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  • 1.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    Den begynnande mognadens efterbildning: imitatio som pedagogisk princip i 1700-talets skola2009In: Utbildningshistoriska meddelande / [ed] Esbjörn Larsson & Johannes Westberg, Uppsala: orskningsgru ppen för utbildnings- och kultursociologi , 2009, 293-293 p.Conference paper (Other academic)
  • 2.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.
    Den lärda skolan2011In: Utbildningshistoria: en introduktion / [ed] Esbjörn Larsson, Johannes Westberg, Lund: Studentlitteratur AB, 2011, 45-60 p.Chapter in book (Other academic)
  • 3.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    Eloquence and Education: School Rhetoric in Eighteeenth-Century Sweden2011Conference paper (Other academic)
  • 4.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Eloquence and Education: School Rhetoric in Eighteenth-Century Sweden2014In: Rhetorik: ein internationales Jahrbuch, ISSN 0720-5775, E-ISSN 1865-9160, Vol. 33, no 1, 17-26 p.Article in journal (Other academic)
    Abstract [en]

    The following contribution will examine the form and content of school rhetoric in the Latin schools of early modern Sweden. After an introduction to the schools, an outline of their curricular heritage will be given, situating school rhetoric in the classical trivium. Three components of rhetorical education are identified: the theoretical teaching, the reading of exemplary texts, and the exercises, all three components displaying a striking traditionalism and stability during the eighteenth century. Furthermore, it will be shown that rhetorical education also served as a means of instilling virtue in pupils and that rhetoric was an essential component in the reproduction of a representative learned culture and in the formation of virtuous character and erudite identity.

  • 5.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Länkar i samhällsordningens kedja: Klassiskt och modernt i utbildning och medborgarfostran ca 1800–18502017Conference paper (Other academic)
  • 6.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.
    Nya perspektiv på retorikundervisningen i 1700-talets skola2008In: Ny utbildningshistorisk forskning: tio bidrag från Nationella forskarskolan i utbildningshistoria / [ed] Esbjörn Larsson, Uppsala: Föreningen för svensk undervisningshistoria , 2008, 11-26 p.Chapter in book (Other academic)
  • 7.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    Retorik, pedagogik och demokrati: om behovet av en vidgad förståelse av retorikens roll i utbildningen2014In: Nordiska konferensen för retorikforskning (NKRF), 2014Conference paper (Other academic)
  • 8.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    Retoriska praktiker och identitetsformering i svenska skolor ca 1800–18502014In: Svenska historikermötet, 2014Conference paper (Other academic)
  • 9.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.
    Rhetoric, text and tradition in Swedish 18th century schools2011In: Metamorphoses of rhetoric: classical rhetoric in the eighteenth century / [ed] Otto Fischer, Ann Öhrberg, Uppsala: Avdelningen för retorik vid Litteraturvetenskapliga institutionen , 2011, 153-172 p.Chapter in book (Other academic)
  • 10.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    Rhetoric, Texts and Tradition in Swedish 18th Century Schools2007Conference paper (Other academic)
  • 11.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    School Rhetoric, Virtuous Eloquence and the Classical Legacy2011Conference paper (Other academic)
  • 12.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Skoltal och identitetskonstitution ca 1800-18502015Conference paper (Other academic)
    Abstract [sv]

    I den tidigmoderna lärda skolan hade retoriken, eller vältaligheten, spelat en avgörande roll för skolornas, lärarnas och elevernas identitet. Utöver de kommunikativa färdigheter som lärdes ut utgjorde retoriken också ett verktyg för kulturell reproduktion: dels genom det moraliskt fostrande innehållet i texter och övningar, dels genom hur vältalighetspraktiker i sig fungerade som ett kännetecken för läroståndet och för de personer som skulle fostras till medlemmar av detta.

    En viktig arena för denna typ av konstitutiva retorik var de tal och orationer som hölls vid t.ex. skolavslutningar, rektorsskiften, lärartillsättningar samt olika kyrkliga och världsliga högtidsdagar.

    När nya skoltyper etablerades under 1800-talets första hälft togs liknande praktiker upp även av de nya skolorna, trots att retoriken vid denna tid mönstrades ut från svenska skolor. De tal som tidigare traditionellt hade använts för att definiera distinkta identiteter för läroståndets uppväxande medlemmar placerades därmed i helt nya sammanhang med helt nya grupper av elever.

    Med utgångspunkt i en retorisk analys av vilka elevidentiteter som befordrades i tal hållna i olika typer av skolor tecknar presentationen en bild av hur vältaligheten vid bland annat skolavslutningar och skolinvigningar bidrog till att betona skilda identitetsaspekter för olika grupper av elever.

  • 13.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Speak of the Pupil: Rhetorical Practices and Identity Formation in an Emerging School System c. 1700-18502015Conference paper (Other academic)
  • 14.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    Språk, tanke och tradition: Retorikundervisningshistoria ur ett hermeneutiskt perspektiv2006Conference paper (Other academic)
  • 15.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden.
    Textbook supply and shortage in eighteenth-century Sweden2012In: History of schooling: politics and local practice / [ed] Carla Aubry & Johannes Westberg, Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien: Peter Lang Publishing Group, 2012, 1, 193-204 p.Chapter in book (Other academic)
  • 16.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences. Örebro University, School of Humanities, Education and Social Sciences.
    Textbook supply in 18th century Sweden2011Conference paper (Other academic)
  • 17.
    Rimm, Stefan
    Örebro University, School of Humanities, Education and Social Sciences.
    Vältalighet och mannafostran: retorikutbildningen i svenska skolor och gymnasier 1724-18072011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens.

    Drawing from curriculum history, the investigation focuses on the content of the education. The analytical framework regards educational content as multilayered, ranging from conceptual content to content related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula.

    The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools.

    The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook,

    Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content.A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education.

    The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school's twofold objective to transmit knowledge and instill virtue. The rhetorical pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the reading of the exemplary texts and the moral lessons taught by them, and through pupils' own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence.

    The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups. 

1 - 17 of 17
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