University of Oslo (UiO): FRITT (E-Journals)
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Kunnskapsproblemet og utforsking med ulike metoder: Å lære om vis-a-vis å lære hvordan
No full textHvilken kunnskap skal utforsking med ulike metoder lede til? Som et bidrag til å svare på dette spørsmålet presenterer artikkelen en kunnskapstabell som tilbyr et fagspesifikt språk for å beskrive ulike kunnskapsformer i religions- og livssynsfaget. Tabellen skiller mellom det å lære om religion/religioner og livssyn, og det å lære om akademiske metoder man kan bruke til å utforske dette fagområdet. Her argumenteres det for at forholdet mellom det å lære om og det å lære hvordan man kan få kunnskap om religion/religioner og livssyn er et sentralt tema for fagdidaktikken i dag. Lære om-kunnskap omfatter beskrivende kunnskap, nært beslektet med faktakunnskaper, og tre representanter for avanserte kunnskapsformer, som artikkelen undersøker: situert kunnskap, mektig kunnskap og terskelbegreper, og disiplinfaglig kunnskap. Ved siden av å fremheve verdien av at faget sikrer at elevene lærer hvordan de kan få kunnskap om religion/religioner og livssyn, drøfter artikkelen hvordan det å utforske med ulike metoder kan forstås i relasjon til beskrivende kunnskap og avanserte kunnskapsformer i faget.
Nøkkelord: Kunnskap, lære om, lære hvordan, metoder, utforskingWhat knowledge should “exploration with different methods” lead to? In order to provide possible answers to this question, the article presents a knowledge table, proposing a subject specific vocabulary to describe different forms of knowledge in RE (Religious Education). The table distinguishes between learning about religion/religions and worldviews, and learning about academic methods used to explore these subjects. It is argued that the relationship between learning about and learning how one can get knowledge about religion/religions and worldviews is a key to contemporary RE didactics. Learning about comprises substantive knowledge, closely related to facts, and three candidates for advanced forms of knowledge that the article explores: situated knowledge, powerful knowledge and threshold concepts, and disciplinary knowledge. Besides arguing for the value of securing that students learn how they can get knowledge about religion/religions and worldviews, the article discusses how exploration with different methods can be understood in relation to substantive and advanced forms of knowledge in RE.
Keywords: Knowledge, learning about, learning how, methods, exploration 
Popular tales of Pastors, Luxury, Frauds and Corruption: Pentecostalism, Conspicuous Consumption, and the Moral Economy of Corruption in Nigeria
No full textAccess to consumption, especially to objects that are challenging to obtain, is one of the features contributing to the successful spread of Pentecostalism in West Africa. Pentecostal pastors have become central public figures, ‘consumer stars,’ whose display of wealth and luxury is key to their social legitimacy as preachers of the Prosperity Gospel. Moreover, their extensive and flexible social networks allow them and other born-again Christians to be part of patronage networks internally perceived as moral. However, while their conspicuous consumption has inspired ecstatic supporters, it has also attracted criticism and accusations of fakery and corruption. This article aims to explore the relationships between consumption, especially conspicuous consumption, and discourses about the corruption of Pentecostalism in Nigeria. Accusations against Pentecostal pastors and their fraud schemes or corrupt practices seem to identify the moral limits between what is considered a righteous and an immoral consumption, describing the potential perils of purely individualistic hyper-consumerism. These popular tales of ‘fake pastors’, willing to do anything to enjoy a luxury life, allow us to understand how the born-again public is scrutinizing the opaque neoliberal entanglements between consumerism and corruption that characterize emerging elite’s actions in Nigeria and elsewhere
Identidad y memoria en la literatura mexicana actual. Estrategias de escritura contra la desaparición
No full textEl presente artículo se centra en el estudio de algunos textos literarios contemporáneos dedicados al tema de la violencia y las desapariciones en México. La idea de la desaparición no se limita únicamente al aspecto físico de la desaparición de cuerpos, sino que hace referencia también a la desaparición de una determinada concepción e imagen del país. Para combatir esta amenaza tanto física como simbólica que supone la violencia, los textos se apoyan en elementos y rasgos de la identidad individual y colectiva y desarrollan estrategias de escritura que contribuyen a la construcción de memoria en tiempo presente. Entre estas estrategias se encuentran la creación de micronarrativas o microhistorias para rehumanizar a las víctimas; las alusiones a lo colectivo, lo comunitario y lo grupal como forma de cohesión y pertenencia; y la reescritura crítica de textos fundacionales. Para su estudio, se analizan textos de escritores mexicanos contemporáneos como Cristina Rivera Garza, Carmen Boullosa, Jorge Humberto Chávez, María Rivera, Sara Uribe, Gerardo Arana y Javier Raya, entre otros, en el marco de las ideas de autores como Elizabeth Jelin (2002), Gabriel Gatti (2006, 2007, 2018), John Gibler (2017) y Andreas Schedler (2018).This paper focuses on the study of contemporary literary texts on the theme of violence and disappearances in Mexico. In this context, the concept of disappearances is not limited to the physical disappearance of bodies, but it also refers to the disappearance of a certain vision and image of the country. To combat this threat, both physical and symbolic, that is posed by violence, texts draw upon elements and traits of the individual and collective identity and develop writing strategies contributing to the production of a present-tense memory. Some of these strategies include creating micronarratives or micro stories to re-humanize the victims; references to the collective, community and group dimensions as a form of cohesion and belonging; and a critical re-writing of founding texts. To illustrate these strategies, some texts of contemporary Mexican authors including Cristina Rivera Garza, Carmen Boullosa, Jorge Humberto Chávez, María Rivera, Sara Uribe, Gerardo Arana and Javier Raya are analyzed within the thinking of authors such as Elizabeth Jelin (2002), Gabriel Gatti (2006, 2007, 2018), John Gibler (2017) and Andreas Schedler (2018)
Att identifiera och beskriva naturvetenskapligt ämnesläsande i språkligt heterogena mellanstadieklassrum
No full textFör att kunna delta fullt ut i naturvetenskapliga klassrum behöver elever, i synnerhet elever som undervisas på sitt andraspråk, stöd i att utveckla ämneslitteracitet. Det övergripande syftet med studien är att föreslå en analysmodell som kan användas för att identifiera och beskriva ett naturvetenskapligt ämnesläsande på mellanstadiet. Med hjälp av analysmodellen undersöks om och i så fall hur elever i två språkligt heterogena klasser ges möjlighet att delta i ämnesläsande under arbete med läromedelstexter. Teoretiskt bygger modellen på a) hur experter närmar sig naturvetenskapliga texter, och b) typiska språkliga utmaningar som finns i naturvetenskapliga läromedelstexter. I denna studie används data från observationer gjorda i två klasser – i ett biologiklassrum i årskurs 4 och ett fysikklassrum i årskurs 5. Resultaten visar att eleverna i båda klasserna ges möjligheter att delta i naturvetenskapligt ämnesläsande, såsom att transformera ett ämnesinnehåll mellan olika modaliteter och uppmärksamma tekniska ord och taxonomiska relationer. Vår analysmodell kan alltså användas för att identifiera och beskriva ämnesläsande i naturvetenskapliga mellanstadieklassrum, men också i senare skolår. Studiens resultat kan bidra till att lärare blir medvetna om och tydligare kan förstå vilka aspekter av ämneslitteracitet som behandlas i deras egna klassrum. Emellertid behöver modellen i större utsträckning anpassas till de olika texter som elever möter i naturvetenskaplig undervisning.To be able to participate fully in science classrooms, students, in particular second language learners, need support to develop disciplinary literacy. The overall aim of the study is to propose an analysis model designed to show how disciplinary reading in science upper elementary school can be identified and described. With the help of the model, we investigate whether students in two linguistically diverse classes are given the opportunity to participate in disciplinary reading while working with science teaching material(s), and if so, how. Theoretically, the model is based on a) how experts approach science texts, and b) typical linguistic challenges in scientific texts. The data consists of observations in two classrooms – a year 4 biology classroom and a year 5 physics classroom. The results reveal that the students are given opportunities to participate in disciplinary reading while working with teaching material(s) in both classrooms, performing actions such as transforming content from one modality of the text to another and paying attention to technical words and taxonomic relations. Thus, our analysis model can contribute to showing how disciplinary reading can be identified and described in science elementary school classrooms, but also in higher grades. The results of the study can help teachers become aware of and more clearly understand which aspects of disciplinary literacy that are dealt with in their own classrooms. However, the model needs to be adapted to different types of texts used in science education
Sagn og fremgravd «virkelighet» om Vonde-Sveinung og den ihjelslagne dvergen Fegge
No full textA legend tells the dramatic and colourful story of the farmer Sveinung the Cruel and how he killed a dwarf (in Norwegian tusse/dverg) named Fegge in his smithy at the farm Heggtveit in Kviteseid, Norway. In the story the smithy is positioned below the hill Smiuberget (lit. Smithy Hill). During an excavation in 2020, a relatively well-preserved smithy from the 13th century was excavated at the place described in the legend. The discovery offered a unique opportunity to explore the complex and dynamic relationship between the rich record of Norwegian folklore, excavated “reality” and the history of place names. Because of this complexity, the authors argue that to seek the “real” roots of the legend is a difficult and maybe also a meaningless task. Rather, they argue that the history of Fegge`s death and other legends are valuable sources to immaterial aspects of the region’s Medieval and Renaissance metal crafting. 
English
No full textAt an energy consumption of merely 20 watts, the brain is able to learn, perceive its surroundings, analyze solutions, predict the future and choose actions in a much more general way than any computer algorithm and infrastructure. NeuroAI, an emerging field at the intersection of brain sciences and artificial intelligence, is expected to become a large research field in the years to come. The main promise of NeuroAI is that by understanding how the brain and biological neural networks compute, it will be possible to identify the key components of human intelligence in order to drive the development of a more energy-efficient and flexible artificial intelligence (AI) that will match, perhaps even surpass, human intelligence. NeuroAI is a truly multidisciplinary effort, spanning across several disciplines such as computer science, neuroscience, psychology, philosophy, linguistics, law and ethics. Norway has unique world-class expertise in brain sciences, and a fast growing, well-organized AI community at the highest international level. In this opinion article, we argue that Norway has competitive advantages within NeuroAI, and that Norway has the ideal ecosystem to take a leading role in NeuroAI initiatives in Europe. Norwegian investments in NeuroAI may be a strategic initiative to position Norway in the forefront of AI research worldwide
The role of occupational health care in ambulatory health care in Finland
No full textIn Finland, occupational healthcare (OHC) provides alternative access to curative ambulatory primary healthcare for a large proportion of the employed. Providers of occupational and private healthcare can also refer patients to public secondary healthcare, possibly providing better access to specialized medicine. We investigate the determinants of the use of OHC and associations between the use of OHC and other ambulatory service sectors and distributions of ambulatory healthcare. We find that the probability of using OHC is positively associated with the size of the employing organization and is higher for those with higher incomes but does not vary strongly between patients with different health conditions. Those who use OHC visit public health centres less often, but the negative association is not strong: the use of occupational healthcare seems to be associated with an overall higher use of ambulatory services. The results show that ambulatory healthcare is not allocated according to need in Finland. Those with higher incomes are in better health and use more OHC and private healthcare.
Published: Online July 202
Barneteologi, trosopplæring og religionspedagogikk
No full textRefleksjonsartikkelen presenterer først tre tilnærminger til barneteologi, og noen av hovedpunktene i Kauls barneteologi. Videre drøftes Kauls anliggender i dagens samtidskontekst. Til slutt kommenteres hvordan rapporten fra utvalget nedsatt av Kirkerådet, har vist interesse for barneteologi, men oversett store deler av forskningen på trosopplæring de siste 15 årene