Akademisk avhandling--Teologi--Åbo, 1982. / Bibliogr. p. 327-346. Index. Résumé en anglais.

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Aims: The topic of the knowledge review that has been carried out is outdoor learning. The purpose of this study is to examine what possibilities are created for students' learning and well-being by conducting teaching in the natural sciences and in outdoor environments.   Method: The study was limited to a consideration of research articles and literature. This meant that our search for literature was limited to peer-reviewed material, a term that refers to the fact that it has undergone scrutiny from fellow researchers and experts, resulting in a form of quality control before publication. We made use of different searches and key words in several databases, including Libsearch, Google Scholar, and Swepub, and also conducted some searches in the city library of Lund (Stadsbiblioteket). Using a total of 13 sources, we then compiled the information and selected the material that pertained to our area of interest, and that would help us answer our research question. In the search process we made use of Jarl Backman (2016), who gave us useful search methods and tips that helped us commence the process in a good way.    Results: One of the problems we faced was that there were many articles that had been published but the full text versions were missing, which made us unable to use them. This meant that the number of articles that we could include was limited. Through our search process, we noticed that there is a lack of Swedish research in the subject area of outdoor learning. Still, the results show that there is a focus on both students' health and learning within this area of research. Through our readings, we were able to conclude that outdoor learning has a number of positive effects on students' learning and general development in all subjects. However, the research also suggests that there is a general lack of outdoor learning, because of teachers' lack of knowledge in how to conduct it. Other reasons include lack of activities within the different subjects, which make them unsuitable to be conducted outside, or that the school does not have the environment required to make outdoor learning possible.   Discussion: Numerous different researchers within the sources we selected pointed to the importance of outdoor learning as a teaching method in school. However, to achieve the best results, there is a need to alternate between indoor and outdoor learning. Through alternating between the two, students are able to consolidate the knowledge that they had acquired in the classroom. Outdoor learning had a positive effect on the students' results. Additionally, it increases participation and interaction between the students. Because outdoor learning facilitates the students' use of their different senses, it results in better knowledge retention than teaching that is conducted indoors. This also has to do with the fact that students are more restricted in the classroom.   Conclusion: The conclusion we arrived at was that outdoor learning has positive effects on students' learning, performance, results, and health, but also participation. The results show that the teachers who have tried outdoor learning have gotten more positive effects from outdoor learning than from teaching indoors.   Due to the limited time of ten weeks, we chose not to focus on the potential effects that outdoor learning may have on students with neuropsychiatric disorders.

Skolans utformning utvecklades genom tomtens form och förutsättningarna runtomkring. På den östra sidan brusar en kraftig trafikled och på den västra sidan öppnar den sig mot staden. Därmed rör sig byggnaderna längs platsens östra sida för att stänga ute bilarnas oljud och öppna upp skolgården mot Henriksdalshamnen och Anders Franzéns park. Anders Franzén var en marintekniker och amatörforskare som år 1956 upptäckte regalskeppet Vasa. Jag har döpt skolan efter Franzén för att knyta an till den intilliagnde parken och för att inspirera barnen att upptäcka världen. I den norra byggnaden finns årskurs tre till sex samt utrymmen för de estetiska ämnena. I den östra byggnaden finns förskola och årskurs ett och två samt matsal och terass på övervåningen. I tomtens södra del finns idrottshallen en bit bort från skolan för att göra det möjligt för allmänheten att använda den på kvällar och helger. Idottshallen är till hälften nedgrävd med skolgård på taket som man kan nå genom en större trappa eller hiss. Alla klasser har sin egen dörr för att skapa en trygghet när man kommer till skolan som innebär att man känner alla som man delar kapprum med och för att skapa en möjlighet för eleven att påverka den egna hemvisten. Skolgården verkar samlande för skolan som sträcker sig längs tomten och slingrar sig likt Anders Franzéns park. På skolgården finns bland annat en klättervägg, grönytor, basketkorg och gungor. Det finns även terasser utrustade med odlingsmöjligheter, bikupor och solceller tillgängliga för undervisning och övervakade lekar. Vid idrottshallen finns parkering för bilar och utrymmet för leveranser ligger i anslutning till matsalen i den mellersta byggnaden. Cykelparkeringar finns utspridda över hela tomten i närheten av entréer. / The school's design was developed through the shape of the site and the conditions surrounding it. On the east side there is a loud highway with a lot of traffic meanwhile the west side opens up towards the city. Thus, the buildings move along the eastern side of the site to shut out the noise of the cars and opens up towards Henriksdalshamnen and Anders Franzén's park. Anders Franzén was a marine technician and amateur researcher who discovered the regal ship Vasa in 1956. I have renamed the school after Franzén to connect with the neighboring park and to inspire the students to discover the world. In the northern building there are students in the third to sixth grade and spaces for the aesthetic subjects. In the eastern building there is a pre-school, first and second grade students as well as the dining room and the main terrace upstairs. In the southern part of the site there is a sports hall which is a bit further away from school in order to invite the public to use it during the evenings and weekends. The sports center is half buried with the schoolyard continuing up on the roof which can be reached by a larger staircase or an elevator inside the building. All classes have their own front door to create a sense of belonging when you come to school, which means that you know everyone who shares your coatroom and also to create an opportunity for the student to influence the classroom. The schoolyard gathers all of the pupils and stretches along the plot in a manner inspired by Anders Franzén's park. The schoolyard includes a climbing wall, green spaces, a basketball court and swings among else. There are also terraces equipped with growing facilities, hives and solar cells available for teaching and supervised games. At the sports hall there is parking for cars and the space for deliveries is located close to the dining hall in the middle building. Bicycle parking is spread throughout the plot near the entrances.

Studying what eugenics was and other subjects that could be tied to this is nothing new. However, there are still gaps in the research field that need to be filled. One of these concerns critical debates, for example using person-based names on lecture-halls and buildings. The purpose of this study was to investigate what themes and lines of conflict could be identified in the debate around the historical heritage after Anders and Gustaf Retzius, two previous researchers. The study analyzed the overall society’s debate within the Swedish daily press. The study used argument analysis as its method and included a total of 15 articles. The theoretical framework of this study included descriptions of how memory can be used in various ways such as organizing one’s history and what part it could play in for example debates concerning changes like removing memorials. The results of the present study for example showed that one theme and line of conflict in the debate concerned how involved Anders and Gustaf Retzius were in the Swedish eugenics, since this according to various parts of the chosen works could be viewed in different ways. The study concludes that the debate is multi-layered and could be viewed from many different perspectives.

I slutet av 1960-talet uppstod den djupekologiska rörelsen där bland annat filosofen Arne Næss genom boken Økologi, samfunn og livsstil: utkast till en økosofi (1973) gav upphov till namnet ekosofi, en ekologisk filosofi som skulle kunna vända den negativa trenden av miljöförstörelse. Ekosofin har senare kommit att benämnas som en livsåskådning vid sidan av andra livsåskådningar så som existentialism och humanism. I det gymnasiegemensamma ämnet religionskunskap ska undervisningen beröra världsreligionerna, etik och icke-religiösa livsåskådningar. Denna uppsats syfte är att med en innehållslig idéanalys analysera hur Næss ekosofi T förhåller sig till Anders Jeffners teorier om livsåskådning samt att diskutera i vilken mån ekosofi T kan användas som en icke-religiös livsåskådning i gymnasieskolans religionskunskapsundervisning. Det framkommer att Næss genom sina resonemang uppfyller Jeffners terminologi för vad en livsåskådning bör innehålla där en ekologisk och vetenskaplig materiell världsbild utgör grunden för ekosofi T som en icke-religiös livsåskådning. Likväl framkommer det att livsåskådningsbegreppet kan användas som ett analytiskt verktyg i undervisningen för att elever ska ges goda förutsättningar att jämföra och analysera livsåskådningar så som ekosofi T utifrån läroplanens mål och riktlinjer.

In the school subject religious education in Sweden, there is a term which easily becomes overlooked, the concept »view of life« (in Swedish: livsåskådning). The concept includes both religious and non-religious world views and is a wider term than religion. Swedish scholars have different approaches to what a view of life can be, which have resulted in a range of interpretations and an uncertainty regarding how teachers should approach the concept in their teaching. In this student thesis I attempt to structure a teaching model, which takes its starting point out of Anders Jeffner’s theories and understanding of the essence of the concept and implement his definition in a teaching situation. The teaching model connects both to the students’ own personal standpoints as well as to more established and collective views of life. This teaching model is being tested and observed as a case study in upper secondary school in order to gather research material and discuss how the students face and understand content and function related to the concept. Furthermore I intend to discuss if Jeffner’s definition is a functioning way to adress views of life in religious education. The result of this thesis is that the students notice a wide range of perspectives of what a view of life can consist of in terms of suppositions and values, as well as its functional effects on an individual and a collective level. However, there is a challenge in translating theoretical concepts and adapting content to a student level.

Anders Zorn är allmänt ansedd som en av sin tids främste porträttkonstnärer och bland hans mest upphöjda modeller hittar vi diverse medlemmar i den svenska kungafamiljen. I den här uppsatsen undersöks tre av hans kungliga porträtt utförda mellan åren 1898 och 1909. De tre porträtten är alla målade i olja på duk och föreställer de två kungarna Oskar II och Gustaf V samt änkedrottning Sofia av Nassau. Uppsatsens syfte är att undersöka Zorns kungliga porträtt i relation samtida framställningar av kungligheter, den kungliga porträttraditionen i Sverige och statsporträttet som genre. Frågeställningarna centrerar kring hur porträtten förhåller sig till den kungliga porträttraditionen, hur Zorn använde sig av klädsel och attribut och vilken effekt det fick i hans framställningar, i vilken utsträckning som hans verk följer den traditionella kungliga ikonografin och hur den personliga relationen till kungligheterna påverkade framställningarna av dem. Undersökningen utgår ifrån en semiotisk bildtolkning av de tre verken och uppsatsens teoretiska perspektiv utgår ifrån T.J. Clarks beskrivning av socialhistorisk konstvetenskap. Resultatet visar att Zorn använder sig delvis av den kungliga ikonografin samt använder sig av element vanliga inom statsporträttets genre samtidigt som han i det stora bryter med traditionen både när det kommer till klädsel, attribut och komposition. Det har även framkommit att relationen till kungligheterna var nära och att detta säkerligen påverkade den informella tonen i Zorns kungliga porträtt. Undersökningen visar också att Zorns porträtt kommer till i en brytningstid där hans kungliga porträtt har mer likheter med de som kommer efter än de som har tillkommit tidigare. / Anders Zorn is generally considered one of the most prominent portrait painters of his time and among his subjects we find several members of the Swedish royal family. This thesis investigates three of his royal portraits painted between 1898 and 1909. The portraits are all painted in oil on canvas and depict two kings, Oscar II and Gustaf V, as well as the dowager queen Sofia of Nassau. The aim of the thesis is to investigate Zorn’s royal portraits in relation to contemporary depictions of royalty, the traditional royal portraiture in Sweden, and the state portrait genre. The questions focus on how the portraits relate to the royal portrait tradition, how Zorn used clothing and attributes and the effect this had in his representations, to what extent his work follows traditional royal iconography, and how his personal relationship with the royals influenced the representations of them. The investigation is based on a semiotic interpretation of the three works, and the essay's theoretical perspective is based on T.J. Clark's description of social art history. The results show that Zorn partially uses the royal iconography and elements common within the genre of the state portrait, while he also largely breaks with tradition in terms of clothing, attributes, and composition. It is also shown that the relationship with the royal family was close and that this certainly influenced the informal tone of Zorn's royal portraits. The investigation also shows that Zorn's portraits are produced at a turning point where his royal portraits have more similarities with those that follow than those that precede.

The early modern age was a period of great discoveries, formulation of new ideas and new methods for scientific inquiry. It was also a time of increased travel within Europe among nobility and people of learning. In this essay a number of Swedish learned men are followed in their journeys, through their own diaries and autobiographies, to centers of learning in England, France, Italy and other countries. The essay investigates how the journeys reflect the formation of academic and scientific institutions in Europe, such as scientific societies and journals, and experimental practices. It also studies the nature of personal interactions and the mechanics of international social networks, and the role of travelers in this context. It also looks at how Sweden, as a country in the periphery of Europe, could take advantage of this kind of international travel and become part of the new developments on the continent.

The aim of this study is to describe and interpret Anders Sunna's painting "30 km constraint" from a sami and cultural political perspective. In the study, the financial culture support for Sami culture is described and compared via Sweden’s cultural policy, the regions in north Sweden, as well as the Sami Parliament. The study examines which cultural concept one uses when discussing support for the Sami art. The study applies a hermeneutic approach in which the purpose is to see more perspectives and understanding of the Sami culture and art. The method is based on a qualitative approach with content-based idea analysis with the analysis tools ideal types and dimensions. Ideal types are Dorte Skot-Hansen’s three legitimacy grounds and the dimensions “anthropological-wide” and “artistic-narrow”. Through the study it emerges that support for the Sami culture is under-financed, partly because of lack of knowledge of the Sami culture, and that both the national cultural policy and the regions use mainly sociological and instrumental motivations and the artistic-narrow culture concept.