Submitted in fulfillment of the requirements for the Degree of Doctor of Technology: Education, Durban University of Technology, 2013. / In this study I have explored scientific insights towards establishing how the biochemistry of the human being could have a significant impact on human learning in a number of different ways. I have discovered that the biochemistry within the whole human being is triggered by the molecules of emotion occurring in a psychosomatic network active throughout the whole being. The molecules of emotion are neuropeptides such as endorphins, linked to their receptors, such as opiate receptors. This triggering of the molecules of emotion constitutes the pleasure principle which enables and encourages learning. In addition, the growth of myelin ensheathing all the neurons, through a process of myelination, also informs human learning biochemically. These biochemical processes make human learning ‘active’. These biochemical processes also constitute a network of subtle energies operating in the viscera of all human beings, and so account for the anthropology of learning, viz. what is common to all human learning, regardless of ethnic group, language, economic circumstances, religious belief system, level of education, social class, age, gender, rural or urban location, inter alia. I have then drawn on my own learning experiences – my autobiography - and the experiences of others – an autoethnography - for evidence of the operation of the biochemistry in my and their learning. I have presented evidence of the emotions of joy, love and fun activating whole-being-learning that occurs in all of personal, spiritual and educational human learning. I have described my living spiritual and living educational theory as one where human learning happens when there is joy-filled love and love-filled joy within a safe community of practice. Within this safe community of practice, at least three aspects are argued to be features of whole-being-learning:  the relationships between the learners, their teachers and the subject are characterised by joy-filled love and love filled joy.  the talents and gifts of both the learners and the teachers are explored, celebrated, and used for inclusive benefit.  the knowledges of, about, and between, learners and teachers become integrated and coherent. My original contributions to the body of scholarly knowledge evidenced by my study include the following :  I have established the link between human learning as a biochemical process and the efficiency of games as a learning tool, thereby showing the link between learning and fun.  I have explored the holistic, organic intrinsic connections between personal, spiritual and educational human learning.  I have contributed to a growing understanding of the study of self as a subject and object in terms of my ways of human knowing (my epistemology), my ways of being human (my ontology) and my values (my axiology) which (in)form my attitudes of joy-filled love and love filled joy in all that I do.

It is well known that the Teaching of English (TOE) originated from mission schools in China. However, there has not been an exhaustive study on the evolution of the TOE in mission schools from the early 19th century to 1949. Only in recent years did missionaries’ contributions to Chinese society begin to catch more scholarly attention, but most extant studies lack enough academic scrutiny and thorough exploration. To make up for the lack of research in this area, this dissertation is intended to carry out a comprehensive study on the origination and evolution of the TOE in Chinese mission schools from the sociocultural perspective through the analysis of the curricula, textbooks, pedagogies and assessments of the TOE in mission schools at each historical period to explore its possible contributions to Chinese education and Chinese society. Meanwhile, this study casts on a close examination on the relationship between the TOE in mission schools and the socio-historical contexts at each historical stage by positing it in the broader social and historical contexts of Chinese society to examine how the TOE in mission schools has become the unique product of the interplay of both Western Christian missions and the multi-fold sociocultural forces of Chinese society. Finally, despite the undeniable fact that the purpose for the TOE in mission schools is to expand the colonization of Western countries, the educational activities of Western missionaries including the TOE did contribute to the transformation and development of Chinese society in modern Chinese history. Therefore, this study is intended to illustrate how the TOE in mission schools has become a constitutive part of the social progress of Chinese society and contributes to that social progress during the transitional period in the modern history of China.The originality of this research also lies in that it creatively applies the sociocultural theory of literacy to this study both as the theoretical underpinning and research methodology (in a limited way) to illustrate how the TOE in mission schools is shaped by both Western Christian Movements and the social, historical and political forces of Chinese society. The theoretical perspective informs the methodology of this study. Due to the limitation of the data in this dissertation, this dissertation mainly employs a historical approach in the hope that the sociocultural perspectives on literacy can serve as working principles for the analysis of the complicated relationship between the TOE in mission schools and the specific contexts of Chinese society. The study is conducted from both the synchronic and diachronic perspectives at both macro- and micro-levels to demonstrate how the political upheavals, social changes and government’s education policies interacted with each other in the process of the shaping and reshaping the TOE in China. Finally, in line with the sociocultural theory on literacy the future research will adopt the ethnographic approach entailed by the sociocultural theory to further examine how the individual experiences of the teachers and students in mission schools were shaped by the dominant historical, cultural and political contexts of Chinese society.

The study focuses on the important issue of young adult female sexuality in an age of HIV/AIDS. The research question explores the influence of the parental home, the church and young black women's own belief on their sexual behaviour. Sexuality is influenced by societal voices that override religious and parental voices. Parents are hesitant to speak out, the church is burdened with an antiquated and unworkable sexual ethics and the young women's belief is overpowered by social discourses. Male domination and infidelity exacerbate female vulnerability and contribute to the powerlessness of young women in sexual relationships. Feminist theology puts forward an embodied theology that demands integrated embodiment and full humanity for women. This can be achieved when relationships are mutual, reciprocal and empowering. This study proposes an accountable sexual ethics that will renew and recreate the lives and relationships of young people in a confusing and perilous environment. / Sys Theology & Theol Ethics / MTH (SYSTEMATIC THEOLOGY)

The study focuses on the important issue of young adult female sexuality in an age of HIV/AIDS. The research question explores the influence of the parental home, the church and young black women's own belief on their sexual behaviour. Sexuality is influenced by societal voices that override religious and parental voices. Parents are hesitant to speak out, the church is burdened with an antiquated and unworkable sexual ethics and the young women's belief is overpowered by social discourses. Male domination and infidelity exacerbate female vulnerability and contribute to the powerlessness of young women in sexual relationships. Feminist theology puts forward an embodied theology that demands integrated embodiment and full humanity for women. This can be achieved when relationships are mutual, reciprocal and empowering. This study proposes an accountable sexual ethics that will renew and recreate the lives and relationships of young people in a confusing and perilous environment. / Sys Theology and Theol Ethics / MTH (SYSTEMATIC THEOLOGY)

Vitayatprapaiphan Nongyao. / Thesis submitted in: June 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 91-96). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgements --- p.1 / Preface --- p.4 / Chapter 1. --- Introduction - Knowing the Akha / Chapter a. --- Background --- p.10 / Chapter b. --- Problems the Akha People are Facing --- p.16 / Chapter c. --- Government Policy Towards the Akha and Hill Tribes in Northern Thailand --- p.22 / Chapter d. --- The Impact of Government Policy on the Akha People --- p.27 / Chapter e. --- Rituals and the Beliefs of the Akha --- p.30 / Chapter 2. --- The Traditional Musical Life of the Akha --- p.33 / Chapter 3. --- The Impact of Christianity on Akha Life and Musical Life --- p.38 / Chapter 4. --- The Impact of Tourism on Akha Life and Musical Life --- p.56 / Chapter 5. --- Prospects for the Traditional Musical Life of the Akha --- p.65 / Chapter 6. --- Conclusion --- p.73 / Appendix I: Figures --- p.82 / Appendix II: Musical Examples --- p.89 / Bibliography --- p.91

Despite the fact that the Bible as the inspired Word of God deals primarily with the relationship between God and humankind and the way to salvation and eternal life, the Bible also presents tenets that entreat the protection of the natural and biophysical world. Consequently, since the environment is a foremost aspect of God’s creation it is appropriate to establish the Biblical perspective on creation as a whole and Christians’ subsequent position and duty to creation. Humankind has been ecologically irresponsible. Greed, inadequate knowledge and negligence have led to exploitation, degradation, and disregard for the natural environment. Unfortunately, there appears to be a “deep silence” within the Christian Church worldwide as well as in South Africa on believers’ role and duty towards the natural created environment. The premise underpinning this thesis is that God’s redemptive care applies not only to people, but also to the whole of creation and that believers have a Biblical mandate to care for the natural environment and afford it its concomitant value. The Bible provides believers with directives regarding environmental care summarised in God’s requirement for man to “work [the earth] and take care of it” (Gen. 2: 15). The anticipated outcomes of this research were to establish the status of Environmental Stewardship as a dimension Christian Stewardship and the level of Environmental Literacy provided for in the curricula of theological seminaries of the Uniting Reformed Church in Southern Africa. The study further attempted to determine the level of understanding and stance of ministers, lecturers, elders and students towards these issues. Believers have a duty of care in relation to God’s creation in totality – both humanity and the natural environment. There is a great need for Christian discussion on and improvement in the appropriate use and protection of the environment. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Despite the fact that the Bible as the inspired Word of God deals primarily with the relationship between God and humankind and the way to salvation and eternal life, the Bible also presents tenets that entreat the protection of the natural and biophysical world. Consequently, since the environment is a foremost aspect of God’s creation it is appropriate to establish the Biblical perspective on creation as a whole and Christians’ subsequent position and duty to creation. Humankind has been ecologically irresponsible. Greed, inadequate knowledge and negligence have led to exploitation, degradation, and disregard for the natural environment. Unfortunately, there appears to be a “deep silence” within the Christian Church worldwide as well as in South Africa on believers’ role and duty towards the natural created environment. The premise underpinning this thesis is that God’s redemptive care applies not only to people, but also to the whole of creation and that believers have a Biblical mandate to care for the natural environment and afford it its concomitant value. The Bible provides believers with directives regarding environmental care summarised in God’s requirement for man to “work [the earth] and take care of it” (Gen. 2: 15). The anticipated outcomes of this research were to establish the status of Environmental Stewardship as a dimension Christian Stewardship and the level of Environmental Literacy provided for in the curricula of theological seminaries of the Uniting Reformed Church in Southern Africa. The study further attempted to determine the level of understanding and stance of ministers, lecturers, elders and students towards these issues. Believers have a duty of care in relation to God’s creation in totality – both humanity and the natural environment. There is a great need for Christian discussion on and improvement in the appropriate use and protection of the environment. / Curriculum and Instructional Studies / D. Ed. (Didactics)