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  • 301.
    Roos, Lena
    Uppsala universitet.
    Vad är värt att dö för?: Härförarens tal i moderna äventyrsfilmer och klassiska texter2008In: Bogart och Betel: texter om film och religion, Uppsala: Swedish Science Press, 2008, p. 40-50Chapter in book (Other academic)
  • 302.
    Roos, Lena
    Högskolan i Gävle.
    Åter till källorna!2006In: Nya mål?: Religionsdidaktik i en tid av förändring / [ed] Birgit Lindgren Ödén och Peder Thalén, Uppsala: Swedish Science Press, 2006, p. 9-19Chapter in book (Other academic)
  • 303.
    Roos, Lena
    et al.
    Uppsala universitet.
    Berglund, Jenny
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Introduction2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: Religionshistoriska avdelningen, Uppsala universitet , 2009, p. 9-12Chapter in book (Other academic)
  • 304.
    Roos, Lena
    et al.
    Uppsala universitet.
    Berglund, JennySödertörn University, School of Gender, Culture and History, Study of religions.
    Your Heritage and Mine: Teaching in a Multi-Religious Classroom2009Collection (editor) (Other academic)
  • 305.
    Roos, Lena
    et al.
    Högskolan i Gävle.
    Vesterlund, PerHögskolan i Gävle.
    Bogart och Betel: Texter om film och religion2008Collection (editor) (Other academic)
  • 306.
    Roos, Lena
    et al.
    Högskolan i Gävle.
    Vesterlund, Per
    Högskolan i Gävle.
    Film och religion: en introduktion2008In: Bogart och Betel: texter om film och religion / [ed] Lena Roos, Per Vesterlund, Uppsala: Swedish Science Press, 2008, p. 7-9Chapter in book (Other academic)
  • 307.
    Ross Solberg, Anne
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Södertörn University, School of Culture and Education, Teacher Education. Göteborgs universitet.
    The Mahdi Wears Armani: An Analysis of the Harun Yahya Enterprise2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The prolific Turkish author Harun Yahya attracted international attention after thousands of unsolicited copies of his large-format and lavishly illustrated book Atlas of Creation were sent free of charge from Istanbul, Turkey, to schools, universities and state leaders worldwide in 2007. This book stunt drew attention to Islamic creationism as a growing phenomenon, and to Harun Yahya as its most prominent proponent globally. Harun Yahya is allegedly the pen name of the Turkish author and preacher Adnan Oktar. Behind the brand name “Harun Yahya”, a highly prosperous religious enterprise is in operation, devoted not merely to the debunking of Darwinism, but also to the promotion of Islam. Backed by his supporters, Oktar channels vast financial resources into producing numerous books, dvds, websites and lately also television shows promoting his message.

    The aim of this dissertation is to shed light on the Harun Yahya enterprise by examining selected texts published in the framework of the enterprise. It describes, analyzes and contextualizes four key themes in the works of Harun Yahya, namely conspiracy theories, nationalism/neo-Ottomanism, creationism and apocalypticism/Mahdism. The dissertation traces the development of the enterprise from a religious community emerging in Turkey in the mid-1980s to a global da‘wa enterprise, and examines the way in which its discourse has changed over time.

    The dissertation’s point of departure is the notion that the Harun Yahya enterprise and the ideas it promotes must primarily be understood within the Turkish context from which it emerged. Drawing on analytical frameworks from social movement theory and rhetorical analysis as well as contemporary perspectives on Islamic da‘wa and activism, the study approaches Harun Yahya as a religious entrepreneur seeking market shares in the contemporary market for Islamic proselytism by adopting and adapting popular discourses both in the Turkish and global contexts. It examines how the Harun Yahya enterprise employs rhetorical and argumentative strategies in order to promote not merely a certain interpretation of Islam, but also increasingly Adnan Oktar and the Harun Yahya enterprise itself, by rhetorically placing its efforts into a cosmological framework.

  • 308. Ross Solberg, Anne
    The Role of Turkish Islamic Networks in the Western Balkans2007In: Südosteuropa, ISSN 0722-480X, Vol. 55, no 4, p. 429-462Article in journal (Other academic)
  • 309. Ross Solberg, Anne
    Turkey, Islam and the Western Balkans2009In: Western Balkans: the religious dimension / [ed] Anne Stensvold, Oslo: Sypress forlag , 2009Chapter in book (Other academic)
  • 310.
    Roth, Madlene
    Södertörn University College, School of Gender, Culture and History.
    Presentationen av muslimer i tv-serien Andra Avenyn: Hotbild, hjältar eller något mittemellan?2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    I uppsatsen har jag undersökt hur muslimer presenteras i tv-serien Andra Avenyn där strategin utgörs av en diskursanalys. Denna grundar sig på Edward Saids antaganden i verket Orientalism samt Magnus Bergs teori om hur orientalen framställs inom populärkulturen, vilket han presenterar i Hudud: en essä om populärorientalismens bruksvärde och världsbild. Jag diskuterar endast de aspekter av populärkulturen som berör film då mitt undersökningsmaterial är en tv-serie. Genom studien av Andra Avenyn presenteras ett förslag till en påbyggnad av Bergs teori om orientalen. I analysen diskuterar jag mig fram till hur Andra Avenyn liknar samt skiljer sig ifrån de populärorientalistiska filmer Berg analyserat.

  • 311.
    Saffo, Martin
    Södertörn University College, School of Gender, Culture and History.
    Bikten: En jämförande studie av synen på bikt inom Katolska och Syrisk-Ortodoxa kyrkan2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med denna uppsats var att undersöka Katolska och Syrisk-Ortodoxa kyrkans förståelse av bikten. Det var på grund utav mitt intresse för båda kyrkorna samt att jag inte funnit något liknande material på svenska som jag valde just detta syfte med min uppsats. Jag har i bästa möjliga mån försökt presentera och analysera bikten utifrån katolsk och syrisk-ortodox tradition. Jag har genom att granska de båda traditionernas katekeser samt bibeln och andra källor, försökt söka deras förståelse av bikten samt hur de tänker kring de olika delarna som bikten omfattas av. Jag valde ut de texter som jag kände passade bäst och var mest representativa för traditionerna samt de texter som har en koppling till kyrkans auktoriteter, det vill säga påvar och patriarker. Genom att använda mig av primärkällor som är skrivna ur ett inifrån perspektiv har jag kunnat få ta del av den korrekta förståelsen om av vad traditionerna egentligen tycker om och förstår av bikten.

  • 312.
    Said, Patricia
    Södertörn University, Teacher Education.
    Präglas religionsundervisningen på waldorfskolan av antroposofi?: En kvalitativ studie om religionsundervisning på waldorfskolor präglas av antroposofi utifrån waldorflärares perspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Waldorf pedagogy emerged from anthroposophy and has the same founder, Rudolf Steiner. Because of this, there are some researchers and public debaters who discuss how and in what ways Waldorf pedagogy is shaped by anthroposophy. When these sources suggest that Waldorf education is characterized by anthroposophy, one can wonder if the school subjects in Waldorf schools may also be characterized by anthroposophy. As a future teacher of religion, I would like to see if religious education (RE) at Waldorf schools is characterized by anthroposophy, partly because of my own interest and edification, and partly to elevate and give room for teachers of religion in Waldorf schools, since it has not happened before. This essay examines if RE in Waldorf schools is characterized by anthroposophy through looking at what kind of teaching materials are used in RE and if teachers of religion are anthroposophists. This essay is based on a qualitative method that focuses on interviews with seven teachers of religion in five different Waldorf schools in Stockholm. In view of the collected material, every respondent stated that RE could be shaped by an anthroposophical view of the human being if the teacher of religion chooses to use the curriculum of Waldorf schools. Whereas the curriculum is characterized by anthroposophy with its perspective on human development stages, RE in Waldorf schools could also be influenced by it if the teacher of religion chooses to use as a part of the education.

  • 313.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu University, Estonia.
    Religion in the school context: Freedom from or of religion?2016Conference paper (Refereed)
    Abstract [en]

    The presentation discusses how different models of learning religion promote respect for the right to freedom of religion or belief. Three different models of learning about religion are offered in Estonian schools: there are schools with no Religious Education, others have inclusive Religious Education, and there are also religiously-oriented schools with a confessional approach to teaching religion. The article draws on data of the research done in the framework of REDCo project (the main project 2006-2009, replicative study in 2012) and also CARDIPS project (2014). The research projects studied students' views about how they see religion in education. The samples consist of students from different Estonian regions and different experience of learning about religions. Their attitudes to two questions are studied. First, how do students differ in their own attitudes about the need to respect a person who is of a different religion? Second, what do young people think about religious freedoms in the school context? The results of the study call out for discussion of practicing religious freedom in school and practices what may best contribute to a tolerant society.

  • 314.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu Univeristy.
    Secular youth in Estonia and they sacred world2014In: HOLY CRAP -INTERSECTIONS OF THE POPULAR AND THE SACRED IN YOUTH CULTURES 28–29 August 2014, Helsinki, Finland: Presentations abstracts, 2014, p. 15-Conference paper (Other academic)
    Abstract [en]

    Estonia has been one of the most secularised countries in Europe according to several researches. Young people affiliate themselves with organised religion even less than older cohorts. My paper looks behind the curtains of secularised mentality. What do young people in Estonia believe? Paper draws on the different researches, such as European Values Study, EUU 2010 (On Life, Faith and Religious Life) and the research project „Religion in Education – A contribution to Dialogue or a factor of Conflict in transforming societies of European Countries“ (REDCo) Funded by the European Commission within the framework of the FP6.

    The results reveal multi-layered and non-linear relation between young people’s affiliation and their beliefs. How far the views of non-affiliated could be classified as ‘secular’ or young people with Christian affiliation share Christian beliefs? What are the contextual factors what may contribute to such beliefs? The question of how research can take into consideration seemingly hectic and inconsistent religious views will be explored.

  • 315.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu University.
    Shifting borders in religious education in Estonia2015In: Crossings and Crosses: Borders, Educations, and Religions in Northern Europe / [ed] Berglund, Jenny; Lundén, Thomas; Strandbrink, Peter, Boston / Berlin: Walter de Gruyter, 2015, p. 85-104Chapter in book (Other academic)
    Abstract [en]

    In religious education we can distinguish between different models what resemble also countries’ geo-political, religious and educational tradition. Estonia situates in the crossroads of east and west and its turbulent history has influenced also its religious education (RE). During last hundred years political and religious landscape of the country has altered, also RE in schools has undergone several cataclysms. How could RE in today’s Estonia be classified?

    The article explores the historical developments in religious landscape of Estonia by outlining its most significant changes in last hundred years and focusing more on religious outlook of Estonian people today. The fourth wave of European Values Study (2008-2009) provides comparative data for Nordic countries (Finland, Sweden, Norway), Estonia and its neighbours with shared past from south and east (Russia, Latvia and Lithuania).

    Estonian tradition of RE will be explored in its historical context. Then the changes in the concepts, aims and contents of RE during the last 23 years will be investigated by analysing RE syllabi of 1997 and 2010 and changes in the legislation. The results answer the question, is there shift from post-socialist model of RE to Nordic one in Estonian RE?

  • 316.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu University.
    The structure and rationale of the research project CARDIPS2015Conference paper (Other academic)
  • 317.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu University.
    What makes you happy? Drawings of 10-years old children in Estonia and Sweden2016Conference paper (Other academic)
    Abstract [en]

    Research project "Cultural and religious diversity in primary school" investigates the pupil’s experience of cultural and religious diversity in selected schools from Sweden and Estonia,  structural factors on that experience and the effect of variation in age and family tradition. The countries represent different experiences of cultural and religious diversity.

    The research applies mixed methods approach. Surveys are carried out with both quantitative and qualitative components. Questionnaire data from pupils (special questionnaires for 3rd, 6th and 9th grade, it is 9-10, 12-13 and 15-16 year old pupils) is supplemented with interviews of a small number of the pupils, their teachers and parents.

    The paper analyses 3rd graders drawings about what makes them happy. The dawings were part  of the questionnaire about cultural and religious diversity in their everyday experience and at school. The paper answers the question, what values can be found in drawings of boys and girls aged 9-10 from different religious and ethnic backgrounds in two different countries.

  • 318.
    Schihalejev, Olga
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions. Tartu Univeristy.
    Who benefits from Religious Education in Estonia?2014Conference paper (Other academic)
    Abstract [en]

    The paper uses the tools of sociology of religion and relates its findings to pedagogy. Estonia may be called a natural laboratory of RE in a secular context (Neill&Schihalejev 2012). Here one can find a lot of schools without a distinctive subject for learning religion. The other schools have an optional RE in primary schools learning stories from different religious traditions, predominantly Christian ones. There are also schools where students in upper grades learn about different world religions. Several religious schools offer Christian religious education for pupils of different religious and non-religious backgrounds. This makes possible to compare the attitudes of young people with different experience of RE.

    The paper focuses on the Estonian REDCo data (n=573) pupils (age group 14-17) but compares the results to these got in REDCo quantitative study in 2008 (n=1208). The questions, both from REDCo II sample and REDCoI sample, what make up the biggest distinctions between these different groups will be examined in the paper: how pupils assess their experience of education about religion and how they deal with religious diversity. The findings will be related to other relevant researches done in Estonia (Census 2011, Jõks et al 2010 etc) and analysed using the Communities of Learning model, in which a classroom is understood as a set of cultural contexts where dialogues permit the analysis of context and also shape it (Ligorio 2010). The findings are discussed also in relation to recent policies to RE in Estonia.

     

    References

    Census 2011 (2013) http://www.stat.ee/rel2011

    Jõks, Eerik; Kilemit, Liina; Rentel, Anu; Teder, Tauno (2012, Eds.). Astu alla rahva hulka: artikleid ja arutlusi Eesti elanikkonna vaimulaadist (230 - 248). Tallinn: Eesti Kirikute Nõukogu

    Ligorio, M. Beatrice  (2010) Dialogical Relationship between Identity and Learning,  Culture & Psychology March 2010 16: 93-107,

    Neill, Sean; Schihalejev, Olga (2012). Influences on students’ views on religions and education in England and Estonia. Jackson, Robert (Ed.). Religion, Education, Dialogue and Conflict Perspectives on Religious Education Research (118 - 132). London: Routledge

  • 319.
    Schihalejev, Olga
    et al.
    University of Tartu, Tartu, Estonia.
    Kuusisto, Arniika
    Stockholm University.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Kallioniemi, Arto
    University of Helsinki, Helsinki, Finland.
    Religion and children’s perceptions of bullying in multicultural schools in Estonia, Finland and Sweden2019In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The paper explores children and youths? perceptions of the reasons for bullying in multicultural schools. How do their different backgrounds explain the variations in those perceptions? The questions will be answered based on data gathered from 9 to 10, 12 to 13 and 15 to 16-year-old students (N = 2781) in Estonia, Finland and Sweden. A survey and in-depth interviews were used in the study. About half of the students have been frequently or occasionally bullied. According to the data, the reasons for bullying were frequently attributed to visible external features, such as physical appearance or clothing, but also to the bullied students? choice of friends and language use. The most vulnerable students are those with a migration background, those who speak a different language at home that is not the language of the national majority, or who have been raised in more religiously observant families.

  • 320.
    Schuback, Marcia Sá Cavalcante
    Södertörn University College, School of Culture and Communication, Philosophy.
    Philosophy and Religion2002In: Svensk teologisk kvartalskrift, ISSN 0039-6761, Vol. 78, p. 98-106Article in journal (Other academic)
  • 321.
    Selmansson, Melli
    Södertörn University, Teacher Education.
    En kvalitativ studie om film som läromedel i religionskunskap årskurs 62017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to present and describe how the digital tool, film is used in teaching in the subject of religion in sixth grade. Film seems to be a great way to pass on knowledge, where students are familiar with interpreting the films with the help of image and sound. The curriculum tells that the students need to experience different expressions of knowledge. They should get the test and develop different forms of expression and experience feelings and moods. The subject of Religious Education will also offer students develop knowledge of reli-gions and philosophies around the world. They should be aware of how people express their religion and faith in different ways. (Swedish National Agency for Education, 2011)

    This study has the following research questions:

    • How teachers perceive that the film can allow the teaching of religious?
    • How does the education take form after the film has been screened?

    The surveyis based on interviews with three teachers and observations of three classes. Teachers' discussion of the film as a teaching aid analyzers as well as what film can allow the teaching of religious. The theoretical framework for the study is based on the socio-cultural perspective on learning. The results show the teachers' reasoning about film as a learning tool which proves to be posi-tive, also examples are given of how they proceed. Film proves to be a means of communication in teaching where students talk about religion and contribute their knowledge and reasoning about various religions and philosophies, and the big questions of life that affect students.

  • 322.
    Simonson, Örjan
    Södertörn University College, School of Gender, Culture and History, History.
    Domkyrkan i arkiven 1540-16402010In: Uppsala domkyrka: 1, Skriftliga källor, arkivbildning / [ed] Göran Dahlbäck, Uppsala: Upplandsmuseet , 2010, p. 25-38Chapter in book (Other academic)
  • 323.
    Simonson, Örjan
    Södertörn University College, School of Gender, Culture and History, History.
    Domkyrkans förvaltning 1530-18852010In: Uppsala domkyrka: 1, Skriftliga källor, arkivbildning / [ed] Göran Dahlbäck, Uppsala: Upplandsmuseet , 2010, p. 15-24Chapter in book (Other academic)
  • 324.
    Sjöberg, Johanna
    Södertörn University, School of Gender, Culture and History.
    Sökes: ett alternativt rum där jag kan få göra individuella val: En fallstudie om varför individen väljer en antroposofisk mödra- och barnavårdcentral2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med denna uppsats är att undersöka varför och på vilket sätt individer söker sig till antroposofi. Jag vill främst göra detta genom att undersöka och beskriva attityder hos individer som har valt att gå till en antroposofisk mödra- och barnavårdcentral. Individer som inte på ett enkelt sätt definierar sig som antroposofer, eller ens som associerade med den organisationen, men som trots allt ändå väljer antroposofisk mödravård. Syftet är att lyfta fram individens val, tankar och förhållningsätt till antroposofin och till mörda- och barnavårdcentralen.

  • 325.
    Sjödin, Anna-Pya
    Södertörn University, School of Culture and Communication, Philosophy.
    Postcolonial Understandings of Indian Epistemes: Towards a Diversity of Interpretational Stances2008In: Postcolonial challenges to the study of religion / [ed] W. Pfändnter & D. Thurfjell, Uppsala: Swedish Science Press, distributor , 2008, p. 17-28Chapter in book (Refereed)
  • 326.
    Skogar, Björn
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Berättelser förenar2007In: R & L : religion & livsfrågor, ISSN 0347-2159, no 3, p. 6-7Article in journal (Other (popular science, discussion, etc.))
  • 327.
    Skogar, Björn
    Södertörn University, School of Gender, History, Literature and Religion, Study of religions.
    Bildning och religion: en lärarutbildares perspektiv2005Report (Other (popular science, discussion, etc.))
  • 328.
    Skogar, Björn
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Bildning och religion: ett religionsdidaktiskt perspektiv2007In: Existentiella frågor i skolan / [ed] Lars Naeslund, Linköping: Skapande Vetande , 2007, Vol. S. 267-296, p. 267-296Chapter in book (Other academic)
  • 329.
    Skogar, Björn
    Södertörn University College, School of Gender, Culture and History, Study of religions.
    En nödvändig utopi2009In: Svensk kyrkotidning, ISSN 0346-2153, no 37-38, p. 446-447Article in journal (Other (popular science, discussion, etc.))
  • 330.
    Skogar, Björn
    Södertörn University College, School of Gender, Culture and History, Study of religions.
    Nycklar och lås: en teologisk essay om Abrahams barn ur en lärarutbildares perspektiv2009In: Prismet, ISSN 0032-8847, Vol. 60, no 1, p. 37-45Article in journal (Refereed)
  • 331.
    Skogar, Björn
    Södertörn University, School of Gender, History, Literature and Religion, Study of religions.
    Ordet och svärdet: Luthers regementstanke som en fråga om poesi och politik2004In: Makt i nordisk teologisk tolkning / [ed] Sigurd Bergmann, Cristina Grenholm, Trondheim: Tapir Akademisk Forlag, 2004, p. 209-224Chapter in book (Other academic)
  • 332.
    Skogar, Björn
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Religion och konstarter2009In: R & L : religion & livsfrågor, ISSN 0347-2159, no 1, p. 6-7Article in journal (Other (popular science, discussion, etc.))
  • 333.
    Skogar, Björn
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Religionsundervisning med kulturhistorisk profil2004In: Interkulturell pedagogik i teori och praktik / [ed] Pirjo Lahdenperä, Lund: Studentlitteratur, 2004, p. 75-98Chapter in book (Other academic)
  • 334.
    Skogar, Björn
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Skatten i åkern: en essay om dialektik och ideologi ur ett lutherskt perspektiv2010In: På spaning...: från Svenska kyrkans forskardagar 2009 / [ed] Hanna Stenström, Stockholm: Verbum Forlag, 2010, p. 369-383Conference paper (Other academic)
  • 335.
    Skogar, Björn
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Traditionsförmedling2011In: Barn i religionernas värld / [ed] Jenny Berglund, Gunilla Gunner, Stockholm: Liber, 2011, p. 9-22Chapter in book (Other academic)
  • 336.
    Skogar, Björn
    Södertörn University, School of Gender, Culture and History, Study of religions.
    Tro och religion hos Nathan Söderblom2010In: Svensk kyrkotidning, ISSN 0346-2153, Vol. 106, no 7, p. 107-109Article in journal (Other academic)
  • 337.
    Sorgenfrei, Simon
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Ahmadiya - de som kanske inte kan åka2017In: Röster om hajj / [ed] Klas Grinell, Göran Larsson, Maria Löfdahl, Fredrik Skott och Lena Wenner, Uppsala: Institutet för språk och folkminnen, 2017Chapter in book (Other (popular science, discussion, etc.))
  • 338.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Alla dessa Muhammad2012Other (Other (popular science, discussion, etc.))
  • 339.
    Sorgenfrei, Simon
    Göteborgs universitet.
    American Dervish: Making Mevlevism in the United States of America2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In the late 1970s, the Turkish Mevlevi Sufi sheikh Süleyman Dede arrived from Konya, Turkey, in the United States. There he initiated a number of individuals primarily belonging to American esoteric groups as sheikhs in the Mevlevi order, known in Euro-America as the whirling dervishes. Some years later he sent his son the Postneshin Jelaluddin Loras to the United States, where he founded the Mevlevi Order of America (MOA) in 1981. The MOA has since then developed in a confluence between Ottoman-Turkish Islamic traditions and American esoteric currents and is today one voice in an ongoing transnational debate on how Mevlevi Sufism is to be understood and represented. The thesis is the result of fieldwork carried out among MOA circles in the United States and Europe in between 2008 and 2010 and focuses on the use of narratives, documents, garments and rituals in informant’s Mevlevi-making. Primarily, the study set out to examine how members of the MOA practice and authorize what they define as being Mevlevi Sufism in relation to (1) conceptualizations of tradition and authenticity, (2) questions regarding the legitimacy of leaders, (3) female participation and (4) members’ religious affiliations. A reoccurring theme throughout the study is simultaneity and inter-play between what is sometimes understood as incoherent or conflicting modes, such as continuity and change or alignment and autonomy. Such inter-play is analyzed as a fusion of what is presented as deferential and inferential approaches to tradition. Rather than an either-or attitude to such seemingly conflicting modes – where authoritative traditions are either made objects of submission or rejection – the approach of the individuals focused in the study is characterized by such simultaneity and inter-play.

  • 340.
    Sorgenfrei, Simon
    Göteborgs universitet.
    American Dervish: Traditions and Trajectories in the Mevlevi Order of America2009Conference paper (Other academic)
  • 341.
    Sorgenfrei, Simon
    Göteborgs universitet.
    American Mevlevis - Sufism as Ritual Community2012Conference paper (Other academic)
  • 342.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Ansträngd religionsdialog mellan Abrahams barn?2012Other (Other (popular science, discussion, etc.))
  • 343.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Anti anti-islamiskt möte2012Other (Other (popular science, discussion, etc.))
  • 344.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Antisemitism bland muslimer2013Other (Other (popular science, discussion, etc.))
  • 345.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Appropå appropriering2012Other (Other (popular science, discussion, etc.))
  • 346.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Ateism?2012Other (Other (popular science, discussion, etc.))
  • 347.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Att göra Gud2012Other (Other (popular science, discussion, etc.))
  • 348.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Bibelarkeologi2012Other (Other (popular science, discussion, etc.))
  • 349.
    Sorgenfrei, Simon
    Göteborgs universitet.
    Bilden av islam, då och nu2012Other (Other (popular science, discussion, etc.))
  • 350. Sorgenfrei, Simon
    Bind din kamel och förtrösta på Gud: Islams fatalism i västerländsk tolkning och muslimsk teologi2007In: Minaret, ISSN 1650-2949, Vol. 7, no 3, p. 34-39Article in journal (Other academic)
45678910 301 - 350 of 732
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