Esta tese pretende estudar a experiência docente e intelectual de Jean Maugüé, membro da missão francesa e responsável pelo curso de Filosofia, a partir de 1935, na recém-fundada Universidade de São Paulo, onde ficou até 1943, quando partiu como soldado para compor as tropas francesas no norte da África, sob o comando, de Londres, do general Charles De Gaulle. O propósito central é identificar tal experiência com a instauração de uma decisiva experiência intelectual e conseqüente constituição de um determinante processo formativo dos estudos filosóficos no Brasil, fundamentalmente em São Paulo. A pesquisa, para tanto, detém-se nas providências tomadas pelo jovem normalien, na sua percepção das peculiaridades locais, nas diretrizes estabelecidas para o ensino da filosofia no Brasil, na criação de uma rotina de estudos filosóficos na faculdade e nas primeiras gerações brasileiras de formados pela profilática orientação. Tal processo, como sabemos, seria posteriormente redimensionado pelas novas gerações de professores que ocupariam a cátedra francesa no Departamento de Filosofia da USP, preponderantemente Martial Guéroult, em São Paulo entre 1948-50 e, indiretamente, Victor Goldschmidt, professor na Universidade de Rennes. / This thesis intends to study Jean Maugüés intellectual and teaching experience. He was a member of the French Mission and responsible for the course of Philosophy, since 1935, in the just-established University of São Paulo, to where he belonged until 1943, when he left as a soldier to compose the French troops in North Africa, under the command, from London, of general Charles de Gaulle. The innermost intention is to identify such experience with the instauration of a decisive intellectual experience and consequent constitution of a determinative formative process of the philosophical studies in Brazil, basically in São Paulo. The research, to be accomplished, is based in the steps taken by the young normalien, in his perception of the local peculiarities, in the guidelines established for the education of the philosophy in Brazil, in the creation of a routine for philosophical studies in the college and in the first Brazilian generations graduated upon the prophylactic orientation. Such process, as we know, would be later reformatted by the new generations of professors who would occupy the French chair in the Department of Philosophy of the USP, preponderantly Martial Guéroult, in São Paulo between 1948-50 and, indirectly, Victor Goldschmidt, professor in the University of Rennes.

This thesis investigates the conceptual use of discernment in First Corinthians. As a motif, discernment spans many issues in the epistle while forming a key element in Paul’s understanding of the eschatological people of God in Christ and his expectations for them to emerge through the renewing process of the Gospel into their new identity. This identity has its type in the Wilderness Tradition of Israel, with the literary influences of 2TJ Wisdom and the OT scriptures undergirding Paul’s conceptualization in an intertextual matrix. Paul develops the motif through an open, subtle intertextuality that does not rely primarily on overt citation, but reflects a conceptual/theological movement from text/history/type to existential situation/antitype in the new covenant community being formed in the first century context of Pauline communities. Discernment does not recur in random, discrete units, but builds throughout the epistle in consistent applications that contribute in significant ways to the development of the Corinthian community. Part I analyses the Pauline groundwork for wisdom exercised through discernment as a foundational necessity for the ἐκκλησία of Corinth. Part II demonstrates the importance of discernment for the community as it functions within society, with respect to internal and external relationships. Part III studies aspects of discernment in the community gathered for worship, with discernment forming a basis for interactions of the worshipping community. Part IV concludes the study. These aspects are tracked in order through the epistle to follow Paul’s coherent use of the motif even as he addresses the occasional nature of varied issues in the Corinthian community. This study moves the discussion away from a strong focus on the dysfunctional aspect of Corinthian schism toward a more positive theology for and about the community. It also expands on limited or fragmented approaches to issues of judgement/discernment to argue for an additional coherent thread in Paul’s thought. Paul maintains a highly hopeful view for this community as an emerging people of realized eschatological fulfilment, empowered to function at a high level of spiritual wisdom as a manifestation of the body of Christ.

In this thesis I argue for the centrality of moral discernment in Dietrich Bonhoeffer’s vision of Christian ethics. I contend that a close reading of his understudied Ethics manuscript, ‘God’s Love and the Disintegration of the World’, not only reveals the importance of discernment, but also exposes a tension in his thinking between a simple, unreflective approach to God’s will and a rational, reflective mode of moral deliberation. At several points in the 1930s and early 1940s, his emphasis on simplicity seems to preclude the very idea of moral reflection; however, a closer inspection reveals that the two are not mutually exclusive. I argue that Bonhoeffer’s theology contains the necessary resources to incorporate, on Christological grounds, both simplicity and reflective moral deliberation into a coherent vision of moral discernment. Furthermore, I contend that this conceptual unity, premised on the relationship between Christ’s two natures, becomes efficacious in the lives of Christians through a process of conformation to the form of Christ, which includes as an essential element the disciplined practice of spiritual exercises. Finally, drawing on Bonhoeffer's entire corpus, I investigate the theme of God’s commandment, focusing in particular on simple obedience, and the concept of natural life, paying special attention to the shape of the created order. I conclude that simple obedience, while precluding self-centred moral reflection, nevertheless creates space for meditative reflection that understands reality through a Christological lens. In so doing, this meditative reflection finds its orientation in the natural, penultimate world, which serves as a crucial context and guide for those who want to become simple and wise.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-05-12T14:20:31Z No. of bitstreams: 1 EMIVALDO SILVA NOGUEIRA.pdf: 1307540 bytes, checksum: 65ce6263d8cc2e8bce4860ecfc9ccc02 (MD5) / Made available in DSpace on 2017-05-12T14:20:31Z (GMT). No. of bitstreams: 1 EMIVALDO SILVA NOGUEIRA.pdf: 1307540 bytes, checksum: 65ce6263d8cc2e8bce4860ecfc9ccc02 (MD5) Previous issue date: 2017-02-01 / This research proposes to read Abraham Joshua Heschel's concept of selfdiscernment, compared to justice in the biblical prophets, as a proposal of humanization of men and women in modernity from the Jewish perspective. The hypothesis of this research is based on the proposition that the concept of heschelian self-discernment as a critique of the indiscernible processes of modernity can be interpreted in the light of the concept of justice in the biblical prophets taking into account the different historical contexts. Therefore, Heschel's concept of selfdiscernment will be analyzed by confronting it with modernity, considering the importance of the prophets in the process of humanization. The study was divided into three chapters. The first chapter is an introduction to some significant aspects of the life and work of Abraham Joshua Heschel. The second is a journey where justice is explored in the biblical prophets and how they behave when confronted with the injustices of their time. In the third, the contributions that Heschel's self-discernment and justice in the prophets can provide for the present days. In this way, it is possible to demonstrate that this investigation is of great magnitude in the understanding of the crisis of values that has struck the world and that has progressively removed the individual from his divine image and the transcendental experience in our day and that, through self-discernment, which generates a just action, man can become humanized. / Esta pesquisa se propõe a fazer uma leitura do conceito de autodiscernimento de Abraham Joshua Heschel, em comparação com a justiça nos profetas bíblicos, como proposta de humanização de homens e mulheres na modernidade, a partir da visão judaica. A hipótese desta pesquisa baseia-se na proposição de que o conceito de autodiscernimento hescheliano enquanto crítica aos processos indiscernidos da modernidade pode ser interpretado à luz do conceito de justiça nos profetas bíblicos levando em conta os diferentes contextos históricos. Portanto, será analisado o conceito de autodiscernimento de Heschel confrontando-o com a modernidade, considerando a importância dos profetas no processo de humanização. Para tanto, o estudo foi dividido em três capítulos. O primeiro capítulo é uma introdução a alguns aspectos significantes da vida e da obra de Abraham Joshua Heschel. O segundo é uma jornada onde se explora a justiça nos profetas bíblicos e como eles se portavam ao serem confrontados com as injustiças do seu tempo. No terceiro, as contribuições que o autodiscernimento hescheliano e a justiça nos profetas podem fornecer para os dias atuais. Nesse percurso, é possível demonstrar que esta investigação é de notável magnitude na compreensão da crise de valores que se abateu sobre o mundo e que tem afastado o indivíduo, de maneira progressiva, da sua imagem divina e da experiência transcendental em nossos dias, e que, por meio do autodiscernimento, que gera uma ação justa, o homem pode humanizar-se.

Even though there are many views on consciousness theory in the pertinent literature, there remains a need for a unifying framework for specifying the features of specific states of consciousness. In order to know what kinds of experiences conscious states have in common, researchers need to elicit testimony that is more direct and finer-grained than has been previously available. This dissertation endeavors to fill a gap in current research by addressing concepts and methods for making requisite distinctions. This research illuminates the question of whether specific states of consciousness can be reliably and validly distinguished from each other. In order to do this, 41 individuals, who had experienced significant peak or ecstatic states from a variety of induction methods (most prominently by ingestion of psychedelic substances), were invited to be interviewed. The interview was designed as a conversational-type synthesis of 5 well-known questionnaires pertinent to states of consciousness, but without their explicit and implicit assumptions; that is, the volunteers' responses would not conform to predetermined questions. Encoding their responses allowed me to develop a model that helped to answer the research question ("Are there identifiable features that can reliably and validly distinguish among states of consciousness thought to be distinct from each other?") by formulating a model in which any given conscious state can be catalogued in terms of its component factors (background, resistances, setting, induction, tradition, energies, and breakthrough events). The results of this study provide much-needed insights into people's internal experiences of their various states, thus forming a basis for improved treatments and analyses. Better understanding of these states can be an impetus for social change by allowing for more incisive analyses and treatments, and also enabling more understanding of other people's inner perspectives.

Thesis (D. Min.)--Bethel Seminary, St. Paul, MN, 2008. / Abstract. Includes bibliographical references (leaves 288-293).

This thesis encompasses two research fields in astronomy: astrometry and astronomy education and they are discussed in two parts. These parts represent two sides of a coin; astrometry, which is about constructing 3D representations of the Universe, and AER, where for this thesis, the goal is to investigate university students’ and lecturers’ disciplinary discernment vis-à-vis the structure of the Universe and extrapolating three-dimensionality. Part I presents an investigation of stellar surface structures influence on ultra-high-precision astrometry. The expected effects in different regions of the HR-diagram were quantified. I also investigated the astrometric effect of exoplanets, since astrometric detection will become possible with projects such as Gaia. Stellar surface structures produce small brightness variations, influencing integrated properties such as the total flux, radial velocity and photocenter position. These properties were modelled and statistical relations between the variations of the different properties were derived. From the models it is clear that for most stellar types the astrometric jitter due to stellar surface structures is expected to be of order 10 μAU or greater. This is more than the astrometric displacement typically caused by an Earth-sized exoplanet in the habitable zone, which is about 1–4 μAU, making astrometric detection difficult. Part II presents an investigation of disciplinary discernment at the university level. Astronomy education is a particularly challenging experience for students because discernment of the ‘real’ Universe is problematic, making interpretation of the many disciplinary-specific representations used an important educational issue. The ability to ‘fluently’ discern the disciplinary affordances of these representations becomes crucial for the effective learning of astronomy. To understand the Universe I conclude that specific experiences are called. Simulations could offer these experiences, where parallax motion is a crucial component. In a qualitative study, I have analysed students’ and lecturers’ discernment while watching a simulation video, and found hierarchies that characterize the discernment in terms of three-dimensionality extrapolation and an Anatomy of Disciplinary Discernment. I combined these to define a new construct: Reading the Sky. I conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this in astronomy education.

This thesis encompasses two research fields in astronomy: astrometry and astronomy education and they are discussed in two parts. These parts represent two sides of a coin; astrometry, which is about constructing 3D representations of the Universe, and AER, where for this thesis, the goal is to investigate university students’ and lecturers’ disciplinary discernment vis-à-vis the structure of the Universe and extrapolating three-dimensionality. Part I presents an investigation of stellar surface structures influence on ultra-high-precision astrometry. The expected effects in different regions of the HR-diagram were quantified. I also investigated the astrometric effect of exoplanets, since astrometric detection will become possible with projects such as Gaia. Stellar surface structures produce small brightness variations, influencing integrated properties such as the total flux, radial velocity and photocenter position. These properties were modelled and statistical relations between the variations of the different properties were derived. From the models it is clear that for most stellar types the astrometric jitter due to stellar surface structures is expected to be of order 10 μAU or greater. This is more than the astrometric displacement typically caused by an Earth-sized exoplanet in the habitable zone, which is about 1–4 μAU, making astrometric detection difficult. Part II presents an investigation of disciplinary discernment at the university level. Astronomy education is a particularly challenging experience for students because discernment of the ‘real’ Universe is problematic, making interpretation of the many disciplinary-specific representations used an important educational issue. The ability to ‘fluently’ discern the disciplinary affordances of these representations becomes crucial for the effective learning of astronomy. To understand the Universe I conclude that specific experiences are called. Simulations could offer these experiences, where parallax motion is a crucial component. In a qualitative study, I have analysed students’ and lecturers’ discernment while watching a simulation video, and found hierarchies that characterize the discernment in terms of three-dimensionality extrapolation and an Anatomy of Disciplinary Discernment. I combined these to define a new construct: Reading the Sky. I conclude that this is a vital competency needed for learning astronomy and suggest strategies for how to implement this in astronomy education.

Thesis (Th. M.)--Dallas Theological Seminary, 2006. / Includes bibliographical references (leaves 75-79).

Thesis (D.Min)--Abilene Christian University, 2006. / Abstract and vita. Includes bibliographical references (leaves 66-68).