Inaug.-Diss.--Zürich. / Vita. "Diese Arbeit erscheint gleichzeitig in der Schriftenreihe 'Dokumente zur Zeitgeschichte' des Verlages J.P. Bachem, Köln. 1950."

Inaug.-Diss.--Zürich. / Vita. "Diese Arbeit erscheint gleichzeitig in der Schriftenreihe 'Dokumente zur Zeitgeschichte' des Verlages J.P. Bachem, Köln. 1950."

Inaug.-diss.--Halle. / Lebenslauf. Includes bibliographical references ("Literatur": p. [10]-12).

Thesis (M.A.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 175-183.

The tenor figure of princ, three-act opera, " Rusalka" by Antonín Dvořák, was a long time with its character, singing difficulty and technical extremity , a big challenge for me. So l decided after two years of studying this role, write a magister thesis about princ, think about his character and its overall by the creation from the very beginning to the hardest singing party at the end of the opera.

A presente tese tem como objetivo apresentar as reflexões de uma pesquisa de caráter teórico que analisou os nexos entre a educação como área de conhecimento e a epistemologia desenvolvida por Gregory Bateson chamada de ecologia da mente. Este processo investigativo procurou redimensionar o alcance da ação pedagógica em movimentos que propuseram a religação de saberes, despontando como eixo de análise um entendimento ampliado da aprendizagem, da comunicação humana, dos estudos sobre a mente, das contribuições das neurociências e das ciências cognitivas. O pensamento sistêmico foi enfocado como uma perspectiva que atua nas dimensões imbricadas na tríade "contexto-processo-relações" envolvendo os seres vivos e o ambiente, do qual fazemos parte em movimentos recursivos que apontam para transformações congruentes. As contribuições da biologia do conhecer e a teoria autopoiética concebidas por Humberto Maturana e Francisco Varela foram enfocadas como elementos de uma perspectiva teórica que assinalam para o entendimento da vida como a relação dos sistemas vivos em um processo de cognição no qual os fenômenos básicos da vida são concebidos num movimento recursivo envolvendo o (a) observador (a) /pesquisador (a) e os sujeitos da prática educativa: aprendizes e aprendentes. A conclusão da tese propôs um convite a dialogar com autores e com uma perspectiva teórica que rompia com os limites do pensamento moderno cartesiano, ao mesmo tempo em que anunciava uma epistemologia do sagrado e as conexões com a educação entendida como um processo contínuo de aprendizagem. / The purpose of this thesis is to present the reflections of a theoretical research that analyzed the connections between education as a knowledge discipline and Gregory Bateson's epistemology, developed in his work Ecology of the Mind. The investigation process sought the reevaluation of the pedagogic scope in actions that proposed the reconnection of knowledge, emphasizing its analysis as the ample understanding of learning, the human communication, the study of the mind, the contributions of the neuron-science, and the cognitive science. The systematic thinking focused on the perspective of the imbricate dimensions in the triad "context-process-relationship", involving live beings and environment, in which take part the recursive movements that point towards congruent transformations. The contributions of biology of knowledge and the autopoetic theory, for which Humberto Maturana and Francisco Varela conceived, focused on elements of a theoretical perspective that highlights the understanding of life as a relation of live systems in a process of cognition, in which life basic phenomena are conceived in a recursive movement including the observer, the researcher, and the subjects of the educational practice: apprentice and apprenticer. The conclusion of this thesis intended to invite the dialog with the authors and with a theoretical perspective which broke the limits of the cartesian modern thinking, while announcing the epistemology of the sacred and the connections with the education as a continuous learning process.

A presente tese tem como objetivo apresentar as reflexões de uma pesquisa de caráter teórico que analisou os nexos entre a educação como área de conhecimento e a epistemologia desenvolvida por Gregory Bateson chamada de ecologia da mente. Este processo investigativo procurou redimensionar o alcance da ação pedagógica em movimentos que propuseram a religação de saberes, despontando como eixo de análise um entendimento ampliado da aprendizagem, da comunicação humana, dos estudos sobre a mente, das contribuições das neurociências e das ciências cognitivas. O pensamento sistêmico foi enfocado como uma perspectiva que atua nas dimensões imbricadas na tríade "contexto-processo-relações" envolvendo os seres vivos e o ambiente, do qual fazemos parte em movimentos recursivos que apontam para transformações congruentes. As contribuições da biologia do conhecer e a teoria autopoiética concebidas por Humberto Maturana e Francisco Varela foram enfocadas como elementos de uma perspectiva teórica que assinalam para o entendimento da vida como a relação dos sistemas vivos em um processo de cognição no qual os fenômenos básicos da vida são concebidos num movimento recursivo envolvendo o (a) observador (a) /pesquisador (a) e os sujeitos da prática educativa: aprendizes e aprendentes. A conclusão da tese propôs um convite a dialogar com autores e com uma perspectiva teórica que rompia com os limites do pensamento moderno cartesiano, ao mesmo tempo em que anunciava uma epistemologia do sagrado e as conexões com a educação entendida como um processo contínuo de aprendizagem. / The purpose of this thesis is to present the reflections of a theoretical research that analyzed the connections between education as a knowledge discipline and Gregory Bateson's epistemology, developed in his work Ecology of the Mind. The investigation process sought the reevaluation of the pedagogic scope in actions that proposed the reconnection of knowledge, emphasizing its analysis as the ample understanding of learning, the human communication, the study of the mind, the contributions of the neuron-science, and the cognitive science. The systematic thinking focused on the perspective of the imbricate dimensions in the triad "context-process-relationship", involving live beings and environment, in which take part the recursive movements that point towards congruent transformations. The contributions of biology of knowledge and the autopoetic theory, for which Humberto Maturana and Francisco Varela conceived, focused on elements of a theoretical perspective that highlights the understanding of life as a relation of live systems in a process of cognition, in which life basic phenomena are conceived in a recursive movement including the observer, the researcher, and the subjects of the educational practice: apprentice and apprenticer. The conclusion of this thesis intended to invite the dialog with the authors and with a theoretical perspective which broke the limits of the cartesian modern thinking, while announcing the epistemology of the sacred and the connections with the education as a continuous learning process.

A presente tese tem como objetivo apresentar as reflexões de uma pesquisa de caráter teórico que analisou os nexos entre a educação como área de conhecimento e a epistemologia desenvolvida por Gregory Bateson chamada de ecologia da mente. Este processo investigativo procurou redimensionar o alcance da ação pedagógica em movimentos que propuseram a religação de saberes, despontando como eixo de análise um entendimento ampliado da aprendizagem, da comunicação humana, dos estudos sobre a mente, das contribuições das neurociências e das ciências cognitivas. O pensamento sistêmico foi enfocado como uma perspectiva que atua nas dimensões imbricadas na tríade "contexto-processo-relações" envolvendo os seres vivos e o ambiente, do qual fazemos parte em movimentos recursivos que apontam para transformações congruentes. As contribuições da biologia do conhecer e a teoria autopoiética concebidas por Humberto Maturana e Francisco Varela foram enfocadas como elementos de uma perspectiva teórica que assinalam para o entendimento da vida como a relação dos sistemas vivos em um processo de cognição no qual os fenômenos básicos da vida são concebidos num movimento recursivo envolvendo o (a) observador (a) /pesquisador (a) e os sujeitos da prática educativa: aprendizes e aprendentes. A conclusão da tese propôs um convite a dialogar com autores e com uma perspectiva teórica que rompia com os limites do pensamento moderno cartesiano, ao mesmo tempo em que anunciava uma epistemologia do sagrado e as conexões com a educação entendida como um processo contínuo de aprendizagem. / The purpose of this thesis is to present the reflections of a theoretical research that analyzed the connections between education as a knowledge discipline and Gregory Bateson's epistemology, developed in his work Ecology of the Mind. The investigation process sought the reevaluation of the pedagogic scope in actions that proposed the reconnection of knowledge, emphasizing its analysis as the ample understanding of learning, the human communication, the study of the mind, the contributions of the neuron-science, and the cognitive science. The systematic thinking focused on the perspective of the imbricate dimensions in the triad "context-process-relationship", involving live beings and environment, in which take part the recursive movements that point towards congruent transformations. The contributions of biology of knowledge and the autopoetic theory, for which Humberto Maturana and Francisco Varela conceived, focused on elements of a theoretical perspective that highlights the understanding of life as a relation of live systems in a process of cognition, in which life basic phenomena are conceived in a recursive movement including the observer, the researcher, and the subjects of the educational practice: apprentice and apprenticer. The conclusion of this thesis intended to invite the dialog with the authors and with a theoretical perspective which broke the limits of the cartesian modern thinking, while announcing the epistemology of the sacred and the connections with the education as a continuous learning process.

Chapter One ("Amongst The Ruins") attempts to survey contemporary society through Lewis' eyes. The main characteristics of the age are these: (1) the extent to which the machine dominates the life of our times, and the economic, social, and psychological maladjustments which result; (2) the tragedy of recurring war; (3) the decay of religious orthodoxy and the quest for spiritual reassurance Chapter Two (The Appetite For Wholeness) deals with Lewis' attempt to achieve singleness of mind as related in his spiritual autobiography, Transitional Poem. This poem is especially important for the expression of certain germinal ideas which later develop into fundamental concept These germinal ideas are the polarity of flesh and spirit: the duality of physical and spiritual love; a carpe diem conception of pleasure; the acceptance of pain; the worship of hero in his role of decisive action; and the decision to take the side of the proletariat in the class struggles of the age. Chapter Three (The Spendthrift Fire the Holy Fire) examines the poetry of love and sex. From Feathers To Iron relates the thoughts and feelings of the poet during the nine months which precede the birth of his first child. This poem is considered from three different levels; as a human story, as a pageant of nature, as a political allegory on the birth of a new world. Other lyrics of love and sex deal with sex perversion, and the change which time brings to the marriage relationship, while others are in the mood of cavalier dalliance. Chapter Four (Inertia and Stimulants) presents Lewis’ argument that the key to the sickness of society is a divorce between flesh and spirit. This divorce brings about frustration and inertia, as exemplified by the various "Defendants" of The Magnetic Mountain, and leads to attempts at artificial stimulation, as exemplified by the four "Enemies" of the same book. Chapter Five (The Shape of Man’s Necessity) contends that The Magnetic Mountain offers socialism as a political solution which will heal the divorce of flesh and spirit. The enthusiasm of The Magnetic Mountain and Noah and the Waters gives way in later poems to a disappointment tempered by the faith that the socialist solution, though delayed, will eventually come. Chapter Six (In The Act of Decision) presents Lewis’ ideas of tradition and shows that the hero is one who acts decisively because his knowledge of necessity has united the desires of flesh and the desires of spirit. "A Time To Dance" and "Nabara" are epic stories which may be regarded as example of men in the act of decision. Chapter Seven (The Unique Minute) discusses the dual nature of Lewis’ philosophy of acceptance, The acceptance of joy becomes a carpe diem philosophy; the acceptance of suffering shows that the poet recognizes the complementary nature of joy and pain. Chapter Eight (Defend The Bad Against The Worse) examines the war poems which fall into three categories: (1) prophetic poems written before 1939; (2) poems about England at war; (3) poems about the prospect of lasting peace in the future. Chapter Nine (Emotional Logic) deals with the technique of the poems. Some of the conclusions drawn are these: (1) Soth logical and emotional coherence are used, hut the former predominates; (2) In matters of rhythm and rhyme, the influence of Anglo-Saxon versification, Hopkins, Owen, Eliot and Auden is present, but as not as great as is commonly supposed; (3) in general Lewis Is not an obscure poet; (4) In his latest poems (Short Is The Time) Lewis reveals that technically he is both versatile and accomplished, and that his poetry does not lack the purposeful ambiguity or qualities of "occlusion" which is a mark of great poetry. / Arts, Faculty of / English, Department of / Graduate

The following thesis is primarily analytical in nature and deals with four aspects of Dallapiccola's vocal chamber style under the headings: I A Summary of Texture and Orchestration II Formal Considerations III A Study of the Serial Structure IV Text-Setting. Seven song cycles are investigated under each of these areas so that a line of stylistic continuity can be traced from the earliest (1942) through the most recent work studied (1964). The works are: Liriche Greche, Rencesvals, Quattro Liriche di Antonio Machado, Tre Poemi, Goethe-Lieder, Cinque Canti, and Parole di San Paolo. The supposition of continuity is borne out by the examples presented. These show that particularly in the case of formal and serial construction, Dallapiccola chooses a basic pattern or formula (a tri-partite design, a semi-combinatorial series) and creates with it new works with ever-fresh imagination. In his text-setting he is extremely concerned with comprehensibility and expression, for without these he sees little value in the technical means employed. Introducing the topic is a resume of Dallapiccola's musical development up to the time of his adoption of the twelve- tone system. The Conclusion presents evaluations of the composer by various authors, and relates the information given in the body of the thesis to Dallapiccola's personal ideas regarding the function of art. / Arts, Faculty of / Music, School of / Graduate