Orientadora: Julianne Fischer. / Dissertação (mestrado) - Universidade Regional de Blumenau, Centro de Ciências da Educação, Programa de Pós-Graduação em Educação.

Carl Zuckmayer drafted his drama, Der Hauptmann von Kiipenick, as an intended contribution to the Heidelberger Festspiele in late 1930. He chose Wilhelm Voigt' s 1906 seizure of the Rathaus in Kopenick as the theme best suited for the realization of his twofold intention - the combination of an Eulenspiegel figure and criticism of contemporary events. The following thesis analyzes the relationship between theatrical and historic event through an examination of the composition of the Hauptmann von Kopenick's generic elements. Through an evaluation of Zuckmayer's drama in terms of form, technical composition, and socio-political environment, this study intends to arrive at a complete understanding of the thematic construction of the play' s central dramatic conflict. The central conflict of the Hauptmann von Kopenick is analyzed in terms of its relation to history and society. This study evaluates the Hauptmann von Kopenick in terms of structure and genre. It presents the composition of the drama's plot as fully symmetrical. then considers the way in which the varying composition of each act brings that symmetry about. This study examines the significance of the play's structural numerical relationships and their connection to fairy tale. An examination of the drama's fairy tale elements and their impact on the drama's central conflict follows. The Volksstiick acts as the ideal genre for a consolidated attack against National Socialism. The genres of Expressionism and Neue Sachlichkeir bring Voigt's subjective struggle for identity against the objective powers of military bureaucracy to full contrast. The dramatic conflict of the Hauptmann von KiJpenick is examined next in terms of its relevance to contemporary events, an aspect that brings Zuckmayer's drama into consideration as Zeitstiick. The analysis of the Hauptmann von KiJpenick concludes that Zuckmayer, by drawing upon the widest possible range of elements, formulated his dramatic conflict into an objective attack against subjective conceptions of struggle supported by the NSDAP.

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Controversy regarding moral development research has given rise to a proliferation of theories competing for acceptance. For all these researchers, the work of Lawrence Kohlberg is the pivot point for comparisons, contrasts, and discussions. Still, no theories to date adequately describe and document a theoretically complete conception of moral judgment and behavior. The contention in this thesis is that Kohlberg's moral development theory should remain the base-camp for further exploration but concepts from the past as well as new components from other fields should be added to construct a better model of human moral thinking and behaving. This thesis formulates a comprehensive and more adequate moral development theory which fits existing data. Pertinent aspects of past and present moral theories are summarized. Theories are evaluated in light of knowledge gained from past thinkers and recent research. Inadequacies are discussed. New pieces from psychological personality theories are presented to replace the normally accepted concept of a unitary ego theory. A more realistic model of growth as a spiral development process is presented. This spiral model allows features of the invariant stage sequence and step-wise hierarchial development process, critical to Piaget's cognitive development theory and to Kohlberg's justice-oriented moral development theory, to exist while couched in a broader growth process that encompasses the pertinent additional features of other researchers' works. The newly constructed theory is presented. Documented case materials and portions of counseling sessions are used to show some adequacy-of-fit of aspects of this theory. / Graduation date: 1992

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Woman is an ever-present image in the prose poems Nadja, L'amour fou and Arcane 17 by Andre Breton. While the image incorporates several autobiographical references, this is not the revelation. With textual recurrence forming a thematic, topical thread, the image is seen in its poetic, symbolic and mythical dimensions. Woman offers a surrealist poet a rhetorical gift. In these works the image of woman acquires symbolic value. It is identified with Nature in its cosmic, telluric reality, rooted in the unconscious in its oneiric reality. It is epiphanic in that it gives access to the Other's vision. To the poet it represents, to use Carl Jung's hermeneutic, the archetypal figure of the Anima. In its mythical dimensions, finally, the image calls forth the great visions of femininity: Muse, Sprite, Fairy, Elf, Virgin...

This thesis proposes a general overview of the three principal critical approaches to images of female madness in the work of Andre Breton, more specifically in his narrative Nadja. Grounded, respectively, in a Freudian, a feminist and a mythocritical perspective, these approaches tend to present a negative vision of Nadja's madness. After examining the arguments made by proponents of each approach, this study seeks to lay the foundations for positive analyses which will allow for the rehabilitation of female madness and the foregrounding of the link between insanity and female identity. Breton at once desired and fostered this feminine condition, which he deemed to be essential to creation and the discovery of the secret meaning of life: the marvelous. While it may convey disconcerting qualities, female madness is portrayed as noble and exceptional in this unique book whose title is the Russian word for hope.

In this study, a sequenced, self-"earning guide and a supplementary instructional kit designed to facilitate a student's ability to apply formal operational thought patterns to problems requiring Mendelien genetic analysis were developed and tested. A pre/post-test was designed to test the application of formal operational reasoning patterns and acquired knowledge about Mendelian principles to the solving of problems in genetics. A seven-item, written Piagetian Task Instrument (PTI) containing tasks requiring propositional logic, combinatorial logic, and hypethetico-deductive reasoning was developed and employed to detect cognitive growth toward. the formal operational level. These two instruments were administered in the pre/post-test, format to a control group and to a treatment group, allowing for the testing of the following null hypotheses:Null Hypothesis. 1. There are no significant systematic differences within the classes of the treatment group.Nul1 Hypothesis 2. There are no significant systematic differences within the classes of the control group.Null Hypothesis 3_. There are no statistically significant differences within the classes with regard to sex.Null Hypothesis 4. There are no significant differential effects of the experimental treatment on males and females.Null Hypothesis 5. There is no significant correlation between the content post-test score and th total PTI post-test score. Null Hypothesis 6. There is no significant difference between the adjusted content post-test mean for the treatment group and the adjusted content post-test mean for the control group.Failure to reject null Hypotheses 1, 2, 3, and 4 indicated that there were no systematic differences within the groups with regard to class, meeting time, or sex of the individual. Therefore, each group was statistically treated as a homogenous group. Null Hypothesis 5 was rejected at the .028 level. Since the content post-test referred to in null Hypothesis 5 was determined to be a valid measure of the ability to perform genetic analysis and since the PTI referred to in null Hypothesis 5 was shown to be an effective measure of formal operations, rejection of null Hypothesis 5 indicated that performing genetic analysis requires the application of formal reasoning patterns. Null hypothesis 6 was also rejected. Failure to reject null Hypotheses 1,2, 3, and 4 indicated that the differences between the adjusted content post-test means was the direct result of the instructional treatment. Analysis of the pre/post-test data revealed that those students who received instruction via the sequenced, self-learning materials scored significantly higher (.0001) than did students taught the same material in the traditional manner. Thus, the sequenced instruction developed for the study was effective in increasing student performance on a problem-solving test in Mendelian genetics.The investigation also explored possible relationships between scholastic performance and the ability to perform Piagetian formal operational tasks. The results of this investigation indicated that the ability to perform two of the three elements of Piagetian formal operations is prerequisite to the ability to analyze complex problems in Mendelian genetics. Specifically, the .findings suggested that the higher-order reasoning patterns of propositional logic and combinatorial logic are essential for inductive and deductive analysis of genetic data.An unexpected finding of the study indicated that the ability to perform the formal operation of hypothetico-deductive reasoning is unrelated to problem- solving in Mendelian genetics. However, suice the application of propositional and/or combinatorial logic in the solving of genetics problems also requires consideration of the effects of alternate hypotheses, one may also assume that the ability to perform hypothetico-deductive reasoning is necessary, but, alone, is not sufficient for the ability to apply genetic analysis.The results of the study generated the following major conclusions:1. The written PTI developed for the study is an effective measure of an individual's ability to apply Piagetian formal operations.2. The logical sequencing of self-instructional materials via performance objectives can facilitate the student's ability to apply Piagetian formal operations to genetic analysis.