, with regard to the process of secularisation that took place. The poetry of Gullberg leaves us with many questions and few definite answers. However, its value lies in the eloquent treatment that it gives to the subject-matter which is presented, and in that it encourages reflection. Gullberg was a late representative of an older literary tradition and an early representative of a new one; accordingly he embodied an important change in Swedish literary history.

This thesis aims at formulating a human rights justification based on the assumption that disbelief in human rights is found in communicative grounds, rather than some sort of unreasonable evil. I first identify what I believe to be a flaw in the communicative strength of existing human rights justifications in explaining why rights should be. I suggest that there is a gap between the justifications of human rights that contain metaphysical narrative, and the justifications that rely on subjective experience of rights as good. I further explain how this is a gap that political consensus and the idea of Kantian moral reason cannot seem to fill. I subsequently boil this gap down to the concept of value, since the foundation for each justification is based on a type of value. These are categorized as either given value – which applies to all attributes of value that is “given” to us independently of our actions or opinions, or created value – which applies to all attributes of value that stem from social interaction (thus action) and experience. As justifications are funneled into either of these two categories of value, it begins to look like no other type of value exist, and as a result no one looks for it. To respond to this problem, I formulate a philosophical explanation, in Robert Nozicks terms. This explanation shows that there may be other routes to apply to value than sticking to simply given or created value. My explanation utilizes the three theories of philosophical anthropology, internal metaphysical realism and Wittgensteins philosophy of language, and it is based on the result of an analysis of material consisting of human rights justification arguments by Nicholas Wolterstorff, Alasdaire MacIntyre, Martha Nussbaum and Richard Rorty. The actual philosophical explanation I formulate utilizes the metaphysics of Helen Steward to provide a given-value foundation for the primitive reactions of Stefan Eriksson, which creates value through social organization. Overall, I find that there are untried possibilities which may allow for a different type of value to act as the foundation for a human rights justification. My contribution to the field rests in the novelty of the theories used in my explanation, and the angle of the problem formulation.