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  • 1.
    Dahlin, Olov
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Att "rensa" hemsökta hus: En gammaltroendes botandeverksamhet2014In: Helig hälsa / [ed] Jessica Moberg och Göran Ståhle, Stockholm: Dialogos Förlag, 2014Chapter in book (Other academic)
  • 2.
    Dahlin, Olov
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    The New Student - individualized and subjectivized2011In: The New Student as a Didactic Challenge / [ed] Jari Ristiniemi och Olof Sundqvist, Gävle: Högskolan i Gävle , 2011, p. 87-102Chapter in book (Refereed)
  • 3.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Exploring collaborative education: a reflexive perspective on didactics2011In: The new student: as a didactic challange / [ed] Ristiniemi, Jari & Sundqvist, Olof, Gävle: Högskolan i Gävle , 2011, p. 103-122Chapter in book (Refereed)
  • 4.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Möten för "religionslärarkunskap": om undervisning och lärande i religionsdidaktik2012Conference paper (Refereed)
    Abstract [sv]

    I detta paper presenteras mitt avhandlingsprojekt som syftar till att undersöka hurreligionslärarkunskap konstrueras i det trepartsmöte som sker då högskolans lärarutbildare besöker en lärarstudent under den verksamhetsförlagda utbildningen. Vad konstrueras som väsentlig kunskap för en religionskunskapslärare i gymnasieskolan? De övergripande frågeställningarna antyds i titeln: Vad är ”religionslärarkunskap”/religionsdidaktisk kunskap? Vad behöver en gymnasielärare i religionskunskap veta och kunna? De frågeställningar som utvecklar projektets syfte är: a) Hur konstrueras religionslärarkunskap i mötet mellan lärarstudenter och lärarutbildare? b) Vilken religionslärarkunskap konstrueras i mötet mellan lärarstudenter och lärarutbildare? De metoder som används för att generera det empiriska materialet är observationer och intervjuer. Genom observation undersöks vilken kunskap som synliggörs och hur mötet genom samtalet konstruerar kunskap (Watt Boolsen, 2007). Den kvalitativa halv-eller semistrukturerade intervjun (Kvale & Brinkmann, 2009) används som kompletterande metod för att generera empiri som möjliggör en djupare förståelse av hur forskningsfrågorna kan besvaras och hur mötet kan förstås. Den genererade empirin analyseras enligt Hjerm & Lindgrens modell för kategorisering, kodning och tematisering. (Hjerm & Lindgren, 2010). Valet av trepartsmötet som det huvudsakliga studieobjektet grundas i att lärarutbildningen å ena sidan är en sammanhållen utbildning, men å andra sidan bedrivs i två skilda sociala praktiker (Afdal, 2010), den högskoleförlagda-och den verksamhetsförlagda utbildningen, vilket kan skapa spänningar. Trepartsmötet är kanske enda gången som lärarstudenten utbildas i en gemensam kontext, tillsammans med både läraren från högskolan och handledaren från praktikskolan. Frågan är vilken religionsdidaktisk kunskap, vilken ”religionslärarkunskap”, som konstrueras i dessa förhandlingar?

  • 5.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Postsekulära elever?2011In: Religion och livsfrågor, ISSN 0347-2159, no 3, p. 10-12Article in journal (Other academic)
  • 6.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Religionsdidaktik i trepartssamtalets praktik: Perspektiv på kunskapsförhandling i mötet mellan akademi och yrke2014Conference paper (Refereed)
    Abstract [sv]

    I bidraget diskuteras ämneslärarutbildningens trepartssamtal ur ett religionsdidaktiskt perspektiv. Syftet är att belysa frågan om vilken lärarkunskap som görs central i trepartssamtalet samt att bidra med perspektiv på hur förhandlingen kan gå till. Baserat på två observationer av religionsdidaktiskt inriktade trepartssamtal under verksamhetsförlagd utbildning (VFU) mellan student, lokal lärarutbildare (handledare) och lärarutbildare från högskola/universitet görs en prövande analys för att visa på tendenser i materialet. De centrala frågor som diskuteras rör dels process; hur trepartssamtal konstruerar religionslärarkunskap, och innehåll; vad som i samtalen kan förstås som religionslärarkunskap. Därmed prövas i bidraget begreppet religionslärarkunskap som en lärares religionsdidaktiska kunskap, i betydelsen viktiga kunskaper, förmågor och färdigheter som är nödvändiga för en lärare i religionskunskap att behärska. Vidare prövas i bidraget huruvida det i professionsteoretisk forskningstradition förekommande begreppet gränsarbete kan användas för att förstå och förklara hur gränser mellan akademi och yrke upprätthålls och omförhandlas i trepartssamtalet.

  • 7.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Resumé av Nordic Conference of Religious Education (NCRE)2013Conference paper (Other academic)
  • 8.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Trialog i lärarutbildningen: om undervisning i religionsdidaktik och lärande av "religionslärarkunskaper"2012Conference paper (Other academic)
  • 9.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Trialogue in Swedish RE teacher education2013In: NCRE 2013 : Religious education in post-secular (?) societies: Book of abstracts, 2013Conference paper (Refereed)
    Abstract [en]

    The aim of the study is to explore what is constructed as key knowledge, essential for an Upper Secondary school RE teacher, in Swedish RE teacher education and to analyze how this knowledge is constructed. This paper sets out to give an overview of the project and discuss some initial results from a pilot study based on one observation of a three-way meeting and interviews with the participants both before and after the trialogue.Swedish Upper Secondary school teacher education is conducted in what can be considered as two different social practices, one being the academic courses at university and the other the in-school training at the partner schools. Accordingly, the teacher students are educated in two educational contexts -the “theoretical” social practice of university and the “practical” social practice of school. The outline sketched above is why this research project sets out not to investigate the regular education in RE teacher education through lectures, seminars etc., the dialogue between teacher student and their teachers respectively, but instead the trialogue between RE teacher student, RE Upper Secondary school teacher and mentor, and the RE university professor. The three-way meeting described is beingundertaken when the teacher student carries out in-school training and the academic professor, the student and the mentor meet for a trialogue concerning the development of the teacher student. In conclusion, the main aim of this paper is to present my PhD student research project, with a focus on initial results from a pilot study.

  • 10.
    Deborg, David
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Trialogue in Swedish RE teacher education2013Conference paper (Refereed)
  • 11.
    Duppils, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Andevärlden och den andra världen: Ungdomars och unga vuxnas samtida föreställningar om alternativa existentiella dimensioner2013In: Aura. Tidskrift för akademiska studier av nyreligiositet, ISSN 2000-4419, Vol. 5, p. 73-101Article in journal (Refereed)
  • 12.
    Duppils, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Forntida myter i nutida kontext2013Conference paper (Other academic)
  • 13.
    Duppils, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Freja as a Skogsrå?: The Relationship between the Norse Goddess Freja and the Swedish Skogsrå, a comparative study2014Conference paper (Other academic)
  • 14.
    Duppils, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Från Völva till medium2012In: Coniunctio 2012: Uppståndelse / [ed] Otto von Frisen, Stockholm: Svenska CG Jungstiftelsen , 2012, p. 88-99Chapter in book (Other academic)
  • 15. Order onlineBuy this publication >>
    Duppils, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Hemsökta platser?: en religionspsykologisk tolkning av platsbunden entitetkontinuitet2010Book (Refereed)
  • 16.
    Duppils, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Neospiritism: a unified concept of a contemporary multifaceted belief in spirits2012In: Book of Abstracts, 2012Conference paper (Other academic)
    Abstract [en]

    Belief in spirits and the paranormal has become more visible in the western society, and surveys show that about half of the populations in Europe report some form of belief in spirits and the paranormal. Contemporary belief in spirits is here regarded as part of a multifaceted personal worldview, which I have chosen to cal l neospiritism . Expressions of neospiritism are reflected, among other things, in various TV ‐ shows about ghosts and haunting, communities and forums on the internet, ghost hunting, courses, magazines and books focusing on the supernatural and the belief in spirits.

    The beliefs incorporated in neospiritism span across a wi de spectrum. They range from a strong faith in spirits and other worlds, to an openness to the possibility that spirits may exist. Contemporary belief in spirits is often assumed to be related to the pre ‐ industrial folklore belief in ghosts and specters. However, I do not consider neospiritism to be prim arily related to folklore beliefs so much as being a modernized and adapted version of nineteenth century spiritualism. The concept neospiritism can be used to unify the contemporary individual belief in spirits, which can also be understood as a more or less normalized western ancestor belief. In my presentation, I w ill discuss some of the phenomena which seem to characterize this contemporary belief system.

  • 17.
    Duppils, Sara
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Neospiritism: A unified concept of a contemporary multifaceted belief in spirits2012In: Ends and Beginnings, 2012Conference paper (Other academic)
  • 18.
    Eriksson, Ann-Kristin Mimmi
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Olivestam, Carl Eber
    Lindholm, Stig
    Från kyrka till wellbeing: handbok i kyrkokunskap2011 (ed. Rev. version)Book (Other academic)
    Abstract [en]

    I denna handbok beskrivs dagens mångreligiösa samhälle där antalet kyrkor och alternativtolkningar blir allt fler och där religiositeten förändrats från att ha varit kollektiv till att bli privat. Författarna tar oss med från den första kristna kyrkans framväxt, över reformationen, fram till vår tid.

    Avsnitt om amerikansk och anglikansk kristendomstolkning samt de kristna kyrkotraditioner och religioner som invandrare bidragit med ger ännu en infallsvinkel för förståelsen av den komplexa religiösa situationen i Sverige. Både äldre och nyare former av alternativa tolkningar, New Age och nyandlighet med rötter inom kristendomen och andra religioner beskrivs.

    Bokens sista del handlar om wellbeing. Författarna har här sökt definiera detta område genom att beskriva wellbeing som sökandet efter välbefinnande, mening och hälsa, där andligheten är grundläggande. Väckelsekristendom och själavård förenas här med alternativa terapier.

    Från kyrka till wellbeing har en lättöverskådlig uppläggning. Illustrationerna är funktionella och pedagogiska. Boken innehåller statistik och litteraturtips för vidare läsning. Boken är främst avsedd för grundläggande universitets- och högskolekurser i religionsvetenskap, men fungerar även som referensverk för den allmänt intresserade.

  • 19.
    Lindgren Ödén, Birgit
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    A young person in the periphery travels the world through higher education2011In: The New Student: as a Didactic Challenge / [ed] Jari Ristiniemi och Olof Sundqvist, Uppsala: Swedish Science Press , 2011, 500, p. 156-173Chapter in book (Refereed)
  • 20.
    Orést, Febe
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    New students - invisible students2011In: The New Student: as a Didactic Challenge / [ed] Jari Ristiniemi & Olof Sundqvist, Uppsala: Swedish Science Press , 2011, 500, p. 123-155Chapter in book (Refereed)
    Abstract [en]

    The article brings up the crucial question why some students on the web-based courses in the science of religion at the University of Gävle sometimes remain invisible for both the teacher and the other students. What can the reasons be to take the role of being the “invisible student”? Furthermore the article discusses the specific demands placed on teachers encountering these “invisible students”.  The method is qualitative, based on three interviews, made with two female students and one male student. A specific focus is placed on role-taking, gender, and the significance of the rite in role-taking. The discussion argues that the informants in general had low self-confidence. This low self-confidence might be the main cause in taking the position of invisible student. The female students conducted studies from their homes and this might also be a contributing obstacle in not taking the “traditional” student role. The article states that teachers and also the other students need to become more involved in the invisible students; studying is co-responsibility. Sometimes the teachers need to make these students visible through another form of communication than the one seen in actual encounters: new working methods must be introduced, including more written assignments. The working methods in the distance courses are different from traditional pedagogical demands placed on the university teacher, and they are also more time consuming. Thus the invisible students are a challenge for universities applying web-based courses

  • 21.
    Ristiniemi, Jari
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Differential Thinking and New Aesthetics: Potentialization, Essentialization, and Art2011In: Bulletin of The North American Paul Tillich Society, Vol. 37, no 2, p. 15-23Article in journal (Refereed)
    Abstract [en]

    In Schelling there is an interaction between thinking (activity) and feeling or sensing(receptivity), making up the elements of differential thinking. Tillich’s aesthetics and essentialization might be understood in the light of the differential view. The first part of the paper discusses Tillich’sessentialization in the light of the differential thinking and in relation to Schelling’s potentialization. The second part of the paper discusses the conception of the synthesis ofpersonality in Tillich and in Kierkegaard and its expressions in recent new aesthetics.The synthesis of personality is central in essentialization: the synthesis is formed in the interplay between positive and negative elements; synthesis is truth done. The paper also discusses art as "truth done" and it lifts up examples in contemporary art in which the synthesis of personality and the expressiveness of ethics and truth are explicated.

  • 22.
    Ristiniemi, Jari
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Differential thinking and the possibility of faith-knowledge: Tillich and Kierkegaard between negative and positive philosophy2012In: Bulletin of The North American Paul Tillich Society, Vol. 38, no 3, p. 2-15Article in journal (Refereed)
    Abstract [en]

    The article discusses both Tillich and Kierkegaard in the perspective of differential thinking. Differential thinking, initiated by Schelling, is not build on the binary opposition between sensing and thinking, but sensing belongs to thinking and vice versa. The development of subjectivity in Kierkegaard is expressed in that how the individual senses his or her existence (how-truth). The how-truths are differentiated from the what-truths of modern scientific knowledge. What-truths are objective representations; how-truths express the sensed. The paper discusses also the difference between negative and positive philosophy in religious knowledge. Both Tillich and Kierkegaard seem to follow Schelling in differentiating between the two. The negative philosophy, based on radical doubt, takes the possibility of objective knowledge of God away. The positive philosophy both in Tillich and in Kierkegaard opens up for the metaphorical and the symbolic. The metaphorical expresses the sensed; religious knowledge speaks the language of how-truths.

  • 23. Order onlineBuy this publication >>
    Ristiniemi, Jari
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Ethics, Interaction, and Differential Thinking: Potentiality of Future in Paul Tillich's Social Ethics2012Book (Refereed)
  • 24.
    Ristiniemi, Jari
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Existentialism2013In: Encyclopedia of Sciences and Religions / [ed] Anne L. C. Runehov, Lluis Oviedo, Dordrecht: Springer Netherlands, 2013, p. 818-825Chapter in book (Refereed)
  • 25.
    Ristiniemi, Jari
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Idrott, religion och kulturella trender2014In: Zlatan Frälsaren och andra texter om idrott och religion / [ed] Olsson, Susanne, Sundqvist, Olof och Thurfjell, David, Farsta: Molin & Sorgenfrei , 2014, p. 79-104Chapter in book (Other academic)
  • 26.
    Ristiniemi, Jari
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    The art of learning and art in learning: difference between informative and integral learning2011In: The New Student: as a Didactic Challange / [ed] Jari Ristiniemi och Olof Sundqvist, Uppsala: Swedish Science Press , 2011, , p. 190p. 42-67Chapter in book (Refereed)
    Abstract [en]

    The essay “The art of learning and art in learning; difference between informative and integral learning” makes a difference between the level of representations and the dimension of structural possibilities. Informative learning, he claims, moves on the level of representations, whereas integral learning focuses on those structures and drives that shape the representations; the dimension of structural possibilities precedes the level of representations and structures it. Traditionally teaching and learning have made use of informative learning or, to use Freirer’s words, the banking education. The integral learning deals with the structural capacities of the mind, as they come to expression in the shaping of one’s world-view. Art, it is argued, expresses the first-forms of the mind-world or the self-world interaction; art is essential to learning.

  • 27.
    Ristiniemi, Jari
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Tillichian pedagogy and new learning situation: Information Learning, Integral Learning and Self-Determination2013In: Bulletin of The North American Paul Tillich Society, Vol. 39, no 2, p. 15-24Article in journal (Refereed)
  • 28. Order onlineBuy this publication >>
    Ristiniemi, Jari
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Sundqvist, OlofUniversity of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    The New Student as a Didactic Challenge2011Collection (editor) (Refereed)
  • 29.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    An Arena for Higher Powers: Cult Buildings and Rulers in the Late Iron Age and the Early Medieval Period in the Mälar Region2011In: Ideology and Power in the Viking and Middle Ages: Scandinavia, Iceland, Ireland, Orkney and the Faeroes / [ed] Beuermann I., Steinsland G., Sigurdsson J. V., and Rekdal J. E., Leiden: Brill , 2011, 1, p. 163-210Chapter in book (Refereed)
  • 30.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    An arena for higher powers: Cultic buildings and religious ruler ideology in the Late Iron Age Scandinavia2012Manuscript (preprint) (Other academic)
  • 31.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Contents2011In: The New Student: as a Didactic Challenge / [ed] Jari Ristiniemi & Olof Sundqvist, Uppsala: Swedish Science Press , 2011, p. 15-20Chapter in book (Refereed)
  • 32.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Cosmic aspects of sanctuaries in Viking-Age Scandinavia with comparisons to West-Slavic area2010In: The Viking Age. Ireland and the West: Proceedings of the Fifteenth Viking Congress, Cork, 18-27 August 2005 / [ed] John Sheehan och Donnchadh Ó Corráin, Dublin: Four Courts Press , 2010, 1, p. 474-483Chapter in book (Other academic)
  • 33.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Erik den helige och Gamla Uppsala: Om tolkningen av religiösa symboler vid tiden för Sveriges kristnande2012In: Norden – religion i forntid och religionsundervisning i nutid / [ed] Bodil Liljefors-Persson & Nils-Åke Tidman, Föreningen Lärare i religionskunskap (FLR) , 2012, p. 21-37Chapter in book (Other academic)
  • 34.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Fenomenologiska perspektiv på religion2011In: Religion & Livsfrågor, ISSN 0347-2159, no 4, p. 8-11Article in journal (Other academic)
  • 35.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Gamla Uppsala som förkristen kultplats: en översikt och en hypotes2013In: Gamla Uppsala i ny belysning / [ed] Olof Sundqvist & Per Vikstrand, Gävle: Högskolan i Gävle , 2013, 1, p. 69-112Chapter in book (Other academic)
  • 36.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Gudme on Funen: a central sanctuary with cosmic symbolism?2011In: The Gudme-Gudhem Phenomenon: papers presented at a workshop organized by the Centre for Baltic and Scandinavian Archaeology (ZBSA), Schleswig, April 26th and 27th, 2010 / [ed] O. Grimm & A. Pesch, Neumünster: Wachholtz , 2011, p. 63-76Conference paper (Refereed)
  • 37.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Jens Peter Schjødt: Initiation Between Two Worlds: Structure and Symbolism in Pre-Christian Scandinavian Religion. Translated by Victor Hansen. The Viking Collection. Vol. 17. Odense: The University Press of Southern Denmark, 2008. Sid. 525. ISBN 978-87-7674-327-7.2010In: Collegium Medievale, ISSN 0801-9282, E-ISSN 2387-6700, no 23, p. 181-185Article, book review (Other academic)
  • 38.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Om hängningen, de nio nätterna och den dyrköpta kunskapen i Hávamál 138-145: den kultiska kontexten2010In: Scripta Islandica - Isländska Sällskapets Årsbok, Vol. 61, p. 68-97Article, review/survey (Refereed)
  • 39.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Recension av: Annette Lassen. Odin på kristent pergament. En teksthistorisk studie. Museum Tusculanums Forlag. Københavns Universitet. 2011.2012In: Scripta Islandica: Isländska Sällskapets Årsbok, ISSN 0582-3234, E-ISSN 2001-9416, no 63, p. 137-140Article, book review (Other academic)
  • 40.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Recension av Oehrl, S. Vierbeinerdarstellungen auf schwedischen Runensteinen.2011In: Fornvännen, ISSN 0015-7813, E-ISSN 1404-9430, Vol. 2, no 106, p. 146-148Article, book review (Other academic)
  • 41.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Recension av: Sebastian Cöllen, Der Rätselhafte Gott. Heimdallr im Licht altnordischer Vorstellungen von Ahnen und Ordnung. Teologiska institutionen, Uppsala universitet 2011. ISBN 978-91-506-2228-7. 340 s.2012In: Fornvännen, ISSN 0015-7813, E-ISSN 1404-9430, Vol. 1, no 107, p. 69-70Article, book review (Other academic)
  • 42.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Religious Ruler Ideology in pre-Christian Scandinavia: A contextual approach2012In: More than Mythology: Narratives, ritual practices and Regional Distribution in Pre-Christian Religions / [ed] Catharina Raudvere & Jens Peter Schjödt, Lund: Nordic Academic Press, 2012, p. 225-262Chapter in book (Refereed)
  • 43.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Var sejdhjällen (fvn. sejðhjallr, hjallr) en permanent konstruktion vid kultplatser och i kultbyggnader?2012In: Fornvännen, ISSN 0015-7813, E-ISSN 1404-9430, Vol. 107, no 4, p. 280-285Article in journal (Other academic)
  • 44.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Vi-platsernas väktare: till frågan om kultledare i det förkristna Mälarområdet2011In: Makt. kult och plats: högstatusmiljöer under äldre järnåldern : kultplatser : två seminarier arrangerade av Stockholms läns museum under 2009 och 2010 / [ed] P. Bratt & R. Grönwall, Stockholm, 2011, p. 90-95Conference paper (Other academic)
  • 45.
    Sundqvist, Olof
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Vorchristliche Religion im skandinavischen Raum2013In: Credo: Christianisierung Europas im Mittelalter / [ed] Hrsg. Christoph Stiegemann et al., Petersberg: Imhof , 2013, p. 261-265Chapter in book (Refereed)
  • 46.
    Sundqvist, Olof
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Eriksson, Katarina
    Järn, makt och kult i Gästrikland under yngre järnåldern2012In: Arkeologi i norr, ISSN 0284-558X, no 13, p. 131-166Article in journal (Refereed)
  • 47. Order onlineBuy this publication >>
    Sundqvist, Olof
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Culture Studies, Religious Studies and Educational Sciences, Religous studies.
    Vikstrand, PerUppsala universitet.
    Gamla Uppsala i ny belysning2013Collection (editor) (Other academic)
  • 48.
    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)
  • 49.
    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)
  • 50.
    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, ISSN 1471-2288, 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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