The present research consists of an interdisciplinary approach which combines mainly sub-disciplines from the anthropological and psychological perspectives as theoretical background. Regarding the latter, from the cognitive anthropology perspective the research highlights Bradd Shore’s (1996) view on cognitive models, together with the theories put forward by the sociocultural approach in psychology based on Vygotsky’s school of thought. The main objective of the study is to achieve a broad view on the use of traditional korero paki and korero o nehera (Maori folktales/legends and myths) as pedagogical tools and as cognitive models. The latter includes a bibliographical review which covers the analysis of narratives and their usage from different areas, such as Maori epistemology and education, cultural psychology and cognitive anthropology. Being a research stemmed from an anthropological concern –how do people from different sociocultural backgrounds construct and transmit knowledge- it considered as a fundamental element an empirical or “fieldwork” approach to the matter. Therefore, the research analyses –based on semi-structured interviews- the perspectives and understanding of the usage of traditional Maori narratives as educational tools of scholars in the Maori studies/education field and of a sample of Maori teachers, most of them connected to a Kura Kaupapa Maori school, constituting a “study case” for this qualitative study. A period of complementary participant observation was also carried out, focusing on the pedagogical practises and styles of the participant teachers. Through this, the research aims to contextualise the bibliographical and theoretical findings, considering the contemporary applications, limitations and understandings encountered through concrete experience.

The present research consists of an interdisciplinary approach which combines mainly sub-disciplines from the anthropological and psychological perspectives as theoretical background. Regarding the latter, from the cognitive anthropology perspective the research highlights Bradd Shore’s (1996) view on cognitive models, together with the theories put forward by the sociocultural approach in psychology based on Vygotsky’s school of thought. The main objective of the study is to achieve a broad view on the use of traditional korero paki and korero o nehera (Maori folktales/legends and myths) as pedagogical tools and as cognitive models. The latter includes a bibliographical review which covers the analysis of narratives and their usage from different areas, such as Maori epistemology and education, cultural psychology and cognitive anthropology. Being a research stemmed from an anthropological concern –how do people from different sociocultural backgrounds construct and transmit knowledge- it considered as a fundamental element an empirical or “fieldwork” approach to the matter. Therefore, the research analyses –based on semi-structured interviews- the perspectives and understanding of the usage of traditional Maori narratives as educational tools of scholars in the Maori studies/education field and of a sample of Maori teachers, most of them connected to a Kura Kaupapa Maori school, constituting a “study case” for this qualitative study. A period of complementary participant observation was also carried out, focusing on the pedagogical practises and styles of the participant teachers. Through this, the research aims to contextualise the bibliographical and theoretical findings, considering the contemporary applications, limitations and understandings encountered through concrete experience.

The present research consists of an interdisciplinary approach which combines mainly sub-disciplines from the anthropological and psychological perspectives as theoretical background. Regarding the latter, from the cognitive anthropology perspective the research highlights Bradd Shore’s (1996) view on cognitive models, together with the theories put forward by the sociocultural approach in psychology based on Vygotsky’s school of thought. The main objective of the study is to achieve a broad view on the use of traditional korero paki and korero o nehera (Maori folktales/legends and myths) as pedagogical tools and as cognitive models. The latter includes a bibliographical review which covers the analysis of narratives and their usage from different areas, such as Maori epistemology and education, cultural psychology and cognitive anthropology. Being a research stemmed from an anthropological concern –how do people from different sociocultural backgrounds construct and transmit knowledge- it considered as a fundamental element an empirical or “fieldwork” approach to the matter. Therefore, the research analyses –based on semi-structured interviews- the perspectives and understanding of the usage of traditional Maori narratives as educational tools of scholars in the Maori studies/education field and of a sample of Maori teachers, most of them connected to a Kura Kaupapa Maori school, constituting a “study case” for this qualitative study. A period of complementary participant observation was also carried out, focusing on the pedagogical practises and styles of the participant teachers. Through this, the research aims to contextualise the bibliographical and theoretical findings, considering the contemporary applications, limitations and understandings encountered through concrete experience.

The present research consists of an interdisciplinary approach which combines mainly sub-disciplines from the anthropological and psychological perspectives as theoretical background. Regarding the latter, from the cognitive anthropology perspective the research highlights Bradd Shore’s (1996) view on cognitive models, together with the theories put forward by the sociocultural approach in psychology based on Vygotsky’s school of thought. The main objective of the study is to achieve a broad view on the use of traditional korero paki and korero o nehera (Maori folktales/legends and myths) as pedagogical tools and as cognitive models. The latter includes a bibliographical review which covers the analysis of narratives and their usage from different areas, such as Maori epistemology and education, cultural psychology and cognitive anthropology. Being a research stemmed from an anthropological concern –how do people from different sociocultural backgrounds construct and transmit knowledge- it considered as a fundamental element an empirical or “fieldwork” approach to the matter. Therefore, the research analyses –based on semi-structured interviews- the perspectives and understanding of the usage of traditional Maori narratives as educational tools of scholars in the Maori studies/education field and of a sample of Maori teachers, most of them connected to a Kura Kaupapa Maori school, constituting a “study case” for this qualitative study. A period of complementary participant observation was also carried out, focusing on the pedagogical practises and styles of the participant teachers. Through this, the research aims to contextualise the bibliographical and theoretical findings, considering the contemporary applications, limitations and understandings encountered through concrete experience.

This essay’s purpose is to explore the view on knowledge and transmission of knowledge in the Swedish, spiritualist movement during the turn of the century. The method is a critical discourse analysis of the texts of the spiritualist publication of Efteråt? between the years of 1899 and 1911. The theories applied to the subject are two; first the theories of Wouter J. Hanegraaff and his ideas about ”rejected knowledge” where some concepts during the course of history has been deemed true, and other concepts have been rejected. This process has often been the case in a ”battle of discourses” as is the case with the spiritualist discourse against the discourse of mainstream science. The second theory applied are the dynamics of power as presented by Michel Foucault and interpreted by Clare O’Farrell. This theory is also at the core of critical discourse analysis.  The analysis of the material makes it evident that the spiritualist movement walks a line between religion and science where they claim to transcend them both. The internal discourse both criticize mainstream science; not the methods per say, but the ideal of materialism and the lack of spirituality they perceive in the contemporary body of the church. The view on knowledge is heavily anchored in a concept of spirituality, being heralds of true science, and recognizing the inner, true potential of the human creature. The view on transmission of knowledge is centered around ideas of development of spirituality, the notion that the spirit-world can teach us everything and critique against the contemporary school system.

This study examines how scent can be used as a tool in a museum context to deepen the learning for visitors. When scent is brought into a museum context, it creates new conditions for enhancing a visitor’s experience of a museum visit. Therefore, the purpose of this essay is to highlight if scent has a potential as a tool for learning in a museum context and how our sense of smell can make us remember. Through a reading of previous research in the field and with two qualitative interviews, one with and museum curator and one with a fragrance creator, the picture of how museums have worked with scent as a multisensory tool has deepened. This study is based on three different theoretical frameworks. The first theory is based on J. Douglas Porteous’ concept of smellscapes. The second theory is based on Karin Johannisson’s concept of nostalgia. The last theory is based on Richard Stevenson’s five approaches to incorporating scent into a museum environment. The study shows that by using multisensory tools in exhibitions it may be easier for a visitor to remember an exhibition or a museum visit if another sense than vision is integrated. By analysing the qualitative interviews based on the theoretical frameworks, the study shows how scent incorporated in a museum context can deepen the learning for visitors and change the way knowledge is communicated by incorporating multiple senses, in this case focusing on smell. By using smell visitors can, through own lived experiences, remember different memories connected to it. The analysis has shown that scent has a potential to deepen the learning in a museum context.