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  • 1.
    Alsarve, Daniel
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Våld föder våld, eller?: Om män, sportvåld och formande av hegemonisk manlighet som bidragande riskfaktor till våldet i samhället2017Ingår i: Tidskrift för politisk filosofi, ISSN 1402-2710, Vol. 2, s. 1-14Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna artikel undersöker argumentet att det våld och den hårda fysiska kontakten som vissa idrotter innehåller, samt de ideal som hyllas i dessa, bidrar till en normalisering av mäns våldsanvändning mot andra människor även utanför själva idrottsarenan. Sportvåldet tolkas med inspiration från den kritiska forskningen om män och maskuliniteter och ses som ett led i upprätthållandet av en hierarkisk, patriarkal maktordning. I artikeln förs en diskussion kring vissa idrotters normalisering av våld som problemlösande metod och huruvida sådana idrotter skapar mer våldsbenägna män. Slutsatsen är att det i vissa idrotter kan finnas en riskfaktor för somliga män.

  • 2.
    Bergdahl, Elisabeth
    The Faculty of Nursing and Health Sciences, Nord University, Bodø, Norway.
    Is meta-synthesis turning rich descriptions into thin reductions?: A criticism of meta-aggregation as a form of qualitative synthesis2019Ingår i: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 26, nr 1, artikel-id e12273Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Meta-synthesis of qualitative research can be an important way to consolidate and grow nursing knowledge and theory. However, from recent readings of such works in the nursing literature, one can observe that there is increasing use of meta-synthesis being used as a way to simply aggregate qualitative research findings in a manner claimed to be similar to quantitative meta-research while also remaining compatible with the qualitative research tradition. The aim of this paper is to discuss whether this meta-aggregation form of research has a sound epistemological foundation and should be considered a viable form of meta-synthesis. The conclusion drawn is that meta-aggregation falls short of being a sound method and is not compatible with the qualitative research philosophy. It is also concluded that meta-aggregation should not be seen as a form of qualitative meta-synthesis. Meta-synthesis is best understood as a way to re-interpret, compare and translate disparate qualitative studies using different conceptual apparatus into a consolidated knowledge of fundamental importance to nursing care practitioners. To conclude, aggregating qualitative research tends to turn rich descriptions into thin abstractions that are of little use to nursing practice knowledge and does not advance nursing science.

  • 3.
    Bergdahl, Elisabeth
    et al.
    Örebro universitet, Institutionen för hälsovetenskaper. Research and Development Unit, FOU nu, SLSO, Stockholm, Sweden; Faculty of Professional Studies, Nursing Science, Nord University, Bodö, Norway.
    Berterö, Carina M.
    Division of Nursing Science, Department of Medical and Health Sciences, Linköping University, Sweden.
    Concept analysis and the building blocks of theory: misconceptions regarding theory development2016Ingår i: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 72, nr 10, s. 2558-2566Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    AIM: The purpose of this article is to discuss the attempts to justify concepts analysis as a way to construct theory - a notion often advocated in nursing.

    BACKGROUND: The notion that concepts are the building blocks or threads from which theory is constructed is often repeated. It can be found in many articles and well-known textbooks. However, this notion is seldom explained or defended. The notion of concepts as building blocks has also been questioned by several authors. However, most of these authors seem to agree to some degree that concepts are essential components from which theory is built.

    DESIGN: Discussion paper.

    DATA SOURCES: Literature was reviewed to synthesize and debate current knowledge.

    IMPLICATIONS FOR NURSING: Our point is that theory is not built by concepts analysis or clarification and we will show that this notion has its basis in some serious misunderstandings. We argue that concept analysis is not a part of sound scientific method and should be abandoned.

    CONCLUSION: The current methods of concept analysis in nursing have no foundation in philosophy of science or in language philosophy. The type of concept analysis performed in nursing is not a way to 'construct' theory. Rather, theories are formed by creative endeavour to propose a solution to a scientific and/or practical problem. The bottom line is that the current style and form of concept analysis in nursing should be abandoned in favour of methods in line with modern theory of science.

  • 4.
    Bergdahl, Elisabeth
    et al.
    Research & Development Unit, FoU nu, SLSO, Stockholm, Sweden; Faculty of Professional Studies, Nursing Science, University of Nordland, Bodö, Norway.
    Berterö, Carina M.
    Division of Nursing Science, Department of Medical and Health Sciences, Linköping University, Linköping, Sweden.
    The myth of induction in qualitative nursing research2015Ingår i: Nursing Philosophy, ISSN 1466-7681, E-ISSN 1466-769X, Vol. 16, nr 2, s. 110-120Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In nursing today, it remains unclear what constitutes a good foundation for qualitative scientific inquiry. There is a tendency to define qualitative research as a form of inductive inquiry; deductive practice is seldom discussed, and when it is, this usually occurs in the context of data analysis. We will look at how the terms 'induction' and 'deduction' are used in qualitative nursing science and by qualitative research theorists, and relate these uses to the traditional definitions of these terms by Popper and other philosophers of science. We will also question the assertion that qualitative research is or should be inductive. The position we defend here is that qualitative research should use deductive methods. We also see a need to understand the difference between the creative process needed to create theory and the justification of a theory. Our position is that misunderstandings regarding the philosophy of science and the role of inductive and deductive logic and science are still harming the development of nursing theory and science. The purpose of this article is to discuss and reflect upon inductive and deductive views of science as well as inductive and deductive analyses in qualitative research. We start by describing inductive and deductive methods and logic from a philosophy of science perspective, and we examine how the concepts of induction and deduction are often described and used in qualitative methods and nursing research. Finally, we attempt to provide a theoretical perspective that reconciles the misunderstandings regarding induction and deduction. Our conclusion is that openness towards deductive thinking and testing hypotheses is needed in qualitative nursing research. We must also realize that strict induction will not create theory; to generate theory, a creative leap is needed.

  • 5.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Rosén, Maria
    Uppsala University, Uppsala, Sweden.
    De villkorade utbildningskvaliteterna2019Ingår i: Yrkesmänniskan i den kapitaliserade välfärden / [ed] Carl Cederberg, Huddinge: Södertörns högskola, 2019, s. 157-178Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 6. Bhaskar, Roy
    et al.
    Danermark, Berth
    Örebro universitet, Hälsovetenskapliga institutionen.
    Metatheory, interdisciplinarity and disability research: a critical realist perspective2006Ingår i: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 8, nr 4, s. 278-297Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Different methodological tendencies within the field of disability research are described, and the reductionism implicit in the historically dominant models is critiqued. The advantages of critical realism over rival metatheoretical positions, including empiricism, social constructionism, neo-Kantianism and hermeneutics, is shown, demonstrating in particular what is called the “double-inclusiveness” of critical realism. A non-reductionist schema for explanation in disability research is established, and the article argues that the phenomenon of disability has the character of a “necessarily laminated system”. The fruitfulness of this approach is then illustrated with an example drawn from the field, and the case for critical realism as an ex ante explicit metatheory and methodology for disability research is further developed. The conclusion reconsiders the nature of metatheory and its role in research.

  • 7.
    Bolonassos, Alexis
    Örebro universitet, Humanistiska institutionen.
    Det spelar ingen roll om jag gör det eller inte: en undersökning av individuellt och kollektivt ansvar2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Uppsatsen behandlar till synes omoraliska handlingar vars bidrag till det totala utfallet tycks vara försumligt, eller rent av obefintligt.

  • 8.
    Borumand, Maryam
    et al.
    Örebro universitet, Institutionen för samhällsvetenskap.
    Edvardsson, Bo
    Örebro universitet, Institutionen för samhällsvetenskap.
    Socialtjänstens maktutövning1995Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet är att grundat på litteratur undersöka hur socialtjänsten kontrollerar medborgare. Fyra fall visas. Värderingar och intressen hos makthavare dominerar socialtjänsten, forskning och användning av kunskap. Makthavare kontrollerar forskningsresurser och skapar kunskap till egna intressen.  

  • 9.
    Danermark, Berth
    Örebro universitet, Hälsoakademin.
    Socialt arbete och kunskap – tre metateoretiska mönster2006Ingår i: Kunskap i socialt arbete: om villkor, processer och användning / [ed] Björn Blom, Stefan Morén, Lennart Nygren, Stockholm: Natur och kultur, 2006, s. 33-48Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 10.
    Danermark, Berth
    et al.
    Örebro universitet, Hälsoakademin.
    Ekström, Mats
    Örebro universitet, Humanistiska institutionen.
    Jakobsen, Liselotte
    Karlsson, Jan Christer
    Explaining society: critical realism in the social sciences2002 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 11.
    de Miranda, Luis
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    30-second AI and robotics: 50 key notions, characters, fields and events in the rise of intelligent machines, each explained in half a minute2019Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
  • 12.
    de Miranda, Luis
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    AI och Robotar på 30 Sekunder: de 50 viktigaste idéerna och innovationerna inom intelligent maskinutveckling, var och en förklarad på en halv minut2019Samlingsverk (redaktörskap) (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Kan en intelligent maskin tänka? Hur kommer robotar att se ut i framtiden? Vad betyder ”djup maskininlärning”? Har det uppstått en klyfta mellan de människor som förstår sig på ny teknik och de som är rädda för den? Är det möjligt att människor och intelligenta maskiner kommer att förenas till en ny art? I AI och robotar på 30 sekunder hittar du svaren på dessa frågor och mycket mer. De 50 mest betydelsefulla upptäckterna inom utvecklingen av intelligenta maskiner presenteras i korta, lättillgängliga texter. Är du det minsta nyfiken på den teknologiska revolution som håller på att omskapa hela vår tillvaro har du hittat rätt bok. Den är en mångsidig vägvisaresom hjälper dig att navigera i den nya automatiserade verkligheten med ständigt närvarande datorer, smarta hem och städer och robotkolleger. Bokens redaktör Luis de Miranda är filosof och idéhistoriker och forskar om samspelet mellan människor och robotar, digital kultur och teknikens allt viktigare roll i vårt dagliga liv. För närvarande arbetar han med AI och digital humaniora vid Örebro universitet.

  • 13.
    de Miranda, Luis
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Being & Neonness2019Bok (Refereegranskat)
    Abstract [en]

    A cultural and philosophical history of neon, from Paris in the twentieth century to the perpetually switched-on present day.

    For most of us, the word neon conjures images of lights, colors, nightlife, and streets. It evokes the poetry of city nights. For Luis de Miranda, neon is a subject of philosophical curiosity. Being and Neonness is a cultural and philosophical history of neon, from early twentieth-century Paris to the electric, perpetually switched-on present day Manhattan. It is an inspired journey through a century of night, deciphering the halos of the past and the reflections of the present to shed light on the future.

    Invented in Paris in 1912, neon first appeared on a modest but arresting sign outside a small barbershop; the sign lit up number 14, Boulevard Montmartre, attracting so many passersby that the barber's revenues soon doubled. A century later, neon is no longer just a sign; it is a mythic object—a metonymy of contemporary identity and a metaphor for the present, signifying the ubiquity of commerce and the tautology of hypermodernity. But perhaps the noble gas of neon whispers something more, something deeper? In ten short, poetic yet precise chapters, de Miranda explores the neon lights of the twentieth century. He considers, among other historical curiosities, the neon compulsions of the Italian Futurists; the Soviet program of “neonization”; the Nazi's deployment of neon for propaganda purposes; Baudelaire's “halo” and Benjamin's “aura”; neon as a gas and crystallized chaos; neon and power; neon and capitalism—all of this backlit by an original reading of Sartre's Being and Nothingness. This English edition has been thoroughly revised and adapted from the French edition, L'être et le neon.

  • 14. de Miranda, Luis
    Ensemblance: The Transnational Genealogy of Esprit de Corps2020Bok (Refereegranskat)
    Abstract [en]

    Is esprit de corps the secret engine of history?

    • Unveils the hidden and conflicting ideologies at stake behind the concept of esprit de corps and its contemporary uses 
    • Focuses on the discursive uses of esprit de corps in various transnational contexts and in the long term, from 1700 to present times 
    • Combines intellectual history, cultural history, philosophy, history of ideas, discourse analysis, political theory and labour history 
    • Offers a fresh look into the modern dialectics of individualism and collectivism, structure and agency, laissez-faire and corporatism
    • Deepens our understanding of the history of corporate capitalism and its military influences, as well as to understand the current revival of occidental nationalism

    Esprit de corps has played a significant role in the cultural and political history of the last 300 years. Through several historical case studies, Luis de Miranda shows how this phrase acts as a combat concept with a clear societal impact. He also reveals how interconnected, yet distinct, French, English and American modern intellectual and political thought is. In the end, this is a cautionary analysis of past and current ideologies of ultra-unified human ensembles, a recurrent historical and theoretical fabulation the author calls ‘ensemblance’.

  • 15.
    de Miranda, Luis
    The University of Edinburgh, Edinburgh, United Kingdom.
    Life Is Strange and “Games Are Made”: A Philosophical Interpretation of a Multiple-Choice Existential Simulator With Copilot Sartre2018Ingår i: Games and Culture: A Journal of Interactive Media, ISSN 1555-4120, E-ISSN 1555-4139, Vol. 8, nr 1, s. 825-842Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The multiple-choice video game Life is Strange was described by its French developers as a metaphor for the inner conflicts experienced by a teenager in trying to become an adult. In psychological work with adolescents, there is a stark similarity between what they experience and some concepts of existentialist philosophy. Sartre’s script for the movie Les Jeux Sont Faits (literally “games are made”) uses the same narrative strategy as Life is Strange—the capacity for the main characters to travel back in time to change their own existence—in order to stimulate philosophical, ethical, and political thinking and also to effectively simulate existential “limit situations.” This article is a dialogue between Sartre’s views and Life is Strange in order to examine to what extent questions such as what is freedom? what is choice? what is autonomy and responsibility? can be interpreted anew in hybrid digital–human—“anthrobotic”—environments.

  • 16.
    de Miranda, Luis
    University of Edinburgh, UK.
    On the Concept of Creal: The Politico-Ethical Horizon of a Creative Absolute2017Ingår i: The Dark Precursor: Deleuze and Artistic Research / [ed] Paulo de Assis & Paolo Giudici, Leuven University Press, 2017, s. 510-516Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Process philosophies tend to emphasise the value of continuous creation as the core of their discourse. For Bergson, Whitehead, Deleuze, and others the real is ultimately a creative becoming. Critics have argued that there is an irreducible element of (almost religious) belief in this re-evaluation of immanent creation. While I don’t think belief is necessarily a sign of philosophical and existential weakness, in this paper I will examine the possibility for the concept of uni- versal creation to be a political and ethical axiom, the result of a global social contract rather than of a new spirituality. I argue here that a coherent way to fight against potentially totalitarian absolutes is to replace them with a virtual absolute that cannot territorialise without deterritorialising at the same time: the Creal principle.

  • 17.
    de Miranda, Luis
    et al.
    School of Literatures, Languages and Culture, The University of Edinburgh, UK.
    Ramamoorthy, Subramanian
    School of Informatics, The University of Edinburgh, UK.
    Rovatsos, Michael
    School of Informatics, The University of Edinburgh, UK.
    We, Anthrobot: Learning from Human Forms of Interaction and Esprit de Corps to Develop More Diverse Social Robotics2016Ingår i: WHAT SOCIAL ROBOTS CAN AND SHOULD DO, IOS Press, 2016, Vol. 290, s. 48-59Konferensbidrag (Refereegranskat)
    Abstract [en]

    We contend that our relationship with robots is too often seen within a universalistic and individualistic mind-frame. We propose a specific perspective in social robotics that we call anthrobotics. Anthrobotics starts with the choice to consider the human-machine intertwining as a dynamic union of more or less institutionalised collectives rather than separated discrete realities (individual humans, on one side, and discrete individualised machines on the other). We draw on our research in types of social interaction and esprit de corps to imagine more plural and harmonious forms of shared natural-artificial cognitive systems. We propose to look at four types of organised groups: conformative, autonomist, creative, and universalistic, that may provide guiding principles for the design of more diverse anthrobots.

  • 18.
    Edvardsson, Bo
    Örebro universitet, Akademin för juridik, psykologi och socialt arbete.
    Begreppen form och innehåll för tänkande om och inom socialt arbete1989Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet är att tydliggöra och något teoretisera kring begreppen form och innehåll, särskilt rörande socialt arbete. Inriktning mot form respektive innehåll konkurrerar i tänkande och handlande. Ett antal teser kring form och innehåll presenteras.

  • 19.
    Edvardsson, Bo
    Örebro universitet, Akademin för juridik, psykologi och socialt arbete.
    Förändringsprocesser: perspektiv och strategier.: Ett teoretiskt utkast.1983Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet är att  allmänt söka analysera problem kring förändringsprocesser i socialt arbete. Olika slag av förändringsprocesser och förändringsstrategier beskrivs.

  • 20.
    Edvardsson, Bo
    Örebro universitet, Akademin för juridik, psykologi och socialt arbete.
    Kritiskt tänkande som resurs1989Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Syftet med rapporten är att studera begreppet kritiskt tänkande och dess betingelser samt att något bidra till att stärka kritiskt tänkande som resurs. Ansatsen är teoretisk och explorativ. Försök görs att avgränsa, precisera och ange kärnan hos kritiskt tänkande. Begreppet verkar rymma ett centralt moment av "utmaning" mot något. Marcuses tes om att kritiskt tänkande blivit mindre accepterat i det avancerade industrisamhället ifrågasätts - bilden är mer komplex. Inom varje organisation finns tolerans- respektive tabuområden för kritiskt tänkande. För enskilda människor har kritiskt tänkande överlevnadsvärde, men samtidigt verkar finnas en fruktan i samhället för kritiskt tänkande. Ett stort antal kritiska traditioner finns i samhället och vissa dimensioner i dessa kan urskiljas, t.ex. värdebasens bredd. Kritiskt tänkande och kritik kan betraktas ur ett processperspektiv med sex steg: kritikbetingelser, kritikskapande, kritikförmedling alternativt kritiskt handlande, kritikhantering, kritikeffekter och återverkan av effekterna på de föregående stegen. Inom kritikhanteringen kan olika slag av kritikavvärjande strategier urskiljas, t.ex. undvikande, avledande, avvisande, motangrepp. Några utdrag ur olika kritiska texter återges och kommenteras. I samtliga fall finns en motsättning och ett ställningstagande för den ena sidan samt en kritisk begreppsapparat. Det exemplifierade kritiska tänkandet verkar vara underkastat ett slags selektivitetens grundvillkor. Utgående från begreppen makt och intresse samt från allmänna erfarenheter formuleras en stödja-kväva-teori för kritiskt tänkande. Intressenter söker stödja respektive kväva kritiskt tänkande utifrån sina intressen och sin makt. Utifrån exempel konstateras att förekommande definitioner av kritiskt tänkande på olika sätt görs disciplinerande, dvs. de uppmuntrar inte till kritiskt tänkande utanför vissa givna ramar. Definititionerna har ofta karaktären av "matningsdefinitioner", dvs. ställningstagande förutsätts ske till givna påståenden som man blir "matad" med, och bortser från behovet av att ställa kritiska frågor. Utifrån en bristanalys konstateras ett behov av mer utvecklat kritiskt tänkande i socialt arbete. Sådant skulle dock förskjuta existerande maktbalanser inom organisationerna. Enligt stödja-kväva-teorin för kritiskt tänkande så kan kritiskt tänkande utvecklas inom socialt arbete i den utsträckning som starka intressenter tolkar situationen så att det ligger i deras intresse.

  • 21.
    Edvardsson, Bo
    Örebro universitet, Akademin för juridik, psykologi och socialt arbete.
    Tankefel inom vardag, yrkesliv och politik2009Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Syftet är att klargöra begreppet tankefel och att beskriva några vanliga exempel på tankefel. Tankefel har en omfattande förekomst och omfattande konsekvenser för enskilda och samhälle.

  • 22.
    Edvardsson, Bo
    Örebro universitet, Institutionen för juridik, psykologi och socialt arbete.
    Vetenskapliga begrepp vid undersökning av det förflutna: historiskt faktum, urval, hypotes2009Övrigt (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Ett PM om Richard J. Evans bok "Till historiens försvar". 2:a uppl. Stockholm: SNS förlag, 2008. Diskuteras hanteringen av tre viktiga begrepp: historiskt faktum, urval och hypotes. Dessa är svagt behandlade i boken. 

  • 23.
    Enelo, Jan-Magnus
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Jonsson, Bosse
    Mälardalens högskola, Västerås, Sverige.
    Folkbildning och hälsokapital2013Ingår i: Nyttan med folklig bildning: en studie av kapitalformer i folkbildande verksamhet / [ed] Bernt Gustavsson, Matilda Wiklund, Lund: Nordic Academic Press, 2013, 1, s. 234-248Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 24.
    Eriksson, Tobias
    Örebro universitet, Humanistiska institutionen.
    Kollektiva handlingar2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Denna uppsats utgår från tre texter av Torbjörn Tännsjö och tittar på huruvida kollektiv kan sägas vara ansvariga för handlingar som de utför, samt om det ens finns något sådant som kollektiva handlingar.

  • 25.
    Gardelli, Viktor
    Örebro universitet, Humanistiska institutionen.
    Kvasirealism och Frege-Geach-problemet2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
  • 26.
    Grimbeek, Marinette
    Karlstads universitet, Institutionen för språk, litteratur och interkultur, Karlstad, Sweden.
    Förföriska tentakulära ekologier2017Ingår i: Aiolos: Tidskrift för litteratur, teori och estetik, ISSN 1400-7770, nr 56, s. 101-104Artikel i tidskrift (Övrigt vetenskapligt)
  • 27.
    Gunnarsson, Lena
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The Dominant and Its Constitutive Other: Feminist Theorizations of Love, Power and Gendered Selves2016Ingår i: Journal of Critical Realism, ISSN 1476-7430, E-ISSN 1572-5138, Vol. 15, nr 1, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article I explore love’s relation to gendered power asymmetries by comparing Anna Jónasdóttir’s, Jessica Benjamin’s and Teresa Brennan’s respective theorizations of this theme. Despite the considerable differences between these feminist frameworks, they can all be read in terms of what I call the figure of the Dominant and its Constitutive Other. This refers to the contradictory relation whereby the powerful and‘independent’existence of the one is premised on that which is other to it, as well as on the denial and obscuring of this constitutive dependence. Via a dialogue with critical realist and metaReal themes I move from a concern with how the feminine‘Other’ tacitly constitutes the masculine Dominant through practices of love, to thematizing the basic stratum of being as the constitutive Other of the oppressive economy of love. The structure of the self emerges as a central organizing principle in the oppressive relations considered, and the article explores what might be a non-violent mode of self that does not depend on suppressing the existence of that on which it depends

  • 28.
    Gunnarsson, Lena
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The naturalistic turn in feminist theory: a Marxist-realist contribution2013Ingår i: Feminist Theory, ISSN 1464-7001, E-ISSN 1741-2773, Vol. 14, nr 1, s. 3-19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    After a time dominated by nature-phobia, a naturalistic turn is emerging within feminist theory. Welcoming this new theoretical embrace of nature and sympathising with its insistence that nature is not feminism’s enemy, this article nevertheless points to some problematic features of this turn. Focusing on Elizabeth Grosz’s postmodernist readings of Charles Darwin, I suggest that their emphasis of nature’s dynamic, indeterminate and enabling qualities both implies a politically unmotivated glorification of the dynamic and unruly, and as such obscures the important fact that nature also works as a constraining factor on societies. I demonstrate, from the point of view of a Marxist-realist perspective, why an acknowledgement of nature’s limiting force is crucial for the coherence of any theoretical account of the workings of social systems. The article also addresses the feminist imperative to transcend the dualism between nature and culture, and shows how the concept of emergence offers a solution to dilemmas that tend to appear in connection to such efforts of transcendence.

  • 29.
    Gunnarsson, Lena
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Martínez Dy, Angela
    Loughborough University, London, UK.
    van Ingen, Michiel
    University of Westminster, London, UK.
    Critical Realism, Gender and Feminism: Exchanges, Challenges, Synergies2016Ingår i: Journal of Critical Realism, ISSN 1476-7430, E-ISSN 1572-5138, Vol. 15, nr 5, s. 433-439Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Editorial to the special issue of JCR on Critical Realism, Gender and Feminism

  • 30.
    Hammar, Björn
    Högskolan i Gävle, Ämnesavdelningen för filmvetenskap, historia, litteraturvetenskap, medie- och kommunikationsvetenskap och statsvetenskap.
    On Power, Order and Prudence in Early Modern Spanish Political Thought2008Ingår i: Redescriptions : Yearbook of Political Thought, Conceptual History and Feminist Theory, Vol. 12, s. 271-275Artikel, recension (Övrigt vetenskapligt)
  • 31. Hansson, M. G.
    et al.
    Kihlbom, Ulrik
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Tuvemo, T.
    Rodriguez, A.
    Concern for privacy in relation to age during physical examination of children: an exploratory study2009Ingår i: Acta Paediatrica, ISSN 0803-5253, E-ISSN 1651-2227, Vol. 98, nr 8, s. 1349-1354Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Objectives: To explore whether physicians behave differently regarding ethics and respect for privacy depending on children's age. We explored whether physician behaviours contributed to child uneasiness.

    Study design: Observational study of 21 children (0-12 years; 18 boys; mean age 3.2) undergoing evaluation for inguinal hernia. Specific physician-initiated verbal and nonverbal behaviours were coded from digital video discs of the consultations.

    Results: Physician intrusiveness (i.e. approaching the child suddenly or in an uninvited way) during the physical examination was related to concurrent child uneasiness (r = 0.42, p < 0.06) and lasted through the postexamination phase of the consultation (r = 0.52, p < 0.01). Child mood during the examination strongly predicted postexamination mood (r = 0.69, p < 0.0001). Neither the total number of physician-initiated positive behaviours or privacy-related behaviours was associated with child age. Negative physician behaviours were strongly related to negative mood in the child (r = 0.72, p < 0.0001) at the close of the consultation.

    Conclusion: Although physicians were more likely to provide information to older than younger children, their behaviours regarding privacy did not differ by child age. We found that intrusiveness was rather common and related to child uneasiness that has implications for the ethical practice and a child's willingness to be examined.

  • 32. Hansson, Mats G.
    et al.
    Kihlbom, Ulrik
    Örebro universitet, Humanistiska institutionen.
    Tuvemo, Torsten
    Olsen, Leif A.
    Rodriguez, Alina
    Ethics takes time, but not that long2007Ingår i: BMC Medical Ethics, ISSN 1472-6939, E-ISSN 1472-6939, Vol. 8, s. 6-Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    BACKGROUND: Time and communication are important aspects of the medical consultation. Physician behavior in real-life pediatric consultations in relation to ethical practice, such as informed consent (provision of information, understanding), respect for integrity and patient autonomy (decision-making), has not been subjected to thorough empirical investigation. Such investigations are important tools in developing sound ethical praxis. METHODS: 21 consultations for inguinal hernia were video recorded and observers independently assessed global impressions of provision of information, understanding, respect for integrity, and participation in decision making. The consultations were analyzed for the occurrence of specific physician verbal and nonverbal behaviors and length of time in minutes. RESULTS: All of the consultations took less than 20 minutes, the majority consisting of 10 minutes or less. Despite this narrow time frame, we found strong and consistent association between increasing time and higher ratings on all components of ethical practice: information, (beta = .43), understanding (beta = .52), respect for integrity (beta = .60), and decision making (beta = .43). Positive nonverbal behaviors by physicians during the consultation were associated particularly with respect for integrity (beta =.36). Positive behaviors by physicians during the physical examination were related to respect for children's integrity. CONCLUSION: Time was of essence for the ethical encounter. Further, verbal and nonverbal positive behaviors by the physicians also contributed to higher ratings of ethical aspects. These results can help to improve quality of ethical practice in pediatric settings and are of relevance for teaching and policy makers.

  • 33.
    Herdenstam, Anders P. F.
    et al.
    Örebro universitet, Restaurang- och hotellhögskolan.
    Nilsen, Asgeir Nikolai
    Örebro universitet, Restaurang- och hotellhögskolan.
    Öström, Åsa
    Örebro universitet, Restaurang- och hotellhögskolan.
    Harrington, Robert J.
    School of Hospitality Business Management, Washington State University, Pullman, United States.
    Sommelier training: Dialogue seminars and repertory grid method in combination as a pedagogical tool2018Ingår i: International Journal of Gastronomy and Food Science, ISSN 1878-450X, E-ISSN 1878-4518, Vol. 13, s. 78-89Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Learning how to evaluate and communicate sensory experiences is crucial in the training of sommeliers and other restaurant personnel. Established sensory training methods are focused on analytical training when evaluating sensory experiences. Analogical methods, however, use analogies, metaphors and practical examples to describe and evaluate sensory experiences. This study aim to investigate whether practical analogical training in Dialogue seminars, involving reflection, verbalization and the exploration of concepts, could be used as an educational complement to analytical training. The result, when evaluating Dialogue seminar (DS) with the repertory grid method (RGM), was an increased consistency in the assessments of wine within a group of sommeliers. The content analysis also showed an increased use of familiar concepts and multi-sensational at- tributes after analogical training. It is therefore concluded that analogical training with DS, followed by ana- lytical evaluation with RGM, can be successfully combined when training sommeliers.

    Practical applications: This empirical framework introduces a new pedagogical tool when training restaurant personnel. Using contextual reflective tasting exercises in groups stimulates the awareness of personal references that can be helpful in developing a vocabulary of common definitions for sensory attributes. In addition to being a pedagogical tool, these exercises offer a counterpart to the well-established consensus technique when training sensory panels or performing sensory profile evaluation. It is, therefore, also concluded that this methodological approach can be used to better evaluate and communicate complex sensory experiences within a tasting group.

  • 34.
    Hoffart, Amund Rake
    Centre for Gender Research, University of Oslo, Oslo, Norway.
    Feministisk etikk og privilegerte ståsteder2013Ingår i: Filosofisk supplement, ISSN 0809-8220, nr 4, s. 12-19Artikel i tidskrift (Övrigt vetenskapligt)
  • 35. Holmberg, John
    et al.
    Larsson, Jörgen
    Nässén, Jonas
    Svenberg, Sebastian
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Andersson, David
    Low-carbon transitions and the good life2012Rapport (Övrigt vetenskapligt)
    Abstract [en]

    A transition to a low-carbon economy requires farreaching reductions in emissions, which in addition will have to take place at the same time as the global population is growing. A growing population also makes ever greater demands on welfare, while the ecological, social and economic systems that have to sustain this development are already under severe strain. It is commonly argued that emission reductions in a growing world economy can and should be achieved by technical innovations so that the transition to a low-carbon economy does not imply a negative impact on human well-being.

    This report discusses whether there might perhaps be another way of understanding the situation. Is the presumed linkage between well-being and climate impact always negative? Could a greater focus on human well-being be a driver of, rather than an obstacle to, sustainable development? This report attempts to identify possible strategies to support both [the good life] and decreased emissions. By adopting this research approach, the authors aim to make a contribution to the discussion of low-carbon transitions in society.

  • 36.
    Johansson, Viktor
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Pedagogiskt arbete, Högskolan Dalarna, Falun, Sweden.
    Difficulties of the Will: Philosophy of education through children's literature2016Ingår i: Philosophy and theory in educational research: writing in the margin / [ed] Amanda Fulford, Naomi Hodgson, London: Routledge , 2016, s. 74-82Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 37.
    Johansson, Viktor
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. School of Education Health and Social Studies, Dalarna University, Falun, Sweden.
    Killing the Buddha: Towards a heretical philosophy of learning2018Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, nr 1, s. 61-71Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.

  • 38.
    Johansson, Viktor
    Stockholms universitet, Stockholm, Sweden.
    Perfectionist Philosophy as a (an Untaken) Way of Life2014Ingår i: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, nr 3, s. 58-72Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    I am honored to respond to Paul Guyer’s elaboration on the role of examples of perfectionism in Cavell’s and Kant’s philosophies. Guyer’s appeal to Kant’s notion of freedom opens the way for suggestive readings of Cavell’s work on moral perfectionism but also, as I will show, for controversy.

    There are salient aspects of both Kant’s and Cavell’s philosophy that are crucial to understanding perfectionism and, let me call it, perfectionist education, that I wish to emphasize in response to Guyer. In responding to Guyer’s text, I shall do three things. First, I shall explain why I think it is misleading to speak of Cavell’s view that moral perfectionism is involved in a struggle to make oneself intelligible to oneself and others in terms of necessary and sufficient conditions for moral perfection. Rather, I will suggest that the constant work on oneself that is at the core of Cavell’s moral perfectionism is a constant work for intelligibility. Second, I shall recall a feature of Cavell’s perfectionism that Guyer does not explicitly speak of: the idea that perfectionism is a theme, “outlook or dimension of thought embodied and developed in a set of texts.” Or, as Cavell goes on to say, “there is a place in mind where good books are in conversation. … [W]hat they often talk about … is how they can be, or sound, so much better than the people that compose them.” This involves what I would call a perfectionist conception of the history of philosophy and the kinds of texts we take to belong to such history. Third, I shall sketch out how the struggle for intelligibility and a perfectionist view of engagement with texts and philosophy can lead to a view of philosophy as a form of education in itself.

    In concluding these three “criticisms,” I reach a position that I think is quite close to Guyer’s, but with a slightly shifted emphasis on what it means to read Kant and Cavell from a perfectionist point of view.

  • 39.
    Johansson, Viktor
    Department of Child and Youth Studies, Stockholm University, Stockholm, Sweden.
    Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan ‘‘I’’2015Ingår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 34, nr 5, s. 441-458Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell’s ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell’s emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of “I” and “We”, becomes a way to work on the tension between the particular and the universal claims of cosmopolitanism. I show that the autobiographical aspects of philosophy and the philosophical significance of autobiographical writing in ordinary language philosophy can be seen as a test of representativeness—a test of the ground upon which one stands when saying “I”, “We” and “You.”

  • 40.
    Johansson, Viktor
    Department of Education, Stockholms universitet, Stockholm, sweden.
    The Philosophy of Dissonant Children: Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation2010Ingår i: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 60, nr 4, s. 469-486Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.

  • 41.
    Johansson, Viktor
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The State of the Learning Soul: An essay on Literature and Humanities in and as Educational Research2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this essay I explore and demonstrate the possibility of a poetical and literary form of educational research, where literature and philosophy can be as prominent as social science, political theory, or psychology. How can educational research can be informed by the humanities, and its methods, or by aesthetic, poetic, forms of expression, to disclose the existential dimensions of learning; or, if it is possible, pave the way for thinking of educational research as a form of poetry in itself? In the first part of the essay I explore how this poetic educational research can be thought of as investigating of what the Norwegian novelist Knut Hamsun calls “the state of the soul”. I exemplify the approach through Cora Diamond’s notion “moral adventure” in encounters with ethically controversial authors and texts, such as Hamsun’s and Karl Ove Knausgård’s autobiographical novels, and Heidegger’s philosophy and notebooks. In the second part I continue to explore the role of the humanities in educational research through a discussion Stanley Cavell’s philosophical autobiography. In the third and final part I give an example of educational research that emerges out the readings of a picture book in order to further demonstrate what exploring the state of the learning soul can involve.

  • 42.
    Johansson, Viktor
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The Weight of Dogmatism: Investigating “Learning” in Dewey’s Pragmatism and Wittgenstein’s Ordinary Language Philosophy2017Ingår i: A Companion to Wittgenstein on Education: Pedagogical Investigations / [ed] Michael A. Peters & Jeff Stickney, Singapore, Singapore: Springer, 2017, s. 339-352Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    What is it to learn something? This essay is an attempt to give a treatment of our expectations and wants from an answer to that question by placing Dewey’s pragmatism and Wittgenstein’s ordinary language philosophy in conversation with each other. Both Dewey and Wittgenstein introduce philosophical visions and methods that are meant to avoid dogmatic responses to such questions. Dewey presents a vision of learning based on the view of the human organism transacting in its environment and in that way being involved with education without any other end than continual growth. By suggesting possible results of a Wittgensteinian investigation of our use of the word “learning ”, the essay also proposes a twist on Dewey’s theory of learning, which dissolves our need for a theory of learning as an answer to the question. This gives the child a voice in contexts where the word “learn” is used. An investigation of the use of “learn” becomes a method of releasing us from the dogmatic requirements that determine what learning is. Further, Dewey’s terminology comes to comprise examples of possible uses rather than being a statement as to what learning is.

  • 43.
    Johansson, Viktor
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Wildly wise in the terrible moment: Kant, Emerson, and improvisatory Bildung in early childhood education2019Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 51, nr 5, s. 519-530Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and selfcultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that sucha turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.

  • 44.
    Karlsson, Patrik
    Örebro universitet, Humanistiska institutionen.
    Huemers moraliska realism och 'argumentet från oenighet'2007Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [sv]

    Finns det värdefakta? Kan vi ha kunskap i moralfrågor? Finns det över huvud taget rätt och fel i moralfrågor? Med dessa frågor i bakhuvudet vill författaren undersöka ett vanligt argument mot moralisk realism i allmänhet, och Michael Huemers variant av moralisk realism i synnerhet. Detta antirealistiska argument säger att det är så pass vanligt med oenigheter i moralfrågor och att den bästa förklaringen till detta är att moralen är subjektiv. Argumentet säger vidare att etiken lider av bristande konvergens beträffande upplösta etiska oenigheter över tid, jämfört med exempelvis naturvetenskapen. Detta faktum verkar, menar vissa antirealister, ytterligare tala emot att det existerar värdefakta. Med detta som utgångspunkt tar uppsatsförfattaren reda på varför argumentet misslyckas med att skada Michael Huemers moraliska realism.

  • 45.
    Kihlbom, Ulrik
    Örebro universitet, Humanistiska institutionen.
    Autonomy and negatively informed consent2008Ingår i: Journal of Medical Ethics, ISSN 0306-6800, E-ISSN 1473-4257, Vol. 34, nr 3, s. 146-149Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The requirement of informed consent (IC) to medical treatments is almost invariably justified with appeal to patient autonomy. Indeed, it is common to assume that there is a conceptual link between the principle of respect for autonomy and the requirement of IC, as in the influential work of Beauchamp and Childress.

    In this paper I will argue that the possible relation between the norm of respecting (or promoting) patient autonomy and IC is much weaker than conventionally conceived. One consequence of this is that it is possible to exercise your autonomy without having the amount of and the kind of information that are assumed in the standard requirement of IC to medical treatments. In particular, I will argue that with a plausible conception of patient autonomy, the respect for and the promotion of patient autonomy are in certain circumstances better protected by giving patients the right to give their negatively informed consent to medical treatments.

  • 46.
    Leijonhufvud, Susanna
    et al.
    Örebro universitet, Musikhögskolan.
    Ferm Thorgersen, Cecilia
    Institutionen för konst, kommunikation och lärande, Luleå Tekniska Universitet, Luleå, Sweden.
    The Music Teacher in the Nexus of Art Origin2015Ingår i: / [ed] Werner Jank & Cecilia Ferm Thorgersen, Frankfurt, 2015Konferensbidrag (Refereegranskat)
  • 47.
    Mårdh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Democratic Education in the Mode of Populism2017Ingår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 36, nr 6, s. 601-613Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

  • 48. Nilsson, Jakob
    A Crystal Matter: Virtual Structures and the Search for Belief2008Ingår i: Rhizomes: Cultural Studies in Emerging Knowledge, ISSN 1555-9351, E-ISSN 1555-9351, nr 16Artikel i tidskrift (Refereegranskat)
  • 49.
    Nilsson, Jakob
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Department of Media and Communication Studies.
    Capitalocene, cliches, and critical re-enchantment: What Akomfrah's Vertigo Sea does through BBC nature2018Ingår i: Journal of Aesthetics and Culture, ISSN 2000-4214, E-ISSN 2000-4214, Vol. 10, nr 1, artikel-id 1546538Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the montage of archival and original material that makes up John Akomfrah's three-channel video work Vertigo Sea (2015), the frequent use of footage shot by BBCs Natural History Unit (producers of series like Planet Earth) stands out as an unusual choice. This article explores aesthetic-political implications of how this material is subtly repurposed, with focus on one of the interconnected issues dealt with in the work: nature and the Capitaloscene. What does Vertigo Sea do to and through these BBC nature images? Which artistic strategies are involved and for which ends? Is the kind of ecological pathos already framing the original material itself critically transformed and if so in which senses? Does Vertigo Sea merely go for a reproduction of the natural beauty often attributed to original material, and as simply juxtaposed with terrible images, or does the repurposing also entail an alteration of the very notion of natural beauty? This article critically explores all these questions mainly through the frameworks of Situationist detournement, Deleuze's ideas about art and cliches, and Adorno's notions of authentic art, re-enchantment, and natural beauty-frameworks that are conversely critically discussed through Vertigo Sea. It aims to reveal Vertigo Sea as on the one hand an experiment in finding vital artistic strategies for re-enchanting (in non-idealizing ways) planetary nature in the Capitalocene, and as on the on the other hand a thematization of the difficulties in doing so. While appearing among a contemporary art scene increasingly concerned with local and/or global relations having to do with ecology in this new era, Vertigo Sea presents us with a highly original case primarily through its unusual choice of main source material and its complex treatment of this material.

  • 50.
    Nilsson, Jakob
    Södertörn University, Flemingsberg, Sweden.
    Concept-Cognitive Mapping: Third Cinema as Cartography of Global Capitalism2013Ingår i: Cinema & Cie. International Film Studies Journal, ISSN 2035-5270, Vol. 13, nr 20, s. 87-96Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article returns to the experimental theory and practice of Third Cinema as developed in the late 1960s in parts of Latin America. It focuses on two of its aspects that have not been systematically researched: Third Cinema as conceptualizations and maps of global capitalism. In doing so this article takes up and reconfigures Fredric Jameson's notion of "cognitive mapping" and introduce the theory concept-cognitive mapping. This latter theory aims to contribute new thoughts and perspectives to ongoing debates on aesthetic forms capable of a critical grasp of the mechanisms of advanced capitalism.

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