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  • 1. Blomberg, Gunilla
    et al.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Dilemman i förhörsledarrollen2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    ”Det kan väl inte vara så svårt att hålla förhör, jag kan ju snacka med folk”, tänkte Gunilla Blomberg i början av sin poliskarriär. Men erfarenheten lärde henne snart att det är en komplex utmaning. Utöver kännedom om relevanta lagar kräver det bland annat psykologisk kunskap, kommunikativa strategier, tolkningsförmåga, förtrogenhet med rättssystemet och praktisk klokhet.

    I den här essän analyserar Gunilla Blomberg, tillsammans med Maria Wolrath Söderberg, ett fall som ruskade om henne och som gjorde att hon kom att se på förhörsledarrollen på ett nytt sätt.

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    Dilemman i förhörsledarrollen
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  • 2.
    Bohlin, Henrik
    et al.
    Södertörn University, School of Culture and Communication, History of ideas.
    Ullholm, Anders
    Södertörn University, School of Discourse Studies, Rhetoric.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Discourse Studies, Rhetoric.
    Critical thinking for a pluralistic university2007In: Solsko polje/The School Field. International journal of theory and research in Education, vol. 18, no. 1/2:, ISSN 1581-6036, Vol. 18, no 1/2, p. 111-117Article in journal (Refereed)
  • 3.
    Eriksson, Elina
    et al.
    KTH Royal Institute of Technology, Sweden.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Wormbs, Nina
    KTH Royal Institute of Technology, Sweden.
    Exceptionalism and Evasion: How Scholars Reason About Air Travel2022In: Academic Flying and the Means of Communication / [ed] Bjørkdahl, Kristian; Franco Duharte, Adrian Santiago, Singapore: Palgrave Macmillan, 2022, p. 159-183Chapter in book (Other academic)
    Abstract [en]

    Understanding how scholars reason about their own flying habits is important when dealing with the problems of large emissions from academic air travel. This study is based on a travel habits survey with scholars at KTH Royal Institute of Technology in Stockholm. KTH has relatively high emissions from air travel, but at the same time, it has a high profile in matters of sustainability and a lot of research related to this theme. One can therefore assume a high degree of knowledge about the climate crisis and the climate impact of various actions. It is also plausible that KTH scholars meet special expectations to be role models and that practices in conflict with their teaching can have consequences for the public confidence in the university. In this study, we look at how scholars reason about how emissions from their flying could be reduced. Their responses display a spectrum of varying attitudes, from climate scepticism to a commitment to radical transformation, with the majority in between, either suggesting different types of concrete changes or invoking arguments to justify the status quo. The proposed interventions, several of which are ingenious and wise, can guide university managements to strategies that have support from employees. The more reluctant arguments point to cultural and discursive habits that must be understood and met in an empathetic way.

  • 4.
    Gerhardt, Karin
    et al.
    Sveriges lantbruksuniversitet, Sverige.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Lindblad, Inger
    Södertörn University, School of Social Sciences, Social Work.
    Diderichsen, Öjvind
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Gullström, Martin
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Dahlin, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Köping Olsson, Ann-Sofie
    Södertörn University, School of Social Sciences, Business Studies.
    Lehtilä, Kari
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Rasoal, Chato
    Södertörn University, School of Police Studies.
    Dobers, Peter
    Södertörn University, School of Social Sciences, Business Studies.
    Johansson, Johanna
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Berndt, Kurt D.
    Södertörn University, Teacher Education, Mathematics Education.
    Karlholm, Dan
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Kjellqvist, Tomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lalander, Rickard
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Vallström, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Alvarsson-Hjort, Jesper
    Södertörn University, School of Social Sciences, Psychology.
    Sjöholm, Cecilia
    Södertörn University, School of Culture and Education, Aesthetics.
    Lönngren, Ann-Sofie
    Södertörn University, School of Culture and Education, Comparative Literature.
    Bydler, Charlotte
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Färjsjö, Eva
    Södertörn University, Teacher Education, Mathematics Education.
    Porseryd, Tove
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Sio, Miriam
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Yazdanpanah, Soheyla
    Södertörn University, School of Culture and Education, Gender Studies.
    Pihl Skoog, Emma
    Södertörn University, School of Historical and Contemporary Studies, Archive Studies.
    Sörbom, Adrienne
    Södertörn University, School of Social Sciences, Sociology.
    Gallardo Fernández, Gloria L.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Wadstein MacLeod, Katarina
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Garrison, Julie
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Andrén, Elinor
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Svärd, Veronica
    Södertörn University, School of Social Sciences, Social Work.
    Hajighasemi, Ali
    Södertörn University, School of Social Sciences, Social Work.
    Spånberger Weitz, Ylva
    Södertörn University, School of Social Sciences, Social Work.
    Elmersjö, Magdalena
    Södertörn University, School of Social Sciences, Social Work.
    Persson, Sara
    Södertörn University, School of Social Sciences, Business Studies.
    Borevi, Karin
    Södertörn University, School of Social Sciences, Political Science.
    Carlsson, Nina
    Södertörn University, School of Social Sciences, Political Science.
    Löfgren, Isabel
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Ghose, Sheila
    Södertörn University, School of Culture and Education, English language.
    Bonow, Madeleine
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Podolian, Olena
    Södertörn University, School of Social Sciences, Political Science.
    Grahn, Mats
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Gunnarsson Payne, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Kaun, Anne
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Faber, Hugo
    Södertörn University, School of Social Sciences, Political Science.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gradén, Mattias
    Högskolan Dalarna, Sverige.
    Nog nu, politiker – ta klimatkrisen på allvar2022In: Aftonbladet, no 2022-08-25Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Hellspong, Lennart
    et al.
    Södertörn University College, School of Discourse Studies, Rhetoric.
    Wolrath Söderberg, Maria
    Södertörn University College, School of Discourse Studies, Rhetoric.
    Retorik - mer än bara talekonst: [Del 1 i radioserien En svensk tiger]2004Other (Other (popular science, discussion, etc.))
  • 6.
    Moberg, Christina
    et al.
    EASAC; KTH, Sverige.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Sandberg, Linn
    Södertörn University, School of Culture and Education, Gender Studies.
    Lindblad, Inger
    Södertörn University, School of Social Sciences, Social Work.
    Sjöholm, Cecilia
    Södertörn University, School of Culture and Education, Aesthetics.
    Gullström, Martin
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Lalander, Rickard
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Andrén, Elinor
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Vallström, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Bonow, Madeleine
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Andrén, Thomas
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Porseryd, Tove
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Grahn, Mats
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Karlholm, Dan
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Smith, Nicholas
    Södertörn University, School of Culture and Education, Philosophy.
    Lehtilä, Kari
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Svärd, Veronica
    Södertörn University, School of Social Sciences, Social Work.
    Gunnarsson Payne, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kaun, Anne
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Bergkvist, Anna-Mia
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Persson, Sara
    Södertörn University, School of Social Sciences, Business Studies.
    Jacobsson, Ellen
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Spånberger Weitz, Ylva
    Södertörn University, School of Social Sciences, Social Work.
    Diderichsen, Öjvind
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Gilek, Michael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Garrison, Julie
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Pröckl, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Janzén, Therese
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Dobers, Peter
    Södertörn University, School of Social Sciences, Business Studies.
    Dinnétz, Patrik
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Bydler, Charlotte
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Westerberg, Charles
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Elmersjö, Magdalena
    Södertörn University, School of Social Sciences, Social Work.
    Bisander, Thea
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Oreskovic, Nikolina
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Fröhlig, Florence
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Stedt, Kristoffer
    Göteborgs universitet, Sverige.
    De unga gör helt rätt när de stämmer staten: 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav2022In: Aftonbladet, no 2022-12-07, p. 2Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vi, 1 620 forskare samt lärare vid universitet och högskolor, är eniga med de unga bakom Auroramålet: De drabbas och riskerar att drabbas allvarligt av klimatkrisen under sin livstid. De klimatåtgärder vi vidtar i närtid avgör deras framtid. Sverige måste ta ansvar och göra sin rättvisa andel av det globala klimatarbetet. 

    I strid med Parisavtalet ökar utsläppen av växthusgaser i en takt som gör att 1,5-gradersmålet kan överskridas om några år. De globala effekterna blir allt mer synliga med ständiga temperaturrekord, smältande isar, havshöjning och extremväder som torka, förödande bränder och skyfall med enorma översvämningar, som i Pakistan nyligen. Försörjningen av befolkningen utsätts för allvarliga hot i många länder.

    Minskningen av den biologiska mångfalden är extrem. Klimatkrisen är enligt WHO det största hotet mot människors hälsa i hela världen och barn utgör en särskilt sårbar grupp. Med Sveriges nordliga läge sker uppvärmningen här dubbelt så fort som det globala genomsnittet. Det förskjuter utbredningsområden för växtlighet och sjukdomsbärande insekter och ökar förekomsten av extremväder såsom värmeböljor, skogsbränder och översvämningar samt av många olika sorters infektioner och allergier. När extremväder ökar, ökar även stressen och risken för mental ohälsa. Värmeböljor ökar risken för sjukdom och död hos sårbara grupper som äldre, små barn och personer med kroniska sjukdomar. De negativa effekterna på hälsan kommer att öka i takt med klimatkrisen och barn riskerar att drabbas av ackumulerade negativa hälsoeffekter under hela sina liv. Redan i dag är mer än hälften av unga mellan 12 och 18 år i Sverige ganska eller mycket oroliga för klimat och miljö. Detta är förståeligt när våra beslutsfattare inte gör vad som krävs.

    Den juridiska och moraliska grunden för arbetet mot klimatförändringarna är att varje land måste göra sin rättvisa andel av det globala klimatarbetet. Centralt i det internationella klimatramverket är att rika länder med höga historiska utsläpp, däribland Sverige, måste gå före resten av världen. Dessa länder måste också bidra till att finansiera klimatomställningen i länderna i det Globala Syd, som är minst ansvariga för klimatkrisen men drabbas hårdast. Denna rättviseprincip är tydlig i Parisavtalet och var en het diskussionsfråga under COP27 i Sharm el-Sheikh, men lyser med sin frånvaro i det svenska klimatarbetet. 

    Sverige har satt mål för att minska sina utsläpp. Men de är helt otillräckliga: minskningstakten är för låg och målen tillåter samtidigt att åtgärder skjuts på framtiden. Dessutom exkluderas merparten av Sveriges utsläpp från de svenska nationella utsläppsmålen; bland annat utelämnas utsläpp som svensk konsumtion orsakar utanför Sveriges gränser, utsläpp från utrikes transporter och utsläpp från markanvändning och skogsbruk, exempelvis utsläpp från förbränning av biobränslen eller utsläpp från dikade våtmarker (Prop. 2016/17:146 s.25-28).

    Sverige saknar dessutom ett eget mål för att öka upptaget av växthusgaser genom utökat skydd och restaurering av ekosystem, något som krävs för att begränsa de värsta konsekvenserna av klimatkrisen (IPCC s.32). Trots dessa låga ambitioner misslyckas Sverige med att nå sina utsläppsmål, konstaterar både Klimatpolitiska rådet och Naturvårdsverket. En klimatpolitik i linje med Parisavtalet kräver både att alla typer av växthusgasutsläpp minskar samtidigt som – inte i stället för – upptaget av växthusgaser maximeras: i dag misslyckas Sverige på bägge fronter.

    Slutsatsen är tydlig. Sverige vidtar inte de åtgärder som krävs för att skydda barns och ungdomars rättigheter enligt Europakonventionen till skydd för de mänskliga rättigheterna. Detta medför allvarliga risker för liv och hälsa för unga generationer, människor i andra länder och särskilt utsatta grupper. Detta kan inte fortsätta. Därför ställer vi oss bakom Auroras krav att Sverige börjar göra sin rättvisa andel och omedelbart sätter igång ett omfattande och långtgående klimatarbete som vilar på vetenskaplig grund och sätter rättvisa i centrum.

  • 7.
    Wolrath Söderberg, Maria
    Södertörn University, School of Communication, Media and it, Rhetoric.
    Aristoteles enthymem: slutledningsformer eller meningsskapande processer?2010In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, no 53, p. 36-66Article in journal (Refereed)
  • 8.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Att göra den andre till sitt bästa jag2022In: Är man två har man alltid en publik: Festskrift till Lennart Hellspong / [ed] Källström, Lisa; Sigrell, Anders, Lund: Institutionen för kommunikation och medier, Lunds universitet , 2022, p. 43-55Chapter in book (Other academic)
  • 9.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Att göra tänkandet synligt med topisk analys2019In: Att utforska praktisk kunskap: undersökande, prövande och avtäckande metoder / [ed] Martin Gunnarson, Huddinge: Södertörns högskola, 2019, p. 159-193Chapter in book (Other academic)
    Download full text (pdf)
    Att göra tänkandet synligt med topisk analys
  • 10.
    Wolrath Söderberg, Maria
    Södertörn University, School of Discourse Studies, Rhetoric.
    En metaforisk didaktik2005In: Språk på tvärs: rapport från ASLA:s höstsymposium, Södertörn, 11-12 november 2004 / [ed] Boel De Geer, Anna Malmbjer, Uppsala: Association suédoise de linguistique appliqueé (Svenska fören. för tillämpad språkvetenskap) (ASLA) , 2005, p. 281-292Conference paper (Other academic)
  • 11.
    Wolrath Söderberg, Maria
    Södertörn University College, Avdelning 3, Rhetoric.
    Finns det genvägar till klokhet?: retorik som konsten att överväga2003Book (Other academic)
  • 12.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Hållbarhetsretorik och hållbar retorik2020In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, Vol. 24, no 80, p. 20-37Article in journal (Refereed)
    Abstract [en]

    A growing field of research is environmental humanities. This is a result of the increased awareness that mankind’s great challenges can’t be solved solely by science. Climate change, for instance, is not only a question of information or technology. It is dependent of millions of citizens making everyday choices between values that are in conflict with each other, for example to refrain from eating meat even though it is delicious, or for a local politician, to implement tolls to reduce traffic, against the will of motoring voters. Humanities and communication studies have proven fruitful for the understanding of why people choose and react as they do and for understanding the conditions for change. Rhetoric has a rather unemployed potential in this endeavor. This article charts the background and research front of environmental rhetoric and suggest three lines of further studies and an approach to integrate research, teaching and citizenship.

  • 13.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kritisk självreflektion i komplexa frågor: Att hjälpa studenterna att ta makten över sitt tänkande2017In: Högre Utbildning, E-ISSN 2000-7558, no 2, p. 77-90Article in journal (Refereed)
  • 14.
    Wolrath Söderberg, Maria
    Södertörn University, School of Discourse Studies, Rhetoric.
    Projektpresentation: Topiskt lärande2006In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, no 38, p. 72-81Article in journal (Other academic)
  • 15.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Tankestrukturer som hindrar omställning – och hur vi kan överkomma dem2021Report (Other academic)
    Abstract [sv]

    Klimatomställningen går alltför långsamt, trots att vi egentligen har all den kunskapom krisens allvar som behövs för att förstå att läget är akut och handla i enlighet meddet. Vi har också gott om tekniker och idéer som, om de realiserades massivt, skulle kunna leda till kraftigt minskade utsläpp av växthusgaser. En stor del av trögheten ligger i våra beteenden. Vi kommer inte överens, vi kommer inte till beslut, vi ändrar inte beteende i enlighet med det som krävs eller med det som vi kommit överens om i internationella avtal. Vad hindrar oss?

    Det finns en hel del forskning om denna tröghet. Mycket handlar om praktiska och sociala förutsättningar. En del handlar om psykologiska eller kognitiva mekanismer, om socialt samspel eller om klimatproblemets natur som avlägset och innehållande målkonflikter. Den här rapporten inkluderar många sådana forskningsinsikter, mentar huvudsakligen ett annat perspektiv: den handlar om tankestrukturer som hindrar omställning och om vad som krävs för att det ska bli fart på oss.

    Download full text (pdf)
    fulltext
  • 16.
    Wolrath Söderberg, Maria
    Södertörn University, School of Communication, Media and it, Rhetoric.
    Teori och praktik i lärarutbildning – en didaktisk utmaning i ljuset av retorikens toposlära2011Report (Other academic)
    Abstract [sv]

    Bland lärarutbildningens mest centrala inslag finner vi teorier om lärande. Den nationella utvärderingen av lärarutbildningen lyfter fram problem med att hantera relationen mellan pedagogisk teori och praktik. I fokusgruppssamtal med svenska lärarutbildare framkommer att det här är en fråga som engagerar och där man arbetar intensivt med att finna arbetssätt och synsätt som skapar bättre interaktion. Finska och ungerska lärarutbildare har liknande erfarenheter men hanterar dem på något annorlunda sätt. I denna rapport analyseras några olika utmaningar inom detta fält utifrån ett toposdidaktiskt perspektiv. Den topiska didaktiken har utvecklats ur den antika läran om topos som är en pedagogik för perspektivbyte och perspektivisering. Topos är de värden, begrepp och tankeoperationer som strukturerar olika språkliga praktiker. En pedagogisk teori är en sådan språklig praktik. Att tillgodogöra sig en teori blir då att kunna delta i dess praktik genom att lära sig använda dess topos. Topos fungerar som ingångar till tankesystem eller broar mellan synsätt samtidigt som de har en förankring i vår erfarenhetsvärld. Därför bör en topisk didaktik kunna bidra till att upplösa motsättningar mellan teori och praktik. I rapporten görs därför också försök att exemplifiera hur detta skulle kunna ske i seminarierummet.

     

    Download full text (pdf)
    Teori och praktik i lärarutbildning – en didaktisk utmaning i ljuset av retorikens toposlära
  • 17.
    Wolrath Söderberg, Maria
    Södertörn University, School of Discourse Studies, Rhetoric.
    Topical Learning2008In: Understanding Argumentation: Work in Progress / [ed] Frans H van Eemeren, David Cratis Williams, Igor Z. Zagar, Amsterdam: Sic Sat - Rozenberg , 2008, 1, p. 127-136Chapter in book (Refereed)
    Abstract [en]

    One of the most neglected rhetorical treasures is inventio and particularly the notion of topoi.  In my opinion, these powerful devices and concepts can make a valuable contribution to current pedagogy. In education and research, invention is considered as the art of creating and finding material for speeches. The concept of topos is often presented as a more or less general question helping us find relevant arguments. But inventio and the teaching of topos can have a far wider function and significance. By reducing inventio to a phase in the production of a speech, we risk ignoring the pedagogical potential of topoi as a repertoire of cognitive, epistemological and critical tools.

     

    The purpose of this article is to outline two theoretical approaches for future research. One starting point is a topical theory of learning and the other is a topical epistemology. First, I believe that the notion of topos can contribute to our understanding of the learning process. Within the theory of topoi, an embryo to a theory of learning can be found, uniting a social-constructive understanding with a cognitive comprehension, bridging the alleged gap between imagination and rationality, and containing the essential requirements for deliberative pedagogy. Secondly, my view is that a topical perspective about learning has epistemological or rather “doxological” (Rosengren 2002) implications. Therefore, I would like to connect a topical concept of learning to a perspectivist view of knowledge. As an important benefit, this could help us cope with diversity and plurality.

  • 18.
    Wolrath Söderberg, Maria
    Södertörn University College, School of Discourse Studies, Rhetoric.
    Topical Learning2008In: Understanding argumentation: work in progress / [ed] Frans H. van Eemeren, David Cratis Williams, Igor Z. Zagar, Amsterdam: Sic Sat - Rozenberg , 2008, p. 127-136Conference paper (Other academic)
  • 19.
    Wolrath Söderberg, Maria
    Södertörn University, School of Communication, Media and it, Rhetoric. Örebro universitet.
    Topos som meningsskapare: Retorikens topiska perspektiv på tänkande och lärande geonom argumentation2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Most theories of meaning making in Swedish higher education pedagogy today are based on a broadly perspective view of knowledge. But, in practical terms, how can academic teachers facilitate the inclusion of different perspectives that challenge one another in the classroom while avoiding anything-goes relativism? The present thesis seeks solutions to this problem in rhetorical theory and, more specifically, in the concept of topos. Topos theory was developed as a cognitive toolkit for thinking and reasoning about contingent and multifaceted matters. It proceeds from the assumption that issues can be fruitfully addressed through themes, arguments and reasoning methods previously shown to work for similar issues. The merits of the various topoi  could then be debated, thus allowing diverse perspectives to be tried out and scrutinised. I believe that topos theory may have much to contribute to pedagogy for higher education vis-à-vis problematic knowledge in a dynamic world. Such a theoretical enterprise, however, must be founded on a carefully developed theory of meaning making. The specific aim of the present thesis is to investigate the feasibility of such a theory. The main question is: How is meaning making to be understood from the viewpoint of topos theory? An overview of the emergence and historical context of the concept of topos, and a reconstruction of its underlying epistemology form the basis of a proposal for a novel/contemporary model. The proposed concept will be employed to advance a sociocultural and dialogic approach to meaning making, inspired by the work of Bachtin. Finally, these ideas will be used as vantage points for designing higher education seminars.

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  • 20.
    Wolrath Söderberg, Maria
    et al.
    Södertörn University, School of Communication, Media and it, Rhetoric.
    Manker, Jon
    Södertörn University, School of Communication, Media and it, Media technology.
    Spelets retorik2010In: Rhetorica Scandinavica, ISSN 1397-0534, E-ISSN 2002-7974, no 55, p. 54-71Article in journal (Refereed)
  • 21.
    Wolrath Söderberg, Maria
    et al.
    Södertörn University, School of Culture and Education, Rhetoric.
    Wormbs, Nina
    KTH.
    Grounded: Beyond flygskam2019Report (Other academic)
    Abstract [en]

    Flygskam. This Swedish word translates as “flight shame” and has spread across the world. The term refers to feeling guilt over the environmental effects of flying and is symbolic to a movement in which an increasing amount of Swedes are choosing not to fly. Yet, a reduction in flying is a challenge to the liberal idea of free movement. This case study focuses on Sweden, and a self-selected group among Swedes. But it is still of interest to a wider European audience since the word and phenomenom flygskam has spread to other countries. With this report we hope to move beyond the simple dichotomy for and against flying and instead focus on what we can deduce in terms of policy implications from those who voluntarily choose to stop flying because of climate change. The study also reflects on the challenges and possibilities of European policy in relation to flying.

    The most commonly mentioned reason to change behaviour was knowledge and insight. This insight occurs not just with the accumulation of knowledge, but in connection to a realisation of the problem’s urgency. This realisation can in turn come from personal experience of climate change and is often related to strong feelings and fear.

    Respondents also stressed the importance of conscience and their ambition to be consistent. This idea of justice is not only in relation to others, but also to future generations.

  • 22.
    Wolrath Söderberg, Maria
    et al.
    Södertörn University, School of Culture and Education, Rhetoric.
    Wormbs, Nina
    KTH Royal Institute of Technology, Sweden.
    Internal Deliberation Defending Climate-Harmful Behavior2022In: Argumentation: an international journal on reasoning, ISSN 0920-427X, E-ISSN 1572-8374, Vol. 36, no 2, p. 203-228Article in journal (Refereed)
    Abstract [en]

    Most people in countries with the highest climate impact per capita are well aware of the climate crisis and do not deny the science. They worry about climate and have climate engaged attitudes. Still, their greenhouse-gas emissions are often high. How can we understand acting contrary to our knowledge? A simple answer is that we do not want to give up on benefits or compromise our quality of life. However, it is painful to live with discrepancies between knowledge and action. To be able to avoid taking the consequences of our knowledge, we deal with the gap by motivating to ourselves that the action is still acceptable. In this article, we use topical analysis to examine such processes of motivation by looking at the internal deliberation of 399 climate engaged people's accounts of their reasoning when acting against their own knowledge. We found that these topical processes can be described in at least four different ways which we call rationalization, legitimization, justification and imploration. By focusing on topoi we can make visible how individual forms of reasoning interact with culturally developed values, habits and assumptions in creating enthymemes. We believe that these insights can contribute to understanding the conditions for climate transition communication.

  • 23.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Aristoteles retoriska toposlära: En verktygsrepertoar för fronesis2017 (ed. 1)Book (Refereed)
    Abstract [sv]

    Man skulle kunna tro att Aristoteles Retoriken är en talarlära i den mening som vi senare möter hos till exempel Cicero, men den är i själva verket en omfångsrik och närmast listbetonad samling topos. Topos är ett omtvistat begrepp, och det gäller särskilt Aristoteles toposbegrepp som Maria Wolrath Söderberg visar i den här boken. I korthet kan topos ses som kollektivt utvecklade diskursiva vanor inom olika verksamheter. Dessa vanor kan man fånga, beskriva som prototypargument och återanvända som argumentativa verktyg i nya situationer.

    Boken består av sju essäer som på olika vis försöker förstå vad Aristoteles toposlära är, hur den fungerar och vad man kan göra med den. Essäerna tar alla på ett eller annat vis sin utgångspunkt i ett särskilt perspektiv – nämligen att Aristoteles toposlära kan förstås som en verktygsrepertoar för handlingsklokhet – eller vad Aristoteles kallade fronesis.

    Maria Wolrath Söderberg är fil. dr i retorik och lektor vid Södertörns högskola. Hon har i sin forskning fokuserat på relationen mellan språk, kunskap och lärande och specifikt på toposläran som också stod i centrum för hennes avhandling Topos som meningsskapare – retorikens topiska perspektiv på tänkande och lärande genom argumentation.

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    Aristoteles retoriska toposlära: En verktygsrepertoar för fronesis
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  • 24.
    Wormbs, Nina
    et al.
    KTH Royal Institute of Technology, Sweden.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Knowledge, Fear, and Conscience: Reasons to Stop Flying Because of Climate Change2021In: Urban Planning, E-ISSN 2183-7635, Vol. 6, no 2, p. 314-324Article in journal (Refereed)
    Abstract [en]

    Much research on the societal consequences of climate change has focused on inaction, seeking to explain why societies and individuals do not change according to experts’ recommendations. In this qualitative study, we instead consider people who have changed their behaviour for the sake of the climate: They have stopped travelling by air. We first asked them to elaborate their rationales for the behaviour change. Then, using topos theory to find thought structures, we analysed their 673 open-text answers. Several themes emerged, which together can be regarded as a process of change. Increased knowledge, primarily narrated as a process by which latent knowledge was transformed into insight, through experience or emotional distress, was important. Contrary to certain claims in the literature, fear stimulated change of behaviour for many in this group. Climate change was framed as a moral issue, requiring acts of conscience. Children were invoked as educators and moral guides. Role models and a supportive social context played an important part. Alternatives to flying were brought forward as a motive to refrain from flying. Only a few mentioned shame as momentous. Instead, stopping travelling by air invoked a feeling of agency and responsibility, and could also result in a positive sensation.

  • 25.
    Wormbs, Nina
    et al.
    KTH Royal Institute of Technology, Sweden.
    Wolrath Söderberg, Maria
    Södertörn University, School of Culture and Education, Rhetoric.
    Thinking structures of climate delay: internal deliberations among Swedes with sustainable ambitions2023In: Environment, Development and Sustainability, ISSN 1387-585X, E-ISSN 1573-2975Article in journal (Refereed)
    Abstract [en]

    It is important to understand how individuals in affluent societies reason around their own actions in relation to climate change. However, much of the research has focused on sceptics and those who have little interest in change. Studying those who want to contribute to a transition and why they fail is also of interest. This study is qualitative and deals with the internal reasoning of a self-selected sample of Swedes with sustainable values who argue in relation to a failed intention. Ca 400 responses were analysed. We used topos theory to identify thinking structures that guide the arguments used to deal with the cognitive dissonance that acting against knowledge and intention results in. The most common ways to argue were to imagine a climate account with possible deposits and withdrawals, or a budget which you strive to keep. Also common was to compare with something or someone that was "worse". Redirecting responsibility was also an argument, albeit complicating the issue of responsibility. The limits of reality were used as an excuse for action, whereas articulating the goal conflicts of a less emitting life made choices visible. Finally, the human condition of not always meeting your own standards was mentioned. These arguments only partly overlap common discourses of delay in the public sphere.

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