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"Human Worth – A Challenge for School and Society addresses the question of whether all human beings' lives have equal value. To answer, the authors examine how we should understand the value of human life. Human worth and equality are both fundamental principles in education, but there are countless examples of how difficult these concepts can be in actual practice. There is also scant discussion within the school system that touches on our understanding of what human worth in school is. Insofar as school is society's most important vehicle for human learning and development, we view understanding human worth as a challenge our entire society faces.
This book is an anthology in nine chapters about human worth in such typically 'humanity-oriented' school subjects as pedagogics, philosophy, social studies, religion, Norwegian, and arts and crafts. The book provides and introduction to defining human worth from a variety of theoretical perspectives, with examples from school and everyday life. The individual chapters pose questions about dignity, equality, inclusion and exclusion, and the resources human beings engage in meeting challenges.
" - "Menneskeverd – en utfordring for skole og samfunn er boka som tar opp spørsmålet: Er alle mennesker like mye verdt? For å svare på dette må vi se nærmere på hvordan vi kan forstå menneskeverd. Menneskeverd og likeverd sees som grunnleggende for skolen, som er samfunnets viktigste aktør for menneskelig læring og utvikling. Samtidig er det mange eksempler på hvor vanskelig det er å sette begreper som likeverd og menneskeverd ut i praksis. I tillegg er det få debatter i skolen som berører selve forståelsen av hva menneskeverd er i skolen. Dette er oppsiktsvekkende, og vi ser det som en utfordring for skole og samfunn.

Boka er en antologi på ni kapitler om menneskeverd i typiske «menneskefag» i skolen, som pedagogikk, filosofi, samfunnsfag, religion, norsk og kunst- og håndverk. Den gir en innføring i hva menneskeverd kan være både fra ulike teoretiske ståsted, og med eksempler fra skole og samfunnsliv. Kapitlene i boka reiser spørsmål om verdighet, likeverd, innenfor- og utenforskap, og hvilke ressurser mennesket tar i bruk i møte med utfordringer."

The article discusses the African state, using Michael Mann's theory of state formation as a starting point. Mann describes state formation as a process through which society is gradually "caged in" by the state, establishing the state as the highest political authority & the final arbiter of conflict within its territory. I argue that African states have been unable to "cage in" their societies. On the one hand, this means that politics does not only consist in struggles about control over the state or the content of state politics. Instead, the state's right to formulate laws & policies that are binding for society as a whole is challenged. On the other hand, since the state is unable to control its borders, interstate relations also take a different form. Conflicts that start as civil wars tend to spread across borders, without any of the affected states being able to prevent it. As a result, the distinction between the internal & the external becomes blurred. 28 References. Adapted from the source document.

Investigations carried out over the course of the last decade have revealed that during much of the Cold War, Sweden espoused a Janus-like policy in which there stood an open non-alignment & neutrality doctrine alongside a secret arrangement to cooperate with Western powers in the event of a Soviet invasion or a European war. This article focuses on what is here suggested to be a series of attempts to rewrite or edit this particular phase of Swedish political history, given the incompatibility of the two stances that Sweden assumed during this period. The author treats some of the highly controversial Swedish policies concerning alignment with the West, in particular with the United States & NATO. References. C. Brunski