Suchergebnisse

Afstaða Íslendinga til öryggismála hefur lítið verið rannsökuð frá því í lok kalda stríðsins. Í þessari grein eru kynntar niðurstöður könnunar um afstöðu til og hugmyndir um utanríkis- og öryggismál, en Félagsvísindastofnun HÍ vann könnunina í nóvember og desember 2016. Niðurstöður könnunarinnar eru settar í samhengi við þróun í öryggisfræðum, þá sérstaklega öryggisgeira (e. security sectors) verufræðilegt öryggi (e. ontological security) og öryggisvæðingu (e. securitization). Helstu niðurstöður eru að almenningur á Íslandi telur öryggi sínu helst stafa ógn af efnahagslegum og fjárhagslegum óstöðugleika og náttúruhamförum, en telur litlar líkur á því að hernaðarátök eða hryðjuverkaárásir snerti landið beint. Þessar niðurstöður eru í takmörkuðu samræmi við helstu áherslur stjórnvalda í öryggismálum og því mikilvægt að stjórnvöld átti sig á því hvernig hægt er að tryggja það að almenningur sé meðvitaður um þær forsendur sem áhættumat og öryggisstefna grundvallast á. ; Icelanders' views on security and foreign affairs since the end of the Cold War are an understudied issue. This article presents the findings of a large scale survey on the position and ideas about foreign affairs and security. The survey was conducted by the Social Science Research Institute of the University of Iceland in November and December 2016. The results of the survey are placed in the context of developments in security studies, with an emphasis on security sectors, ontological security, and securitization. The main findings are that the Icelandic public believes that its security is most threatened by economic and financial instability, as well as natural hazards, but thinks there is a very limited chance of military conflict or terrorist attacks directly affecting the country. These findings are incongruent with the main emphases of Icelandic authorities, as they appear in security policy and political discourse. It is therefore important that the authorities understand how to engage with the public about the criteria upon which risk assessments and security policies are based. ; Peer Reviewed

The astonishing range of writings about the social causes and consequences of the Icelandic 2008 financial crisis proffers a unique opportunity to analyse comparative-ly how scholars from different disciplines in the humanities and social sciences deal with one and the same subject. How does the scholarly approach differ regarding the employment of theories, hypotheses, empirical data and concepts? Is the methodology of the humanities noticeably different from that of the social sciences? Did the boundaries of philosophy and related sciences change in times of crisis, momentarily or permanently?

This article presents findings from two qualitative research studies on readers' emotional reactions and empathy towards literary texts. Participants were presented with two fragments from novels by Vigdís Grímsdóttir and then asked about their reactions. In the first study, 20 participants were asked to read a fragment from the novel Þögnin(2000) and half of the participants had some kind of a musical education and the other half with no background in music. Interestingly, having a musical background impacted reactions differently than what was expected. As a result, a second study was carried out where the reactions of visual artists (10) were compared to non-artists (10) to a fragment from the novel Þegar stjarna hrapar (2003). Both novels contain information specific to music (Þögnin) or visual arts (Þegar stjarna hrapar). Cognitive science methods, such as the schema theory, will be used to explain how readers of diverse backgrounds react differently to the same text. This approach also illustrates how useful qualitative methods can be in studying topics beyond only the content of the text.

Should the progress in the biological sciences during the last decades give rise to a re-evaluation of literary analysis? The paper opens with a discussion of this question with reference to a fragment of Dagur Sigurðarson's poem "Takk takk Tobbi", pub-lished in Rógmálmur og grásilfur (1971). The question is answered partly affirmative-ly, mostly on the grounds that embodied cognition has to be taken into account when analysing literature. It is pointed out that among the factors that have contributed to a better understanding of the complex relation between the body and language is recent research on Tourette syndrome. The relationship between this neurological disorder and poetry is the main subject of the paper and it is discussed with refer-ence to a scaldic strophe from The Saga of Gisli Sursson. First, Tourette-syndrome is discussed briefly, including the medical profession's stance toward it during the 19thand 20th century and scholarly work on the common traits that the disorder shares with poetry. Subsequently it is considered how these writings can benefit literary scholarship, Gisli Sursson's strophe is analysed and it is proposed that this analysis can't rely on metrical rules alone. Then the aforementioned poem by Dagur Sig-urðarson is reconsidered, and finally a few points are recapitulated.

This article is written on the occasion of the 500 years anniversary of the Lutheran reformation (siðbót) which started in 1517. The aim is to point out new perspectives worth considering in research on the main implications of the reformation in the political field (siðaskipti) and cultural and / or social field (siðbreyting). In this regard, it is pointed out that in researches of such a complex historical process is inevitable to assume pre-defined pardigms that can serve as prerequisites for the interpretation of the subject. It is also pointed out that, up to present time, a single one-sided paradigm which describes the reformation as a revolution has been assumed in Icelandic studies of the reformation which assumes that the transition from a catholic to a lutheran church in Iceland has been sudden and for more or less political reasons, ie. for the efforts of Christian the III:rd of Denmark to increase his assets, properties and power in the country. The article argues that the relationships between religion and politics was much more complexed at this time than has generally been expected, as well as that Christina the III:rd and his representatives in Iceland considered it as their duties as christians to promote the reformation in the country and in that way respond to the demand of Luther to the christian nobility to rescue the Church on the basis of the gospel. In the article it is assumed that the reformation in Iceland happened in the period 1539-1600 and the development took place on various religious, ecclesial, political and cultural fields. In that way it is meaningful to describe it as a viscous reformation.

This article discusses the "Critical period" in language acquisition – based on the theory that children are born with the natural ability to learn language; an ability that gradually fades or disappears. According to this theory, children who are not privy to normal language stimulation during childhood miss their chance to acquire a language "perfectly".Critical periods do not only exist in language, e.g. children and other young animals need to receive visual stimulation for their vision to develop. The beginning of this article considers difference in opportunities for research, and thereby the state of knowledge concerning the critical period in vision, compared to language acquisition. The difference is based mainly on two factors: on the one hand, animals have been studied to elucidate the critical period in vision – an option that linguists do not have – and, on the other, it is quite common for children to lack visual stimulation, i.e. due to cataracts. It is less common for children to grow up without language stimulation, although stories exist of children that, for one reason or another, were deprived of human interaction during childhood. The author uses this opportunity to provide an account of two such stories, in a more detailed fashion than would be necessary to define the critical period in language acquisition. These are also stories of violence and questionable work methods for the sake of science. This is followed by a discussion of deaf children as, in the past – as well as the present day – it was common for them not to receive appropriate language stimulation from the beginning, i.e. via the use of sign language. The examples are so many that late language acquisition by deaf children can shed light on the critical period in language acquisition.Many have discussed the critical period in language acquisition but emphasis is often placed on that which has remained unlearned. This article asks rather what can be learned and whether language structure can be established despite a late start for the language acquisition process.