Ondskans problem är ett gammalt (religions)filosofiskt problem som, i grova drag, frågar om existensen av en allsmäktig, allvetande och allgod Gud är förenlig med ondskan i världen, samt varför en sådan Gud tillåter ondska. Filosofer (som svarar jakande på frågan om) har utvecklat ett svar på frågan varför Gud tillåter ondska. Syftet med denna uppsats är följaktligen att redogöra för Richard Swinburnes svar på frågan varför Gud tillåter ondska, samt granska svaret i ljuset av Eleonore Stumps tankegångar.

The aim of this essay is to discuss the meaning of the human and its possible overcoming in Friedrich Nietzsche’s doctrine of the eternal recurrence of the same, with Martin Heidegger’s readings of Nietzsche as point of departure. According to Heidegger, Nietzsche’s doctrine of the eternal recurrence of the same represents the end of occidental metaphysical thinking. The thought concludes a thinking of being as the presence of beings, where the original question of being was never developed out of its own ground. But at the heart of this interpretation, often considered “violent”, lies the question of whether man is able to think being out of his finitude. This is the question I will unfold, through a reading of Nietzsche’s thought of the eternal recurrence of the same, as it is presented in his Thus spoke Zarathustra, as an attempt to think beings in their being beyond a “humanization” of them, expressed in transcendental aims, purposes and categories. This attempt, I argue, is essentially bound up with a comportment toward the human self as the finite and the corporal. In this sense the human being in its finitude and corporeality is thefocus and the basis for the search for “the overman”. But this focus on man, as he who can overcome himself, is at the same time a focus that canbe said to lead man away from himself, in not asking the deeper question about what it means to be this human being. I will furthermore consider the tragic as the theme where this question of the overcoming of the human comes to the fore; the dionysic-tragic reveals both a view of man as the being that is mastered by the abyss that underlies this world, and therefore mastered by his finitude - and as the being who can master this same abyss, in thinking it as one with the human self. The purpose is not to take a position for or against Heidegger’s reading, but to develop a discussion between Heidegger and Nietzsche about the human self as always being both the closed and the open, and about the ways in which human thinking can approach this.

Detta examensarbete handlar om vilka uppfattningar som finns om filosofiämnets syfte på gymnasiet. Det som berörs i uppfattningarna är huruvida de bygger på ämnets färdigheter eller kunskaper. Läroplaner (kursplaner) och läroböcker har analyserats och en grupp gymnasieelever har intervjuats. De läroplaner för filosofi som är analyserade är från år 1933, 1966, 1977, 1994 samt 2000. Läroböckerna som analyserats är Lars-Göran Alms Gula idéer sover lugnt, Martin Levanders Filosofi. Ingen lära utan en aktivitet samt Ulf Perssons Filosofi – frågor och argument. Elevmaterialet bygger på en gruppintervju med fyra elever enligt fokusgruppmetoden. Resultaten visade att läroplanernas bild av ämnet varierade. Tydligt var att ungefär varannan läroplan hade större fokus på kunskaper och varannan betonade färdigheter mer. Även om de olika läroböckerna varierade något stämde de ändå överens med den kursplan (2000) som de skall vara skrivna utifrån. Elevernas uppfattningar var att ämnet tvärt emot deras förväntningar lade större vikt vid kunskap än vid färdigheter, detta trots att de uppgav att de utvecklat vissa färdigheter efter genomgången kurs.

The purpose of this essay is to try and bring clarity to the question, what is Chick Lit and which factors make it so popular. My thesis  endeavors to explain that it is not only the promise of light entertainment that draws the reader, but also the possibility that in an easy way they can read about existential questions such as self-development  and life -choices. As well as mapping out Chick Lit´s specific characteristics, followed by previous research on the subject and the litterateur’s history, I have found it interesting to discuss the female characters, their personalities and life choice’s against a backdrop of existentialistic philosophy. In my research of this form of literateur I have discovered that chick lit often deals with existential universal problems, and that in order to be entertaining these books must contain a serious element.

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The Norwegian Rom community (Gypsies) leads a life outside large society. Most of the members are illiterate and poor and they are dependent on social security. Moreover, the Rom children are not going to school because education is not a part of the Rom culture. This situation raises various ethical dilemmas regarding cultural rights and obligations. In this thesis the author asks which of the conflicting rights should weigh most: The parent’s right to bring up their children in accordance with their own culture and beliefs, or the child’s right to education? The author’s argument is structured around two main problem areas. First, what is it with education that is good for all people? The short answer to this question is that education is important for functioning in society. Knowledge provides for a wider range of opportunities, and how to use this knowledge is up to each person. The other problem area is the limits of cultural toleration in liberal societies. Here, the author argues that although the right to culture is important, liberalism cannot accommodate illiberal practices. Childrearing that restricts the child’s access to the world outside its original community is one example of intolerable practices. In order to get the Rom children in to school, dialogue is the preferable way to go. However, if the establishment of dialogue is impossible because of fundamentalist or non-dialogical attitudes, an alternative argument is provided: Discursive paternalism is a compulsion to argue on contested norms. This compulsion reconciles individual freedom (autonomy) and paternalism, and can therefore be justified by liberals. Main references are Will Kymlicka, Martha Nussbaum, Chandran Kukathas, Adeno Addis and May Thorseth.

<p>This thesis is a philosophical contribution to the theories on risk communication. The topic of risk communication is approached from several different angles, but with a normative focus on equality and vulnerability.</p><p>Essay I is a comment on risk perception theory and the psychometric model in particular. In risk perception research individual risk taking is described as either a result of valuing the benefits from risk taking or a failure of comprehending the severity or probability of risks. The essay argues that sometimes individuals take risks simply because they are in a vulnerable position and have no other choice. Four factors are identified as crucial in risks from vulnerability: poor outset conditions, lack of reasonable options, hope and liability to disinformation.</p><p>Essay II addresses the democratic approach to risk communication and the ideal of risk communication as a dialogue between more or less equal stakeholders. The Essay argues that even the more innovative and dialogue oriented approaches to risk communication are unequal. This is often blurred by the confusion between the described ideal and the description of these newer approaches. This inequality is analysed in a three-fold way: influence over the communication process; influence over and access to information; and influence over risk decisions. The Essay develops a typology of different risk communication practices and influence distributions and concludes that the form of risk communication most commonly referred in the literature is the most imbalanced kind where all three types of influence falls to the same party.</p><p>Essay III explores the concept of trust, an often-mentioned objective for risk communication. The concept of trust is analyzed from previous philosophical approaches, and the idea of trust as comfortable defocusing is introduced. It is argued that not only the gains for the trustee but also the gains and risks for the truster, generally and in the case from risk communication, can be explained by this notion. It is concluded that public trust for institutions or organizations need not be framed on an individual level. Instead, the vulnerability of trusting can be counter-acted by a delegation of different stances, including both control and trust, among different individuals and institutions in society.</p>

<p>Assessments of chemical health risks are performed by scientific experts. Their intended use is as bases for decisions. This thesis tries to answer the questions of how uncertainty is, and should be, communicated in such risk assessments. The thesis consists of two articles and an introductory essay.</p><p>Article I focuses on the linguistic aspect of the communication of uncertainty in risk assessments. The aim of the article is to elucidate how risk assessors actually indicate uncertainty in risk assessment reports. Because of the prevalent uncertainty in risk assessment, deriving from several sources, uncertainty is communicated in verbal, rather than numerical terms. A typology of uncertainty indicators – phrases used to express uncertainty – is proposed and applied to the reviewed reports. It is found that the use of such phrases is not transparent, and the article concludes by a number of recommendations for improving the practice.</p><p>Article II mainly deals with the content of the communication. The overall question treated is what a characterization of uncertainty should include if a decision made on the basis of the risk assessment information is to be as well-founded as possible. A set of conditions is put forward to be fulfilled by a characterization of uncertainty if it is to be adequate from a decision-making point of view.</p><p>The greater part of the introductory essay is devoted to the concept of uncertainty which, at the conceptual level, does not appear to have been much discussed by philosophers</p>

<p>The subject of this licentiate thesis is experience feedback from accidents and incidents. The thesis aims to contribute to an understanding of how the learning processes within organizations, companies and authorities could be improved.</p><p><i>Essay I </i>(written together with Sven Ove Hansson) reports on an evaluation carried out in 2004 by the Swedish Work Environment Authority’s Accident Investigation Board, called HAKO (Haverikommissionen). An important outcome of this evaluation shows that HAKO have not been able to manage the dissemination of their written reports, which is unfortunate, since the reports are thoroughly written.</p><p><i>Essay II</i> (written with Sven Ove Hansson and Carl Rollenhagen) is an overview of the literature on learning from accidents and incidents. The focus in this essay is on literature that evaluates the effectiveness and usefulness of different methods in accident investigations. The conclusions drawn from this literature review are that the dissemination of results and knowledge from accident investigations must be improved, and experience feedback systems should be integrated into overall systems of risk management.</p><p>The starting point for<i> Essay III </i>was an empirical study conducted in 2005/2006. Twenty-eight supervision cases from eleven local Environment and Health Administrations in Sweden were examined. The overall goal of the study was to find out how, and to what extent, experience feedback occurs between different municipal authorities. Two major problems affecting experience feedback have been found; namely, that the inspectors do not have enough guidance on how to interpret the law, and that they would like more information on what happens to legal cases they have reported to public prosecutors and police.</p>

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