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This essay deals with the conflict between poetics and poetry in the works of Fenno-Swedish poet Gunnar Björling (1887-1960). The first two parts discuss the conflict in itself, while the third and last part of the essay discusses the movement or change through the authorship as a whole, which can be seen as leading from poetics to the poetry advocated by the first.  Björling advocates a poetry (and a general approach to life) not seeking to understand or explain reality, but meeting it in the most direct sense possible. The conflict consists of the fact that a poetics to its nature is in some sense theoretical and structured, the result of a process of thinking – which makes it inconsistent with the thesis of the very same poetics. The critique of reason which forms the basis of Björling’s poetics is in itself an example of the very same reason in practise. An important aspect of this idea of immediacy is the critique of language, which – drawn to its utmost – results in silence. Due to this, I split the conflict into two levels: the first one is the extreme, which understands the striving beyond language literally – and is highly parenthetic in the authorship; the second treats the idea of non-language and silence as in a more figurative or metaphorical sense, rather meaning an emancipation from reflective thought. This later level is the one of greater significance, being to some degree actual throughout the authorship.  Björling reaches the furthest in this strive in his late poetry, where the words to a higher degree speak with their physical presence than with their semantic meanings. In his early works the same philosophical and poetological ideas are highly present, but are not near being fulfilled until one or two decades later, reaching its peak in the very last books. The movement through the authorship is hence of a teleological nature, leading from the poetics expressed in a more reflective text prioritising the semantic aspects of language, to the text that is actually advocated by the poetics: a more immediate and concrete relation to being. By investigating the treatment of the word ”word” in Björling’s texts throughout the authorship, I show how this is intimately connected with the general style of writing. Björling reaches a greater acceptance of words as physical and part of reality, resulting in a sort of dissolution of the opposition between poetics and poetry – or, in a wider sense, between comprehensibility and incomprehensibility.

Motivation in the classroom: Teachers' perspectives on what motivation is; how you attain and sustain it Daniel Kvick 1. Abstract The aim of this essay was to explore the issue of motivation and gain better understanding of what motivation in the school environment is all about.  Is it just a term we use in our everyday life without putting any meaning into what we really mean by it? I have centered my work around the following questions:  What is motivation in school?  What makes for a motivating school task?  How do teachers best motivate their students?  What motivates the teachers?  Why is it that some students just can’t be motivated?  The research for this essay was carried out in two ways.  The first part was to complete an online survey, which was then e-mailed to several teachers in the Laholm area.  The second part consisted of a series of interviews with four different teachers which centered around the questions stated above.  The teachers, who were between the age of 31-51, were all working at Osbecksgymnasiet in Laholm (Upper-Secondary-school) and were all teaching different sets of subjects (English, French, Maths, Swedish, Physical education, and Sciences).  Interviewing teachers from a variety of subjects rather that just focusing on English gave me an opportunity to compare attitudes towards the different subjects.  The interviews were carried out in the school, and varied between 44 minutes to 1 hour and 24 minutes Keywords: motivation, intrinsic motivation, extrinsic motivation, immediacy

This essay investigates live-streamed guided tours made by Moderna Museet, so called sofa tours, streamed between February 2020­ and April 2021. The aim is to observe, describe and analyze the [Moderna Museet’s] sofa tours using a modality approach as well as relating the sofa tours to physical museum visits, using the concepts of media, mediation, remediation, immediacy and hypermediacy. The research questions concern ways of looking at art when participating in sofa tours and the differences compared to physically viewing art at the museum. In conclusion, the sofa tours made by Moderna Museet offers several alternatives to physical museum visits, not necessarily better or worse. Participants can actually modify their experience of participating in sofa tours and looking at art, for example by choosing to participate live or afterwards, with or without access to other participants comments, questions and reactions as well as choosing between using Facebook, Instagram, YouTube or the museum webpage to access the sofa tours. Comparing sofa tours to physical museum visits showed that both their principal function is to provide opportunities for people to view art together with other people, with or without the aid of a guide. However, most of the mediated space in the physical museum is unavailable to sofa tour participants. On the other hand, the sofa tour creates another set of unique mediations which do not exist in the physical museum space.