Sobre el velo y los fundamentalismos

El Parlament de Catalunya ��ha aprobado la moci��n presentada por CiU sobre la ocultaci��n o disimulaci��n del rostro en el espacio p��blico y las medidas que se deben adoptar en materia de seguridad p��blica�� (18/7/2013). Esta iniciativa para impedir el uso del velo integral mediante nuevas normativas legales sobre seguridad ha reabierto la pol��mica entre prohibicionistas y no prohibicionistas.

Rummet i v��rdandets v��rld

This study is made in the context of basic research within the field ofcaring science. The aim is to make a theoretical and ontological investigation of what the space is in the world of caring. The basic proposition is that the space, as a fundamental dimension, has an impact on how the appreciation of one's mental health and suffering is shaped, and vice versa. The overall purpose is to develop a theoretical model of space from the caring science point of view andalso to offer an ideal concept of space to caring science. Guided by a theoretical horizon (Eriksson 1993, Eriksson 1995, Eriksson 2001) and methodological approach grounded in Gadamer's philosophic and existential hermeneutics a three-stage analysis and interpretation is conducted. The hermeneutic spiral of this investigation starts through a procedure in accordance with Eriksson's model (1997) of concept definition. The goal is to clarify the etymology of the concept as well as semantic differences between synonymous concepts, i.e. to identify the different extents of the concept of `space` (`rum`) in order to bring these closer for an exploration. The second phase is to analyse and interpret a sample of narratives in order to explicate the ontological nature and meaning of the space. The material used here is literary texts. The goal is to clarify the characteristics of the very inside of the space when it is shaped in relation to the human being in encountering suffering. In the third phase an interview study is taken place. The focus of the study is directed towards the phenomenon of space as it is known by a patient in a landscape of psychiatric care, i.e. what the space is in a contextual meaning. Then, a gradual hermeneutic understanding of the space is attempted by using theories from the field of caring science as well as additional theories from other disciplines. Metaphors are used as they are vivid and expressive tools for generating meaning. Different metaphoric space formations depict here a variety of purports that, although not quite the same, share extensive elements. Six metaphorically summarized entities of meaning emerged. The comprehensive form of space is pointed out as the Mobile-Immobile Room. Furthermore, the Standby, the Asylum, the Wall and the Place. In the further dialogue with the texts the understanding has deepened ontologically. The theoretical model ofthe space sums up the vertical, horizontal and the inward extent of deepness inthe movement of mental health. Three entities of ontological meaning have emerged as three significant rooms: the Common Land emerges as the ideal concept of mutual creation in the freedom of doing, being and becoming health. On the interpersonal level it means freedom, which includes sovereignty, choice and dignity of the human being. The Ice World signifies, ultimately, the space as a kind of frozenness of despair which "wallpapers" the person's entire being in the world in the drama of suffering. The Spiritual Home is shaped when the human being has acquired the very core of his/her inner and outer placeness as a kind of "at-homeness" and rootedness. Time is a central element and the inward extent of deepness of this trialectic space. Each of the metaphors is then the human being's unique, although even paradoxical, way of conceiving reality, and mastering spiritual suffering. They condense characteristic structures and patterns of dynamic scenery, which take place within the movement of health. The space encloses a contradictory spatiality constituted through the dynamic field of meaningfulness and meaninglessness. Anyway, it is not through a purging of these contradictions but through bringing them together in a drama of suffering that the space is shaped as ontologically good and meaningful in the world of caring.

���Jos tiet����, mit�� haluaa.��� Seurantatutkimus lukio-opiskelijoiden itses����telyst��, opiskelun kulusta ja odotusten toteutumisesta

Tutkimuksen p����tarkoituksena on selvitt���� lukio-opiskelijoiden k��sityksi�� oppimisensa itses����telystrategioista. Lukiokoulutuksessa toteutetut muutokset kuten valinnanmahdollisuuksien lis����ntyminen ovat antaneet lukio-opiskelijoille kasvaneen mahdollisuuden omanlaisensa lukio-opiskelupolun suunnitteluun ja yksil��lliseen tavoitteenasetteluun. Ty��ss�� tarkastellaan my��s lukio-opiskelijoiden opintojen kulkua, erilaisia opiskeluodotuksia ja niiden toteutumista sek�� n��iden yhteytt�� itses����telyyn. Tutkimus toteutettiin seurantatutkimuksena, jossa kyselylomakkeilla ker��ttiin tietoa syksyll�� 2004 Turun kaupungin suomenkielisiss�� p��iv��lukioissa (10 koulua) opintonsa aloittavilta opiskelijoilta kahdesti; ensimm��isen�� ja kolmantena opiskeluvuotena. Tutkimuksessa oli mukana 245 opiskelijaa, 142 tytt���� ja 103 poikaa. Tutkimuksen vastausprosentti oli 84 %. Kyselylomakkeiden itses����tely�� ja oppimisorientaatioita koskevat kysymykset pohjautuivat Jan Vermuntin ILS-oppimistyylimittariin (Inventory of Learning Styles) (Vermunt 1994; 1996). Lis��ksi haastateltiin 15 tutkimuksessa mukana ollutta opiskelijaa. Kyselylomakeaineisto analysoitiin ristiintaulukoinneilla, korrelaatiokertoimilla, t-testeill�� ja erilaisilla varianssianalyyseill��. Itses����telystrategiamittarin nelj��n summamuuttujan oletus testattiin erikseen mittauksissa 1 ja 2 konfirmatorisen faktorianalyysin avulla. Tutkimuksessa identifioitiin klusterianalyysill�� tehdyss�� ryhmittelyss�� nelj�� erilaista lukio-opiskelijaryhm����: menestyv��t navigoijat, tavalliset tasapainoilijat, s����telem��tt��m��t kulkeutujat ja ylikuormittuneet avuntarvitsijat. Navigoijille on tyypillist�� niin prosessin/ tulosten kuin sis��ll��n suhteen korkea itses����tely. Tyypillinen piirre navigoijien kohdalla on my��s ulkoisen s����telyn korkea taso. Avuntarvitsijat eroavat muista ryhmist�� selke��sti korkeampien puutteellisten s����telystrategioidensa perusteella, vaikka heid��n itses����telyns�� on suhteellisesti niihin ja muihin ryhmiin n��hden melko korkealla tasolla. Tasapainoilijat sijoittuvat itses����telyn ja ulkoisen s����telyn osalta ryhmien keskitasolle. Kulkeutujien itses����tely samoin kuin ulkoinen s����tely ovat ryhmien matalinta tasoa. Tuloksista n��hd����n, ett�� kehittyneemm��ll�� itses����telyll�� on selv�� yhteys lukio-opintojen sujuvuuteen ja opintomenestykseen, mutta noin kolmasosalle opiskelijoista itses����telev��, suunnitelmallinen tavoitteenasettelu on vaikeaa. Navigoijilla ja tasapainoilijoilla opiskelu on sek�� heille itselleen mielek��st�� ett�� ulkoisesti arvioituna tehokasta. Joidenkin opiskelijoiden erityisesti avuntarvitsijoiden ja kulkeutujien keskuudessa opintojen kulku sen sijaan hapuilee. Lukiolaisten opiskeluun kohdistuvien odotusten voidaan t��m��n tutkimuksen tuloksen perusteella katsoa ennustavan todellista opintojen kulkua ja opintomenestyst�� melko hyvin. Eroja on sek�� tavoitetasossa, opiskeluprosessiin liittyviss�� kokemuksissa ett�� jatko-opintosuunnitelmissa ja ne ovat yhteydess�� sukupuoleen, is��n sosioekonomiseen asemaan, erikoislinjalla opiskeluun sek�� lukion alun itses����telyryhmiin.

Suomen Ilmavoimien johtamisj��rjestelm��n evoluutio ilmasotateorian, kansallisten instituutioiden ja johtamisj��rjestelm��n ulkomaisen kehityksen n��k��kulmasta

Ilmavoimien johtamisj��rjestelm�� on osa Ilmavoimien j��rjestelm��kokonaisuutta, jonka kaksi muuta osaa ovat taisteluj��rjestelm�� ja tukeutumisj��rjestelm��. Ilmavoimien materiaalista suorituskyky�� rakennetaan t��m��n j��rjestelm��ajattelun pohjalta. t��ss�� tutkimuksessa Ilmavoimien johtamisj��rjestelm���� tutkitaan kolmen kokonaisuuden, ilmavalvontaj��rjestelm��n, ilmatilannekuvan muodostamisj��rjestelm��n ja tulenk��yt��n johtamisj��rjestelm��n, n��k��kulmasta. Ilmavoimien johtamisj��rjestelm��n laajuuden vuoksi tutkimusaluetta on jouduttu rajaamaan. Tutkimus perustuu evoluutioparadigmaan, jonka mukaisesti kaikki olevainen on evolutionaarista. Mik����n t��ss�� ajassa oleva ilmi�� ei ole historiaton. Jokaisella ilmi��ll�� on nykyisyytens�� lis��ksi historia ja tulevaisuus. Evoluutioparadigman avulla laajennetaan Ilmavoimien johtamisj��rjestelm��n nykyisyyden ymm��rt��mist�� kuvaamalla ja analysoimalla sen evoluutiota. Tutkimusaineistoa analysoidaan k��ytt��en hyv��ksi polkuriippuvuutta evolutionaarisena mallina. t��t�� mallia on k��ytetty uusinstitutionaalisessa ja evolutionaarisessa taloustieteess�� ja taloushistoriassa tutkittaessa yritysten, toimialojen tai tuotteiden pysyvyytt�� markkinoilla sek�� erilaisten innovaatioiden vaikuttavuutta menestymiseen eri markkinatilanteissa. Tutkimusasetelman l��ht��kohtana on Ilmavoimien johtamisj��rjestelm��evoluution kuvaaminen kolmen tekij��n tasapainoasetelman suhteen, joita ovat instituutiot, ilmasotateoria ja kansainv��linen ilmavoimien johtamisj��rjestelm��n kehitys. tutkimuksen tavoitteena on l��yt���� institutionaalinen logiikka Ilmavoimien johtamisj��rjestelm��n evoluutiolle sek�� sen eri kehitysprosesseihin liittyv�� mahdollinen polkuriippuvuuden logiikka. Tutkittavina instituutioina ovat kansallinen poliittinen p����t��ksenteko, joka ilmentyy erilaisina komiteamietint��j��, raportteina ja selontekoina. Sotilaallista instituutiota edustavat eri operatiiviset ohjeet, ohjes����nn��t ja doktriinit, jotka ovat ohjanneet johtamisj��rjestelm��kehityst��. Ilmasotateorian vaikuttavuuden analyysi�� varten tutkimuskohteiksi on valittu seitsem��n merkitt��v���� ilmasotateoreetikkoa. Kenraalimajuri Giulio douhet, ilmamarsalkka Hugh Trenchard ja kenraalimajuri William Mitchell edustavat ilmasotateorian varhaista kautta. Kansallista ilmasotateorian kehityst�� edustavat eversti Richard Lorentz ja kenraalimajuri Gustaf Erik Magnusson. Yhdysvaltalaiset everstit John Boyd ja John Warden III ovat uuden ajan ilmasotateoreetikkoja. N��iden henkil��iden tuottamien teorioiden avulla voidaan piirt���� kuva muutoksesta, jota ilmasodank��ynnin teoreetti- sessa ajattelussa on tapahtunut. Ilmavoimien johtamisj��rjestelm��n evoluutiolle haetaan vertailua kehityksest��, jota on tapahtunut Yhdysvalloissa, Isossa-Britanniassa ja Saksassa. Ilmavoimat on saanut vaikutteita muistakin maista, mutta n��iden maiden kehityksen avulla voidaan selitt���� Suomessa tapahtunutta kehityst��. Tutkimuksessa osoitetaan, ett�� kansainv��lisell�� johtamisj��rjestelm��evoluutiolla on ollut merkitt��v�� vaikutus suomalaiseen kehitykseen. T��m�� tutkimus laajentaa prosessuaalista tutkimusteoriaa ja polkuriippuvuusmallin k��ytt���� sotatieteelliseen tutkimuskentt����n. tutkimus yhdist���� toisiinsa aivan uudella tavalla sotilasorganisaation institutionaalisia tekij��it�� pitk��ss�� evoluutioketjussa. Tutkimus luo pohjaa prosessuaaliseen, havaintoihin perustuvaan evoluutioajatteluun, jossa eri tekij��iden selitysmalleja ja kausaalisuutta eri periodien aikana voidaan kuvata. Tutkimuksen tuloksena ilmavoimien johtamisj��rjestelm��evoluutiossa paljastui merkitt��vi�� piirteit��. Teknologia on ollut voimakas katalysaattori ilmapuolustuksen evoluutiossa. Uusien teknologisten innovaatioiden ilmestyminen taistelukent��lle on muuttanut oleellisesti taistelun kuvaa. Sodank��ynnin revoluutiosta huolimatta sodank��ynnin tai operaatiotaidon ja taktiikan perusperiaatteissa ei ole tapahtunut perustavanlaatuista muutosta. Ilmavoimien johtamisj��rjestelm��n kehitys on voimakkaasti linkittynyt ulkomaiseen johtamisj��rjestelm��kehitykseen, jossa teknologiaimplementaatiot perustuvat usean eri ilmi��n paljastumiseen ja hyv��ksik��ytt����n. Sotilas- ja siviili-instituutiot ovat merkitt��v��sti vaikuttaneet Ilmavoimien johtamisj��rjestelm��n kansalliseen kehitykseen. Ne ovat antaneet poliittisen ohjauksen, taloudellisten resurssien ja strategis-operatiivisten k��skyjen ja suunnitelmien avulla perusteet, joiden pohjalta johtamisj��rjestelm���� on kehitetty. Tutkimus osoittaa, ett�� Suomen taloudellisten resurssien rajallisuus on ollut merkitt��vin institutionaalinen rajoite Ilmavoimien johtamisj��rjestelm���� kehitett��ess��. Useat poliittiset ohjausasiakirjat ovat korostaneet, ettei Suomella pienen�� kansakuntana ole taloudellisia resursseja seurata kansainv��list�� sotilasteknologiakehityst��. Lis��ksi ulko- ja turvallisuuspoliittinen liikkumavapaus on vaikuttanut kehitt��mismahdollisuuksiin. Ilmasotateorian evoluutio on luonut johtamisj��rjestelm��n kehitykselle v��ltt��m��tt��m��n konseptuaalisen viitekehyksen, jotta ilmasota on voitu vied�� k��yt��nn��n tasolle. Teoria, doktriini ja instituutiot toimivat vuorovaikutuksessa, jossa ne interaktiivisesti vaikuttavat toinen toisiinsa. Tutkimus paljasti kuusi merkitt��v���� sokkia, jotka saivat aikaan radikaaleja muutoksia johtamisj��rjestelm��n evoluutiopolulla. tutkimuksen perusteella vaikuttavimmat muutoksia aiheuttavat sokit olivat radikaalit turvallisuuspoliittiset muutokset kuten sota ja voimakkaat kansantalouden muutokset kuten lama. Sokkeja aiheuttaneet kuusi ajankohtaa olivat: 1. Puolustusvoimien rakentamisen aloittaminen vapaussodan j��lkeen 1918 2. Maailmanlaajuinen lama 1929���1933 ja eurooppalainen rauhanaate 1928���1933 3. Talvi- ja jatkosota 1939���1944 4. Uusi alku Pariisin rauhansopimuksen 1947 ja YYA-sopimuksen 1948 varjossa 5. Kylm��n sodan p����ttyminen ja Suomen lama 1990���1993 6. Maailmanlaajuinen lama 2008- Tutkimuksen perusteella voidaan todeta, ett�� Suomen ilmavoimien johtamisj��rjestelm��n kehitt��minen on perustunut rationaalisiin p����t��ksiin, jotka ovat saaneet vaikutteita ulkomaisesta ilmasotateorian ja -doktriinien kehityksest�� sek�� kansainv��lisest�� johtamisj��rjestelm��kehityksest��. Johtamisj��rjestelm��n evoluutioon on vaikuttanut globaali konvergenssi, johon on tehty kansallisen tason ratkaisuja j��rjestelmien adaptaation ja implementaation yhteydess��.

Eleven som akt��r i dialog med kunst : ungdoms erfaring med kunstundervisningens innhold og metode i faget kunst og h��ndverk i norsk grunnskole

Avhandlingen har sitt utspring i mitt engasjement for elevers m��te med kunst i grunnskolen i faget kunst og h��ndverk og mitt syn p�� ungdom som kompetente bidragsytere til forskningen om fenomener som ang��r deres liv. Elevene er informanter til, eller akt��rer i, forskning p�� fenomenet dialog med kunst. Dialog med kunst er her definert som en helhetlig prosess som innlemmer alt fra elevenes m��te med visuelle kunstverk til deres eget skapende arbeid. At avhandlingens fagdidaktiske problemomr��de er elevers praktisk skapende virksomhet, knytter unders��kelsen til sl��jdpedagogisk forskning. Avhandlingens overgripende hensikt er �� bidra til utvikling av fagdidaktikken i kunst og h��ndverk med utgangspunkt i elevenes erfaringer med kunstundervisningens innhold og metode p�� ungdomsskoletrinnet. Studien best��r av kasusstudier p�� to ungdomsskoler. Data ble innsamlet igjennom intervjuer, deltakende observasjon, dokumenter, prosessb��ker og foto av formingsprodukter. Ungdoms dialog med kunst i skolen blir analysert og fremstilt ut fra et erfart og et operasjonalisert perspektiv. Funnene speiles i ulike fagdidaktiske tendenser, det vil si ulike hovedoppfatninger i debatten om det moderne samfunn, og i et virksomhetsteoretisk perspektiv. Resultatene fra unders��kelsen utfordrer oss til en fagdidaktisk nyorientering n��r det gjelder ungdoms m��te med kunstverk i skolen, i retning av et mer ungdomskulturelt innhold og relasjonelle kunstm��ter som er narrative, tolkningsorientert, opplevelsesorientert, dialogiske og flerstemmige. Unders��kelsen viser at elevene liker det praktisk skapende arbeidet, men at undervisningen i sterkere grad b��r ta i bruk digital kunnskap og handle om hvordan kunst kan brukes som utgangspunkt for skapende arbeid, og den b��r legge til rette for det l��ringspotensialet som ligger i dialogen elevene imellom. Elevene liker en undervisning som ikke bare handler om estetiske virkemidler, materialer og teknikker, men ogs�� om kommunikasjon og ytringsfrihet. Resultatene viser at det frie skapende arbeid best��r av tre likeverdige aspekter: det individuelle, det kulturelle og det sosiale. B��de funnene og avhandlingens virksomhetsteoretiske perspektiv kan bidra til diskursen om kreativitetsbegrepet og identitetskonstruksjon i v��rt moderne samfunn. Virksomhetssystemet blir i denne avhandlingen utviklet til en teori for skapende arbeid i faget kunst og h��ndverk, et overgripende fagdidaktisk rammeverk for bild/bildkonst og sl��jdfaget satt inn i et nordisk utdanningsperspektiv.

Sivistyksest�� sivilisaatioon. Kulttuurik��sitys J. V. Snellmanin historiallisessa ajattelussa

From Bildung to Civilisation. Conception of Culture in J. V. Snellman���s Historical Thinking The research explores Johan Vilhelm Snellman���s (1806���1881) conception of culture in the context of his historical thinking. Snellman was a Finnish, Swedish-speaking journalist, teacher and thinker, who held a central position in the Finnish national discourse during the nineteenth century. He has been considered as one of the leading theorists of a Finnish nation, writing widely about the themes such as the advancement of the national education, Finnish language and culture. Snellman is already a widely studied person in Finnish intellectual history, often characterised as a follower of G. W. F. Hegel���s philosophical system. My own research introduces a new kind of approach on Snellman���s texts, emphasising the conceptual level of his thought. With this approach, my aim is to broaden the Finnish research tradition on conceptual history. I consider my study as a cultural history of concepts, belonging also to the field of intellectual history. My focus is on one hand on the close reading of Snellman���s texts and on the other hand on contextualising his texts to the European intellectual tradition of the time. A key concept of Snellman���s theoretical thinking is his concept of bildning, which can be considered as a Swedish counterpart of the German concept of Bildung. The Swedish word incorporated all the main elements of the German concept. It could mean education or the so-called high culture, but most fundamentally it was about the self-formation of the individual. This is also the context in which Snellman���s concept of bildning has often been interpreted. In the study, I use the concept of bildning as a starting point of my research but I broaden my focus on the cognate concepts such as culture (kultur), spirit (anda) and civilisation. The purpose of my study is thus to illustrate how Snellman used and modified these concepts and from these observations to draw a conclusion about the nature of his conception of culture. Snellman was an early Finnish philosopher of history but also interested in the practice of the writing of history. He did not write any historical presentations himself but followed the publications in the field of history and introduced European historical writing to the Finnish, Swedish-speaking reading audience in his newspapers. The primary source material consists of different types of Snellman���s texts, including philosophical writings, lecture material, newspaper articles and private letters. I���m reading Snellman���s texts in the context of other texts produced both by his Finnish predecessors and contemporaries and by Swedish, German and French writers. Snellman���s principal philosophical works, Versuch einer spekulativen Entwicklung der Idee der Pers��nlichkeit (1841) and L��ran om staten (1842), were both written abroad. Both of the works were contributions to contemporary debates on the international level, especially in Germany and Sweden. During the 1840s and 1850s Snellman had two newspapers of his own, Saima and Litteraturblad, which were directed towards the Swedish-speaking educated class. Both of the newspapers were very popular and their circulations were among the largest of their day in Finland. The topics of his articles and reviews covered literature, poetry, philosophy and education as well as issues concerning the economic, industrial and technical development in Finland. In his newspapers Snellman not only brought forth his own ideas but also spread the knowledge of European events and ideas to his readers. He followed very carefully the cultural and political situation in Western Europe. He also followed European magazines and newspapers and was well acquainted with German, French and also English literature ��� and of course Swedish literature to with which he had the closest ties. In his newspapers Snellman wrote countless number of literary reviews and critics, introducing his readers to European literature. The study consists of three main chapters in which I explore my research question in three different, yet overlapping contexts. In the first of these chapters, I analyse Snellman���n theoretical thinking and his concepts of bildning, kultur, anda and civilisation in the context of earlier cultural discourse in Finland as well as the tradition of German idealistic philosophy and neo-humanism. With the Finnish cultural discourse I refer to the early cultural discussion in Finland, which emerged after the year 1809, when Finland became an autonomous entity of its own as a Grand Duchy of Russia. Scholars of the Academy of Turku opened a discussion on the themes such as the state of national consciousness, the need for national education and the development of the Finnish language as a national language of Finland. Many of these academics were also Snellman���s teachers in the early years of his academic career and Snellman clearly formulated his own ideas in the footsteps of these Finnish predecessors. In his theoretical thinking Snellman was a collectivist; according to him an individual should always be understood in connection with the society, its values and manners, as well as to the traditions of a culture where an individual belongs to. In his philosophy of the human spirit Snellman was in many ways a Hegelian but his notion of education or ���bildning��� includes also elements that connect him with the wider tradition of German intellectual history, namely the neo-humanist tradition and, at least to some extent, to the terminology of J. G. Herder or J. G. Fichte, for example. In this chapter, I also explore Snellman���s theory of history. In his historical thinking Snellman was an idealist, believing in the historical development of the human spirit (Geist in German language). One can characterise his theory of history by stating that it is a mixture of a Hegelian triumph of the spirit and Herderian emphasis on humanity (Humanit��t) and the relative nature of ���Bildung���. For Snellman, the process of ���bildning��� or ���Bildung��� is being realised in historical development through the actions of human beings. Snellman believed in the historical development of the human civilization. Still Snellman himself considered that he had abandoned Hegel���s idea about the process of world history. Snellman ��� rightly or wrongly ��� criticised Hegel of emphasising the universal end of history (the realisation of the freedom of spirit) at the expense of the historical plurality and the freedom of each historical era. Snellman accused Hegel of neglecting the value and independency of different historical cultures and periods by imposing the abstract norm, the fulfilment of the freedom of spirit, as the ultimate goal of history. The historicist in Snellman believed in the individuality of each historical period; each historical era or culture had values, traditions and modes of thought of its own. This historicist in Snellman could not accept the talk about one measure or the end of history. On the other hand Snellman was also a universalist. He believed that mankind had a common task and that task was the development of ���Bildung���, freedom or humanity. The second main chapter consists of two parts. In the first part, I explore the Finnish nationalistic discourse from the cultural point of view by analysing the notions such as a nation, national spirit or national language and showing how Snellman formulated his own ideas in a dialogic situation, participating in the Finnish discourse but also reacting to international discussions on the themes of the nation and nationality. For Snellman nationality was to a great extent the collective knowledge and customs or practices of the nation. Snellman stated that nationality is to be considered as a form of ���bildning���. This could be seen not simply as affection for the fatherland but also for the mental identity of the nation, its ways of thinking, its practices, national language, customs and laws, the history of the nation. The simplest definition of nationality that Snellman gives is that nationality is the social life of the people. In the second part of the chapter I exam Snellman���s historical thinking and his understanding about historical development, interaction between different nations and cultures in the course of history, as well as the question of historical change; how do cultures or civilisations develop and who are the creators of culture? Snellman did not believe in one dominating culture but understood the course of history as a dialogue between different cultures. On the other hand, his views are very Eurocentric ��� here he follows the ideas of Hegel or for example the French historian Fran��ois Guizot ��� for Snellman Europe represented the virtue of pluralism; in Europe one could see the diversity of cultures which, on the other hand, were fundamentally based on a common Christian tradition. In the third main chapter, my focus is on the writing of history, more precisely on Snellman���s ideas on the nature of history as a science and on the proper way of writing historical presentations. Snellman wrote critics on the works of history and introduced his readers to the writing of history especially in France, Sweden and German-speaking area ��� in some extend also in Britain. Snellman���s collectivistic view becomes evident also in his reviews on historical writing. For Snellman history was not about the actions of the states and their heads, nor about the records of ruling families and battles fought. He repeatedly stressed that history is a discipline that seeks to provide a total view of a phenomenon. A historian should not only collect information on historical events, since this information touches only the surface of a certain epoch or civilisation; he has to understand an epoch as totality. This required an understanding about the major contours in history, connections between civilisations and an awareness of significant turning points in historical development. In addition, it required a holistic understanding about a certain culture or historical era, including also the so-called inner life of a specific nation, a common people and their ways of life. Snellman wrote explicitly about ���cultural history��� in his texts, referring to this kind of broad understanding of a society. In historical writing Snellman found this kind of broader view from the works of the French historians such as Fran��ois Guizot and Jules Michelet. In all of these chapters, I elaborate the conceptual dimension of Snellman���s historical thinking. In my study I argue that Snellman not only adopted the German concepts of Bildung or Kultur in his own thinking but also developed the Swedish concepts in a way that include personal and innovative aspects. Snellman���s concept of bildning is not only a translation from ���Bildung��� but he uses the Swedish concept in a versatile way that includes both the moral aspect of human development and social dimension of a human life. Along with ���bildning��� Snellman used also the terms ���kultur��� and ���civilisation��� when referring to the totality of a certain nation or historical era, including both the so-called high culture (arts, science, religion) and the modes of thought as well as ways of life of the people as a whole. Unlike many of his Finnish contemporaries, Snellman did not use civilisation as a negative concept, lacking the moral essence of German term ���Bildung��� or ���Kultur���. Instead, for Snellman civilisation was a neutral term and here he comes close to the French tradition of using the term. In the study I argue that Snellman���s conception of culture in fact includes a synthesis of the German tradition of ���Bildung��� and the French tradition of ���civilisation���.

Elever syns p�� n��tet : multimodala texter och autentiska mottagare

This study is based on the notion that all students are likely to have a computer of some kind as their primary tool at school within a few years. The overall aim is to contribute to the knowledge of what this development of computer-assisted multimodal text production and communication on and over the net may entail in a school context. The study has an abductive approach drawing on theory from Media and Communication studies and from Pedagogy - particularly on media peda-gogy, multimodality, storytelling, conversation research and deliberative democracy ��� and is based on a DBR project in three schools. The empirical data are retrieved from four school classes, school years 4 and 5, with good access to computers and digital cameras. The classes have used the class blogs to tell the blog visitors about their school work and Skype to communicate with other classes in Sweden and Tanzania. A variety of research methods was employed: content analysis of texts, observations with field notes and camera documentation, interviews with individual students, group interviews with teachers and students, and a small survey. The study is essentially qualitative, focusing on students��� different perceptions. A small quantitative study was conducted to determine if any factors and variables could be linked to each other and to enable comparisons of the surveyed group with other research results. The results suggest that more computers at school offer more opportunities for real-life assignments and the chance to secure an authentic audience to the students��� production; primarily the students��� parents and relatives, students in the same class and at other schools. A theoretical analysis model to determine the degree of reality and authenticity in various school assignments was developed. The results also indicate that having access to cameras for documenting various events in the classes and to an authentic audience can create new opportunities for storytelling that have not been practiced previously at school. The documentary photo invites a viewer into the present tense of the image and the location where the picture was taken, whoever took the picture. It is used by the students and here too, a model has been developed to describe this relationship. The study also focuses on the freedom of expression and democracy. One of the more unexpected findings is that the students in the study did not see that they can influence other people���s perceptions or change various power structures through communication on the web, neither in nor outside of school.

FAIFE : tuore ote sananvapauskysymyksiin

FAIFE = Free access to information and freedom of expression.

Toimittajan oikeus uutisoida ja toimitusty��t�� s����ntelev��t normit

Luettaessa uutisia lehdest�� harvoin pohditaan sit��, onko toimituksellisessa ty��ss�� noudatettu lakia ja alan eettisi�� ohjeita. Lukija luottaa siihen, ett�� s����nt��j�� noudatetaan, mutta n��in ei aina ole. K��ytett��ess�� materiaalia toiselta lehdelt�� j��tet����n alkuper��inen l��hde usein mainitsematta. T��m��n tutkielman tarkoituksena on selvitt���� keskeiset tekij��noikeuslain pyk��l��t ja k��yt��nn��ss�� kaikkein keskeisimm��t Journalistin ohjeet sanomalehden toimittajan ty��ss�� ja miten n��m�� s����nn��t p����osin ilmenev��t. Suoritetun kyselytutkimuksen perusteella tekij��noikeuslain pyk��l�� oikeus uutisoida toisen lehden uutinen ja Journalistin ohjeista s����nt��, jonka mukaan sis��lt��ratkaisut on teht��v�� journalistisin perustein, ovat keskeisimpi�� s����nt��j�� k��yt��nn��n ty��ss��. Tutkimuksessa n��it�� s����nt��j�� k��sitell����n oikeusdogmaattisin menetelmin kieliopillisen tulkinnan kautta sek�� toimittajan ty��n n��k��kulmasta. Tutkimuksen lains����d��nn��llisen viitekehyksen muodostavat Suomen perustuslaki, laki sananvapauden k��ytt��misest�� joukkoviestinn��ss��, kansallinen tekij��noikeuslaki ja Journalistin ohjeet. T��m��n vuoksi tutkimuksessa on aiheellista tarkastella my��s sananvapautta ja tekij��noikeuslakia toimituksellisessa ty��ss�� sek�� n��iden suhdetta toisiinsa ja my��s median rakenteellista ja toiminnallista muutosta.

Reiterando o pacto: hist��ria, teologias pol��ticas crist��s e a religi��o civil americana em uma era de multiculturalismo e imp��rio

H�� 40 anos, em plena Guerra Fria, Robert Bellah concluiu seu c��lebre artigo sobre a religi��o civil americana com a seguinte pergunta: como conceber a aplicabilidade leg��tima dos valores-chave que suportam o imagin��rio nacional americano para al��m dos confins territoriais do seu Estado-na����o? O presente artigo quer revisitar esta quest��o criticamente �� luz de incurs��es regulat��rias recentes dos EUA sobre o campo da liberdade religiosa no globo. Primeiramente, reviso a hist��ria da rela����o entre secularismo, identidade nacional e cristianismo nos EUA. A seguir, analiso as articula����es pol��tico-religiosas que d��o origem ao International Freedom of Religion Act (IRFA), em 1998. Por fim, tento destacar como este exerc��cio pode fornecer contribui����es mais gerais para o estudo da rela����o entre religi��o, nacionalismo e poder secular na contemporaeidade, com ��nfase na rela����o entre estes e o princ��pio de soberania do estado de direito.

Mudan��a em tempos de globaliza����o: o capitalismo n��o �� mais progressista?

Technical progress and economic development are promotions of capitalism, says a well known idea hereby contradicted. Recent changes under neoliberalism show that the more freedom of move to capital the less development of productive forces. There was no synchronicity and coherence fostering economic growth between changes at the micro level of techno-productive and managerial innovations and the ones at the macro level of institutional structures and economic policy. Empowerment of finance capital and monopolies got them opportunity to control the state and set its economic policy to support fictitious capital accumulation and to rule restructuring of corporate management. Surplus redistribution favoring finance capital is a burden to be carried on the back of society's productive structures, lowering investment, employment and growth. Focusing Latin America and Brazil, the same picture is seen, worsened by external fragility that deepens historical dependency.

Rights in Asylum Sharing and Other Human Transfer Agreements

The article sets out the concept of a State-to-State human transfer agreement of which extradition and deportation are specialised forms. Asylum sharing agreements are other variations which the article explores in more detail. Human transfer agreements always affect at least the right to liberty and the freedom of movement, but other rights will also be at issue to some extent. The article shows how human rights obligations limit State discretion in asylum sharing agreements and considers how past and present asylum sharing arrangements in Europe and North America deal with these limits, if at all. The article suggests changes in the way asylum sharing agreements are drafted: for example, providing for a treaty committee would allow existing agreements to better conform to international human rights instruments and would facilitate State compliance to their human rights obligations.