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Denna studie avser att bidra med kunskap till ämnet utomhuspedagogik. Syftet med studien är att få insyn i och analysera vilka hinder och möjligheter upplever lärare begränsar respektive motiverar dem i användandet av utomhuspedagogik? Samt hur påverkar det deras val av att använda utomhuspedagogik? Mot detta syfte formulerades följande forskningsfrågor, Vilka hinder upplever lärare begränsar dem från att använda utomhuspedagogik? Vilka faktorer upplever lärare motiverar dem till att använda utomhuspedagogik? På vilket sätt upplever lärare att utomhuspedagogik och digitalisering samverkar i deras undervisning? De teoretiska perspektiv som genomsyrar studien är ramfaktorteorin och pragmatismen. Datainsamlingsmetoden som används är semistrukturerade zoom-intervjuer med åtta lärare som har varit eller är verksamma i årskurserna 1–6. Urvalsmetoden är ett snöbollsurval och avgränsas till de lärare som ansågs lämpliga att bidra till forskningsfrågorna. Analysmetoden som används i denna studie är en tematisk analys som identifierade huvudteman: upplevda hinder, upplevda möjligheter.  Studiens resultat visade att lärarna upplevde (1) Planerings- och undervisningstiden inte räcker till för att bedriva utomhuspedagogik. (2) Det är för få lärare på antalet elever för att bedriva utomhuspedagogik. (3) Lärarnas kunskap inom utomhuspedagogik är bristfällig vilket resulterar i att lärarna inte vet vad dem ska undervisa om utomhus. Fortsättningsvis visade studien (4) När- och lärmiljön används för att väcka ett intresse hos eleven. (5) Kunskapen kan hängas upp på en plats. (6) Kunskapen används i det verkliga livet. (7) Eleverna lär sig mer när de får använda flera sinnen i kunskapsinhämtningen. (8) Eleverna förstår kunskapen bättre när den är konkret och verklig. Avslutningsvis visade studien (9) Utomhuspedagogiken och digitaliseringen kan samverka väl eftersom det bidrar till att en växelverkan mellan teori och praktik sker. (10) De digitala verktygen underlättar dokumentationsarbetet utomhus. Våra resultat gentemot det tidigare forskningsläget både bekräftar och bidrar med ny kunskap.

This dissertation traces the development of classical American pragmatism in the work of C.S. Peirce and Josiah Royce, and its convergence with the naturalist project that currently dominates anglophone philosophy. I argue that naturalism, as it is typically construed, either neglects or underestimates the importance of a rich and nuanced model of selfhood, one that captures not only the biological, but also the cultural features of human persons; what is needed is an account that shows how culture and human selves are themselves "natural." John McDowell has recently offered a promising line of thought which pursues this intuition, but his model has faced heavy criticism and its viability remains questionable. My project, then, is an alternative account that incorporates the best of McDowell's intuitions, but which is immune to the most common objections brought against his model. I proceed by focusing on one aspect of what it means to be a human person that has enormous significance for all areas of philosophical inquiry and which has a rich, if often overlooked, philosophical history. This is the inherent finitude or ignorance which characterizes human knowledge and practice, what Peirce referred to as "fallibilism." Peirce's notion of fallibilism, which today remains his greatest legacy, tempers philosophical discussions of universal concepts such as truth and "the good" by way of considerations of scope and context, forcing such abstractions to find their place within the practical environments of actual lived existence. I offer that Peirce is perhaps a unique figure in the Western philosophical tradition with respect to the importance he gives to fallibilism and in his understanding the doctrine not only in terms of its negative consequences, but also a positive theory that generates a practical response to the sort of existential crisis introduced by the recognition of human fallibility and finitude. Ultimately, Pierce offers a naturalized model of the self which is both a semiotic artifact and communal in nature. The self is a sign that emerges within an interpretive community and which manifests itself as an individual primarily through its fallibility. As such, the self is a cultural artifact, but Peirce's metaphysics makes this a natural process continuous with those processes studied by natural sciences. As a scientist, he was committed to naturalism but not reductionism; his account, therefore, embraces the work of culture and the importance of cultural idioms which are often left out of modern naturalist projects. In this, Peirce offers a promising way to fulfill McDowell's project of "naturalizing" culture and "re-enchanting" nature, thereby eliminating the gap between "mind and the world." However, despite its importance to his philosophical system, Peirce's explicit treatment of selfhood is notably unfocused. It is therefore necessary to couple his philosophical system with that of another of the classical pragmatists who was deeply influenced by Peirce's philosophy but who extended its development into detailed discussions of selfhood and community. The figure I have in mind is Josiah Royce. Royce's philosophy hinges on two central notions, loyalty and community. Loyalty is, for Royce, the means by which individual selves are connected with communities and moral concerns. For Royce, loyalty is given first and foremost to an individual community. However his development of this concept comes to include loyalty to loyalty itself, thus making an individual's loyalty to a particular community continuous with a loyalty to a global community. Moreover, his account of community picks up on Peirce's semiotic theory of interpretation, and connects his account of the individual with Peirce's metaphysical and epistemological concerns. I read the theory of selfhood Royce develops as providing the crucial element that Peirce's philosophical system requires but does not explicitly provide. Throughout this discussion, I show how this model is a promising direction for the future course of contemporary philosophical naturalism. / Philosophy

I develop a framework for making visible the impacts that science has on human subjectivity, along with demonstrating how these transformations support the existing social order. In order to develop this framework, I critique the work of Wilfrid Sellars. Sellars is one of the few analytic philosophers of science who directly addresses the connections between science and subjectivity. What makes Sellars particularly interesting is the way he sought to preserve a strong conception of normativity alongside a quasi-eliminativist scientific realism. I set the stage for my critique of Sellars by contrasting two different accounts of subjectivity, one Cartesian, the other pragmatic. I argue in favor of the pragmatic because it completely grounds the subject in the world (a point with which Sellars basically agrees). I begin my critique of Sellars by explaining his scientific realism. This is then connected to his vision of the interconnections between science and subjectivity. I then argue that Sellars' scientific realism is fundamentally incoherent, which leads his system into nihilism. From this I trace out the role that science can play with respect to subjectivity in a nihilistic world. To partially counter this nihilism, I articulate an alternative to scientific realism that is based, in part, on my pragmatic account of subjectivity. I conclude by re-appropriating elements of Sellars' philosophy, routed through my alternative scientific realism, in order to complete the framework discussed above. / Ph. D.

At the time of the founding of the field of public administration, government was in a condition of some degree of failure. Since elitist and corrupt politics were the predominant mode of government at the time, the cause of this failure was seen as insufficient rationality, and coinciding with this, a lack of scientific information and technical expertise. Also, a popular involvement in government was perceived to be a need. This created a demand for a scientific rational government, run by technocratic experts that was, at the same time, open to popular access. In principle, this idea is consistent with Dewey's thought, but what developed is a form of government that saw science, or the process of bringing knowledge to bear on problems that made interest groups the key mode of access to policy making. This solution appeared to meet the needs of the time, while in fact it was far off the mark. In all of this, Dewey's true and more appropriate alternative was lost. These conditions still exist. The American government is a seemingly, ailing government; but the only thing that is suggested is to have more science and give groups more "participative" access. In essence, virtual gridlock has resulted. One solution is to rediscover and accurately understand Dewey, who can help us rethink science and the knowledge process in government and the possibilities for citizen involvement in government. / Ph. D.

Målet med den här undersökningen är att undersöka hur yrkesverksamma musiker lär sig nytt material. Undersökningen baseras på fem kvalitativa intervjuer som har genomförts enligt metoder från Kvale (2009). Intervjuerna har sedan tematiserats och analyserats baserat på nyckelord som uppmärksammats under intervjun. Det teoretiska perspektivet som används i undersökningen är baserat på John Deweys pragmatism. Undersökningen visar på, bland annat, att alla deltagare lär sig nytt material till största grad på gehör. Undersökningen visar även att alla deltagare var väldigt fokuserade på just den specifika låten de skulle lära sig, och att de till och med använde sig av den låten när de ville lära sig annan musik för sin egen fortbildningsskull. Tidsbrist var även en tydlig faktor under lärandeprocessen, vilket kan leda till allvarliga negativa konsekvenser för musikerna i framtiden. / The aim of this study is to describe how professional musicians learn new material. The investigation is based on five qualitative interviews that has been conducted with a method described in Kvale (2009). The interviews are then thematised and analysed based on keywords found in the interviews. The theoretical frame of the investigation is based on John Deweys pragmatism. The investigation shows, among other things, that the participants based their learning of new material mainly by ear. The investigation also shows that every participant was very focused on the particular song they wanted to learn, and that they even used that song to practise different exercises for their own personal musical development. Time restraint was also a distinctive factor which could supposedly lead to severe negative consequences for the musicians.

Syfte: Det övergripande syftet med avhandlingen är att utveckla en intressentbaseradutvärderingsmetod för att utvärdera informationssystem. Jag har valt attkalla utvärderingsmetoden för VISU (Verksamhetsutvecklande InformationssystemUtvärdering). I VISU uppfattas utvärderingsprocessen som en socialprocess där människor arbetar tillsammans för att bestämma sig för egenskaperoch värden hos det informationssystem som utvärderas. Utgångspunkten förutvärderingsprocessen enligt VISU är att utvärdering ska användas praktiskt avmänniskor för att skapa utveckling och förbättring i verksamheter. Frågor: Tvåövergripande forskningsfrågor har drivit avhandlingsarbetet: 1. Hur bör en metodför utvärdering av informationssystem vara utformad för att bidra till enverksamhets utveckling? 2. Vad innebär en pragmatiskt grundad modell för ISUtvärdering? Forskningsmetod: I avhandlingsarbetet utvecklar jag VISU ochundersöker hur metoden fungerar samt vilka konsekvenser som användandet avVISU ger i praktiska utvärderingssammanhang. Forskningsarbetet har bedrivitsenligt Canonical Action Research. Aktionsforskningsstrategin har valts för attmotsvara undersökningsbehovet vid metodutveckling - behovet av att prövametoden i praktiska utvärderingsprocesser där metoden är avsedd att användas.Vidare grundas och förankras VISU i pragmatiska kunskapsteorier och teorier omutvärdering (särskilt intressentmodellen). VISU är också grundad i forskning omIS-utvärdering och förankrad i skolan om interpretativ IS-utvärdering. Kunskapsbidrag: Det praktiska bidraget från avhandlingen är en metod, VISU,för att utvärdera informationssystem. De teoretiska kunskapsbidragen är:rationalitet för en pragmatisk utvärderingsprocess, en multiparadigmmodell förIS-utvärdering samt en modell för utvärderingsbruk. / Purpose: The purpose of the study is to develop an evaluation method forevaluating information systems based on the stakeholder model for evaluation.The method is called VISU (Swedish acronym for IS evaluation for workpracticedevelopment). In VISU, the evaluation process is recognised as a social processwhere people are working together in order to determine the qualities and valuesof the IS under evaluation. The point of departure is that evaluation is to be usedby people in order to make change and betterment. Questions: Two questionshave guided the study: 1) How should a method for evaluation of informationsystems be designed in order to contribute to the development of an organisation? and 2) What is the significance of a pragmatic grounded evaluation model? and 2) What is the significance of a pragmatic grounded evaluation model? Method: The research process has been conducted according to Canonical ActionResearch. The Action Research strategy has been chosen in order to satisfy theresearch needs when doing method development – the need to try the method outin non trivial situations. Further, VISU is grounded in pragmatic knowledgetheories, evaluation theories (stakeholder model) and IS evaluation theories andanchored in the school of interpretive IS evaluation. Contribution: The practicalcontribution from the study is VISU, a method for evaluation informationsystems. The theoretical contributions are rationality for pragmatic IS evaluation,a multiparadigm model for IS evaluation and a model for evaluation use.

The goal for this essay is to research the action of “I don’t know” as a problem solving strategy with antilearning consequences, and as an action, with help from Dewey’s pragmatism and Krashen’s theory about affective filters (Krashen, 1987). The data is gathered from a group of nine-graders learning German as a third language, and the language skill in focus is oral production. The main questions are: ”How does an awareness raising about affective filters affect the pupils use of the action ’I don’t know’” and ”How does teaching about strategies affect the pupils use of the action ’I don’t know’”. As I interpreted the pupils use of “I don’t know” as a bad kind of problem solving action I wanted to give them better solutions, by teaching three language learning strategies. From the results of the data collection it is clear, that affective filters at first is an abstract theme for the pupils to understand and discuss, and that a more concrete work around the effects of “I don’t” is easier to handle. The result shows that both awareness raising and teaching strategies help the students to avoid the action “I don’t know” and in the last recording of the oral exams the action is not heard at all.

The phenomenon of phantom limb pain has been well documented for centuries, but little clinical work has been done to alleviate it. Physician and neuroscientist Vilayanur S. Ramachandran began researching this condition nearly two decades ago, and has discovered a promising alternative treatment: mirror-box therapy. This therapy is not yet widely accepted by the scientific and medical communities because there is insufficient data explaining how and why it works. This study analyzes Ramachandran's rhetoric promoting the therapy. Scott Stroud's melioristic method is applied to Ramachandran's scientific and popular publications. The purpose is to determine whether or not his rhetoric is melioristic in that it promotes positive, and thus, pragmatic changes. This thesis indicates the important insights pragmatism can yield when utilized in acts of rhetorical criticism. / Graduation date: 2012

This master thesis studies debates on historical theory in Sweden ́s two main historical journals, Historisk tidskrift and Scandia, during the last fifty years. The study investigates discussions of epistemological questions, the purposes of historical writing, and the influence of postmodernism. The theoretical approach and methodology used is inspired by the American pragmatist philosopher Richard Rorty. In a concluding chapter Rorty’s writings are used to confront the study’s results. The purpose of this is to highlight certain problems from the investigation. It is argued that the vocabulary used by the Swedish historians is an effect of the correspondence theory of truth, and that a pragmatic approach to the study of history could help history break free from that unfortunate vocabulary.