This study conducts a critical analysis and defnse of John Hick's philosohpy of religious pluralism. Contrary to his critics, Hick's theory is shown to be philosophically plausible and logically coherent. However, while the pluralist hypothesis can be defended philosophically, there are theological or religious problems with it. Both the strengths and weaknesses of the hypothesis are drawn out in this study, which is conducted under four main categories - epistemology, ontology, truth calims, and eschatology. Major criticisms of the hypothesis are debunked. Important concepts of Hick's overall philosophy of religion, such as experiencing-as, soul-making, and the Kantian connection, are explored in relation to the hypothesis, as are Hick's influences from the various religions.

The study aims to analyze Georgia's Migration Strategy 2021-2030 and its elaboration process within a multi-stakeholder format. The Strategy along with the annual action plans and a logic framework, sets a state policy on migration. The development of migration policy and cohesive field management is a novel and largely understudied phenomenon in the local context. It also falls beyond the general research focus of migration policies within the Western liberal democracies. In addition, conditions related to Georgia's specific location, introduced by the thesis, give relevance to studying the contemporary manifestation of migration in the state policy. The research is interested in the knowledge paradigms and its sources that form the policy, and their role in creating salience of certain topics, while muting others. The research uses an ethnographic method and a poststructural policy analysis to interrogate the strategy and its development process. The results are assessed with the use of a conceptual framework assembled from Brown and Balibar's theorization of relationship between neoliberalism and democracy, and its consequent impact on democratic governance. The findings reveal the prominence of neoliberal rationality as a political and normative form of reason and display some of its sources of power. In this process, best practices function as perceived neutral forms of knowledge and further carry a legitimizing effect due to their intrinsic contingency on the European geopolitical space. In overall, the results reveal a certain 'disorganic' development of migration policy, dislocated from Georgia's historical and contemporary realities.

I detta arbete studeras hur relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut. Detta studerades genom en halvstrukturerad forskningsintervju med både lärare och elever. Lärarna är verksamma gymnasielärare i svenska och eleverna läser sitt tredje år vid gymnasiet. Eleverna intervjuades i fokusgrupper medan lärarna intervjuades en och en. Intervjuerna genomfördes via distans, och varje fokusgrupp och lärare intervjuades en gång. Denna studie är en kvalitativ studie med didaktisk teori som teoretiskt ramverk. Den slutsats som kan dras utifrån undersökningens resultat är att relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut är relativt liten. Undervisningen innehåller verk med sanningsanspråk men det är inte en del av arbetet med källkritik. / This thesis examines the relation between the school’s work on source criticism and how students encounter with works with truth claims looks. This was studied through a semi-structured research interview with both teachers and students. The teachers are active high school teachers in Swedish and the students study their third year at the high school. The students were interviewed in focus groups while the teachers were interviewed one by one. The interviews were conducted remotely, and each focus group and teacher were interviewed once. This study is a qualitative study with didactic theory as a theoretical framework. The conclusion that can be drawn from the results of the survey is that the relationship between the school's teaching about source criticism and how students' encounters with works with truth claims looks is relatively small. The teaching contains works with truth claims but is not part of the work with source criticism.