This thesis examines the construction of legal arguments in the English ecclesiastical courts, 1193-1300. The primary source materials used are the records of the thirteenth-century provincial Court of Canterbury, the earliest extensive collection of English ecclesiastical court records. The thesis is divided into two sections: 1) the development and use of Romano- canonical procedure in the Court of Canterbury, and 2) the construction of arguments based on procedure, issues of fact, and issues of law, as well as the citation of legal sources. As yet, very little work has been done on the practical aspects of litigation and legal representation in the ecclesiastical courts before the fourteenth century. By combining a broad overview of procedure with a detailed analysis of select documents and cases, this thesis will provide a more in-depth study of legal argument in the ecclesiastical courts than has previously been available. In the thirteenth century, the ecclesiastical courts were operating within an extensive framework of written law, which made the litigants dependent on both the eloquence of their argument and on their ability to cite their sources and offer proofs. The increased complexity of arguments and the appearance of explicit canon and civil law citations at the end of the thirteenth century were almost certainly a result of the development of the roles of advocates in the church courts. This study will use the surviving records from Canterbury to provide a detailed picture of litigation in the period, in particular with regard to the way in which litigants constructed their arguments and accessed representation, and the manner in which legal experts made use of their education when practising in the church courts. This will allow us to further investigate how litigants were able to understand and make effective use of a changing legal system.

Swedish society has changed since the 20th century and a classroom today looks very different. The multi - cultural society has grown and in step with the growth, one can today shed light on various obstacles and problems in the teaching of the Swedish subject of history.  To get an overview of how the research is done, we have chosen to look at teaching strategies, history didactics and multiculturalism in the classroom. Among other things, we will delve into narrative orientation, social science orientation and more perspective orientation in history teaching.  The databases we have chosen to use are ERIC - EBSCO, ERC Education Research Complete and SwePub. We justify our search for research through databases such as ERIC and ERC because we wanted to include an international aspect in the knowledge overview in order to be able to follow history teaching in other countries besides Sweden.  Something that is common to all research is the lack of governing documents that are not adapted to the multicultural society. One consequence of this is that the countries’ historical canons and syllabi are not updated either. The material is limited to the local area and makes it difficult to bring new perspectives into the teaching, as well in Sweden as internationally.  Our overview of research leads us to the conclusion that the students are in need of teaching that contributes to a broader historical awareness, so that the student in question can analyze and reflect from several different perspectives.