“Good night, dear Lake of Shining Waters”. Luonto L. M. Montgomeryn Anne of Green Gables –teoksessa

Kanadalaisen kirjailijan L. M. Montgomeryn tunnetun ja rakastetun Anna-sarjan ensimmäinen osa Anne of Green Gables -teos (1908) kertoo orvosta tytöstä, joka pääsee Prinssi Edwardin saaren Avonlean kylään asumaan naimattoman sisarusparin Marilla ja Matthew`n kasvattilapseksi. Luonto on keskeisellä sijalla teoksessa: Anna on luontoa rakastava ja luonnon keskellä viihtyvä tyttö ja myös teoksen kertoja kuvaa paljon luontoa. Tutkimukseni käsittelee luontoa Anne of Green Gables -teoksessa. Tutkin luontoteemaa teoksessa seuraavista näkökulmista: Analysoin, kuinka luonto kuvataan teoksessa ja millainen on teoksen luontokuva. Luontokuvaa käsittelen pastoraalin käsitteen kautta, ja kysyn teokselta, voidaanko se tulkita pastoraaliksi ja kuinka teos asettuu pastoraalin traditioon. Lisäksi erittelen, millainen on päähenkilön Annan luontosuhde. Millaisen arvon hän antaa luonnolle ja mitä merkityksiä hän liittää luontoon? Tutkimus asettuu ekokriittiseen viitekehykseen, ja pohdin myös sitä, minkälainen on teoksen representaatio luonnosta ekokriittisesti tarkastellen. Amerikkalaisen transsendentalistin Ralph Waldo Emersonin luontofilosofia kulkee myös taustajuonteena tutkielmassa ja erittelen, mitä yhtymäkohtia hänen luontofilosofiassaan on Anne of Green Gables -teokseen. Anne of Green Gables -teoksen luontokuvaa voidaan luonnehtia romantisoiduksi ja idealisoivaksi. Luonto kuvataan kauniiksi, ja sen kauneutta ylistää niin Anna kuin teoksen kaikkitietävä kertojakin. Teoksen luontokuva on pastoraalinen, sillä siinä esiintyy vahvasti pastoraaliin liittyvä diskurssi maaseudun ja kaupungin vastakkainasettelusta siten, että maaseutu assosioituu positiivisesti, kun taas kaupunki nähdään negatiivisessa valossa. Luonnonläheinen Avonlean kylä näyttäytyy teoksessa niin idealisoidussa valossa, että se muistuttaa jo jonkinlaista myyttistä paratiisia. Näin ollen teoksen pastoraalisuus saa pejoratiivisiakin piirteitä. Annan luontosuhdetta värittää voimakas kunnioitus ja arvostus luontoa kohtaan. Hänen luontoon liittämistä arvoista keskeiselle sijalle nousee luonnon kauneus. Luonnon kauneuden arvostaminen toimii kuitenkin porttina luonnon toiseuttamiseen, mistä syntyy pieni arvoristiriita. Toisaalta kuitenkin Anna samaistuu luontoon tavalla, joka hämärtää perinteistä subjekti–objekti-dikotomiaa. Anna näyttäytyy vihreän maailman arkkityyppinä, lapsena, joka sulautuu luontoon ja kokee sen kodikseen. Luonto edustaa Annalle vapautta ja herättää myös hänen mielikuvituksena ja taiteellisen inspiraation. Lisäksi luonto on Annalle paikka, jossa voi saavuttaa autenttisen yhteyden Jumalaan.

Purchasing Process of Industrial Solutions – Added Value, Difficulties and Good Practices

Purpose of this study is to clarify the industrial solutions purchasing process from purchaser companies’ point of view. Also customer’s view on value generating aspects and difficulties in purchases will be discussed as well as different purchas-ing entities where customers have ended up in their solution purchases. Current solution literature is mainly concentrated in supplier views and customer perspec-tive has been left without adequate attention. However, knowledge of the customer and the identification of customer need are at the core of a successful solution business. The focus of this thesis is on Finnish companies’ solution purchases that have been realized during last five years. Industrial solutions in this case are facto-ries or other large industrial plants. Industrial solutions’ purchasing process will be opened all the way from discovering the need until the start-up of the plant. Of in-terest is the customer experience of the success of the acquisition and the pur-chaser’s view on good practices allowing a successful procurement project.

In search of good relationships to music : understanding aspiration and challenge in developing music school teacher practices

This study focuses on teacher practices in publicly funded music schools in Finland. As views on the aims of music education change and broaden, music schools across Europe share the challenge of developing their activities in response. In public and scholarly debate, there have been calls for increased diversity of contents and concepts of teaching. In Finland, the official national curriculum for state-funded music schools builds on the ideal that teaching and learning should create conditions which promote ‘a good relationship to music’. The meaning of this concept has been deliberately left open in order to leave room for dialogue, flexibility, and teacher autonomy. Since what is meant by ‘good’ is not defined in advance, the notion of ‘improving’ practices is also open to discussion. The purpose of the study is to examine these issues from teachers’ point of view by asking what music school teachers aim to accomplish as they develop their practices. Methodologically, the study introduces a suggestion for building empirical research on Alperson’s ‘robust’ praxial approach to music education, a philosophical theory which is strongly committed to practitioner perspectives and musical diversity. A systematic method for analysing music education practices, interpretive practice analysis, is elaborated with support from interpretive research methods originally used in policy analysis. In addition, the research design shows how reflecting conversations (a collaborative approach well-known in Nordic social work) can be fruitfully applied in interpretive research and combined with teacher inquiry. Data have been generated in a collaborative project involving five experienced music school teachers and the researcher. The empirical material includes transcripts from group conversations, data from teacher inquiry conducted within the project, and transcripts from follow-up interviews. The teachers’ aspirations can be understood as strivings to reinforce the connection between musical practices and various forms of human flourishing such that music and flourishing can sustain each other. Examples from their practices show how the word ‘good’ receives its meaning in context. Central among the teachers’ concerns is their hope that students develop a free and sustainable interest in music, often described as inspiration. I propose that ‘good relationships to music’ and ‘inspiration’ can be understood as philosophical mediators which support the transition from an indeterminate ‘interest in music’ towards specific ways in which music can become a (co-)constitutive part of living well in each person’s particular circumstances. Different musical practices emphasise different aspects of what is considered important in music and in human life. Music school teachers consciously balance between a variety of such values. They also make efforts to resist pressure which might threaten the goods they think are most important. Such goods include joy, participation, perseverance, solid musical skills related to specific practices, and a strong sense of vitality. The insights from this study suggest that when teachers are able to create inspiration, they seem to do so by performing complex work which combines musical and educational aims and makes general positive contributions to their students’ lives. Ensuring that teaching and learning in music schools remain as constructive and meaningful as possible for both students and teachers is a demanding task. The study indicates that collaborative, reflective and interdisciplinary work may be helpful as support for development processes on both individual and collective levels of music school teacher practices.