Syftet med denna studie är att få större kunskap om NT-projektet, vilket är en kommunalsatsning på naturvetenskap och teknik, och om denna satsning gjort någon skillnad när det kommer till pedagogernas arbete med kemi i kommunens förskolor. Vidare kommer det också undersökas om de som arbetar med NT-projektet har någon särskild utbildning. Detta då det finns intresse att utvärdera NT-projektet och deras ”NT-lådor” samt införskaffa kunskap inom detta område inför framtida arbete inom kommunen ifråga. Kvalitativ- och kvantitativforskningsmetod har använts för att nå fram till frågeställningen. Jag har genomfört en kvalitativ intervju som var ostrukturerad. Ostrukturerade intervjuer liknar vanliga samtal och passar bäst i detta sammanhang då jag inte har stor kunskap när det kommer till NT-projektet. Jag har även genomfört en enkätundersökning som riktade sig till pedagogerna i tretton förskolor. Resultatet av intervjun ledde till en större inblick i NT-projektet och dess arbete.  Enkätundersökningens resultat visar på betydelsen av material, kunskap och tid, faktorer som uppfattas som bristfälliga i den pedagogiska verksamheten i dagsläget. / The purpose of this study is to gain a greater knowledge of the NT project, which is a local government investment in science and technology, and if this effort made ​​a difference when it comes to the teachers' work in chemistry in the municipal preschools. Furthermore, it will also examine whether those who work with NT project has any special training. There is an interest to evaluate NT-project and their "NT-boxes" and acquire knowledge in this area for future work within the community in question. Qualitative and quantitative research methods have been used to reach the issue. I conducted a qualitative interview that was unstructured. Unstructured interviews are similar to regular conversation and fits best in this context, this because I do not have great knowledge regarding the NT-project. I have also carried out a survey which was directed to the educators in thirteen preschools. The result of the interview led to a greater insight into the NT-project and its achievements. Questionnaire survey results show the importance of materials, knowledge and time, factors that are perceived as deficient in the preschool in the current situation.

Christ can be understood as a mirror, connecting humanity and God in his image into a hybrid entity, without eliminating the difference. The complex reality is mirrored through Christ transcending the border between subjectivity and objectivity, human and God, ourselves and others. This study is a form of constructive theology that aims to construct a transformative christological conceptual model, which can contribute to theology as a power critical epistemological deconstruction. It does this through the method of critical and comparative text analysis.  The study consists of two main sections, analysis and the discussion. The analysis section seeks to develop a theoretical frame, in which to generate a conversation between critical theorists Theodor Adorno and Gloria Anzaldúa on their view on epistemological oppression and liberation. The result is the development of an analytical concept called dialectics of the borders that exposes epistemological oppression as understood through the critical terms of oppression of objectivism and the suppressed gap. As an answer to the dialectics of border the analysis section develops the phrase dialectics of the gap, as an expression of epistemological liberation, which relies on such concepts as the shape of the gap, epistemological deconstruction, the hybrid entity, and transformative hybridity. The discussion section applies this theoretical frame to various christological concepts in order to create a new useful conceptual model. The constructed conceptual model is called incarnational epistemology and expresses an empowering critical epistemological reconstruction in Christ. The cross is understood as the explicit border between God and humanity, which is expressed by man's colonialization of dialectics. In Christ God transcends these epistemological borders and embodies the gap, as an expression for dialectics of the gap. For example it is demonstrated with the understanding of the body of Christ as the hybridization between subjectivity and objectivity and the sanctification as a reversed incarnation by the collective reconstruction of Christ in the border between subjectivity and objectivity. Hence, humanity as the body of Christ through sanctification can be understood as the mirrored image of Christ incarnating this epistemological reconstruction.