The increasing contact among humans across the globe has shifted cultural, political, ecological, economic, and technological realities and boundaries that shape the shrinking world of the twenty-first century (Chen & Starosta, 2008; Spitzberg & Changnon, 2009). With this increasing contact and shift, today’s world is becoming semiopragmatically and socio-semiopragmatically more heterogeneous (Zuengler & Cole, 2005). This heterogeneity creates "zones of contact" (Pratt, 1991) which engender "sites of struggle" (Norton, 2000) for people from different socio-semiotic backgrounds. In these zones and sites, people encounter affective, cognitive, and behavioral challenges when communicating social and cultural meanings through the semiotic resources available to them (Halliday, 1978; Hodge & Kress, 1988; Hymes, 1962, 1964, 1972; Kramsch & Whiteside, 2008; Waugh, 1981, 1984). The reasons for these challenges basically have their roots in the socioculturally contexted nature of those semiotic resources that have particular semiotic potentials or affordances within or across communities of practice (Gibson, 1979; Lave & Wenger, 1991; Liddicoat, 2009; van Leeuwen, 2004).Based on these underpinnings, the current study defines the concept of communication through the lens of social semiotics and ethnography of communication–the combination of which is referred to as semio-ethnography in this research. The conceptualization of communication through semio-ethnography leads to a reformulation of intercultural communicative competence (ICC) regarding the three different and yet intertwined aspects of ICC, as suggested by Chen and Starosta (1998, 2000, 2008): affective (intercultural sensitivity), cognitive (intercultural awareness), and behavioral (intercultural adroitness). With this reformulation, this study proposes an alternative framework of ICC called the "Semio-Ethnographic Model of Intercultural Communicative Competence (SEMICC)". In the light of this alternative model, this research examines the ICC of Turkish international graduate students in the United States of America through the triangulation of an intercultural sensitivity scale (ISS), an oral discourse completion test (DCT), and semi-structured interviews. With this particular aim in mind, the obtained data are both quantitatively and qualitatively analyzed. The findings indicate that the semio-ethnographic approach to communication can serve effectively to understand how communication takes place on the affective, cognitive, and behavioral planes in a given socio-semiotic world. Within the realm of this approach to communication, the findings show that intercultural sensitivity constitutes an important aspect of ICC because L2 learners' active desire and motivation to understand, respect, and acknowledge diversities or differences across socio-semiotic worlds can either promote or hinder the development of their ICC. The qualitative and quantitative results reveal that intercultural awareness establishes the ground for L2 learners' awareness of their own and others' socio-semiotic worlds because they need to detect the diversities among these socio-semiotic worlds and the sources of challenges to effective and appropriate navigation in the target socio-semiotic context. The findings also show that intercultural adroitness has equal importance in the crux of ICC because L2 learners need to use the semiotic resources (e.g., language, kinesics, proxemics, chronemics, and the like) available in in the target socio-semiotic world effectively and appropriately in order to communicate social and cultural meanings. Given these findings, this dissertation aims to enrich the ICC literature by offering various theoretical, methodological, and pedagogical implications and directions for future research and applications.

No description available.

Studies of early communicative development have shown a relationship between rates of communicative acts (CA) and the acquisition of words for typically developing children. Rates of CA provide a measure that predicts vocabulary growth. For children with cleft lip and/or palate, early vocabulary delays are common. Examination of rates of CA may provide a means for predicting which children show readiness for vocabulary expansion. The purpose of this study was to examine children’s rates of CA, canonical vocalizations (CV), and words during the transition from prelinguistic to linguistic development. This retrospective study included 15 participants from northeast Tennessee that were drawn from a previous longitudinal study of nonsyndromic children with cleft lip and/or palate. There were nine females and six males; nine of the participants had cleft lip and palate, while the remaining six participants had cleft palate only. Through video recordings, children were evaluated at 18, 24, and 30 months of age, during which time they transitioned from the prelinguistic level (< 10 words on CDI) to the linguistic level (> 10). Data was recorded on the number of CA [e.g., protodeclaratives (PD) and protoimperatives (PI) to determine the purpose of communication], CV, and words the child produced at each age. The data was then converted to a rate per minute ratio. The results show that from the prelinguistic to the linguistic level, the children’s average rate of CA overall increased from 1.94 to 3.08; PD from 18.86 to 19.45; words from 0.46 to 2.66 and both CV and PI decreased from 0.39 to 0.36 and 0.21 to 0.00 respectively. Results indicate that when compared to typically developing children, children with cleft lip and/or palate demonstrated delays when transitioning from prelinguistic to the linguistic level in rates of CA, CV, and words. This study did not show a significant correlation between CA at the prelinguistic level and word use at the linguistic level. When compared to the study of typically developing children conducted by Proctor-Williams, Dixon, Brown, Ringley, Barber, and Light-Newell (2007), the participants in this study demonstrated a delayed progression in the rate of CA, CV and word acquisition. Scores for PI and PD were not found to be statistically different across age groups for children with cleft lip and/or palate. Measurement of rates of CA at the prelinguistic level could assist clinicians in better assessing early communicative development in children with cleft lip and/or palate beyond traditional measures of vocalization. While this study did not find a significant difference between prelinguistic CA and linguistic CDI, CV, and words, a study with more participants is necessary to identify potential predictive relationships. This study identified differences in rates of CA, CV, and words, which suggest that early delays are not restricted to developmental parameters associated with sound production. Future studies should also incorporate testing at closer age intervals to more specifically determine their development and provide a better indication of rates of CA and CV per minute.

No description available.

O presente trabalho avaliou a pragmática da linguagem oral através do Teste de Linguagem Infantil - ABFW em dois grupos de crianças entre sete e 11 anos incompletos, sendo um com diagnóstico de TDA/H e outro sem diagnóstico (grupo controle), com quociente intelectual >= 90. Trata-se de um ensaio clínico, prospectivo. O projeto foi desenvolvido em crianças diagnosticadas com TDA/H, pela equipe multiprofissional no ambulatório do Distúrbio do Aprendizado do Instituto da Criança do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo. A linguagem oral foi avaliada através do teste de fonoaudiologia da linguagem infantil (ABFW), nas áreas de fonologia, vocabulário e pragmática (atos comunicativos). As crianças diagnosticadas com TDA/H foram avaliadas pela fonoaudióloga em dois momentos, inicialmente na vigência do tratamento medicamentoso de curta ação, com 0,3 - 0,5 mg/kg/dose, administrado de 30 a 60 minutos antes da testagem, a mesma foi refeita após 15 dias, sem o uso da medicação por 48 horas antes da testagem. As crianças do grupo controle realizaram a avaliação fonoaudiológica somente uma vez. Dessa maneira, houve a formação de três grupos: TDA/H sem medicação, TDA/H medicado e grupo controle. Foram realizadas no total 60 avaliações (20 TDA/H medicado; 20 TDA/H não medicado, 20 grupo controle). Os dados indicaram que não foi encontrada diferença estatisticamente significante entre as médias das idades das crianças dos grupos TDA/H e controle (p=0,35). Não foi encontrada diferença estatisticamente significante entre as medianas de QI >= 90 nos grupos TDA/H e controle (p=0,62). Não foi encontrada diferença estatisticamente significante entre as medianas dos escores da pragmática da linguagem oral nos grupos controle e TDA/H medicado (p=0,14). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos de TDA/H medicado e TDA/H não medicado (p= 0,001). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos controle e TDA/H não medicado (p=0,002). As crianças diagnosticadas com TDA/H estudadas apresentaram comprometimento na pragmática da linguagem oral, tendo sido observado que a medicação possibilitou a melhora no escore quando comparado ao sem uso de medicação. Acreditamos que a alteração da pragmática da linguagem oral esteja associada com a dificuldade de aprendizagem, que também é frequentemente observada nos pacientes com TDA/H, embora não tenhamos efetuado a correlação desses fatos no atual estudo pretendemos fazê-lo posteriormente. Deve ser considerado que através da pragmática empobrecida os turnos dialógicos não são adequadamente estabelecidos, com isso há dificuldade na conquista de vínculos e manutenção das habilidades sociais / The present study evaluated the pragmatics of oral language through the Children \'s Language Test (ABFW) in two groups of children between the ages of seven and 11 years old incomplete, one with a diagnosis of ADHD and one without a diagnosis (control group) with IQ >= 90. The comparison of these groups is of great importance in the current context of pediatrics. This is a prospective clinical trial. The project was developed in children diagnosed with ADHD by the multiprofessional team at the Learning Disorder outpatient clinic of the Children\'s Institute of the Hospital das Clínicas of the Faculdade de Medicina da Universidade de São Paulo. The language was evaluated through the phonoaudiological test Children\'s Language Test (ABFW), in the areas of phonology, vocabulary and pragmatic (communicative acts). The children diagnosed with ADHD were evaluated by the speech therapist in two moments, initially during the short-acting medication treatment, with 0.3 - 0.5 mg/kg/dose, which is administered 30 to 60 minutes before the start of phonoaudiological evaluation, and again after 15 days without medication for at least 48 hours. The children of the control group were evaluated at one time. Thus, three groups were formed: ADHD without medication, ADHD medication and control group. A total of 60 evaluations were performed (20 ADHD medicated, 20 unmedicated ADHD and 20 control group). Therefore their means were compared, no statistically significant difference was found between the means from the children\'s age of the group with ADHD and group control (p=0,35). No statistically significant difference was found between the IQ >= 90 in the same groups (p=0,62). No statistically significant difference was found between the medians of the initial scores in the pragmatic oral language group control and ADHD medicated (p=0,14). A statistically significant difference was found between the medians of the initial score in the pragmatic oral language in the groups with ADHD medicated and not medicated (p=0,001). A statistically significant difference was found between the medians of the oral language pragmatics score in the control and ADHD unmedicated groups (p=0,002). The children diagnosed with ADHD studied showed impairment in the oral language pragmatics which has been observed that the medication allowed the improvement in the score when compared to the non-use of medication. We believe that altering the pragmatics of oral language is associated with learning difficulties, which also are frequently observed in patients with ADHD, although we did not correlate these facts in the current study, we intend to evaluate them later. It should also be considered that through impoverished pragmatics the dialogic shifts are not adequately established, with this there is difficulty in gaining links and maintaining social skills

O presente trabalho avaliou a pragmática da linguagem oral através do Teste de Linguagem Infantil - ABFW em dois grupos de crianças entre sete e 11 anos incompletos, sendo um com diagnóstico de TDA/H e outro sem diagnóstico (grupo controle), com quociente intelectual >= 90. Trata-se de um ensaio clínico, prospectivo. O projeto foi desenvolvido em crianças diagnosticadas com TDA/H, pela equipe multiprofissional no ambulatório do Distúrbio do Aprendizado do Instituto da Criança do Hospital das Clínicas da Faculdade de Medicina da Universidade de São Paulo. A linguagem oral foi avaliada através do teste de fonoaudiologia da linguagem infantil (ABFW), nas áreas de fonologia, vocabulário e pragmática (atos comunicativos). As crianças diagnosticadas com TDA/H foram avaliadas pela fonoaudióloga em dois momentos, inicialmente na vigência do tratamento medicamentoso de curta ação, com 0,3 - 0,5 mg/kg/dose, administrado de 30 a 60 minutos antes da testagem, a mesma foi refeita após 15 dias, sem o uso da medicação por 48 horas antes da testagem. As crianças do grupo controle realizaram a avaliação fonoaudiológica somente uma vez. Dessa maneira, houve a formação de três grupos: TDA/H sem medicação, TDA/H medicado e grupo controle. Foram realizadas no total 60 avaliações (20 TDA/H medicado; 20 TDA/H não medicado, 20 grupo controle). Os dados indicaram que não foi encontrada diferença estatisticamente significante entre as médias das idades das crianças dos grupos TDA/H e controle (p=0,35). Não foi encontrada diferença estatisticamente significante entre as medianas de QI >= 90 nos grupos TDA/H e controle (p=0,62). Não foi encontrada diferença estatisticamente significante entre as medianas dos escores da pragmática da linguagem oral nos grupos controle e TDA/H medicado (p=0,14). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos de TDA/H medicado e TDA/H não medicado (p= 0,001). Foi encontrada diferença estatisticamente significante entre as medianas do escore da pragmática da linguagem oral nos grupos controle e TDA/H não medicado (p=0,002). As crianças diagnosticadas com TDA/H estudadas apresentaram comprometimento na pragmática da linguagem oral, tendo sido observado que a medicação possibilitou a melhora no escore quando comparado ao sem uso de medicação. Acreditamos que a alteração da pragmática da linguagem oral esteja associada com a dificuldade de aprendizagem, que também é frequentemente observada nos pacientes com TDA/H, embora não tenhamos efetuado a correlação desses fatos no atual estudo pretendemos fazê-lo posteriormente. Deve ser considerado que através da pragmática empobrecida os turnos dialógicos não são adequadamente estabelecidos, com isso há dificuldade na conquista de vínculos e manutenção das habilidades sociais / The present study evaluated the pragmatics of oral language through the Children \'s Language Test (ABFW) in two groups of children between the ages of seven and 11 years old incomplete, one with a diagnosis of ADHD and one without a diagnosis (control group) with IQ >= 90. The comparison of these groups is of great importance in the current context of pediatrics. This is a prospective clinical trial. The project was developed in children diagnosed with ADHD by the multiprofessional team at the Learning Disorder outpatient clinic of the Children\'s Institute of the Hospital das Clínicas of the Faculdade de Medicina da Universidade de São Paulo. The language was evaluated through the phonoaudiological test Children\'s Language Test (ABFW), in the areas of phonology, vocabulary and pragmatic (communicative acts). The children diagnosed with ADHD were evaluated by the speech therapist in two moments, initially during the short-acting medication treatment, with 0.3 - 0.5 mg/kg/dose, which is administered 30 to 60 minutes before the start of phonoaudiological evaluation, and again after 15 days without medication for at least 48 hours. The children of the control group were evaluated at one time. Thus, three groups were formed: ADHD without medication, ADHD medication and control group. A total of 60 evaluations were performed (20 ADHD medicated, 20 unmedicated ADHD and 20 control group). Therefore their means were compared, no statistically significant difference was found between the means from the children\'s age of the group with ADHD and group control (p=0,35). No statistically significant difference was found between the IQ >= 90 in the same groups (p=0,62). No statistically significant difference was found between the medians of the initial scores in the pragmatic oral language group control and ADHD medicated (p=0,14). A statistically significant difference was found between the medians of the initial score in the pragmatic oral language in the groups with ADHD medicated and not medicated (p=0,001). A statistically significant difference was found between the medians of the oral language pragmatics score in the control and ADHD unmedicated groups (p=0,002). The children diagnosed with ADHD studied showed impairment in the oral language pragmatics which has been observed that the medication allowed the improvement in the score when compared to the non-use of medication. We believe that altering the pragmatics of oral language is associated with learning difficulties, which also are frequently observed in patients with ADHD, although we did not correlate these facts in the current study, we intend to evaluate them later. It should also be considered that through impoverished pragmatics the dialogic shifts are not adequately established, with this there is difficulty in gaining links and maintaining social skills

[ES] Esta investigación explora la naturaleza discursiva de los muros fronterizos contemporáneos, así como su vínculo con la construcción del relato de la migración contemporánea. Para ello adoptamos enfoques, conceptos y técnicas provenientes de cinco campos de estudio: la sociología, la historia, la filosofía, el arte y la sociosemiótica. Iniciamos nuestro trabajo introduciendo la noción de «fronterización», propuesta por los investigadores Henk Van Houtum y Ton Van Naerssen. Complementamos esta perspectiva con las nociones de «otredad», «raza», «vigilancia» y «globalización», propuestas por autores como Byung-Chul Han, Claude Lévi-Strauss, Zygmunt Bauman y David Lyon. Posteriormente, nos adentramos en el campo de la sociosemiótica, del cual tomamos prestada la metodología propuesta por Oscar Steimberg para realizar un análisis discursivo de cinco muros fronterizos contemporáneos que constituyen nuestros casos de estudio. Estos son: 1) Prototipos del muro entre Estados Unidos y México, 2) Muro entre Marruecos y el Sahara Occidental, 3) Muro entre Marruecos y España, 4) Muro entre Turquía y Siria, 5) La gran muralla europea: muros de los Balcanes, del Báltico y del Ártico. A través de este análisis identificamos rasgos retóricos, enunciativos y temáticos, a partir de los cuales hallamos reiteraciones discursivas que nos posibilitan identificar repertorios genérico-estilísticos que permiten comprender los discursos que prevalecen en los muros contemporáneos, así como las ideas de mundo que estos comunican. Finalmente, contrastamos estos discursos con un repertorio de temas identificados en la obra de cinco artistas contemporáneos, quienes cuestionan el posicionamiento frente al «otro» en un contexto marcado por el endurecimiento de las fronteras y el levantamiento de vallas y muros fronterizos. Estos artistas son: 1) Ai Weiwei, 2) Rubén Martín de Lucas, 3) Mona Hatoum, 4) el colectivo C.A.S.I.T.A. y 5) Francis Alÿs. / [CA] Aquesta investigació explora la naturalesa discursiva dels murs fronterers contemporanis, així com el seu vincle amb la construcció del relat de la migració contemporània. Per a això adoptem enfocaments, conceptes i tècniques provinents de cinc camps d'estudi: la sociologia, la història, la filosofia, l'art i la sociosemiòtica. Iniciem el nostre treball introduint la noció de «fronterització» proposta pels investigadors Henk Van Houtum i Ton Van Naerssen. Complementem aquesta perspectiva amb les nocions de «alteritat», «raça», «vigilància» i «globalització», propostes per autors com Byung-Chul Han, Claude Lévi-Strauss, Zygmunt Bauman i David Lyon. Posteriorment, ens endinsem en el camp de la sociosemiòtica, de la qual prenem prestada la metodologia proposada per Oscar Steimberg per a realitzar una anàlisi discursiva de cinc murs fronterers contemporanis que constitueixen els nostres casos d'estudi. Aquests són: 1) Prototips del mur entre els Estats Units i Mèxic, 2) Muro entre el Marroc i el Sàhara Occidental, 3) Muro entre el Marroc i Espanya, 4) Muro entre Turquia i Síria, 5) La gran muralla europea: murs dels Balcans, del Bàltic i de l'Àrtic. A través d'aquesta anàlisi identifiquem trets retòrics, enunciatius i temàtics, a partir dels quals trobem reiteracions discursives que ens possibiliten identificar repertoris genèric-estilístics que permeten comprendre els discursos que prevalen en els murs contemporanis, així com les idees de món que aquests comuniquen. Finalment, contrastem aquests discursos amb un repertori de temes identificats en l'obra de cinc artistes contemporanis, els qui qüestionen el posicionament enfront del «altre» en un context marcat per l'enduriment de les fronteres i l'alçament de tanques i murs fronterers. Aquests artistes són: 1) Ai Weiwei, 2) Rubén Martín de Lucas, 3) Mona Hatoum, 4) el col·lectiu C.A.S.I.T.A. i 5) Francis Alÿs. / [EN] This research explores the discursive nature of contemporary border walls and their ties to the construction of the contemporary migration narrative. To do so, we adopt approaches, concepts, and techniques drawn from five fields of study: sociology, history, philosophy, art, and socio-semiotics. We begin our work by introducing the notion of «bordering», proposed by researchers Henk Van Houtum and Ton Van Naerssen. We complement this perspective with the notions of «otherness», «race», «surveillance», and «globalization», proposed by authors such as Byung-Chul Han, Claude Lévi-Strauss, Zygmunt Bauman, and David Lyon. Subsequently, we delve into the field of socio-semiotics, from which we borrow the methodology proposed by Oscar Steimberg to conduct a discursive analysis of five contemporary border walls that constitute our case studies. These are: 1) Prototypes of the wall between the United States and Mexico, 2) The Moroccan wall in Western Sahara, 3) The wall between Morocco and Spain, 4) The wall between Turkey and Syria, 5) The great European wall: walls of the Balkans, the Baltic, and the Arctic. Through this analysis, we identify rhetorical, enunciative, and thematic features, from which we find discursive reiterations that make it possible to identify generic-stylistic repertoires allowing us to understand the discourses that prevail on contemporary walls and the ideas of the world they communicate. Finally, we contrast these discourses with a repertoire of themes identified in the work of five contemporary artists who question the positioning towards the «other» in a context characterized by the hardening of borders and the raising of fences and border walls. These artists are: 1) Ai Weiwei, 2) Rubén Martín de Lucas, 3) Mona Hatoum, 4) the collective C.A.S.I.T.A., and 5) Francis Alÿs. / Urrea Montoya, M. (2023). Muros y fronteras. Aproximaciones discursivas y artísticas al relato de la migración contemporánea [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/198899

Worldwide liturgical music finds itself in a crisis. Liturgical music is made the scapegoat for everything that is wrong with liturgy, whereas the problems rather derive from the worship service as a whole, the theological thinking and the cultural environment in which the worship service is performed. Stereotyped liturgical forms, a cognitive verbalism, the demand for intelligibility, the loss of the poetic form of the liturgy, the disregard for symbols and rituals, the absence of visual and other art forms in the liturgy, the influence of the popular music culture and especially the lack of a profound theological reflection with regard to the essential place of music in the liturgy, are all contributing factors that have a negative influence on liturgical music. The worship service is surrounded by a postmodern culture, aspects of which might provide positive opportunities for the liturgy. A broader notion of rationality that includes the affective, non-cognitive dimensions of being human, opens up possibilities for the aesthetic, as well as the religious experience. The recognition of symbols, images, imagination and metaphors opens up new horizons for the worship service as Gesamtkunstwerk. Anti-foundationalistic thinking demands an open canon with regard to the liturgy and liturgical song. Ecumenicity as an expression of the postmodern 'global village' renders a plurality of liturgical and musical possibilities. Aspects that might influence the reception of liturgical songs and songbooks, such as a spirit of anti-authoritarianism must be borne in mind. The liturgical training of ministers of religion, especially with regard to their aesthetic formation must be given due attention. The reflection on liturgy with regard to the role of art and music as communicative acts, based on new theological insights, must come into full swing. Liturgical music can only be fully appreciated where liturgical renewal takes form in a comprehensive way and where theologically the space is opened up for music as a form of art that has the ability to communicate symbolically, especially that which defies clearcut definition - as such being a communicative act serving the gospel. / Liturgiese musiek verkeer wereldwyd in 'n krisis. Kritiek word dikwels slegs voor die deur van die musiek gele, terwyl die probleem verband hou met die erediens as geheel, die teologiese denke en met die kulturele omstandighede waarbinne die erediens plaasvind. Geykte liturgiese vorms, 'n kognitiewe-verbalisme, die oorbeklemtoonde eis om verstaanbaarheid, 'n verlies aan die kunsgestalte van die erediens, 'n miskenning van die simboliese waarde van rituele en handelinge, die gebrek aan visuele en ander kunsvorme, die invloed van die omringende musiekkultuur en veral die gebrek aan 'n grondige teologiese besinning ten opsigte van musiek in die erediens, bring die funksie, aard en wesenlike plek van liturgiese musiek in gedrang. Die erediens staan binne 'n · postmodernistiese denkkultuur waarvan sekere aspekte positiewe moontlikhede ten opsigte van die erediens kan bied. Die breer rasionaliteitsbegrip, wat ruimte open vir die affektiewe en nie-kognitiewe dimensies van menswees, skep nuwe ruimte vir die estetiese ervaring en die rol van ervaring in die geloofsproses. Die erkenning van simbole, simboolwerelde, metafore, beelde en verbeelding, bied nuwe moontlikhede vir die erediens as Gesamtkunstwerk. Die oog vir die heropname van die historiese en die simboliese bied ook geleentheid vir die herstel van die tradisionele lied. 'n Gees van anti-fundamentalisme vereis 'n oop kanon ten opsigte van die liturgie en die liturgiese lied. Ekumenisiteit as vorm van die postmoderne global village bied 'n pluraliteit van liturgiese en musikale moontlikhede. 'n Nie-outoritere tydsgees en die ontkenning van 'n 'kundigheidsgroep' deur die postmodernisme, moet verreken word as faktore wat 'n rol kan speel by die resepsie van liedere en gesangboeke. Die liturgiese opleiding, veral met betrekking tot die estetiese vorming van predikante, moet grondig aandag kry. Die besinning rondom die liturgie met betrekking tot die rol van kuns en musiek as kommunikatiewe handelinge moet op grond van nuwere teologiese insigte tereg kom. Die tese van hierdie studie is dat die kerklied, oud of nuut, eers daar tereg sal kom waar van liturgiese vernuwing in die omvattende sin sprake is en waar teologies die ruimte vir musiek as kunsvorm met die vermoe tot simboliese vergestalting - as sodanig dus kommunikatiewe handeling in diens van die Evangelia - verreken word. / Philosophy, Practical & Systematic Theology / D. Th. (Practical Theory)

Worldwide liturgical music finds itself in a crisis. Liturgical music is made the scapegoat for everything that is wrong with liturgy, whereas the problems rather derive from the worship service as a whole, the theological thinking and the cultural environment in which the worship service is performed. Stereotyped liturgical forms, a cognitive verbalism, the demand for intelligibility, the loss of the poetic form of the liturgy, the disregard for symbols and rituals, the absence of visual and other art forms in the liturgy, the influence of the popular music culture and especially the lack of a profound theological reflection with regard to the essential place of music in the liturgy, are all contributing factors that have a negative influence on liturgical music. The worship service is surrounded by a postmodern culture, aspects of which might provide positive opportunities for the liturgy. A broader notion of rationality that includes the affective, non-cognitive dimensions of being human, opens up possibilities for the aesthetic, as well as the religious experience. The recognition of symbols, images, imagination and metaphors opens up new horizons for the worship service as Gesamtkunstwerk. Anti-foundationalistic thinking demands an open canon with regard to the liturgy and liturgical song. Ecumenicity as an expression of the postmodern 'global village' renders a plurality of liturgical and musical possibilities. Aspects that might influence the reception of liturgical songs and songbooks, such as a spirit of anti-authoritarianism must be borne in mind. The liturgical training of ministers of religion, especially with regard to their aesthetic formation must be given due attention. The reflection on liturgy with regard to the role of art and music as communicative acts, based on new theological insights, must come into full swing. Liturgical music can only be fully appreciated where liturgical renewal takes form in a comprehensive way and where theologically the space is opened up for music as a form of art that has the ability to communicate symbolically, especially that which defies clearcut definition - as such being a communicative act serving the gospel. / Liturgiese musiek verkeer wereldwyd in 'n krisis. Kritiek word dikwels slegs voor die deur van die musiek gele, terwyl die probleem verband hou met die erediens as geheel, die teologiese denke en met die kulturele omstandighede waarbinne die erediens plaasvind. Geykte liturgiese vorms, 'n kognitiewe-verbalisme, die oorbeklemtoonde eis om verstaanbaarheid, 'n verlies aan die kunsgestalte van die erediens, 'n miskenning van die simboliese waarde van rituele en handelinge, die gebrek aan visuele en ander kunsvorme, die invloed van die omringende musiekkultuur en veral die gebrek aan 'n grondige teologiese besinning ten opsigte van musiek in die erediens, bring die funksie, aard en wesenlike plek van liturgiese musiek in gedrang. Die erediens staan binne 'n · postmodernistiese denkkultuur waarvan sekere aspekte positiewe moontlikhede ten opsigte van die erediens kan bied. Die breer rasionaliteitsbegrip, wat ruimte open vir die affektiewe en nie-kognitiewe dimensies van menswees, skep nuwe ruimte vir die estetiese ervaring en die rol van ervaring in die geloofsproses. Die erkenning van simbole, simboolwerelde, metafore, beelde en verbeelding, bied nuwe moontlikhede vir die erediens as Gesamtkunstwerk. Die oog vir die heropname van die historiese en die simboliese bied ook geleentheid vir die herstel van die tradisionele lied. 'n Gees van anti-fundamentalisme vereis 'n oop kanon ten opsigte van die liturgie en die liturgiese lied. Ekumenisiteit as vorm van die postmoderne global village bied 'n pluraliteit van liturgiese en musikale moontlikhede. 'n Nie-outoritere tydsgees en die ontkenning van 'n 'kundigheidsgroep' deur die postmodernisme, moet verreken word as faktore wat 'n rol kan speel by die resepsie van liedere en gesangboeke. Die liturgiese opleiding, veral met betrekking tot die estetiese vorming van predikante, moet grondig aandag kry. Die besinning rondom die liturgie met betrekking tot die rol van kuns en musiek as kommunikatiewe handelinge moet op grond van nuwere teologiese insigte tereg kom. Die tese van hierdie studie is dat die kerklied, oud of nuut, eers daar tereg sal kom waar van liturgiese vernuwing in die omvattende sin sprake is en waar teologies die ruimte vir musiek as kunsvorm met die vermoe tot simboliese vergestalting - as sodanig dus kommunikatiewe handeling in diens van die Evangelia - verreken word. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theory)