Den här studiens syfte är att belysa de matematiska argument som blir synliga i matematikundervisningen i en årskurs 6 samt beskriva hur sociala och sociomatematiska normer inverkar på synliggörandet av matematiska argument. Detta har gjorts genom observation av fyra lektioner där data har bevarats med hjälp av löpande protokoll i kombination med ljudinspelning av elevers arbete i par. Data har analyserats genom att kombinera Toulmins modell för beskrivning av argument (Toulmin, 2003) med teorin om sociala och sociomatematiska normer i matematikklassrummet (Yackel &amp; Cobb, 1996). Resultatet visar att rikligt med kommunikation fokuserad kring det matematiska innehållet förs i klassrummet. Däremot blir matematiska argument sällan synliga och istället är det lärarens ord som används för att verifiera lösningar. Undervisningen fokuserar på uträkningar och svar som produkter av matematiken istället för att fokusera på de matematiska processer som har lett fram dit. Som helhet har de sociala och sociomatematiska normerna i den observerade klassen en hindrande inverkan på synliggörandet av matematiska argument. Slutsatsen är att riklig kommunikation med relevant innehåll inte garanterar att matematiska argument blir synliga. Istället är sociala och sociomatematiska normers inverkan stark och det är avgörande på vilket sätt innehållet behandlas i kommunikationen. / <p>Matematik</p>

This study examines the first inauguration speech and the four Independence anniversary speeches delivered by the former second president of Namibia, Hifikepunye Pohamba. The five volumes of these speeches, which marked Pohamba’s first term of office, plus audio-recordings of the highlights of the speeches on the Namibian Broadcasting Corporation, were the primary data of the study. Pohamba’s modern presidency, executed the laws through speeches, communicated directly to the Namibian people about what his Government have done, what it is attempting to do, and what they plan to do. In order to investigate how Hifikepunye Pohamba’s rhetoric continued in shaping democracy in the post-apartheid Namibia, the argument of the analysis was based on the Aristotelian (2007) ‘three regimes’ of rhetoric as well as the three rhetorical proofs. On the historical background information, a context of the rhetorical situation was drawn from Bitzer (1968), and the rhetorical argument and application of Perelman (1984). Moreover, close contextual analysis was also employed as it seeks to analyse the relationship between the inner working of public discourse and its historical context in order to discover what makes a particular text function persuasively. Pohamba’s speeches were analysed closely and rhetorically interpreted within their Namibian historical and political context. Thus, the study reveals the monumental occasions in the history of Namibian politics, among others, the symbolic rhetoric of the peaceful transfer of power from the founding President Sam Nujoma to the second president, who was also democratically elected, Hifikepunye Pohamba. Pohamba’s rhetoric reflects his rhetorical performative. He demonstrated his democratic ethics to his audience in his rhetoric, and constantly referred to certain individuals who were respected by his audience. Thus, he continued shaping democracy in Namibia. Pohamba’s rhetoric contains values of praising and blaming; he established fact and judgement about the past, and also advised about the future. He emphasised on the policy of national reconciliation and confirmed that reconciliation had ushered in a new dispensation of political stability, peace, unity, ethnic cohesion and security in Namibia. Namibian people must therefore continue to shun the vices of tribalism, sexism and corruption, among other things. Pohamba effectively used his rhetoric to communicate to the audience which is an important aspect of a democratic regime. This was observed internationally, which enabled Pohamba to put Namibia on the world map as he won MO Ibrahim award for African leadership at the end of his second term. However, the current study has focused only on the rhetoric of his first term.

Arguments for the incompatibility of determinism and moral responsibility sometimes make use of various transfer of non-responsibility principles. These principles purport to specify conditions in which lack of moral responsibility is transmitted to the consequences of things for which people are not morally responsible. In this paper, after developing what I take to be the most serious objections to extant principles of this sort, I identify and defend a new transfer of non-responsibility principle that is immune to these and other objections. This new principle says, roughly, that if you are not morally responsible for any of the circumstances that led to a particular outcome, and if you are not morally responsible for those circumstances leading to that outcome, then you are not morally responsible for the outcome either. After defending this principle against a number of objections, I use it to argue for the conclusion that no one is even partly morally responsible for anything, if determinism is true.

This essay looks at the new syllabus in English (Lgr11) and its focus on text types. The argumentative text is then the focal point and the argument as a text type and its characteristics are explored. The purpose is to see if two texts from a textbook in year nine could be seen as good representations of arguments. The textbook texts were compared to the forms of an argument through a reading matrix set up for this purpose. The results show that the selected texts were lacking in many respects and cannot be used as good examples of arguments. The textbook presents mostly fictional texts and just a few other text types. This heavy focus on fiction is a problem in more than one respect. Pupils need to be able to read and write many different kinds of texts as the demands of literacy are high in today’s society. It also important to be able to read critically as the number of texts available are increasing, especially on the internet, and their purpose and aim might not be disclosed.

Föreliggande studie tar avstamp i gymnasieutredningen En gymnasieutbildning för alla: åtgärder för att alla unga ska påbörja och fullfölja en gymnasieutbildning: betänkande (SOU 2016:77), som föreslog att minst ett estetiskt ämne ska återinföras som obligatoriskt i gymnasieskolan. Syftet med studien var att synliggöra innebörden i politikers argumentation avseende ett eventuellt återinförande av estetiska ämnen i gymnasieskolan från mars 2016 till och med april 2017. Frågeställningarna för studien löd: Vilka argument framför politiker för ett eventuellt återinförande av estetiska ämnen i gymnasieskolan? och: Vilken syn på kunskap kan synliggöras genom politikers argumentationer avseende ett återinförande av estetiska ämnen? Utifrån Stephen Toulmins argumentationsmodell analyserades sex artiklar med utgångspunkt i teori utifrån Gest Biesta om vad som är god utbildning och vilka önskvärda subjekt som formas i utbildning och utifrån Michel Foucaults teori om disciplinering. Resultatet synliggjorde att politikers argument handlar om att skapa konkurrenskraft i Europa och att elever ska utveckla kreativa förmågor på grund av dess relevans i flertalet yrken. Det fanns även en villkorad hållning från politiker som menade att ett återinförande inte får ske på bekostnad av andra ämnen. Samt att gymnasieskolans nuvarande hållning tvingar elever till att välja bort estetiska ämnen till förmån av de ämnen som är meriterande. Studien kommer fram till att ett eventuellt återinförande präglas av att anpassa elever med vissa förmågor som kreativitet för att upprätthålla konkurrenskraft i Europa. Däri ingår det att elever ska formas till subjekt som passar in i en rådande ordning och att de ska arbetsmarknadsanpassas. Vidare görs det en åtskillnad mellan kunskap och bildning där de estetiska ämnena står för det sistnämnda.

There’s a growing number of trans-related bills in the US and states are divided amongst themselves with some taking a strong pro-trans stance and others a strong anti-trans stance. This study analyses the arguments of six different political debates on the US state-level. These debates all concern either pro-trans or anti-trans bills. The purpose of this study is to provide an understanding of the trans-debate and its ideological underpinnings. Our study shows that how one views the trans identity is fundamental to the trans debate. The study also shows a clear ideological divide in the arguments used by both sides with many republican arguments aligning with conservatism and conversely many democratic arguments aligning with liberalism. The republican arguments revolve around the themes of parental right, the value of the family and the need to protect children from the dangers of gender affirming care. The democrat's argumentation has its basis in their view of trans people as a persecuted minority with many arguments revolving around the suffering this community endures. They argue that the anti-trans bills are dangerous for trans people as many trans people already suffer from depression and suicidal thoughts. Some democrats go as far as accusing the republicans of having near genocidal intensions for the trans community. The democrats instead argue that trans people should be free to express themself and that they deserve to feel safe, respected and affirmed. Contrary to the republicans the democrats see gender affirming care as a lifesaving solution to trans peoples suffering.

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.

No description available.

In recent decades, a debate has arisen within analytic philosophy concerning the nature, validity and possible uses of Kantian transcendental arguments. This thesis examines two of the main questions within this debate: (i) what is a transcendental argument, and (ii) could there be a successful transcendental argument. The first chapter surveys some recent attempts at definition. A general lack of consistency in the literature makes it impossible to reach any precise conclusion about what a transcendental argument is, but a two-fold working definition is proposed on the basis of two identifiable general approaches to this question. The second chapter looks at two forms of scepticism about our knowledge of the external world in order to set up in a Kantian way the two epistemological problems to which transcendental arguments have been proposed as solutions. One problem concerns how it can be known that the external world exists; the other concerns conceptual relativism and the possibility of transcendental justification of a particular conceptual scheme. The third chapter examines and expands upon Stephan Korner's forceful argument to show that transcendental arguments are impossible. This argument counts decisively against the possibility of a transcendental solution to the problem of conceptual relativism, but does not touch arguments to demonstrate that we have knowledge of the existence of the external world. The fourth chapter examines several transcendental arguments which attempt the latter demonstration, beginning with Kant's Refutation of Idealism and then turning to some recent variations on this argument. / Thesis / Master of Arts (MA)

I denna uppsats undersöks hur tre ämneslärare på gymnasiet bedriver grammatikundervisning i kursen Svenska 2 genom att fokusera på deras synsätt och arbetsmetoder. Denna uppsats syftar till att bidra med en fördjupad förståelse för hur grammatikundervisning i gymnasieskolans svenskämne motiveras och utformas i praktiken. Med utgångspunkt i tre djupgående intervjuer och analys av arbetsmaterial kartlägger studien lärarnas syn på grammatik samt de argument och strategier de använder för att motivera och genomföra grammatikundervisning. Uppsatsen presenterar tre distinkta synsätt på grammatikundervisning bland svensklärare i gymnasieskolan. Samtliga lärare understryker grammatikens betydelse för elevernas språkutveckling och dess roll i att förbättra skrivförmågan. Lärarna använder varierande metoder för sin grammatikundervisning, vilket reflekterar deras syn på grammatikundervisning och deras strävan efter att främja elevernas språkliga förståelse och skrivförmåga.