L’affirmation de l’Église « Une » comme une réalité présente dans l’histoire fait partie de la tradition catholique. Après la naissance du mouvement œcuménique, Yves Congar (1904-1995) introduit dans la théologie catholique le principe ecclésiologique de l’œcuménisme. Il s’agit de penser la vie chrétienne des autres baptisés à partir de leurs Communions. Pour mettre en évidence ce principe herméneutique, cette thèse étudie sa portée théologique dans l’œuvre congarienne (1931 à 1954), se penche sur sa réception dans le décret sur l’œcuménisme Unitatis Redintegratio (1964), dans l’encyclique Ut Unum Sint (1995) et dans quelques documents récents, avant de proposer son inscription dans une théologie de l’ Église structurée à partir de l’institutionnalité de la grâce, située dans une perspective eschatologique. / The assertion of the Church as “One” present throughout history is part of the Roman Catholic tradition. After the appearance of the ecumenical movement, Yves Congar (1904-1995) introduces the ecclesiological principle of ecumenism in catholic theology. The idea is to think of the Christian life of the other baptized based on their Communion. To emphasize this hermeneutics’ principle, this thesis studies its theological impact on the congarian work (1931-1954) and ponders over its reception within the decree on ecumenism Unitatis Redintegratio (1964), within the encyclical Ut Unum Sint (1995) as well as in recent documents. It will also lead on to suggesting its recording in one theology of the Church structured by the institutionalization of grace in an eschatological perspective.

In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author sees an imbalance and disconnection in the current Ontario public school system, between education of the mind (to have) and education of the heart (to be). This is demonstrated in the heightening violence in schools, because violence in schools means that students do not feel connected to and are not happy in their schools. To accomplish this purpose, the author explores the different ways we can connect—within ourselves, with classroom subjects, with students in the school, and with the community at large—through life stories of four holistic educators, including herself. Three have taught in Buddhist, Waldorf, and Montessori schools, which all foster compassion not only through empathy, caring, and love, but also through emotional and moral components of heart education, such as intuition, creativity, imagination, joy (Miller, 2006), and moral education (Noddings, 1992). The enquiry uses qualitative research and narrative method that includes portraiture and arts-based enquiry. The findings in the participants’ narratives reveal that compassion comprises spirituality, empathy, and caring. We can develop compassion through contemplation in an awareness of interconnection between the I and the Other. In conclusion, we can foster compassion in schools if we use holistic education’s basic principles of balance, inclusion, and connection (Miller, 1981, 1993, 1994, 1999, 2000, 2006, 2007, 2010), and if we bring in different ways of fostering compassion that the author has explored through four holistic teachers’ narratives in this study. By nurturing and connecting to students’ hearts, rather than forcing knowledge into their heads, it is possible to create schools where students are happy and feel connected to their learning.

In this study the author investigates the nature of compassion, ways of developing compassion within ourselves, and ways of bringing compassion into schools. The author sees an imbalance and disconnection in the current Ontario public school system, between education of the mind (to have) and education of the heart (to be). This is demonstrated in the heightening violence in schools, because violence in schools means that students do not feel connected to and are not happy in their schools. To accomplish this purpose, the author explores the different ways we can connect—within ourselves, with classroom subjects, with students in the school, and with the community at large—through life stories of four holistic educators, including herself. Three have taught in Buddhist, Waldorf, and Montessori schools, which all foster compassion not only through empathy, caring, and love, but also through emotional and moral components of heart education, such as intuition, creativity, imagination, joy (Miller, 2006), and moral education (Noddings, 1992). The enquiry uses qualitative research and narrative method that includes portraiture and arts-based enquiry. The findings in the participants’ narratives reveal that compassion comprises spirituality, empathy, and caring. We can develop compassion through contemplation in an awareness of interconnection between the I and the Other. In conclusion, we can foster compassion in schools if we use holistic education’s basic principles of balance, inclusion, and connection (Miller, 1981, 1993, 1994, 1999, 2000, 2006, 2007, 2010), and if we bring in different ways of fostering compassion that the author has explored through four holistic teachers’ narratives in this study. By nurturing and connecting to students’ hearts, rather than forcing knowledge into their heads, it is possible to create schools where students are happy and feel connected to their learning.

This article proposes the existence of a cult dedicated to a female sea deity on the Central Coast of Peru during the Early Intermediate Period (200-700 AD). This research is based on archaeological evidence of ritual activity as well as ethnohistoric, ethnographic, and linguistic data that supports the proposal. A goddess of the sea, with a court of marine life, linked to the feminine aspects of the cosmos could have had Huaca Pucllana as one of its centers of worship, with the abundance of figurative and symbolic marine representations, as well as the evidence for the social role of women and the importance of marine resources. It is worth noting that this cult somehow managed to transcend the decline of Limaculture and achieve cultural permanence into the Middle Horizon. / En este artículo, se propone la existencia de un culto dedicado a una divinidad marina de género femenino, durante el periodo Intermedio Temprano (200-700 d.C.) de la Costa Central del Perú. La investigación está basada en evidenciaarqueológica relacionada a contextos de actividad ritual así como en datos etnohistóricos, etnográficos y lingüísticos que avalan esta propuesta. Una diosa del mar, con una corte de seres marinos, vinculada a los aspectos femeninos del cosmos pudo tener uno de sus centros de adoración en Huaca Pucllana; la abundancia de representaciones figurativas y simbólicas ligadas al mar, el rol social de la mujer y la importancia de los recursos marinos respaldan esta propuesta. Cabe resaltar que este culto, de alguna manera, logró trascender el ocaso de la cultura Lima y permaneció durante parte del Periodo Horizonte Medio.

The bull was a potent symbol of power, strength, and, to a lesser degree, fertility to the peoples of the ancient Near East from the twelfth century until 330 BCE. This symbolism was manifested in several iconographic motifs. These motifs reveal the bull as a manifestation of divine characteristics and as an expression of the power of man, and particularly the authority of the king. The use of these iconographic motifs was not consistent across the entire area of the ancient Near East; some differed in appearance and use in the different areas of the region, and many changed over time even in the same area. In all areas and during all periods the basic core symbolism stayed the same, and the bull was always held in a special respect. / Old Testament and Ancient Near Eastern Studies / M.A. (Ancient Near Eastern Studies)

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Joseph F. Merrill served as Church Commissioner of Education from 1928 to 1933, an era critical in the development of Latter-day Saint Education. During his tenure as commissioner several key developments occurred in Church education, among them the closing of most of the remaining Church academies, transfer of nearly all of Church junior colleges to State control, rapid expansion of the Church seminary system, and establishment of the first LDS Institutes of Religion. Merrill also initiated new efforts to encourage LDS educators to seek graduate-level education outside of Utah, and to bring religious scholarship to the teachers of the Church. In addition, during this time attempts were made by forces outside the Church to seriously curtail the continuation of the seminary program, if not to eliminate it entirely. Merrill's efforts were crucial in ensuring the survival and ultimate acceptance of this form of religious education. This study is intended to answer the following research questions: 1. What were the contributions of Joseph F. Merrill as Church Commissioner of Education? 2. How can the lessons from Merrill's administration be applied to the challenges facing Church education today? The first chapter of this thesis is intended to provide the necessary historical back to understand the events which took place during the Merrill tenure. Particular attention is paid to the work of Merrill's predecessor, Adam S. Bennion. Chapter two provides the historical background to understand Merrill's background before he was called as commissioner. The “Beginning of Institute" chapter explores the creation of the Latter-day Saint Institutes of religion. Next, the “Continuing the Transformation of Church Education" explores the decision to close or attempt to transfer to state control the junior colleges owned by the Church during this time. With the transfer of most of the Church colleges underway by the early 1930s, Church education found itself dependent on the work of seminaries and institutes. “The Released Time Seminary Crisis of 1930-31" chapter details the effects made by the report of the state high school inspector, I. L. Williamson, on seminary and Merrill's work to defend the legality of the seminary system. Next, “Joseph F. Merrill and Religious Educators" will document Merrill's dealings with the teachers who served under him as commissioner. Attention is devoted here to the effects of the Depression on Church education, as well as an account of the LDS educational venture with the University of Chicago Divinity school in the 1930s. Finally, the “Conclusions" chapter explains Merrill's departure from the office to serve as president of the European Mission. This chapter will also offer summary answers to the major research questions, and suggestions for future study The overall intent of this study is to shed light on the contributions of Joseph F. Merrill to Latter-day Saint education. It is not intended as a full biographical work, but simply focuses on his service as commissioner, with occasional ventures into other periods as necessary. It is hoped the reader will emerge with a greater understanding of this important era in Church history, as well as an improved vision of the divine hand guiding the fate of the Church.

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