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The article aims to analyze the meaning and the role of the notion of communis schola in the theological and ecclesiological thought of Jean Gerson (1363–1429), Chancellor of the University of Paris, schoolman influent in every intellectual debate of his time, and renowned spiritual advisor. Driven by a constant concern for the unity of the Church, Gerson is aware of the need to realize this unity first of all within the University environment, in order to avoid the circulation and the spread of heterodox or even heretical doctrines; his references to the concept of “common school”, in different textual contexts and with various shades of meaning, invest not only the doctrinal contents, but also the methodology, the moral attitudes, and the right theological models of the ideal master and of the ideal student of theology. The article also touches the way in which the Parisian chancellor deals with mysticism and mystical writers, using the concept of “common school” to define the borders and the terms in which it is possible to access the difficult and obscure field of the mystical theology.

Peer reviewed

For the first time, we apply a full-scale 3D seismic virtual-source survey (VSS) for the purpose of near-mine mineral exploration. The data were acquired directly above the Kylylahti underground mine in Finland. Recorded ambient noise (AN) data are characterized using power spectral density (PSD) and beamforming. Data have the most energy at frequencies 25-90 Hz, and arrivals with velocities higher than 4km s(-1) have a wide range of azimuths. Based on the PSD and beamforming results, we created 10 d subset of AN recordings that were dominated by multi-azimuth high-velocity arrivals. We use an illumination diagnosis technique and location procedure to show that the AN recordings associated with high apparent velocities are related to body-wave events. Next, we produce 994 virtual-source gathers by applying seismic interferometry processing by cross-correlating AN at all receivers, resulting in full 3D VSS. We apply standard 3D time-domain reflection seismic data processing and imaging using both a selectively stacked subset and full passive data, and we validate the results against a pre-existing detailed geological information and 3D active-source survey data processed in the same way as the passive data. The resulting post-stack migrated sections show agreement of reflections between the passive and active data and indicate that VSS provides images where the active-source data are not available due to terrain restrictions. We conclude that while the all-noise approach provides some higher-quality reflections related to the inner geological contacts within the target formation and the general dipping trend of the formation, the selected subset is most efficient in resolving the base of formation. Peer reviewed

Abstract This paper examines aspects of how language, translations, narratives, and plagues have been in interplay in the past, with a view to setting out some possible lessons for today. It looks at two types of practices. First, when people make plague-related translations of texts with religious or medical content from one language to another, producing and reproducing texts that enjoy certain forms of persisting authority in guiding thought and practice related to handling and making sense of major disease outbreaks. Second, when people turn plague phenomena into narratives with story arcs, narratives which can endure over time and shape subsequent understandings of later outbreaks. Despite more complexity and multiplicity in social configurations and communications today, many of the phenomena concerning translation and narration that have happened in plague scenarios of the past have again played out during the Covid-19 pandemic, albeit with distinctive modern colourings.

This research monograph is an intellectual history of the theory of the state and the theory of political science of Professor Rudolf Kjellén (1864–1922), who was once one of Europe’s most well-known academics. The dissertation rediscovers the original contexts and scientific debates in which the theories intervened. Thus, it is a study of those theories, contexts, and scientific debates, as well as of the arguments formulated by their interlocutors, including Professors S. J. Boëthius, Pontus Fahlbeck, C. A. Reuterskiöld, Ludvig Stavenow, Otto Varenius, and Gunnar Rexius. Following Professor Quentin Skinner and the Cambridge school of intellectual history, this study excavates, reconstructs, contextualizes, reinterprets, and rethinks a great scientific dispute, a Methodenstreit, over the nature of political science and its relation to, and potential emancipation from, the studies of law, history, philosophy, geography, and statistics. Keywords: Rudolf Kjellén, S. J. Boëthius, Pontus Fahlbeck, C. A. Reuterskiöld, Ludvig Stavenow, Otto Varenius, Sam Clason, Gunnar Rexius, Axel Brusewitz, history, political science, statskunskap, statsvetenskap, politik, politisk vetenskap, Politikwissenschaft, state theory, Staatslehre, statslära, statsrätt, constitutional law, international law, political thought, intellectual history, history of science, history of knowledge, geopolitics, political geography, skytteanska professuren, the Johan Skytte professorship, Uppsala University, Gothenburg University, Lund University. Denna forskningsmonografi är en vetenskapshistoria med utgångspunkt i professor Rudolf Kjelléns statslära och statskunskap. Doktorsavhandlingen återupptäcker de ursprungliga vetenskapliga sammanhangen som hans teorier om staten och statskunskapen producerades inom. Det är sålunda en studie av dessa teorier och vetenskapliga sammanhang, såväl som av de argument som formulerats av Kjelléns samtalspartner, inklusive professorerna S. J. Boëthius, Pontus Fahlbeck, C. A. Reuterskiöld, Ludvig Stavenow, Otto Varenius och Gunnar Rexius. Med professor Quentin Skinner och Cambridge-skolan i idéhistoria som exempel, utgräver, rekonstruerar, kontextualiserar och omtolkar denna avhandling en stor vetenskaplig dispyt om statsvetenskapens natur och dess relation till och potentiella frigörelse från juridik, historia, filosofi, geografi och statistik.

The article focuses on masculine consumption patterns and the production and dyeing of textiles in rural Finland in the early nineteenth century. It maintains that the rural consumption of textiles as well as individual choices and tastes evolved, and our selected examples of males’ wardrobes demonstrate that contemporary styles were followed. The article targets an era that can be regarded as a watershed: this was a time when mass production was in its infancy and craft production and self-sufficiency were still relevant to household economies. As the wealth of certain groups, particularly landed peasantry, increased, they began among other things to purchase and wear clothes dyed with imported dyes such as indigo. The presence of blue garments in the wardrobes of the common people testifies to a change that took place in rural Finland. This change is evident especially in our analysis of probate inventories of the male inhabitants. Variety of documents on artisanship, the textile and dyeing industry and the import of indigo dye to Finland provide further evidence. The research thus contributes to the discussion on changing consumption patterns among the rural inhabitants in a country that is usually seen as one to which industrialisation came late. peerReviewed

Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom. peerReviewed