The centre of this dissertation is an attempt to define and assess the dramatic works of Canadian playwright Patricia Joudry. This compilation of the author's prodigious output between 1940 and 1981 will make all the dramas for radio, television, and the stage accessible to the public for the first time. The study discusses the author's approach to writing, her thematic and philosophical preoccupations, and investigates the influence of her personal life on her dramas. A detailed biographical study, based on an examination of Joudry's published and unpublished works, private papers, letters, and interviews is included. The dramas are presented chronologically, thematically, and according to the medium for which they were written. One chapter examines the author's absorption with occultist lore, and deals with the plays produced during a two-year period of "religious delusion." The bibliography contains critical reviews and production notes, and comprehensive lists of all of Joudry's produced and unproduced dramas, published and unpublished essays, novels, and autobiographies.

In this study I investigate the influence and reception of Paulo Freire in Indonesia with a specific question in mind: To what extent has Freire influenced educational thought and practice in the country? This study shows that Paulo Freire has been known in Indonesia since the early 1970s, although he was at first familiar only to certain groups. In the 1980s, the discourse and practice of Freirean education was more extensive than in the 1970s, with both domains (discourse and practice) equally balanced. The trend in the 1990s up to 2005 shifted: there was a more extensive discussion of Freire than implementation of his theory and methodology in practice. / This study shows that Paulo Freire has left a considerable intellectual legacy to Indonesian educational scholars and practitioners. In fact, his cultural and educational philosophies have become subjects of discussion amongst social activists, educational practitioners and scholars concerned with educational issues. It is no wonder that many articles, books and theses by and on Freire are available in the Indonesian. I would venture to say that no other foreign educational thinker has gained such acceptance in Indonesia. / The study explores as well the attempts to connect Freire to Islam---the faith of a majority of Indonesian---demonstrated by the publication of many articles and theses that tried to compare and connect the two. This is, to the best of my knowledge, a new feature in Freirean scholarship. My contention is, however, that any attempt to compare Islam and Freire is likely to fall into apologetic, in the sense that this would only confirm that Islam also insists on the idea of liberation, as Freire did, without trying to analyze why such an idea has never developed in Islamic education. The fact that Islam, since its appearance, has concerned itself with liberation and taking the side of the poor cannot be denied. However, using this fact to legitimate Freire's educational philosophy and practice is less productive, because it does not make a substantive contribution to re-developing and re-structuring Islamic education, which is essentially conservative. / Freire in Indonesia is not only influential in the realm of discourse, but in that of practice as well. In this study I investigate the experiences of Indonesian educational practitioners in applying Freire's educational philosophy and methodology to certain discrete groups within the society, namely, villagers in Papua, the rural poor in Maluku Tenggara, workers, peasants, street children, university students, and NGO activists. / From my investigation, became clear that it was not Freire's concept of literacy that found favor with Indonesian educational practitioners; rather, it was his vision of education as a means of improving critical capacities within learners and of driving social transformation. No evidence could be found of any group or individuals in Indonesia applying Freire's approach in a systematic way and as a whole; most, rather, mixed this with other concepts, such as community organizing and community development. / The positive reception of Freire in Indonesia does not necessarily mean that his thought is accepted blindly or without critique. Several criticisms offered by Indonesian educators of the theories of Paulo Freire are highlighted in this study, although few of them have not been raised before.

The purpose of this research was to create understanding about Freire's critical pedagogy with its compelling emphasis on student-centered learning and social justice. The researcher maintained that Freire's work either has been distorted or has the potential to be distorted because of limited philosophical inquiry. To address this concern, then. This study explores two key elements of Freire's work. First, it identifies various philosophical assumptions shaping Freire's critical pedagogy. Second, it examines how Freire synthesized these philosophical ideas. Ultimately, the researcher discusses how these ideas might find application in adult education.An historical and philosophical approach was used in this study. The philosophies of Aristotle, Karl Marx, and Jean-Paul Sartre are important historical and philosophical components in Freire's narratives. In the Nichomachean Ethics, Aristotle argued that the characteristics distinguishing humans from all other entities or their "excellence", is their ability to reason. Freire adopted and expanded this idea by arguing that denying humans the opportunity to reason is a prima facie violation of their basic humanity. The dialectical social conflict that Freire identifies between the oppressors and the oppressed is directly indebted to Marx's theory of dialectical materialism. Lastly. Jean-Paul Sartre's existentialism is a philosophy concerned with `being' and 'existence' which are recurring concepts in Freire's philosophical synthesis. Furthermore, this work is informed by my personal experiences in Latin America.The research concludes that Freire was particularly concerned about ideological influences on human consciousness and actions. Freire continually addressed ideological influence through a Marxist analysis. He recognized that humans are shaped by social ideas. Freire's observations provide many opportunities for progressive educators to critique their adult education curriculum and practice. The researcher concluded that; 1) Educators should be aware that Freire is not a method. In other words, educators should create their own methods; 2) Critical reflection on practice has the potential to influence one's ontology; 3) Dialogue is a central element to critical reflection on practice; 4) Teaching and learning are enhanced by contextualization and politicizing of experiences and; 5) Problem-posing education engages students through dialogue and experiential learning. / Department of Educational Studies

This thesis deals with the political role of the Shi`te ulama in Iraq between the British invasion of 1914 and the expulsion of leading Shi`ite mujtahids from Iraq by King Fayṣal I in 1924. The thesis argues that the conception of identity propagated by the Shi`te mujtahids underwent a transformation during this period. Whereas the mujtahids stressed the need for Islamic unity and encouraged an Iraqi national identity in the early years of this period, in later years some of them formulated a sect-based Iraqi Shi`ite identity in response to discrimination in favour of Sunnis by the monarchy.

It is the aim of Part I of this thesis, the Introduction, to introduce David Zvi Hoffmann (1843-1921) in his capacity of a Bible scholar and a critic of 19th century German biblical criticism. Ample attention will be devoted to Hoffmann's own background, his German environment as well as that of Wellhausen. This will cover Sections I and III of the Introduction respectively. In order to be able to place Hoffmann's work within the proper context, Section II of the Introduction will explore the history of the general critical reception of the Hebrew Bible in the various cultures and eras where it played a role as well as its interaction with intellectual developments. Part II contains an annotated translation of Hoffmann's attack on Wellhausen's "documentary hypothesis."

Zugl.: Kiel, Univ., Diss., 2001

Univ., Diss.--Mainz, 2000.

This diploma thesis focuses on Marie Kudeříková (1921-1943), an almost forgotten figure of the Czech resistance to Nazi occupation, but previously a significant heroine of the Czech state socialist era. It observes her representations in various stages since 1946 to the present and scrutinizes the vitality of her myth and her personal life experience. The thesis tries to show how her life experience was connected to the officially constructed socialist myth, while this fact had determined her following representations and reading of the figure. Hence it shows how the myth of Marie Kudeříková was given by the changes of the official discourse, cultural policy and contemporary ideologies. The mythical constructions of the state socialism are then compared with post-communist representations of her person.

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Submitted by Elizabete Silva (elizabete.silva@ufes.br) on 2015-04-01T20:19:47Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) FABIO ROSCAGLIA PINTO.pdf: 935131 bytes, checksum: 2dcb38fdd83b4e0045cf901638f7c949 (MD5) / Approved for entry into archive by Elizabete Silva (elizabete.silva@ufes.br) on 2015-04-09T19:25:02Z (GMT) No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) FABIO ROSCAGLIA PINTO.pdf: 935131 bytes, checksum: 2dcb38fdd83b4e0045cf901638f7c949 (MD5) / Made available in DSpace on 2015-04-09T19:25:03Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) FABIO ROSCAGLIA PINTO.pdf: 935131 bytes, checksum: 2dcb38fdd83b4e0045cf901638f7c949 (MD5) Previous issue date: 2014-07 / Esta dissertação tem como objetivo abordar a relação entre justiça e educação, mais especificadamente, entre a teoria da justiça como equidade que foi desenvolvida por John Rawls, na obra Uma Teoria da Justiça, e a Constituição Federal de 1988 e a Lei de Diretrizes e Bases da Educação Nacional – LDBEN que regem o direito à educação no Brasil. O trabalho foi desenvolvido por meio de pesquisa bibliográfica e documental, em que analisamos as duas principais legislações que dirigem a educação nacional e os escritos da teoria rawlsiana. Com este processo analítico percebemos que a teoria da justiça de Rawls foi fundamentada pela teoria do contrato social e, buscava estabelecer-se como alternativa à doutrina utilitarista. E, por ser uma teoria de grande amplitude, que buscava intervir nas sociedades democráticas, foi possível encontrar ideais educacionais nos escritos de John Rawls. Além disso, conseguimos estabelecer a relação entre os estágios de aplicação dos princípios da justiça e a importância das leis para os Estados democráticos. Por fim, percebemos que há relação direta entre diversas partes das duas legislações estudadas e os ideais de John Rawls, o que demonstra a influência que o liberalismo político anglo-saxão exerce sobre nossas normativas educacionais. / This thesis aims to address the relationship between justice and education, more specifically, between the theory of justice as fairness that was developed by John Rawls in A Theory of Justice work, and the Federal Constitution of 1988 and the Law of Guidelines and Bases of National education - LDBEN governing the right to education in Brazil. The work was developed through literature and documents, we analyze the two main laws that direct the national education and the writings of the Rawlsian theory. With this analytical process we realized that the theory of justice Rawls was founded by the social contract theory, and sought to establish themselves as an alternative to the utilitarian doctrine. And, being a theory of large amplitude, which sought to intervene in democratic societies, educational ideals were found in the writings of John Rawls. Furthermore, we established the relationship between the stages of implementation of the principles of justice and the importance of laws for democratic states. Finally, realize that there is a direct relationship between various parts of the two studied laws and ideals of John Rawls, which demonstrates the influence that political liberalism Anglo-Saxon has on our educational standards.