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  • 1.
    Barthel, Stephan
    et al.
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building Engineering, Energy Systems and Sustainability Science, Environmental Science.
    Colding, Johan
    University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building Engineering, Energy Systems and Sustainability Science, Environmental Science.
    Hiswåls, Anne-Sofie
    University of Gävle, Faculty of Health and Occupational Studies, Department of Public Health and Sport Science, Public Health Science.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Turunen, Päivi
    University of Gävle, Faculty of Health and Occupational Studies, Department of Social Work and Criminology, Social Work.
    Urban green commons for socially sustainable cities and communities2022In: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 12, no 2, p. 310-322Article in journal (Refereed)
    Abstract [en]

    In these times of global pandemics and climate crisis, social sustainability has become a crucial issue within diverse sectors and disciplines. This article aims to broaden the discussions on social sustainability in general, and in relation to community work within professional social work in particular.

    By means of a cross-disciplinary bricolage approach – with a focus on the commons – we aim to construct a holistic view of urban social sustainability. Beginning with the Anthropocene concept, which recognizes the human impact on the Earth’s natural systems and hence highlights the need to include the natural environment as a determinant of good and fair living conditions for all, we remix arguments and examples relating to social sustainability with environmental and spatial dimensions to develop an urban green commons. Our cross-disciplinary perspective extends beyond contemporary social policy by bringing together natural resource management, public health, and spiritual aspects of the commons. In order to fit the plurality of urban contexts across the planet, further critical deliberations are needed, focusing on social sustainability and collective action for sustainable change in each context. 

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  • 2.
    Cananau, Iulian
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, English.
    Thalén, PederUniversity of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Populism, Democracy, and the Humanities: Interdisciplinary Explorations and Critical Enquiries2022Collection (editor) (Refereed)
    Abstract [en]

    In this volume, twelve Sweden-based researchers reflect on the phenomenon and concept of populism in relation to democracy and the humanities from the multiple vantage points of various disciplinary backgrounds: philosophy, history of ideas, media and communication, journalism, political science, gender studies, organization science, education theory, popular culture, and literary studies. While the study of populism has attracted a lot of attention in political science, this topic has been rarely explored by scholars in the humanities. Rather than contribute to the already established area of populism studies in social and political sciences, our authors take a more open and exploratory stance through which they attempt to open up new fields and directions for inquiry from an interdisciplinary humanistic perspective.

  • 3. Order onlineBuy this publication >>
    Carlsson, David
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Thalén, PederUniversity of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp2015Collection (editor) (Other academic)
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  • 4.
    Carlsson, David
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Teaching secular worldviews in a post-secular age2018Conference paper (Refereed)
    Abstract [en]

    The paper discusses how secular world views should be included in RE. Knowledge of secular world views can be understood in different ways. The paper distinguishes between two types of knowledge of secular world-views. The first type reflects the self-understanding of modernity while the second one represents a more critical stance influenced by post-modern thinking. It is argued that only the latter type is suitable for RE in public schools if the aim is to conduct an inclusive, non-confessional education.

  • 5.
    Dahlin, Olov
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Du sköna nya digitala värld: Analoga möten och digitaliserad undervisning2021In: Människan i en existentiell kultur: En antologi om Människa-Kultur-Religionsprogrammet vid Högskolan i Gävle / [ed] Olov Dahlin, Sara Duppils, Jari Ristiniemi, Gävle: Gävle University Press , 2021, p. 93-112Chapter in book (Other academic)
    Abstract [sv]

    Så länge det funnits har Människa-kultur-religionsprogrammet (MKR) erbjudits på distans, länge via videokonferenser och under senare år via webbkonferenser. Användandet av en lärplattform och inspelningar av undervisningen har gjort utbildningen ännu mer flexibel. Men även om digitaliseringen möjliggjort kommunikation, informationsutbyten och olika former av deltagande, har den generella känslan hos oss lärare blivit att studenterna alltmer alienerats från oss – att vi i stigande grad sysselsätter oss med apparater istället för att interagera med människor. Detta förstärks genom kravet att hantera studenterna i det ökande antalet digitala system där studenterna representeras av sitt personnummer – det finns en uppenbar risk att de förvandlas från subjekt till föremål, HST/HPR, siffror i statistiken. Hos oss lärare har det som en följd av denna utveckling vuxit fram en önskan om att få möta studenterna på riktigt, inte enbart via skärmar. Sedan hösten 2018 har vi därför valt att införa så kallade innedagar med religions­didaktiskt och dramapedagogiskt innehåll som studenterna måste närvara på för att bli godkända på utbildningen. Vi var intresserade av att få veta hur studenterna upplever skillnaderna mellan digitaliserad undervisning och analoga möten och bjöd därför in några av MKR-studenterna till ett samtal där vi kontrasterade de två undervisningssätten genom att ställa frågor som: Vilka kvaliteter utmärker analoga möten/gemenskaper? Vad kan den digitala tekniken tillföra och vad riskerar att försvinna i den ’digitala logiken’? Vilken roll kan och bör den digitaliserade undervisningen ha i förhållande till analoga möten? Vilka blir de pedagogiska konsekvenserna?

  • 6.
    Franck, Olof
    et al.
    Göteborgs universitet.
    Thalén, PederUniversity of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Interkulturell religionsdidaktik: utmaningar och möjligheter2018Collection (editor) (Other academic)
    Abstract [sv]

    I religionskunskapsämnets kurs- och ämnesplaner framhålls betydelsen av att eleven utvecklar en mångkulturell kompetens präglad av ett ansvarsfullt förhållningssätt. Samtidigt har religion blivit ett alltmer laddat ämne i samhällsdebatten. Hur ska lärare i religionskunskap ta sig an utmaningarna i det mångkulturella klassrummet?


    Boken närmar sig ämnet interkulturell religionsdidaktik ur en mängd synvinklar. Livfulla skildringar från mångkulturella klassrum varvas med mer teoretiskt resonerande kapitel som redogör för aktuell nordisk och europeisk forskning kring religionsundervisning präglad av mångfald. Faktorer som underlättar dialog och genuina möten i klassrummet presenteras utifrån konkreta exempel men ges också fördjupande analyser i flera kapitel. I boken tas även olika hinder upp, allt från otjänlig och missriktad begreppsbildning till förenklade synsätt, som står i vägen för realiserandet av de mångkulturella målen.


    Boken är den första i sitt slag i Sverige och vänder sig till blivande och redan verksamma lärare i religionskunskap.

  • 7.
    Franck, Olof
    et al.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Thalén, PederUniversity of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Powerful Knowledge in Religious Education: Exploring Paths to A Knowledge-Based Education on Religions2023Collection (editor) (Other academic)
    Abstract [en]

    This book unites and explores different approaches to understand and develop knowledge-based religious education. While the importance of methodological issues in RE is understood and acknowledged, the editors and contributors interrogate what kind of knowledge should be explored, how this knowledge is defined and what the consequences would be. Subsequently, the book focuses on the concept of powerful knowledge which transcends students' everyday experiences, and how it can be incorporated into the RE curriculum. Drawing together international research from RE teaching and learning, the book explores various paths to integrate a truly knowledge-based religious education. The book will appeal to students and scholars of religious education, sociology of education and the philosophy of religion.

  • 8.
    Franck, Olof
    et al.
    Swedish National Agency for Education, Sweden.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Preface2023In: Powerful Knowledge in Religious Education: Exploring Paths to A Knowledge-Based Education on Religions / [ed] Olof Franck & Peder Thalén, Palgrave Macmillan Cham , 2023Chapter in book (Other academic)
  • 9.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Carlsson, David
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Jonsson, Linda
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Who´s Christianity? Influences of majority culture in Swedish teaching books2022Conference paper (Refereed)
    Abstract [en]

    Christianity comprises an umbrella of communities with different orientation and heritage. This plurality entails a challenge for the RE-teacher, located in a classroom (often) including students with different orientations of Christianity (and non-Christian religions/worldviews). Christian plurality in West-European countries is, due to ensuing immigration from countries in- and outside Europe, such as Latin-America and the Middle East, further impacting on the composition of several school classes. Simultaneously Christianity represents an essential component of majority culture, in Sweden and several other European countries. As majority conceptions may impact on RE teaching content (Berglund 2020) this condition could imply a challenge for social cohesion including both majority and minority orientations of Christianity. Swedish RE-curriculum states that RE should support co-existence and cohesion in the plural society. However, we need to approach such an ambition critically regarding its curricular conditions. 

    In this contribution we examine how Christianity is represented in national RE teaching books for Swedish upper secondary school. We have found a general tendency to favorize a modern liberal Christianity in favor of other non-majority (in different respects) conservative Christian orientations. The purpose of our contribution is to examine how liberal Christianity is shaped in teaching books for the Swedish upper secondary school. The selection of books is based on the actual use by RE-teachers in two Swedish regions. Eight books by different authors comprises material for our study. Based in the disciplines of educational research and religious studies, a practical-text-approach (Hellspong & Ledin 1997) is applied, discerning three levels of implicit meaning and their internal relationships: the overall composition, the intertextual links and semantic content. Our preliminary results show a tendency to favorize a modernized liberal Christianity, often through recurrent linguistic means. We will discuss the implications of our results in relation to the significance of religions and worldviews in education for social cohesion.  

  • 10.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Carlsson, David
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Jonsson, Linda
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Who's Christianity? Influences of majority culture in Swedish teaching books2023Conference paper (Refereed)
  • 11.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Carlsson, David
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Images of Christianity in teaching materials for the Swedish compulsory school2019Conference paper (Refereed)
    Abstract [en]

    The objective to teach Christianity is stated in the Swedish national syllabus for RE since the very beginning of compulsory school. Actually, the syllabus from a century ago states teaching both about, and in, the Lutheran catechesis – a mission that was successively replaced by biblical studies and later developed into the subject “Religionskunskap”. The latter in which Christianity was only one of several (foremost world-)religions and prominent views of life. However, the mission to pay a certain weight to Christianity has survived although in a new and (post)secular context. The privilege of Christianity is today typically motivated by its cultural position rather than from a religious or moral rationale. 

    In the Swedish context, in which Religionskunskap is a mandatory school subject, students are engaged in teaching and learning Christianity back and forth during their compulsory period of school. Widening the context from the school system, there has been debates regarding the status of Christianity in the Swedish RE syllabus. A common argument in defence of the privileged position of Christianity is the importance of a “Christian common heritage”. One way to address how students are engaged with Christianity on the arena of compulsory education is to investigate teaching materials currently used in school. The purpose of our paper is to investigate the depiction of Christianity in current and widely used Swedish teaching materials. Using discourse analysis, prominent and dominating discourses will be revealed. The results from the analysis will be used to reflect on and discuss the position of Christianity in Swedish schools within a cultural-historical context in Sweden and Europe.

  • 12.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science.
    Carlsson, David
    Mälardalens högskola.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Moderniserad kristendom i läroböcker för högstadiet2021In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 11, no 3, p. 51-70Article in journal (Refereed)
    Abstract [en]

    In the Swedish curriculum for the compulsory school Christianity's influence on Swedish society and its values ​​is a prominent theme.  The research question in this paper is: how does the depiction of Christianity relate to the present Swedish society? Teaching books aimed for the compulsory national school system (year 7-9) has been analysed out from the assumption that the national context comprises a stronger link to its representation, rather than the context of religious communities. Ten teaching books were chosen from prominent publishers from 2011, the year of the present curriculum, until 2014. The books were read several times searching for preliminary and successively final patterns. One recurrent theme was identified: a preference for liberal, modernized Christianity. Language patterns regarding overall composition, intertextual links and choice of words were discerned in the excerpts favouring modern Christianity. This theme is contextualised in relation to the Swedish majority culture as post-Church, i.e. secular Lutheranism likewise recognisable in the Swedish curriculum. We suggest that the links between the teaching books and Swedish majority culture contributes to the reproduction of Swedish majority culture as a post-Church society.      

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  • 13. Order onlineBuy this publication >>
    Lindgren Ödén, Birgit
    et al.
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Thalén, PederUniversity of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Nya mål?: religionsdidaktik i en tid av förändring2006Collection (editor) (Other (popular science, discussion, etc.))
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  • 14.
    Serrander, Ulrika
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Swedish and Gender studies.
    Thalén, PederUniversity of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Kunskap, motstånd, möjlighet: Humanistisk forskning idag2017Collection (editor) (Refereed)
    Abstract [sv]

    Humanioras roll är delvis omstridd i dag. Vad har humanistisk forskning för relevans i samhället? Denna antologi rymmer ett brett spektrum av texter som visar att humaniora kan ha flera olika uppgifter i samhället och se ut på varierande sätt. Den traditionella bilden av humaniora håller långsamt på att ersättas av något nytt där en ökad mångfald av perspektiv och en vändning mot det praktiska är två framträdande karakteristika. Inom det humanistiska forskningsfältet, vilket speglas i texterna, påträffas allt från traditionellt kunskapssökande till samhällskritiska studier, vilka uttrycker ett motstånd mot rådande ordningar. I antologin återfinns också, såsom en del av den nyorientering som kan anas, bidrag som berör frågan hur det framtida samhället kan gestaltas.

  • 15.
    Sorgenfrei, Simon
    et al.
    Södertörns högskola.
    Thurfjell, David
    Södertörns högskola.
    Bergdahl, Lovisa
    Södertörns högskola.
    Bergkvist, Martin
    Södertörns högskola.
    Berglund, Jenny
    Stockholms universitet.
    Borevi, Karin
    Södertörns högskola.
    Ekdahl, Yassin
    Gunnarsson, David
    Södertörns högskola.
    Hagevi, Magnus
    Linnéuniversitetet.
    Kuusisto, Arniika
    Stockholms universitet.
    Larsson, Göran
    Göteborgs universitet.
    Middlemiss Lé Mon, Martha
    Uppsala universitet.
    Mondaca, Margarita
    Karolinska Institutet.
    Nilsson, Staffan
    Södertörns högskola.
    Nordin, Magdalena
    Göteborgs universitet.
    Rasoal, Chato
    Södertörns högskola, Institutionen för polisiärt arbete.
    Rostami, Amir
    Stockholms universitet.
    Sarwar, Farhan
    Södertörns högskola, Institutionen för polisiärt arbete.
    Ståhle, Göran
    Södertörns högskola.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Vikdahl, Linda
    Södertörns högskola.
    Weinryb, Noomi
    Södertörns högskola.
    Wieslander, Malin
    Linköpings universitet.
    Yourstone, Jenny
    Center mot våldsbejakande extremism.
    Zackariasson, Maria
    Södertörns högskola.
    Zillen, Kavot
    Stockholms universitet.
    Åström, Karin
    Umeå universitet.
    Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning: en forskningsöversikt2021Report (Other academic)
    Abstract [sv]

    Under de senaste decennierna har Sverige genomgått stora demografiska och politiska förändringar. Tillsammans har dessa inneburit att Sverige idag samtidigt är ett av Europas mest sekulariserade och mest mångreligiösa länder. Den snabba demografiska förändring Sverige har genomgått har ställt många inför nya, stora och i vissa fall skyndsamma kunskapsbehov samtidigt är forskningen om situationen delvis eftersatt. I denna rapport identifieras hur den nya situationen relaterar till det lagstadgade uppdrag som svenskt polisväsende, vård, skola och offentlig förvaltning har. Den forskning som gjorts inom dessa områden sammanfattas och de viktigaste forskningsbehoven identifieras.

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  • 16.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap (upphört 080911).
    Ateismens fall: den moderna religionskritikens kris2007Book (Other academic)
  • 17.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Att mäta människors religiositet: filosofiska perspektiv på kvantitativ religionsforskning2006Book (Other (popular science, discussion, etc.))
  • 18.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Att vara religionslärare i en tid av radikal mångfald2018In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Franck, O. & Thalén, P., Lund: Studentlitteratur AB, 2018, 1, p. 179-194Chapter in book (Other academic)
  • 19.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    En särställning för vad?: Tolkningar av kristendomen i skolornas religionskunskapsundervisning2019In: Religionskunskapsämnet i fokus: Utmaningar och möjligheter / [ed] Olof Franck; Emma Hall; Bodil Liljefors Persson, Malmö: Föreningen Lärare i Religionskunskap , 2019, p. 66-81Chapter in book (Other academic)
  • 20.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies. University of Gavle.
    Ett inkluderande språk?: Tankar om det kyrkliga språkets särart2017In: Det kyrkliga språket i teori och praxis / [ed] Marie Rosenius, Umeå: Umeå universitet , 2017, p. 9-30Chapter in book (Refereed)
  • 21.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Intellektuell fostran - vad är det?2023In: Mellan kunskap och fostran: En bok om syfte och mål  med skolans undervisning om etik / [ed] Olof Franck & Peder Thalén, Studentlitteratur AB, 2023, 1, p. 173-187Chapter in book (Other academic)
  • 22.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Kosmetisk teologi?: Synpunkter på Svenska kyrkans förslag till ett nytt språk2003In: Makt och religion i könsskilda världar: religionsfilosofiska perspektiv / [ed] Erica Appelros, Stefan Eriksson, Catharina Stenqvist, Lund: Centrum för teologi och religionsvetenskap , 2003, p. 81-97Chapter in book (Other academic)
  • 23.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Learning about What? Non-Confessional Religious Education after the Dissolution of the Binary Categories ‘Religion’ and ‘Secular’2023In: Social Sciences, E-ISSN 2076-0760, Vol. 12, no 10, p. 573-573Article in journal (Refereed)
    Abstract [en]

    The binary division between ‘religion’ and ‘secular’ as an analytical tool has long been criticised within the research field of ‘critical religion’ in religious studies. There has also been a parallel critique in the academic discussion about post-secularity. Recently, sociologists have picked up and deepened this criticism, as expressed in Mitsutoshi Horii’s book ‘Religion’ and ‘Secular’ Categories in Sociology: Decolonizing the Modern Myth (2021). Based on a critical processing of Horii’s application to sociology, the aim of this article is to discuss the challenges for non-confessional religious education (RE) that the ongoing dismantling of this binary division entails. In particular, it looks at how a non-confessional RE could be designed that transcends the binary division and how powerful knowledge could be understood in a non-binary context. 

  • 24.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Mot en fördjupad filosofisk religionsdebatt2011In: Motståndets möjligheter: Filosofiska repliker till Eberhard Herrmann / [ed] Lena Edlund, Olof Franck, Karin Johannesson, Mikael Stenmark, Skellefteå: Artos , 2011, p. 165-190Chapter in book (Refereed)
  • 25.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Predikofortbildning 20 p vid Umeå universitet2005In: Tro och liv: Tidskrift för kristen tro och förkunnelse, ISSN 0346-2803, no 3-4, p. 55-57Article in journal (Other academic)
  • 26.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    RE and the Complexity of the Knowledge Problem(s)2023In: Powerful Knowledge in Religious Education: Exploring Paths to A Knowledge-Based Education on Religions / [ed] Olof Franck & Peder Thalén, Palgrave Macmillan Cham , 2023, p. 217-240Chapter in book (Other academic)
  • 27.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Relativismen biter endast på ismernas värld2003In: Svenska Dagbladet, ISSN 1101-2412, no 5 maj, p. 7-7Article, book review (Other (popular science, discussion, etc.))
  • 28.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Religion och vetenskap: ett nygammalt tema i religionsundervisningen i gymnasiet2015In: Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp / [ed] David Carlsson & Peder Thalén, Gävle: Högskolan i Gävle , 2015, p. 135-149Chapter in book (Other academic)
  • 29.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Religionsdidaktik i en senmodern situation2006In: Nya mål?: religionsdidaktik i en tid av förändring / [ed] Birgit Lindgren Ödén och Peder Thalén, Uppsala: Swedish Science Press , 2006, p. 104-116Chapter in book (Other academic)
  • 30.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap (upphört 080911).
    Religionsfilosofin lämnar inget som det är: om teologikritikens problem2008In: Tankar: tillägnade Sören Stenlund, Uppsala: Filosofiska institutionen , 2008, p. 169-182Chapter in book (Other academic)
  • 31.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Religionskritik inom språkets gränser2010In: Religionsfilosofisk introduktion: existens och samhälle / [ed] Catharina Stenqvist, Eberhard Herrmann, Stockholm: Verbum , 2010, p. 193-208Chapter in book (Refereed)
  • 32.
    Thalén, Peder
    University of Gävle, Department of Humanities and Social Sciences, Ämnesavdelningen för religionsvetenskap.
    Religionsämnets förändring i ett pluralistiskt samhälle2005In: Religionsmöten och religiös mångfald: religionsvetenskapliga essäer från Högskolan i Gävle / [ed] David Westerlund, Uppsala: Swedish Science Press , 2005, p. 20-33Chapter in book (Other academic)
  • 33.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Storm i ett vattenglas?: Debatten om kreationism i media valåret 20222022In: Religion och vetenskap: Årsbok 2022, Föreningen lärare i religionskunskap / [ed] Emma Hall, Bodil Liljefors Persson, Malmö: Föreningen lärare i religionskunskap , 2022, p. 66-79Chapter in book (Other (popular science, discussion, etc.))
  • 34.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Uppbrottet från traditionell ateism2017In: Kunskap Motstånd Möjlighet: Humanistisk forskning i dag / [ed] Ulrika Serrander & Peder Thalén, Halmstad: Molin & Sorgenfrei, 2017, 1, p. 340-362Chapter in book (Refereed)
  • 35.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    World view instead of religion?2020In: Religious education in a post-secular age: Case studies from Europe / [ed] Olof Franck; Peder Thalén, Cham: Palgrave Macmillan, 2020, p. 157-178Chapter in book (Refereed)
  • 36.
    Thalén, Peder
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Cananau, Iulian
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, English.
    Introduction: Populism and the Humanities2022In: Populism, Democracy, and the Humanities: Interdisciplinary Explorations and Critical Enquiries / [ed] Iulian Cananau and Peder Thalén, Lanham, Maryland, USA: Rowman & Littlefield Publishers, 2022Chapter in book (Refereed)
  • 37.
    Thalén, Peder
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Carlsson, David
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Inledning2015In: Det postsekulära klassrummet: Mot ett vidgat religionskunskapsbegrepp / [ed] David Carlsson & Peder Thalén, Gävle: Högskolan i Gävle , 2015, p. 7-16Chapter in book (Other academic)
  • 38.
    Thalén, Peder
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Carlsson, David
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Teaching Secular Worldviews in a Post-Secular Age2020In: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 47, no 3, p. 243-256Article in journal (Refereed)
    Abstract [en]

    This paper discusses how secular worldviews could be included in non-confessional religious education. Knowledge about secular worldviews can be understood in different ways. The paper distinguishes between two types of knowledge: the standard model of secular worldviews and the nonstandard model. The first model reflects the self-understanding of modernity, while the second represents a more critical stance influenced by late modern thinking. The nonstandard model is presented as a hermeneutical approach for teaching secular worldviews in non-confessional religious education, using atheism as an example. In the paper, this model is elaborated on, as it is argued that only the nonstandard model is suitable for religious education in schools if the aim is to conduct an inclusive, non-confessional education.

  • 39.
    Thalén, Peder
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Franck, Olof
    Göteborgs universitet.
    Introduction: Religious education and the notion of the post-secular2020In: Religious education in a post-secular age: Case studies from Europe / [ed] Olof Franck; Peder Thalén, Cham: Palgrave Macmillan, 2020, p. 1-16Chapter in book (Other academic)
  • 40.
    Thalén, Peder
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Franck, Olof
    Mellan kunskap och fostran: En bok om syfte och mål med skolans undervisning om etik2023Collection (editor) (Other academic)
  • 41.
    Thalén, Peder
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Franck, Olof
    Religious education in a post-secular age: Case studies from Europe2020Book (Refereed)
  • 42.
    Thalén, Peder
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Humanities, Religious studies.
    Westerlund, Katarina
    Uppsala universitet.
    Begreppen religion och livsåskådning2023In: Religioner, livsåskådningar och etik: För lärare årskurs 4-9 och gymnasiet / [ed] Olof Franck, Christina Osbeck & Kerstin von Brömssen, Malmö: Gleerups Utbildning AB, 2023, 2, p. 19-30Chapter in book (Other academic)
  • 43.
    Waller, Göran
    et al.
    Umeå universitet.
    Thalén, Peder
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Janlert, Urban
    Umeå universitet.
    Hamberg, Katarina
    Umeå universitet.
    Forssén, Annika
    Umeå universitet.
    A cross-sectional and semantic investigation of self-rated health in the northern Sweden MONICA-study2012In: BMC Medical Research Methodology, E-ISSN 1471-2288, Vol. 12, p. 154-Article in journal (Refereed)
    Abstract [en]

    Background: Self-Rated Health (SRH) correlates with risk of illness and death. But how are different questions of SRH to be interpreted? Does it matter whether one asks: "How would you assess your general state of health?"(General SRH) or "How would you assess your general state of health compared to persons of your own age?"(Comparative SRH)? Does the context in a questionnaire affect the answers? The aim of this paper is to examine the meaning of two questions on self-rated health, the statistical distribution of the answers, and whether the context of the question in a questionnaire affects the answers. Methods: Statistical and semantic methodologies were used to analyse the answers of two different SRH questions in a cross-sectional survey, the MONICA-project of northern Sweden. Results: The answers from 3504 persons were analysed. The statistical distributions of answers differed. The most common answer to the General SRH was "good", while the most common answer to the Comparative SRH was "similar". The semantic analysis showed that what is assessed in SRH is not health in a medical and lexical sense but fields of association connected to health, for example health behaviour, functional ability, youth, looks, way of life. The meaning and function of the two questions differ - mainly due to the comparing reference in Comparative SRH. The context in the questionnaire may have affected the statistics. Conclusions: Health is primarily assessed in terms of its sense-relations (associations) and Comparative SRH and General SRH contain different information on SRH. Comparative SRH is semantically more distinct. The context of the questions in a questionnaire may affect the way self-rated health questions are answered. Comparative SRH should not be eliminated from use in questionnaires. Its usefulness in clinical encounters should be investigated.

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