Dissertatio inavgvralis--Lipsiensi. / Vita.

Thesis, Münster.

Thesis (doctoral)--Universität, Freiburg i. Br., 2005. / Includes bibliographical references and sources (p. [363]-424) and index.

The extant ancient Greek treatises on music show very striking similarities regarding the explanation of music theory, although they span a time period of seven centuries. The aim of this thesis is to prove that these similarities were not caused by the missing development of music, but rather by the habit of ancient musicologists, who seem to have preferred the information contained in their sources, however old they were, to the description of real musical practice. In this respect Aristides Quintilianus, an author of the 3rd century AD, who wrote three books On music, was not different. This thesis includes an explanation of the development of music as it is depicted by contemporary non-musicological writers and notational diagrams, then presents the work of Aristides Quintilianus per se as well as in the context of the other ancient Greek musicological research. There is also a translation and a commentary on Aristides's first book, where the musical changes should be present. Finally, by a comparison of some parallel passages found in Aristides's first book and in the rest of the extant musicological treatises, Aristides's sources are exposed.

This work deals with education for virtues in Ancient Greece and Rome and is looking for common elements that can be traced in current educational practice as a reference to this education. It focuses on several important philosophers: Socrates, Plato, Aristotle, Cicero, Seneca and Quintilianus. It examines the virtues which were considered to be the most important, how one can reach them and if they can be learned. The final chapter describes how the antique education for virtue influenced the contemporary Czech education, particularly in the General educational programme for basic education and General educational programme for high schools.

<p>I denna kandidatuppsats undersöks narrativer och argumentation i Jan Björklunds pluggskola. Bakgrunden till uppsatsen är att undersöka hur politiker använder berättelsens övertygande kraft för att vinna röster, och huruvida en argumentation baserat på narrativer är hållbar. Materialet som ligger till grund för denna uppsats är insamlade debattartiklar och uttalanden där Jan Björklund presenterar sin skolpolitik. Teorierna som denna uppsats grundar sig på är den retoriska pedagogiken utifrån Quintilianus och Giambattista Vico, samt det sociokulturella perspektivet på pedagogik. Dessutom används psykologiteorier om narrativens funktion för människans förståelse. Som metod används Ernest G. Bormanns fantasy-themeanalys samt argumentationsanalysen utvecklad av Frans van Eemeren, Rob Grootendorst och Francisca Snoeck Henkemans. Resultaten som framkommit av analysen är att Björklund använder narrativen i argumentativt syfte vilket gör hans argumentation icke hållbar och fallasityngd.</p> / <p>This essay examines narratives and argumentation in Jan Björklunds pluggskolan. The background for this essay is to investigate how politicians use the narratives argumentative force to persuade and if an argument based on a narrative is durable. The material contains articles and statments by Jan Björklund concerning the swedish school system.The theories used in this essey are the rhetoric view on pedagogy, based on Quintilian and Giambattista Vico, and the sociocultural view on pedagogy. The essay also uses psychological theories on the narrative function of human understanding. The methods used in this essay is Bormanns Fantasy theme criticism and the argumentation analysis developed by Frans van Eemeren, Rob Grootendorst and Francisca Snoeck Henkemans. The results of this essay are that Jan Björklund uses the narrative as arguments, which leads to non-durable argumentation.</p>

I denna kandidatuppsats undersöks narrativer och argumentation i Jan Björklunds pluggskola. Bakgrunden till uppsatsen är att undersöka hur politiker använder berättelsens övertygande kraft för att vinna röster, och huruvida en argumentation baserat på narrativer är hållbar. Materialet som ligger till grund för denna uppsats är insamlade debattartiklar och uttalanden där Jan Björklund presenterar sin skolpolitik. Teorierna som denna uppsats grundar sig på är den retoriska pedagogiken utifrån Quintilianus och Giambattista Vico, samt det sociokulturella perspektivet på pedagogik. Dessutom används psykologiteorier om narrativens funktion för människans förståelse. Som metod används Ernest G. Bormanns fantasy-themeanalys samt argumentationsanalysen utvecklad av Frans van Eemeren, Rob Grootendorst och Francisca Snoeck Henkemans. Resultaten som framkommit av analysen är att Björklund använder narrativen i argumentativt syfte vilket gör hans argumentation icke hållbar och fallasityngd. / This essay examines narratives and argumentation in Jan Björklunds pluggskolan. The background for this essay is to investigate how politicians use the narratives argumentative force to persuade and if an argument based on a narrative is durable. The material contains articles and statments by Jan Björklund concerning the swedish school system.The theories used in this essey are the rhetoric view on pedagogy, based on Quintilian and Giambattista Vico, and the sociocultural view on pedagogy. The essay also uses psychological theories on the narrative function of human understanding. The methods used in this essay is Bormanns Fantasy theme criticism and the argumentation analysis developed by Frans van Eemeren, Rob Grootendorst and Francisca Snoeck Henkemans. The results of this essay are that Jan Björklund uses the narrative as arguments, which leads to non-durable argumentation.