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  • 1.
    Berg, Annika
    et al.
    Stockholms universitet, Institutionen för kultur och estetik.
    Tydén, Mattias
    Stockholms universitet, Historiska institutionen.
    Lundberg, Urban
    Dalarna University, School of Culture and Society, History.
    En svindlande uppgift: Sverige och biståndet 1945-19752021Book (Other academic)
  • 2.
    Hagerman, Maja
    Dalarna University, School of Culture and Society, Moving Image Production.
    A problematic visual heritage goes online2023In: Nordic Challenges and Identities: Pasts, Presents, Futures, Oslo University , 2023Conference paper (Other academic)
  • 3.
    Hagerman, Maja
    Dalarna University, School of Culture and Society, Moving Image Production.
    Gunnar Broberg och arbetet med rasbiologin2023In: Homo sapiens och andra djur: Gunnar Broberg som idé- och lärdomshistoriker / [ed] David Dunér, Svante Nordin och Anna Tunlid, Lund: Lunds universitet , 2023, 1Chapter in book (Other academic)
  • 4.
    Hodacs, Hanna
    Dalarna University, School of Humanities and Media Studies, History.
    Linnaean Scholars Out of Doors: So Much to Name, Learn and Profit From2018In: Naturalists in the Field: Collecting, Recording and Preserving the Natural World from the Fifteenth to the Twenty-First Century / [ed] Arthur MacGregor, Leiden: Brill Academic Publishers, 2018, 1, p. 240-257Chapter in book (Other academic)
    Abstract [en]

    The multifunctional role of fieldwork in Sweden in the eighteenth century is here elaborated upon. Linnaeus’s methods for teaching outdoors in the early modern period are explored, as also are the significant overlaps between using the field for the purposes of education and for exploration. Alternative, extra-scientific motives for studying nature outdoors are also discussed, including the social implication of fieldwork, the formation of a scholarly community and the enhancement of careers, as well the connection between politics, economy and the outdoors in eighteenth-century Sweden and elsewhere.

  • 5.
    Lundberg, Urban
    et al.
    Institutet för Framtidsstudier, Stockholm.
    Tydén, MattiasInstitutet för Framtidsstudier, Stockholm.
    Sverigebilder: det nationellas betydelser i politik och vardag 2008Collection (editor) (Other academic)
  • 6.
    Nigrisoli Wärnhjelm, Vera
    Dalarna University, School of Humanities and Media Studies, Italian.
    Medicina e medici di corte in Svezia in età moderna: luoghi e itinerari formativi2012In: La formazione del medico in età moderna (sec. XVI-XVIII): The Education of the Doctor during the Early Modern Period (from the Sixteenth century until the Eighteenth Century). / [ed] R. Sani & F. Zurlini, Macerata: EUM , 2012, p. 51-75Chapter in book (Refereed)
  • 7.
    Wagner, Anne
    Dalarna University, School of Language, Literatures and Learning.
    Franska inslag i utvecklingen av ett ryskt standardskriftspråk under upplysningen2024Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis deals with the application of French elements in the development of a Russian written language during the Enlightenment. During the reign of Peter I (1672–1725), Russia was modernised and secularised. Its society, economy and culture underwent such significant changes that this period is sometimes referred to as the Petrine Revolution. A new capital city – Saint Petersburg – was established, partly to facilitate contacts with Western Europe.

    Back then, Russia’s linguistic situation could be described as diglossia, meaning that two languages coexisted that were not mutually equivalent – Russian was vernacular, its written usage being restricted to practical purposes including secular documentation, whereas Church Slavonic was used as the written language in liturgical and ceremonial contexts. To reflect the evolution of society it was necessary to codify (standardize) and develop a Russian written language that would be usable in all contexts. An additional goal was to create a national literature. Since Church Slavonic was not fit for worldly purposes, it could not serve as a model. Therefore, ideas had to be borrowed from abroad.

    Peter I initiated a long process that spanned over decades and continued during the reigns of Elisabeth I and Catherine II. This paper examines contemporary sources, combining distant and deep reading from a contextual perspective. The aim was to determine the reasons why France was seen as a model, and the theoretical and practical implications of such a choice. France was chosen not only because its language was Europe’s lingua franca at the time and for its crucial role in the dissemination of the Enlightenment philosophy, but also because the country had a solid literary tradition and institutions that could provide guidance on language standardization. However, the implementation of foreign, and therefore partly irrelevant rules, proved to be tricky. The study focuses on specific elements such as the paradoxes and contradictions of the situation, which gave rise to cultural conflicts regarding innovations from France; some authors embraced them, while others rejected them.

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