The purpose of this thesis is to examine the nature and role of the relation which exists between the revelation of God to man, and ethics. Within Protestant Christianity two major schools of thought are involved in active debate over the issue. We have selected Reinhold Niebuhr of the neo-orthodox wing and Carl F. H. Henry as the evangelical spokesman, in view of comparing their concepts of revelation to their ethics. / We proceed by asking whether the ethical systems of both Niebuhr and Henry are dependent, interdependent, or independent in relation to revelation. We find the answer by observing the parallel movement of differences in the form and content of revelation with the differences in the form and content of their ethics. We discover dependence. / Furthermore, we consider the ways in which the revealed content is related to ethics. Thus we measure the relevance of revelation to ethics and discover again the same relatedness and dependence.

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Carl Czerny (1791-1857), whose works number over one thousand opuses, had an active career a composer, pianist, exponent of Beethoven, piano teacher, and theorist. He has received lots of criticism both during his lifetime and ever since. Even nowadays, though many of his piano exercises are popular items for many teachers and pupils ranging from beginners to virtuosi, Czerny is still rated as a master of mechanical works that focus mainly on the right hand. This study will argue that Czerny is much underrated, particularly as a pedagogue, and aims to find out what are the underlying principles that Czerny embedded in his piano pedagogical works, what made them indispensable in the teaching of piano playing and to what degree they present other musical elements which are not purely mechanical in order to reassess Czerny?s achievements in the field of piano pedagogy. The discussion is based on the original English edition of Czerny?s Opus 500 Complete Theoretical and Practical Piano Forte School (1839), its Supplement, as well as Czerny?s other pedagogical works, such as Op. 139, Op. 299, Op. 365, Op. 755 and Op. 821. In addition, other selected pedagogical works and representative keyboard method books and exercises (excluding works for the organ) by other authors up to Czerny?s time are discussed for enriching the discussion. Through a detailed analysis of Czerny?s Opus 500, this study identifies fifteen parameters in his teaching sequences that range from beginner to virtuoso and the findings are clarified and contextualized within the field of 19th century piano pedagogy. These fifteen parameters are also exemplified in four selected opuses of Czerny, and through the ?Exam Pieces? of The Associated Board of the Royal Schools of Music. These are used to justify the applicability of the parameters in the learning sequences intrinsic to the graded piano qualifying examinations nowadays. It is argued that in view of the rich pedagogical content of Czerny?s work both technically and stylistically, together with the systematic teaching sequences that he presented in his piano pedagogical works, Czerny?s contribution to the art of keyboard playing should be well acknowledged.

Ultimately, the unity of vision discernable in the philosophies and teachings of Dalcroze, Kodály and Orff may stimulate contemporary music educators to unify their search for newer and ever more meaningful ways to ignite the spark of musical curiosity in the young, to assist in the development of musicians, and to generally help people discover and appreciate the joy of music.

Thèse (Ph. D.)--Université Laval, 2007. / Bibliogr.: f. [211]-217. Publié aussi en version électronique dans la Collection Mémoires et thèses électroniques.

Zugl.: Bochum, Univ., Diss., 1989 u.d.T.: Waldstein, Thor von: Die Pluralismuskritik in der Staatslehre von Carl Schmitt

Thesis (M.A.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 97-101).

Univ., Diss.--Trier, 2000.

Thesis (Ph.D.) - University of St Andrews, June 2008.

Thesis (Ph.D.(Church History and Polity))--University of Pretoria, 2009. / Includes bibliographical references (leaves 291-312).