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The Global ETD Search service is a free service for researchers
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Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 481 to 489 of 489 (0.02 seconds)Spelling suggestions: "subject:" reflexivity"" "subject:" deflexivity""
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Eine multidimensionale Methodik zur Analyse von Bekehrungsmotiven = A multi-dimensional methodology for the analysis of conversion motivesRink, Tobias 28 February 2006 (has links)
Zusammenfassung
Das Forschungsprojekt untersucht Bekehrungsmotive von südsudanesischen Migranten, die in einem islamischen Kontext leben. Dazu wird zunächst das biblisch-theologische Bekeh¬rungsverständnis erhoben und im Kontext seiner kirchengeschichtlichen Entwicklung dar¬gestellt. Da jede Bekehrung ein multidimensionaler Prozess ist, der neben theologischen Fragestellungen auch soziologische, anthropologische und religionspsychologische Aspekte enthält, wird ein multidimensionaler Ansatz zur Erforschung von Bekehrungsmotiven konzipiert und ein Forschungswerkzeug erstellt, dass den Kontext südsudanesischer Migranten aufnimmt. Dieses kommt im Rahmen einer Pilotstudie zum Einsatz, die aus fünf Konvertiten-Interviews besteht. Zuerst wird der Inhalt jedes Interviews aus theologischer, soziologischer, religionspsychologischer und anthropologischer Sicht separat erhoben. Danach werden die unterschiedlichen Betrachtungsweisen in einen kritischen Dialog gebracht, um die Bekehrungsmotive zu bestimmen, welche den Kategorien kognitiv-religiös, mystisch-religiös, affektiv, experimentell oder sozial-politisch zugeordnet werden. Zum Schluss wird der Ertrag aller Interviews zu einem Gesamtergebnis verbunden und einer selbstkritischen Evaluierung unterzogen.
Summary
This dissertation examines conversion motives of Southern Sudanese migrants who live in an Islamic context. First of all a theological view of conversion in scripture and its development in the church history is presented. Since every conversion is a multi-dimensional process containing not only theological problems but also sociological, anthropological and religio¬psychlogical aspects, a multi-dimensional approach and a reseach methodology are designed for above context. This methodology is used for a pilot study of five interviews with converts. Each interview is examined separately from a theological, sociological, religio-psychological and anthropological analysis. After this the different views are brought into a critical dialog in order to identify the motives of conversion which are related to cognitive-religious, mystical¬religious, affective, experimental or social-political categories. The results of all individual interviews are merged in a final analysis and reflected in a self-critical evaluation. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)
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Discourses of multicultural teams : implications for policy practice in open and distance learningNyoni, Jabulani 12 December 2012 (has links)
Although a number of researchers have attempted to identify measures to account for the core elements of effective intercultural/multicultural teams of community of practice (CoP) in open and distance learning (ODL) formal institutions, there is no consensus on those measures. Previous studies also suggest important differences in teamwork across cultures but they do not adequately address the complexity of issues affecting culturally diverse teams and do not identify the specific factors that contribute to these differences (Earley & Gibson 2002). The purpose of the study was to collect views and experiences of multicultural lecturers from the six Unisa colleges and the Directorate for Curriculum and Learning Development (DCLD) personnel on the operationalization of Unisa Framework for the implementation of a team approach to curriculum and learning development. Soon after South Africa’s independence in 1994, Unisa had to respond to a new paradigm shift by re-aligning their curricula to meet the new national and global economic demands and social justice. The process relates to major revisions of programmes and modules, as well as new programmes and modules.
The study adopts a qualitative research approach and uses Van Dijk (2009) critical discourse analysis (CDA) as a methodology and data analysis strategy. Sociocognitive Approach (SCA) theory as espoused by Van Dijk (2009) is underpinned by a narrative research design. A purposive sampling method was employed to collect data and critically analysed views and experiences of interracial/multicultural academic lecturers, a Director and DCLD education consultants engaged in collective partnerships in the craft of ODL curriculum and learning development at Unisa in South Africa. I used the Unisa Framework for a team approach to curriculum and learning development at Unisa as a model. Previous discourse studies in this area suggest that differences in communication practices may be attributed to power differentials or language competence. In particular it surfaces key tensions within subject expertise autonomy, such as those between commitments to reform and efficiency that may have a significant impact on the outcomes of subsequent policy compliance. In my analysis of the research participants’ discourses, it emerged that a culture of dichotomy; “us and them” inhibits the operationalization of the Unisa Framework for the implementation of team approach to curriculum and learning development which may be attributed to the failure to manage multicultural identity issues. / Educational Leadership and Management / D. Ed. (Education Management)
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| 483 |
Constructing and transforming the curriculum for higher education : a South African case studyDirk, Wayne Peter 07 1900 (has links)
This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu. / Sociology / D. Phil. (Sociology)
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| 484 |
Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic OppressionChapman, Christopher Stephen 20 August 2012 (has links)
In this dissertation, I articulate what I call a personal-is-political ethics, suggesting that the realm of human affairs long called ethics is inseparable from that which is today normatively called psychology. Further, I suggest that these names for this shared realm are situated in different discursive traditions which, therefore, provide different parameters for possible action and understanding. In my exploration of what it is to be human, I strategically centre ethical transgressions, particularly those that are mappable onto systemic forms of oppression. I explore personal-is-political enactments of sexism, ableism, racism, colonization, classism, ageism, and geopolitics, including situations in which several of these intersect with one another and those in which therapeutic, pedagogical, or parenting hierarchies also intersect with them. Without suggesting this is ‘the whole story,’ I closely read people’s narrations of ethical transgressions that they – that we – commit. I claim that such narrations shape our possibilities for harming others, for taking responsibility, and for intervening in others’ lives in an attempt to have them take responsibility (e.g., therapy with abuse perpetrators and critical pedagogy).
I work to demonstrate the ethical and political importance of: the impossibility of exhaustive knowledge, the illimitable and contingent power relations that are ever-present and give shape to what we can know, and the ways our possibilities in life are constituted through particular contact with others. I explore ethical transgressions I have committed, interrogating these events in conversation with explorations of resonant situations in published texts, as well as with research conversations with friends about their ethical transgressions and how they make sense of them. I tentatively advocate for, and attempt to demonstrate, ways of governing ourselves when we are positioned ‘on top’ of social hierarchies – in order to align our responses and relationships more closely with radical political commitments.
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| 485 |
Particularly Responsible: Everyday Ethical Navigation, Concrete Relationships, and Systemic OppressionChapman, Christopher Stephen 20 August 2012 (has links)
In this dissertation, I articulate what I call a personal-is-political ethics, suggesting that the realm of human affairs long called ethics is inseparable from that which is today normatively called psychology. Further, I suggest that these names for this shared realm are situated in different discursive traditions which, therefore, provide different parameters for possible action and understanding. In my exploration of what it is to be human, I strategically centre ethical transgressions, particularly those that are mappable onto systemic forms of oppression. I explore personal-is-political enactments of sexism, ableism, racism, colonization, classism, ageism, and geopolitics, including situations in which several of these intersect with one another and those in which therapeutic, pedagogical, or parenting hierarchies also intersect with them. Without suggesting this is ‘the whole story,’ I closely read people’s narrations of ethical transgressions that they – that we – commit. I claim that such narrations shape our possibilities for harming others, for taking responsibility, and for intervening in others’ lives in an attempt to have them take responsibility (e.g., therapy with abuse perpetrators and critical pedagogy).
I work to demonstrate the ethical and political importance of: the impossibility of exhaustive knowledge, the illimitable and contingent power relations that are ever-present and give shape to what we can know, and the ways our possibilities in life are constituted through particular contact with others. I explore ethical transgressions I have committed, interrogating these events in conversation with explorations of resonant situations in published texts, as well as with research conversations with friends about their ethical transgressions and how they make sense of them. I tentatively advocate for, and attempt to demonstrate, ways of governing ourselves when we are positioned ‘on top’ of social hierarchies – in order to align our responses and relationships more closely with radical political commitments.
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| 486 |
Constructing and transforming the curriculum for higher education : a South African case studyDirk, Wayne Peter 07 1900 (has links)
This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu. / Sociology / D. Phil. (Sociology)
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| 487 |
Marguerite Duras : la tentation du théorique / The theoretical temptation of Marguerite DurasCrippa, Simona 01 December 2014 (has links)
Marguerite Duras a assurément pensé à la littérature en se mesurant sans cesse à sa production littéraire et plus amplement, à sa production artistique. Littérature, cinéma, théâtre font en effet l’objet d’une réflexion constante chez l’écrivain qui montre par là une tendance certaine pour la pensée théorique. Si Marguerite Duras a pu s’exprimer négativement vis-à-vis de la théorie, c’est parce qu’elle redoute les dérives de l’esprit théorique qui peut parfois se révéler dogmatique. L’adhésion à l’idéologie du PCF d’abord partagée puis contestée, fait ainsi l’objet de sévères critiques qui donneront raison dans son œuvre à des textes littéraires traversés par cette épreuve du théorique doctrinaire. D’autres engagements théoriques et politiques prouveront en revanche incontestablement l’attrait intellectuel de l’écrivain envers une époque qui, entre les années 1960 et 1980, fait avancer le discours de la théorie et notamment de la modernité littéraire. Cette thèse se propose de montrer que la théorie occupe sans cesse l’esprit de l’auteur, qu’elle se révèle particulièrement sous la forme d’une tentation à laquelle l’écrivain ne succombe jamais définitivement, et qui donc revient comme une obsession habiter et interroger son œuvre. Cette tentation s’intègre d’abord à la vie de Duras qui évolue au sein d’une génération fortement politisée et marquée par la pensée critique. Elle saura ensuite s’incorporer à l’activité créatrice de l’auteur et, dès lors, à sa pratique littéraire et artistique. La tentation du théorique suit ainsi deux directions. Elle passe par une aventure publique, sans pour autant jamais témoigner d’une voix chorale désireuse de se joindre notamment aux nouvelles tendances du Nouveau Roman. Elle se manifestera plutôt comme une voix solitaire, une voix qui s’exprime à travers la confidence privée. Cette voix murmure dans son œuvre ses critères conceptuels personnels qui accompagneront néanmoins la modernité littéraire. La voix de la tentation théorique se confondra enfin à la voix poétique de l’auteur qui révélera, à travers un jeu réflexif, la force productive de son écriture. Vouée sans cesse à faire résonner le mouvement du dernier mot, dépassant les cloisons génériques, la puissance créatrice prodigieuse de Marguerite Duras ira nourrir le paysage à plusieurs facettes de son œuvre ainsi que celui de l’Ecriture moderne. / For sure Marguerite Duras always thought about literature by comparing herself to the rest of literature and the artistic production of her time. Indeed, literature, cinema and theater are the reflexive centers of a constant thinking which shows how much theory is a main issue for the writer herself. Her apparent and negative odds against theory in general are all because of the wanderings of the dogmatic way of the theoretical spirit. Being an active member of the French Communist Party (PCF), sharing its ideological point of view and then quitting it made way for a severe criticism and gave to her literary works a doctrinal trial. Others theoretical and political commitments may decidedly show in contrast her intellectual attraction of the writer for her age which, between the 1960s and the 1980s, made theory and literary modernity look forward. This essay will show how theory is always on Duras’s Mind as it is for her such a temptation that she never totally succumbs to, and that came back as an obsession to haunt and question her works. This temptation marks at first place her life that went through a harsh political generation that also dealt with criticism and thinking. This temptation would also be an important part of her creativity process and made her way unto literary and artistic technicals. The Theoretical temptation she dealt with went on two different ways. She went on a public adventure but without never belonging to the chorus of her times or explicitly belonging to the New Novel too. She stood as a solitary voice, a voice of her that expressed herself as a intimate confidence. This voice whispered in her writings her personal and conceptual thoughts that escorted modernity in literature. Her voice made of theoretical temptation would mingle at last with her poetical voice which reveals, through a reflexive game, the productive strengh of her writing. Vowed to a never-ending movment unto the last word, beyond the walls of all genres, the tremendous creativity of Marguerite Duras will give birth to a mesmerizing landscape in her works that goes unto the modern writing.
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| 488 |
The Social Construction of Economic Man: The Genesis, Spread, Impact and Institutionalisation of Economic IdeasMackinnon, Lauchlan A. K. Unknown Date (has links)
The present thesis is concerned with the genesis, diffusion, impact and institutionalisation of economic ideas. Despite Keynes's oft-cited comments to the effect that 'the ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood'(Keynes 1936: 383), and the highly visible impact of economic ideas (for example Keynesian economics, Monetarism, or economic ideas regarding deregulation and antitrust issues) on the economic system, economists have done little to systematically explore the spread and impact of economic ideas. In fact, with only a few notable exceptions, the majority of scholarly work concerning the spread and impact of economic ideas has been developed outside of the economics literature, for example in the political institutionalist literature in the social sciences. The present thesis addresses the current lack of attention to the spread and impact of economic ideas by economists by drawing on the political institutionalist, sociological, and psychology of creativity literatures to develop a framework in which the genesis, spread, impact and institutionalisation of economic ideas may be understood. To articulate the dissemination and impact of economic ideas within economics, I consider as a case study the evolution of economists' conception of the economic agent - "homo oeconomicus." I argue that the intellectual milieu or paradigm of economics is 'socially constructed' in a specific sense, namely: (i) economic ideas are created or modified by particular individuals; (ii) economic ideas are disseminated (iii) certain economic ideas are accepted by economists and (iv) economic ideas become institutionalised into the paradigm or milieu of economics. Economic ideas are, of course, disseminated not only within economics to fellow economists, but are also disseminated externally to economic policy makers and business leaders who can - and often do - take economic ideas into account when formulating policy and building economic institutions. Important economic institutions are thereby socially constructed, in the general sense proposed by Berger and Luckmann (1966). But how exactly do economic ideas enter into this process of social construction of economic institutions? Drawing from and building on structure/agency theory (e.g. Berger and Luckmann 1966; Bourdieu 1977; Bhaskar 1979/1998, 1989; Bourdieu 1990; Lawson 1997, 2003) in the wider social sciences, I provide a framework for understanding how economic ideas enter into the process of social construction of economic institutions. Finally, I take up a methodological question: if economic ideas are disseminated, and if economic ideas have a real and constitutive impact on the economic system being modelled, does 'economic science' then accurately and objectively model an independently existing economic reality, unchanged by economic theory, or does economic theory have an interdependent and 'reflexive' relationship with economic reality, as economic reality co-exists with, is shaped by, and also shapes economic theory? I argue the latter, and consider the implications for evaluating in what sense economic science is, in fact, a science in the classical sense. The thesis makes original contributions to understanding the genesis of economic ideas in the psychological creative work processes of economists; understanding the ontological location of economic ideas in the economic system; articulating the social construction of economic ideas; and highlighting the importance of the spread of economic ideas to economic practice and economic methodology.
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Technik und Bildung in der verwissenschaftlichten LebensweltLumila, Minna 02 June 2023 (has links)
Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective.
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