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To comprehend better the meaning of a runic monument as a complex phenomenon it is necessary to have knowledge of its original location in relation to the surrounding environment. Our knowledge of such initial locations varies. Some runestones still stand in the place where they were first erected. In other cases, the first placement is well documented even if the runestone has been moved or indeed lost; sometimes, however, the documentation indicates only a general placement. In several instances the original location is wholly unknown. There are eighty-two known runic monuments from the late Viking Age in an area called Tiohärad in southern Sweden. For twenty-nine of these only a secondary location, mostly in or near a church, is known. Some mention bridges and eleven are known to have been located near a passage of water (which presumably also indicates the presence of a road). At least sixteen more are found near a later road, and two of these mention a crossroad. Thirteen seem to have been found near farms or villages. In many cases, the monuments could have marked ancient boundaries. Of particular interest in these instances are the examples located at boundaries that not only border two farms, but also larger administrative areas. Of the fifty-two monuments with a known location, only eighteen have any connection to grave-fields.

”A new form of musical upbringing”: Pretenses of reform pedagogy content in the Siljan schoolIn this article, I describe the Siljan school in Tällberg as a Swedish example of alternative pedagogy. The overall questions relate to the reform pedagogy content of the school and its ability to give Swedish music teaching a new form of musical upbringing. An important issue is how the Siljan school as a model for Swedish reform has been inspired by the reform pedagogy movements in USA and Germany. The analysis is thus based on the Alm couple’s ability to give the school an international character which shines light on Swedish reforms in the greater context of reform pedagogy. With its basis in discursive education of the 1930s, two main questions are discussed: what perspective on musical education can be identified in the personal development ethos of the Siljan school? How can the school’s relation to the reform pedagogy music movement during the start of the 1900s be understood? From a hermeneutic perspective, the article contributes by investigating how the Siljan school can have affected decisions in education politics, Swedish schooling, and Swedish musical life. In summary, the article contributes with new knowledge on a chapter in the history of Swedish music pedagogy.

Principal C.J.L. Almqvist and the principle of personalityThe Swedish author and visionary Carl Jonas Love Almqvist (1793–1866) was the principal for twelve years (1829–1841) of the government-initiated pilot school ”Nya Elementarskolan” (New Elementary School) in Stockholm. In this position, he argued that both the school and the state should be built on the same basic idea: the right of individual freedom. This argument is often referred to as ”personlighetsprincipen” (the principle of personality), a concept launched by another prominent figure of the liberal culture of the time, Erik Gustaf Geijer (1783–1847). This article explores how the principle of personality is expressed in the texts of Almqvist and is mainly built upon the concept’s allegorical resources. It examines the thesis that Almqvist’s use of the term is best understood if one distinguishes between the political, pedagogical, and existential dimension of the concept. The article ends with some thoughts about the context of the concept and a discussion on whether Almqvist had a greater interest in personalities than in principles.

The study of the economics of education has a history that can be regarded as long, or short, depending on the perspective. As early as the eighteenth and nineteenth century, physiocrats and classical economists dealt with education as an economic phenomenon.1 However, it was first in the middle of the twentieth century that education became a fundamental issue in the science of economics, due in large part to human capital theory which, among many other things, highlighted the impact of educational attainment on economic growth.2 One of the key areas of research within the field of education economics is the study of educational finance. In the OECD countries, the expected length of five-year old child’s education in the year 2000 was 16.8 years, representing more than onefifth of a child’s life expectancy. In addition, an increasing number of these individuals are internationally mobile during their education. The funding of this lengthy and geographically diverse education entails enormous costs. In 2004, it was reported that the OECD countries spent an average of 5.8 percent of their GDP on education alone.3 Issues regarding the funding of such immense costs have generated research on topics such as the effects of the marketisation of education, and the balance between national, regional and local funding of education.4 Some of this research is, as will be discussed below, historical in nature. The articles in this special issue discuss the

Titele in WoS: The metropolises of the Middle East

General Subjects in Vocational Education and Training in Post-War SwedenThe present article focuses on the role of general subjects in the curriculum for vocational education and training (VET) in Swedish upper secondary schools after the Second World War. It shows that a steady increase in general VET subjects as a result of Social Democratic legislation in 1968 and 1991 was interrupted by a Liberal-Conservative government bill introduced in 2009, which led to a reduction. The rhetoric of these reforms is analyzed with the intent of increasing insight into the perceived educational benefits of general subjects in VET. The study employs the analytical lens of Gert Biesta and his proposed major functions of education: qualification, socialization, and sub-jectification. The results serve to illuminate the present-day educational po-licy debate, showing that the place of general subjects in the curriculum has been motivated by the important role they play in educating youth in demo-cracy, teaching them to function effectively in an increasingly international-ized and multicultural society and economy, for their lifelong learning and for the continued economic growth of the Swedish society. With the enactment of the government bill of 2009, however, the qualifying function of general subjects in VET was devaluated. The new curriculum that followed prioritized strictly vocational skills and the transition of graduates directly into the labour market.

How can the Danish lawn be read and interpreted through the last century? The cases vary a lot, therefore the cases reach out towards a general discussion.The investigation aims at exploring the Danish lawn in an international perspective, and lawns in landscape architecture or lawns as symbols signify critical points of view to societal matters.The present contribution explores the lawn as a central component in selected cases from 1915 till today. The modern breakthrough in the 1920s in Danish landscape architecture revitalized the lawn. Further artistic contributions in the 1950s launched the lawn in a delicate poetic edition. Only a few years later in the 1960s, the lawn signified the inhuman, industrialized suburb. The color TV in the 1980s made the lawn synonymous with commercial football and technology. In 2019, the lawn is an everyday thing, and parallelly it exists as the antonym to the ecological flower meadow – the “true” urban nature.

Godkännandedatum 2014-05-19