Diss. Umeå : Umeå universitet, 2007.

<p>In this study the overarching question is in what way the Swedishauthor Alf Henrikson has acted as a popular educator and if he as such hasbeen a part of a popular educational context. The different popular educationalactivities he associated with could be considered as verification thathe did act as a popular educator. Two works of his popular historical authorshipare examined and they are characterized by the intention or ambitionto disseminate historical knowledge. By his historical authorship healso was a part of a popular historical tradition in Sweden.Henrikson appeared at several times as a popular lecturer and hereby hereproduces a tradition from the worker’s institutes and the associations forpopular lectures. He also performed on several occasions in radio programsand TV programs and disseminated knowledge and education. Radio broadcastsas well as television are regarded as popular educational activities. Inconsideration to the subject areas of his knowledge he can be affiliated withan educational ideal in the Swedish worker’s movement and Swedish populareducation. His educational ideal is the personality creating neohumanisticprinciple. Henrikson also supported the thought of taking over the middles-classes idea of cultural heritage.</p>

In this study the overarching question is in what way the Swedishauthor Alf Henrikson has acted as a popular educator and if he as such hasbeen a part of a popular educational context. The different popular educationalactivities he associated with could be considered as verification thathe did act as a popular educator. Two works of his popular historical authorshipare examined and they are characterized by the intention or ambitionto disseminate historical knowledge. By his historical authorship healso was a part of a popular historical tradition in Sweden.Henrikson appeared at several times as a popular lecturer and hereby hereproduces a tradition from the worker’s institutes and the associations forpopular lectures. He also performed on several occasions in radio programsand TV programs and disseminated knowledge and education. Radio broadcastsas well as television are regarded as popular educational activities. Inconsideration to the subject areas of his knowledge he can be affiliated withan educational ideal in the Swedish worker’s movement and Swedish populareducation. His educational ideal is the personality creating neohumanisticprinciple. Henrikson also supported the thought of taking over the middles-classes idea of cultural heritage.

Developed from a desire to explore alternative ways of addressing aspects of architecture, the project After the Architects tells the story of the KTH School of Architecture building through the eyes of me - one of its many users. The project consists of a film, an exhibition and a hand book with mental excercises. Investigating the tools we have at hands as architects in the context of storytelling as a mean of communication, I wanted to dissect the many layers of interpretation and experiences a building consists of. It is often said that the core of a building is what it does and how it does this. Since buildings, rooms and spaces are experienced differently by everyone, I think the active use of subjectivity is the best way of approaching this theme. The KTH School of Architecture building has been my second home for five years. It has hosted architecture education since 1970, but after the summer of 2015, it is entering a new phase as the school is moving to a new building. Therefore, as a student leaving the building, I’m using my subjectivity as a tool for investigating the relationship between the course of time, the school building, and myself.  Which effects and stories has it staged over the years and how has the building affected me, on an intellectual-, as well as on a personal level? Some of the themes I’ve been working with are; the aspects of time, memories and nostalgia, the different roles of a building, spaces as references, and the interplay between perspective, interpretation and meaning. / Sprunget ur en önskan att undersöka alternativa sätt att diskutera arkitektoniska aspekter skildrar projektet After the Architects historien om KTH arkitekturskolans byggnad sett genom mina ögon i egenskap av en av dess många användare. Projektet består av en film, en utställning och en handbok med tankeövningar. Genom att använda mig av formen av historieberättande vill jag belysa den mängd av lager av tolkningar och upplevelser som en byggnad skapar förutsättningar för. Det sägs att kärnan i vad en byggnad är består av det den gör och hur den gör detta. Eftersom vi upplever byggnader, rum och platser på olika sätt anser jag att en aktiv användning av det subjektiva perspektivet är det bästa sättet att ta sig an detta ämne. KTHs Arkitekturskola har varit mitt andra hem de senaste fem åren. Sedan 1970 har det inrymt arkitekturutbildningen i Stockholm, men efter vårterminen 2015 går byggnaden in i en ny fas, då skolverksamheten flyttar till en ny byggnad. I egenskap av en student som lämnar byggnaden använder jag mig av min subjektivitet som ett analysverktyg för att undersöka relationen mellan tidens gång, byggnaden och mig själv. Vilka upplevelser och historier har den iscensatt genom åren och hur har byggnaden påverkat mig; både på ett intellektuellt- och på ett känslomässigt plan? Några av de teman jag arbetat med är: tiden &amp; byggnaden, minnen &amp; nostalgi, byggnadens olika roller, platser som referenser, och sambandet mellan perspektiv, tolkning och meningsskapande.