<p>In this essay I have tried to present the ideas and thoughts of the Swedish author Rolf Edberg (1912-1997), journalist, ambassador and county governor. By many regarded as an environment philosopher and the introducer of deep ecology into Sweden. The essay emphasizes Edberg as a modern renaissance man of important knowledge with a rhetorical force to present and generalize the problems the planet Earth is meeting. The paper compares him with Henry Thoreau but also finds a close but perhaps unintended relationship with the German philosopher Ernst Haeckel although Edberg himself claimed to be a Darwinist at heart.</p><p>The essay stresses on four characteristic features in his authorship namely 1) a holistic view of nature and man, rejecting dualism for monism; 2) a cosmic relationship within the whole universe and also between organic and inorganic matter; 3) the planet Earth is in a crisis due to an uneven and unjust distribution of the resources of the Earth, the nuclear weapon threat and the overpopulation; 4) the evolution and not the religion has the answer to our existential questions.</p>

<p>Abstract</p><p>The ideas of adulthood, adolescence and childhood in Swedish law have a tendency to not be expressed or discussed. This thesis has focused on the preparatory work of the sexual offence-law to see whether it defines adulthood. This has been achieved by analyzing the documents related to this preparatory work. The thesis focused on two central questions: 1) Was the idea of adulthood an integral part of the discussions in the preparatory work 2) If so, then how was it defined and are there any contradictions in the definition. In addition, this work also evaluated the impact of this law and investigated whether the absolute protection intended by the government and the committee of sexual crime seek actually exists.</p><p>The study shows that the concept of adulthood was not defined specifically in the preparatory work. However, through the attempts of defining childhood, an inference of adulthood can be made indirectly. The different documents could not create a tenable definition which resulted in this process confusing rather than clarifying the definitions. These ambiguous definitions affect not only the victim of a sexual crime, but also the perpetrator and the judges’ interpretation of the law. The absolute protection also does not exist and instead of making the law stronger and firmer, the revision of the law made it weaker and reduced the judicial security.</p>

<p>The aim with this paper is to study Karl Popper’s view on realism and relativism. Further aim is to see whether those ideas have been consistent over the years. The paper argues that Popper since his first interest in philosophy has taken a realistic and antirelativistic attitude. Only his arguments for this position have been developed to meet his critics.</p><p>Common sense speaks for realism but can neither be proven nor refuted. However, arguments for realism are among others all the chemical and biological theories that presuppose realism.</p><p>Popper also expand his view on the real world to include, besides the material world, also a world of experiences which he calls “world 2” and a “world 3” comprising intellectual products.</p><p>He also rejects relativism and for him knowledge is a system of statements or theories put forward for discussion. In a conflict between two opposing hypotheses, one of them could be right or both could be wrong but both could not be right.</p><p>The conclusions in this study are based on Popper’s most important works from 1934 to 1990.</p>

<p>Democracy has been a part of the Swedish society for a long period of time and it is also a part of the Swedish elementary school curriculum, in which you can find a number of statements that expresses that the Swedish elementary school should socialize the children into becoming role model citizens. This also conjures with the available research that describes schools in general as socializing. This led me to a question that hasn’t been answered: How much of the curriculums reasons for socialization the pupils are based on democratic values and how much of it can be dated back to events prior to the curriculum?</p><p>The methodological approach is an analysis of ideologies as described by Sven-Eric Liedman and Ingemar Nilsson in Ideologi och ideologianalys. The text is focusing on the fact that a text has two layers; one is the manifest which is roughly the same as explicit or present in the text. The other layer is the latent, which is a part of the texts meaning that is indeed present but it doesn’t show until you analyse the text in the company of a valid context, in my case the context is going to a text about political socialization and a brief review of curriculums different contexts. The essay, then, is consisting of 6 different cases consisting of a brief context and an analysis of a curriculum. The chosen curriculums are from 1919, 1955, 1962, 1969, 1980 and 1994.</p><p>The study showed that a part of the curriculums reasons for socializing the pupils are based on democratic values which can be found in every curriculum that I’ve studied. The study also showed that the curriculums that I’ve studied are also partly consisting of opinions that can be dated back to events that occurred years prior to the curriculum.</p>

In this essay I have tried to present the ideas and thoughts of the Swedish author Rolf Edberg (1912-1997), journalist, ambassador and county governor. By many regarded as an environment philosopher and the introducer of deep ecology into Sweden. The essay emphasizes Edberg as a modern renaissance man of important knowledge with a rhetorical force to present and generalize the problems the planet Earth is meeting. The paper compares him with Henry Thoreau but also finds a close but perhaps unintended relationship with the German philosopher Ernst Haeckel although Edberg himself claimed to be a Darwinist at heart. The essay stresses on four characteristic features in his authorship namely 1) a holistic view of nature and man, rejecting dualism for monism; 2) a cosmic relationship within the whole universe and also between organic and inorganic matter; 3) the planet Earth is in a crisis due to an uneven and unjust distribution of the resources of the Earth, the nuclear weapon threat and the overpopulation; 4) the evolution and not the religion has the answer to our existential questions.

Abstract The ideas of adulthood, adolescence and childhood in Swedish law have a tendency to not be expressed or discussed. This thesis has focused on the preparatory work of the sexual offence-law to see whether it defines adulthood. This has been achieved by analyzing the documents related to this preparatory work. The thesis focused on two central questions: 1) Was the idea of adulthood an integral part of the discussions in the preparatory work 2) If so, then how was it defined and are there any contradictions in the definition. In addition, this work also evaluated the impact of this law and investigated whether the absolute protection intended by the government and the committee of sexual crime seek actually exists. The study shows that the concept of adulthood was not defined specifically in the preparatory work. However, through the attempts of defining childhood, an inference of adulthood can be made indirectly. The different documents could not create a tenable definition which resulted in this process confusing rather than clarifying the definitions. These ambiguous definitions affect not only the victim of a sexual crime, but also the perpetrator and the judges’ interpretation of the law. The absolute protection also does not exist and instead of making the law stronger and firmer, the revision of the law made it weaker and reduced the judicial security.

The aim with this paper is to study Karl Popper’s view on realism and relativism. Further aim is to see whether those ideas have been consistent over the years. The paper argues that Popper since his first interest in philosophy has taken a realistic and antirelativistic attitude. Only his arguments for this position have been developed to meet his critics. Common sense speaks for realism but can neither be proven nor refuted. However, arguments for realism are among others all the chemical and biological theories that presuppose realism. Popper also expand his view on the real world to include, besides the material world, also a world of experiences which he calls “world 2” and a “world 3” comprising intellectual products. He also rejects relativism and for him knowledge is a system of statements or theories put forward for discussion. In a conflict between two opposing hypotheses, one of them could be right or both could be wrong but both could not be right. The conclusions in this study are based on Popper’s most important works from 1934 to 1990.

Democracy has been a part of the Swedish society for a long period of time and it is also a part of the Swedish elementary school curriculum, in which you can find a number of statements that expresses that the Swedish elementary school should socialize the children into becoming role model citizens. This also conjures with the available research that describes schools in general as socializing. This led me to a question that hasn’t been answered: How much of the curriculums reasons for socialization the pupils are based on democratic values and how much of it can be dated back to events prior to the curriculum? The methodological approach is an analysis of ideologies as described by Sven-Eric Liedman and Ingemar Nilsson in Ideologi och ideologianalys. The text is focusing on the fact that a text has two layers; one is the manifest which is roughly the same as explicit or present in the text. The other layer is the latent, which is a part of the texts meaning that is indeed present but it doesn’t show until you analyse the text in the company of a valid context, in my case the context is going to a text about political socialization and a brief review of curriculums different contexts. The essay, then, is consisting of 6 different cases consisting of a brief context and an analysis of a curriculum. The chosen curriculums are from 1919, 1955, 1962, 1969, 1980 and 1994. The study showed that a part of the curriculums reasons for socializing the pupils are based on democratic values which can be found in every curriculum that I’ve studied. The study also showed that the curriculums that I’ve studied are also partly consisting of opinions that can be dated back to events that occurred years prior to the curriculum.

No description available.

<p>Denna uppsats handlar om två opinionsbildare, Torgny Segerstedt och Torsten Fogelqvist och deras religiösa och politiska åsikter. Genom att göra en komprativ undersökning  försökte uppsatsen ge en så täckande bild som möjligt om vilken utstäckning Segerstedt och Fogelqvist tolkade facismen och nazismen som religiösa fenomen. Syftet med uppsatsen, förutom att försöka ge en täckande bild av deras tolkning av fascismen och nazismen som religilös fenomen, är att framlägga är hur deras religiösa bakgrund påverkade deras politiska uppfattning. Avgränsningen i uppsatsen har gjorts med hänsyn till tidsperiod och källmaterial. Tidsperioden är i stort från deras barndom till andra världskrigets slut. Och källmaterialet består av artikelsamlingar som har utgivits i bokform, sedan biografier och egna skrivna verk som används till uppsatsen. Metoden som används i uppsatsen är en komparativ undersökning mellan Segerstedt och Fogelqvist. Uppsatsen avser att analysera och få fram deras uppfattning särskilt när det gäller deras kristna perspektiv. Resultatet över undersökningsperioden var både Segerstedt och Fogelqvist med sina liknande bakgrunder och uppväxter påverkade av sina religiösa bakgrunder i sina texter och skrifter, fast på två olika sätt. Segerstedt skrev med och om bibliska uttryck samtidigt som han hämtade inspiration från sin religion, medan den andra opinionsbildaren Fogelqvist valde ett tema att skriva och det blev om religionen eller kulturer som han fick observera med tanke på sin religiösa bakgrund.</p>