University of Oslo (UiO): FRITT (E-Journals)
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The Iconography of the Sarcophagus in S. Ambrogio. Hope for Salvation through the Word of Christ
No full textThe sarcophagus in the church of S. Ambrogio in Milan is dated to about 390. The lid of the sarcophagus shows scenes and symbols connected to the New Testament. On the front and rear sides, we find Christ represented among the Apostles. Figures from the Old Testament are shown on the two short sides. In this way, the narrative scenes are well arranged, and the arrangement differs from other early Christian sarcophagi in which scenes from the Old and New Testament are places together without any apparent connection between the scenes. Rows of city-gates run around all four sides, forming the background for the reliefs. The city-gates invite the beholder to read the images not as isolated scenes, but as parts of a connected whole. In this paper, I will argue that the iconography of the sarcophagus can be interpreted as a complete programme. The programme emphasizes the teaching of Christ and the Apostles’ teaching-mission given by Christ. Taking into consideration the monument’s funerary context, the programme of the sarcophagus focuses on the Word or the teaching of Christ as the way to salvation
Memoria melancólica y memoria del duelo en Retablo de Julián Pérez Huarancca
No full textRetablo (2004), by Julián Pérez Huarancca is a novel that, through the representation of the conflictive Andean world, configures a Quechua Andean rationality, with the particularity of manifesting a clear intention to be read through testimonies, personal memories and collective, that is, from memory. This theme allows us to emphasize that this text is a breaking point compared to other novels, since it fills the gaps and shortcomings of its predecessors. In this article we analyze and explain how melancholic memory and mourning memory are represented in Retablo; and we interpret the process that goes from melancholic memory to the memory of mourning. To do this, we approach memory supports such as the love bond, the ritual with the disappeared.Retablo (2004), de Julián Pérez Huarancca es una novela que, a través de la representación del mundo andino conflictivo, configura una racionalidad andina quechua con la particularidad de manifestar una clara intención de ser leída a través de los testimonios, los recuerdos personales y colectivos, es decir, desde la memoria. Esta temática nos permite enfatizar que este texto resulta un punto de quiebre respecto a otras novelas peruanas, pues llena los vacíos y las carencias de sus predecesoras. En este artículo analizamos y explicamos cómo se representa la memoria melancólica y la memoria del duelo en Retablo, e interpretamos el proceso que va desde la memoria melancólica hacia el duelo. Para ello, nos acercamos a los soportes de la memoria, como el vínculo amoroso y el ritual con el desaparecido
Is research welcomed in museums? Museum policy and obstacles to research
No full textThe Norwegian museum policy states that research is an important part of museum activities. Numerous structural and more employee-directed measures have been implemented, nationally and locally in the museums, to further and encourage research activity in the sector. Based on a survey among museum employees who have participated in continuing education courses in research and research publication at the University of Bergen, we argue that structural measures – such as research leadership systems and formal research plans – at individual museums are important, but not sufficient to further research. Individual adaptation of the working environment, where research projects are prioritised by the institution leadership and given time, is crucial for furthering of research in museums.The Norwegian museum policy states that research is an important part of museum activities. Numerous structural and more employee-directed measures have been implemented, nationally and locally in the museums, to further and encourage research activity in the sector. Based on a survey among museum employees who have participated in continuing education courses in research and research publication at the University of Bergen, we argue that structural measures – such as research leadership systems and formal research plans – at individual museums are important, but not sufficient to further research. Individual adaptation of the working environment, where research projects are prioritised by the institution leadership and given time, is crucial for furthering of research in museums
Hva slags sosiologi? : Anvendelse av sosiologi i religionsfagene
No full textReligionsfagene er i støpeskjeen, både i grunnskolen og den videregående skolen, og det vil også få konsekvenser for lærerutdanningene. I artikkelen vil jeg se særlig på sosiologiens rolle i religionsundervisningen. Et hovedpoeng er at sosiologi er så mangt, og at lærere bør ha en bevissthet om hva slags sosiologiske perspektiver de tar i bruk i fagene som handler om religion, livssyn og etikk. Det er ellers et utbredt inntrykk at samfunnsvitenskapelige perspektiver på religion, livssyn og etikk kommer sterkere inn i skolen. En gjennomgang i artikkelen konkluderer imidlertid med at de direkte referansene til sosiologi ikke er så tydelige eller mange i de nye læreplanene for disse fagene. Bevisstheten om perspektivmangfoldet i samfunnsvitenskapene er heller ikke så sterk i læreplanene. Dette er likevel ikke til hinder for at samfunnsvitenskapelige blikk på religion, livssyn og etikk kan bli viktigere i undervisningen, som ledd i generelle tendenser i samfunnet. I forlengelsen av dette presenteres noen normative synspunkter på bruken av sosiologi i KRLE og Religion og etikk. Ulike former for sosiologi kan ha ulike etiske implikasjoner
Mångfald och sekularitet i religionskunskapsundervisning
No full textI syftestexten för det svenska religionskunskapsämnet anges att undervisningen i religionskunskap ska ge eleverna «möjlighet att utveckla en beredskap att förstå och leva i ett samhälle präglat av mångfald [samt att eleverna] ska ges möjlighet att reflektera över och analysera människors värderingar och trosföreställningar och därigenom utveckla respekt och förståelse för olika sätt att tänka och leva» (Skolverket 2011). Samtidigt visar ett flertal studier att klassrumspraktiken och talet om religion i svenska skolmiljöer är starkt präglade av en sekularistisk diskurs om religion där religiösa livsåskådningar artikuleras som tillhörande en förgången tid, vara svårförenliga med ett rationellt, modernt och vetenskapligt förhållningssätt och att troende människor uppfattas som irrationella, lurade eller psykiskt sjuka (Berglund, 2017; Carlsson & Thalén, 2015; Eddebo & Magnusson, 2020; Flensner 2015; 2017; 2018; Holmqvist Lidh, 2016; Osbeck & Lied, 2011; SKR, 2020; Vikdahl, 2018; von Brömssen, 2009, 2012; 2016). Många gånger är det andra elever som uttrycker denna typ av åsikter i undervisningen, men även lärare bidrar till att denna diskurs blir hegemonisk i klassrummet. Detta sekularistiska förhållningssätt uppfattats många gånger som en neutral position av de som uttrycker den, vilket får implikationer för hur man förhåller sig till olika aspekter av mångfald. I den här texten ska jag resonera kring relationen mellan sekularitet och mångfald och diskutera några möjliga implikationer för ickekonfessionell undervisning om religion. Jag kommer att utgå från resultat från empiriska studier av religionskunskapsundervisning
Pollenanalyse av jordprøver av svedjer: Snellingen, Lunner kommune, Hadeland, Viken fylke
No full textRappor
Mellommesolittisk flekketeknologi i Trøndelag og Nordland
No full textThis article presents results from dynamic-technological classifications of nine Middle Mesolithic assemblages from Trøndelag and Nordland. The area has until now, with the exception of Foldsjøen, been devoid of research on the spread and expression of the eastern pressure blade technology. The technology is present in most of the assemblages, but on Åsgarden 1 and Moen 1&2, Vega, it coexists with a blade technology usually interpreted as Early Mesolithic in nature. Since it is unlikely that the sites in question have been used in the Early Mesolithic, an explanation should therefore be sought elsewhere than in chronology. A possible explanation lies in technological choices in adaption to raw material of varying quality, and in Vega’s relative isolation from the mainland in the Mesolithic. The lack of relevant data from late EM and early MM sites in Nordland County makes a comparison with adjoining areas on the mainland difficult. However, with the available data from the rest of the country, the assemblages from Vega can hardly be classified as representative for the spread and adoption of the pressure blade concept.This article presents results from dynamic-technological classifications of nine Middle Mesolithic assemblages from Trøndelag and Nordland. The area has until now, with the exception of Foldsjøen, been devoid of research on the spread and expression of the eastern pressure blade technology. The technology is present in most of the assemblages, but on Åsgarden 1 and Moen 1&2, Vega, it coexists with a blade technology usually interpreted as Early Mesolithic in nature. Since it is unlikely that the sites in question have been used in the Early Mesolithic, an explanation should therefore be sought elsewhere than in chronology. A possible explanation lies in technological choices in adaption to raw material of varying quality, and in Vega’s relative isolation from the mainland in the Mesolithic. The lack of relevant data from late EM and early MM sites in Nordland County makes a comparison with adjoining areas on the mainland difficult. However, with the available data from the rest of the country, the assemblages from Vega can hardly be classified as representative for the spread and adoption of the pressure blade concept
Opening up the echo chamber: Perspective taking in social science education
No full textAbstract
Public discourse is increasingly polarised when it comes to contemporary political and controversial issues. The debating climate has been described as an “echo chamber” where we tend to find arguments supporting our own established truths rather than having our horizons broadened. Consequently, the challenge of taking the perspectives of others can be seen in classrooms when political discussions and topics surface within social science education. Teaching offers important arenas for deliberation, but classrooms can be as homogeneous as online filter bubbles, particularly in highly segregated urban school settings. One way of challenging students’ one-sided views is to engage in, and practise, social perspective taking (SPT), a second-order concept engaging with different cultural and ideological understandings of political issues. This study examines two classroom interventions in an upper secondary school with the aim of contributing with empirical data about the components of SPT and how perspective taking can help students broaden their views on political issues. With a starting point in theory on SPT, students’ interactions and reflections in the classroom, collected in written students’ logs and follow-up interviews, are analysed. The results suggest that SPT segments can influence students’ understanding of standpoints other than their own and increase their engagement in class, but that contextualisation is specifically important in this process.
Keywords: social science education, perspective taking, controversial issues
Att öppna ekokammaren: Perspektivtagande i samhällskunskapsundervisningen
Sammandrag
Debattklimatet i samhället har kommit att bli allt mer polariserat och de politiska diskussionerna beskrivs som förda i ”ekokammare” där vi med likasinnade hittar argument för våra egna synsätt, särskilt i kontroversiella frågor. Svårigheterna att ta andra perspektiv än sina egna återfinns också i skolans undervisning, särskilt i ämnen som samhällskunskap där aktuella och politiska diskussioner sker. Undervisningen erbjuder här viktiga nycklar, inte minst att diskutera politiska och kontroversiella frågor i samtal, men klassrum kan vara lika homogena i sin sammansättning som filterbubblor i digitala miljöer. Ett sätt att utmana elevernas förgivettagande är att öva socialt perspektivtagande – ett tankeredskap där eleverna i undervisningen tränas på att förstå olika kulturella och ideologiska perspektiv på politiska frågor. Denna studie undersöker två klassrumsinterventioner i en gymnasieklass och syftar till att empiriskt undersöka aspekter av perspektivtagande och hur undervisningen kan formas för att öka elevernas förmåga att skifta perspektiv. Studien utgår från teori kring socialt perspektivtagande och undersöker klassrumsinteraktioner, elevers skrivna reflektioner och uppföljande fokusgruppsintervjuer. Studiens resultat visar att övningar som fokuserar på att skifta perspektiv ökar engagemanget i undervisningen och påverkar elevernas sätt att se på innehållet, men att kontextualisering är ett av de viktigaste inslagen i socialt perspektivtagande.
Nyckelord: samhällskunskapsundervisning, perspektivtagande, kontroversiella frågo
