The thesis is a defence of an original position in the philosophy of action. It argues for a pluralist view of actions dubbed Strong Pluralism. One of the key questions of philosophy of action since the early 20th century has been taken to be 'What are actions'? In my thesis I argue that there is no single correct answer to this question. I put forward two positive claims which explain why this is so: 1. That 'action' is ambiguous and can mean either doing or thing done. 2. That not all doings fall into the same metaphysical category because they can have different constitutive structures: some of them are causings, some are events, and others are processes. I demonstrate in the thesis that these two claims can be held coherently, and I identify the resulting view as Strong Pluralism about action. The thesis divides into two parts. In the first part I lay out and offer a defence of the view in question and in the second I discuss how my pluralist view of relates to the three major types of views of action: events, causings, and process views. The first part of the thesis consists of three steps of the main argument of my thesis, each step outlined and argued for in a chapter. In the first chapter I offer an overview of the answers provided to the 'What is action'? question offered by philosophers in the last 80 years. I identify a trend common to these views to advance monist answers, that is, they offer views of action which are committed to 'action' meaning one thing and all actions fitting into the same metaphysical category. I argue that the monist answers are unsatisfactory and monism about actions cannot be maintained. In chapter two I offer an alternative to monism in the form of pluralism about actions. I defend pluralism by arguing that 'action' is ambiguous between doing and things done, and by showing that it is a as suitable substitute for monism. I provide an overview of the four most important ways in which the doing/thing done distinction has been made, and I suggest and defend a further version of it. In chapter three, I outline three possible pluralist views of actions, and defend the view which I call Strong Pluralism. Strong Pluralism is committed to the claims that there are both doings and things done, and that there are doings which have different constitutions from other doings, hence it is correct to think that some doings are events, some are causings, and some are processes. In the three chapters which constitute the second part of the thesis I engage successively with views which have claimed that actions are events, that they are causings, and that actions are processes. I argue in each chapter that there are doings which can be said to belong into the category discussed and I provide positive accounts and examples of when this is so. I offer a categorization of doings which helps us to decide which doings fall into the group of events, which into that of causings, and which into that of processes. Throughout these three chapters I critically discuss the most influential events, causings, and process views and point out several aspects in which they are too limiting or mistaken about doings. The view of doings and things done worked out in thesis helps to resolve long standing issues in the philosophy of action by clarifying what we take to be the object of explanation, knowledge, and evaluation when we discuss actions in ethics, philosophy of science, philosophy of mind, epistemology (esp. debates about knowledge of action) and other fields of philosophy. The view can have broader applications in the fields of moral psychology and cognitive science by helping to sharpen our account of what researchers are discussing when they are discussing actions.

Det finns olika sätt och anledning till att arbeta med att skapa en hälsofrämjande arbetsplats i organisationer. Det finns dock många fördelar av att arbeta med hälsofrämjande både för att gynna individen, arbetsgruppen och organisationen till att utvecklas. Eftersom det har funnits en hög andel sjukfrånvaro börjar det nu bli aktuellt att se om den kurvan kan vända med hjälp av att arbeta hälsofrämjande. Cheferna har en viktig roll som ledare för att kunna påverka sina medarbetare i detta arbete. Studiens syfte är därför att undersöka chefers upplevelse om hur de arbetar för att skapa en hälsofrämjande arbetsplats. Den teoretiska referensramen utgår från tidigare forskning om hälsofrämjande samt har utgångspunkt från handlingsteorin, chefskap och ledarskap. Empirin som utgör studien har samlats in genom intervjuer med sju chefer, intervjuerna var semistrukturerade och genomfördes via videosamtal på grund av Covid-19 pandemin. Resultatet analyserades sedan med den teoretiska referensramen med hjälp av en tematisk analys. Studiens slutsats är att hälsofrämjande arbete kan ske både som mål och som medel i organisationen, samt att det hälsofrämjande arbetet och verksamhetens mål är i konstant relation med varandra. Det som styr hur chefer arbetar med en hälsofrämjande arbetsplats är vilka utmaningar som de upplever finns på arbetsplatsen. / There are different ways and reasons for working to create a health-promoting workplace in organizations. However, there are many positive benefits of working with health promotion both to benefit the individual’s and the organization’s development. Since there has been a high proportion of sick leave, it is now becoming relevant to see if that curve can be reversed by working with health promotion. The managers have an important role as a leader in influencing their employees in this work. The purpose of the study is therefore to investigate managers experience of how they work to create a health-promoting workplace. The theoretical frame of reference is based on previous research on health promotion and is based on action theory, managership and leadership. The empirical study is collected through interviews with seven managers, the interviews were semi-structured and conducted through video calls due to the Covid-19 pandemic. The result was then analyzed with the theoretical frame of reference using a thematic analysis. The study's conclusion is that the work with health promotion can be used both as a goal and as a means in the organization, and that the health promotion work and the goals of the business are worked in constant relationship with each other. It is what kind of challenges the managers experiences in the workplace, that controls how they work with health promotion.

Intimate partner violence (IPV) is a problem of global proportions that affect men and women worldwide. It is a problem that occurs in all stages of life where we have intimate partners, starting in adolescence. Previous research show that the prevalence of IPV in adolescence is high, around 30% in most parts of Europe and North America. In Scandinavia the levels are a bit lower with previous research showing rates from approximately 10 to 20%, although the research in the Scandinavian context is scarce. The effects of morality on IPV perpetration is even less studied, with previous research showing that there is a significant correlation between the personal morality regarding IPV (IPV morality) and IPV perpetration. The aim of the present study is to use a Situational action theory perspective to study the prevalence of physical IPV and to investigate if there are significant associations between IPV perpetration, levels of IPV morality and levels of partner conflict in a sample of Swedish adolescence. The study is cross-sectional and based on self-reported data collected in the Malmö Individual Neighborhood Development Study (MINDS) during 2014 when the participants were between 18-19 years old. The results showed an IPV prevalence around 4-7% and that there were significant associations between morality and IPV perpetration and between IPV morality and IPV perpetration. The association between partner conflict and IPV perpetration was not significant. Also, the results revealed that levels of IPV morality may shift depending on the situation and that girls seem to have lower IPV morality than boys. Furthermore, the results showed that IPV perpetration is bidirectional with boys and girls being as likely to commit acts of IPV.

Att självkontroll har en påverkan på mänskligt beteende har diskuterats under många år men vad menas egentligen med begreppet självkontroll? I sin undersökning av begreppet använder sig studien av jämförelse mellan två teorier som båda tar upp begreppet självkontroll vid sin definition av brott. Dessa är Michael Gottfredson och Travis Hirschis, självkontrollsteori och Per-Olof Wikströms, situationella handlingsteori. Syftet med studien är att utveckla vad begreppet självkontroll innefattar i allmänhet samt behandla begreppets roll och utveckling inom två teorier som båda har sitt ursprung inom kriminologin. Begreppet självkontroll har en mycket bred och omfattande definition inom kriminologins ramar därför fokuserar denna studie endast på två specifika kriminologiska teoriers användning av begreppet. Detta görs genom att begreppet självkontroll analyseras utifrån de två teoriernas definition av begreppet. I litteraturgenomgången, som är uppsatsens kärna tas de två kriminologiska teorierna upp. Genom att använda situationella handlingsteorin som jämförelse till självkontrollsteorin framkommer en analys om förklaring, användning och utveckling av begreppet självkontroll utifrån teoriernas användningsområde. Studiens resultat visar att teorier om självkontroll har bidragit med kunskap till forskningen om brott och dess uppkomst. Självkontroll har en del i uppkomst och utförande av brottsliga handlingar men samtidigt visar studien att det krävs mer forskning om hur självkontroll påverkar brottsligheten. Studien visar att teorierna definierat alla begrepp och även ger kunskap om hur man kan gå till väga för att stärka självkontroll. I förlängningen innebär en stärkt självkontroll att tillfällen till att begå brottsliga handlingar aldrig utnyttjas och detta kan ses som ett förhindrande av brott, ett resultat som behöver emfaseras och tillvaratas i arbetet med brottsprevention.

No description available.

According to current scholarship on offender decision making, choosing to rob another is based on a variety of individual and situational characteristics. Explanatory models often invoked within environmental criminology include routine activity, rational choice and crime pattern theories. Situational action theory’s suggestion that this decision depends, at least in part, on the interaction between offender criminal propensity and the setting’s moral context has yet to be examined. This investigation tests this idea by conducting structured interviews with active probationers and parolees centered on their decoding of streetscapes to clarify offenders’ perceptions of street robbery opportunities (Part I). These results inform an agent-based simulation contrasting the merits of assumptions made in the previously stated theories to learn how well each generates realistic concentrations of street robbery (Part II). Support emerges for both environmental criminology and situational action theory, but the results differed by the method employed. Implications follow for clarifying the theoretical processes driving these incidents and for promoting public safety. / Criminal Justice

Deliberate firesetting is a dangerous behavior that is associated with considerable costs annually. It has been estimated that young people under the age of 18 are responsible for a large proportion of all firesetting incidents. Moreover, firesetting has been linked to serious antisocial and aggressive behaviors and behavioral difficulties among juveniles and has been found to predict later delinquency, which makes this an important area to study. Some previous studies have found support for the importance of factors akin to self-control, e.g., impulsivity, for juvenile firesetting. This study applied an aspect of situational action theory (SAT), where self-control is viewed as part of crime propensity, but of lesser importance than morality, to the study of juvenile firesetting for the first time. Analyzing self-report data from two waves of the longitudinal Malmö Individual and Neighbourhood Development Study (MINDS), this study examines a key proposition of situational action theory, namely that morality is more important than self-control and that self-control is relevant in the explanation of crime (firesetting) only for individuals with lower levels of morality. The results indicate support for this proposition.

published_or_final_version / Applied English Studies / Doctoral / Doctor of Philosophy

The introduction (§§1-33) to Hegel’s Philosophy of Right is the key to the work’s structure, its argumentative strategy and it functions as a foundation for Hegel’s practical philosophy in general. Its explanatory potential is best realised by situating it within the systematic context of the Encyclopedia of Philosophical Sciences and the Science of Logic. This interpretative strategy reveals that for Hegel, the true site of agency is ‘the concept’ and that particular individuals and their arbitrary activity are at best the concept’s ‘appearance’. This does not render their activity ‘false’ but describes how willing and freedom are ‘for us’ as self-conscious subjects that confront an external world. For Hegel, ‘true’ freedom in the sense of ‘self-determination to itself’ resides with the universal and singular concept that negatively unites itself with its objectivity to form what he calls the ‘Idea of the will’ or ‘right’. This interpretation contradicts the mainstream of contemporary Hegel scholarship since its proponents either deny the reality of the universal concept as agent or absolutely differentiate between the concept’s activity (subjective action) and its objective reality (norms, institutions). This prevents the interpreter from appreciating that it is Hegel’s concept that is manifest in form of particular willing subjects and their socio-political context. Since most commentators associate ‘activity’ or ‘freedom’ primarily with particular subjects, their notions of freedom are, by Hegel’s standards, either empty and fail to describe actual willing or they fall short of the standard of ‘true freedom’, viz. ‘self-determination to itself’ because their agents’ freedom depends on something that differs from the agents.1 The present commentary argues that such a dilemma can be avoided by an interpretation that attributes agency to Hegel’s concept. By determining itself to be Idea, the universal concept determines itself (as subject) to itself (as object) and rational agency and rational institutions are grasped as aspects of the same entity. This is what Hegel calls the unconditioned Idea of right or ‘objective freedom’.

Cette thèse étudie les dimensions non verbales de l’activité des enseignants et leur impact en termes de co-construction des savoirs et du genre. S'inscrivant dans le cadre de la théorie de l'action conjointe en didactique, elle s'appuie sur deux études de cas constitués par deux classes et leurs enseignants respectifs, en éducation physique et sportive dans l'activité badminton. A partir d'une méthodologie articulant des observations vidéo de séances et des entretiens avec les enseignants, et combinant deux niveaux d'analyse macro et micro-didactiques, les résultats mettent en évidence l’importance des dimensions non verbales dans les interactions professeurs-élèves. Dans les deux études de cas, il est montré comment ces dimensions non verbales conduisent d'un point de vue didactique à des acquisitions différentielles selon les filles et les garçons. Au-delà de ces résultats, l’étude contribue à théoriser « l'impensable du genre » dans la co-construction des savoirs en éducation physique sportive. / This thesis investigates the non-verbal aspects in the teacher’s activity and their impact on knowledge and gender co-construction. Relying on the Joint Action Theory in Didactics, this contribution is based on the observation of two classes and their respective teachers, teaching badminton, in Physical Education. Starting from a methodology combining the observation of videotaped lessons and teachers’ interviews and a two-fold analysis (macro and micro-didactics), the findings shed light on the importance of these non-verbal aspects in the interactions between teacher and students. In both case studies, it is shown how these non-verbal aspects lead, from a didactic point of view, to a gendered and differentiated process of acquiring content knowledge. Beyond these results, this study theoretically reveals the existence of a ‘gendered un-fore-thought’ in the co-construction of physical education knowledge.