<p>This thesis is intended as a contribution to the discussion about science education, especially with regard to how care for nature can be understood, to what extend care for nature is included or excluded in the science education discourse and the importance of this in regard to an environmental education and a gender perspective. The empirical part of the thesis is carried out as a case study, where the discourse of physics is studied as a case within the discourse of science education. The discourse of physics is investigated by analyses of textbooks for lower secondary school in Sweden. </p><p>In the thesis, I present two ways of understanding care for nature. The first way is related to a systemic aspect of ethics that is based on principles. If the principles in use ascribe intrinsic value to nature, then the ethics can be seen as an expression of a systemic aspect of care for nature. The second way is related to an aspect of ethics based on care in ‘I-Thou encounters’ with nature, and is seen as a non-systemic aspect of care for nature. </p><p>Three forms of analyses are performed: 1) of the discourse and selective traditions in physics, 2) of orientations (attitudes) towards nature, and 3) of ways of knowing (indicating what meetings with nature students are offered in science education). </p><p>The analyses performed showed one discourse in physics education, consisting of two selective traditions. The systemic aspect of care for nature is excluded as the discourse has an anthropocentric foundation. The non-systemic aspect of care for nature is also excluded, as no I-Thou meetings are offered through the ways of knowing and no expression for the I-Thou attitude is found in either of the traditions. Further, ways of knowing and an ethical orientation associated with female gender are excluded. Thus, the discourse in physics does not contribute to obtaining the goals of the national syllabuses concerning gender equality and care for nature from the perspectives investigated.</p>

This thesis is intended as a contribution to the discussion about science education, especially with regard to how care for nature can be understood, to what extend care for nature is included or excluded in the science education discourse and the importance of this in regard to an environmental education and a gender perspective. The empirical part of the thesis is carried out as a case study, where the discourse of physics is studied as a case within the discourse of science education. The discourse of physics is investigated by analyses of textbooks for lower secondary school in Sweden. In the thesis, I present two ways of understanding care for nature. The first way is related to a systemic aspect of ethics that is based on principles. If the principles in use ascribe intrinsic value to nature, then the ethics can be seen as an expression of a systemic aspect of care for nature. The second way is related to an aspect of ethics based on care in ‘I-Thou encounters’ with nature, and is seen as a non-systemic aspect of care for nature. Three forms of analyses are performed: 1) of the discourse and selective traditions in physics, 2) of orientations (attitudes) towards nature, and 3) of ways of knowing (indicating what meetings with nature students are offered in science education). The analyses performed showed one discourse in physics education, consisting of two selective traditions. The systemic aspect of care for nature is excluded as the discourse has an anthropocentric foundation. The non-systemic aspect of care for nature is also excluded, as no I-Thou meetings are offered through the ways of knowing and no expression for the I-Thou attitude is found in either of the traditions. Further, ways of knowing and an ethical orientation associated with female gender are excluded. Thus, the discourse in physics does not contribute to obtaining the goals of the national syllabuses concerning gender equality and care for nature from the perspectives investigated.

In this thesis I explore the relation in Buber's and Levinas's understanding. Both of these Jew philosophers endeavoured to describe an essence of genuine dialogue and both saw in dialogue the word that turns to a Thou, the primal deed of spirit. Nevertheless in spite of these similarities there are also a differences in their understanding of a dynamics within the genuine dialogue. Whereas Buber talks about a reciprocity in such a relation Levinas asserts that there is an asymmetry there and therefore he radicalizes Buber's conception and responsibility towards the other. In the first part of my thesis I focus on important influences on Buber's and Levinas' lives and introduce a "poetics" of their understanding of a genuine dialogue based particularly on their main piece of work: Buber's I and Thou and Levinas's Totality and Infinity. Although there was a communication between these two thinkers according to some philosophers it often exhibited a lack of dialogue and a failure to understand each other. Therefore I outline the similarities and differences in detail in the final chapters. Keywords Buber, Levinas, Rosenzweig, I - Thou relationship, face, reciprocity, asymmetry, responsibility, ethics, infinity

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[pt] Esta tese é uma reflexão sobre a possibilidade de um discurso sobre a religiosidade a partir da morte de Deus. Procurei escavar interpretações a respeito da sentença Deus está morto!, presente nos aforismos 125 e 343, de A gaia ciência, de Friedrich Nietzsche (1844-1900) e confrontei-as com as ressonâncias desta proclamação na obra do filósofo francês Gabriel Marcel (1889-1973). Sobre os sentidos interpretativos da assertiva nietzschiana, apresento três aspectos fundamentais do Deus assassinado, nomeadamente: (a) o Deus metafísico; (b) o Deus moral; (c) o Deus cristão. Os textos de Marcel analisados na tese apontam a acolhida e a ressignificação do vaticínio nietzschiano. Nessa acolhida, as noções de drama, situação, universal concreto, transcendência e intersubjetividade mereceram especial cuidado investigativo. Esta última, calcada na relação eu-tu, constitui-se como verdadeira condição de possibilidade de abertura ao outro enquanto mistério. A partir deste confronto, procurei oferecer uma síntese própria que não é nem nietzschianismo, nem marcelianismo. Uma vez que não se segue como necessário de nossa situação histórica, marcada pelo deicídio, a ilegitimidade da religião, perseverei em repensá-la, ainda que sob aspectos e configurações não usuais. Disto seguiu-se uma reinterpretação de aspectos vários, situados entre metafísica e religiosidade, bem como entre moralidade e religiosidade, o que levou a reflexão sobre alguns desdobramentos éticos e sócio-políticos aí envolvidos. / [en] The present work sets forth a discussion on the possibility of a religious speech following the death of God. It was in my interest to dig for interpretations concerning Friederich Nietzsche s (1844-1900) statement found in The Gay Science s 125th and 343th aforisms - God is dead! - and to compare them to its echoes in Gabriel Marcel s (1889-1973) works. Upon the interpretative meanings to Nietzsche s statement, I present three fundamental aspects to the murdered God, namely: (a) the metaphysical God, (b) the moral God and (c) the christian God. The Marcelian texts analyzed here point out both the reception and ressignifications of Nietzsche s prediction. In this reception, the notions of drama, situation, concrete universe, transcendence and intersubjectivity deserved a very careful analysis. The latter, based on the I-thou relationship, became a real condition for an opening towards the others as some sort of mystery. From this confrontation, I tried to offer my own synthesis that is neither akin to Nietzscheism or Marcelism. Since the ilegitimacy of religion is not a necessary fact on our days, branded by the experience of this deicide, I strived to rethink it, albeit by non usual aspects and configurations. From that followed a reinterpretation of several aspects, situated between metaphysics and religiosity, as well as between morality and religiosity, which lead to the reflexion on some of the ethical and social-political developments that lie within the discussion.

The aim of this research was to determine how Gestalt Therapy could be utilised to re-write life script. Transactional Analysis terminology was translated into Gestalt Therapy, especially the terms life script, life position and re-writing in the literature study. Gestalt Therapy concepts of importance for the research were also discussed in the literature study. An empirical study was conducted, involving one respondent, for whom Gestalt Therapy sessions were provided with the aim of determining how life script could be re-written through such intervention. Gestalt Therapy concepts and life script concepts were identified during the therapy process. A re-written life script was formulated by the researcher corresponding with the level of functioning of the respondent during therapy and in relation to the respondent's life position. The researcher deducts from the entire study, but especially from the empirical study that life script can be re-written by means of utilising Gestalt Therapy. / Social Work / M. Diac. (Play Therapy)

Made available in DSpace on 2016-04-28T20:39:20Z (GMT). No. of bitstreams: 1 EDUARDO GOLDENSTEIN.pdf: 870373 bytes, checksum: 3d2e971540a9c347550f42beab244033 (MD5) Previous issue date: 2006-08-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / From the end of the Second World War on, medicine started to develop clinically and surgically in a way hitherto unknown. Due to more accurate diagnoses, new therapeutic resources and the development of new drugs and technological procedures that allowed physicians to risk major surgeries, sicknesses simply became extinct or controlled and life could start earlier and end later. But all this technological development ended up causing two new problems and two new challenges: the increase of sicknesses without well-established physiopathological bases, such as psychosomatic anxieties and illnesses, and a kind of deconstruction of the humanistic face of medicine -- a deconstruction that came to be known as the dehumanization of medicine. Perhaps this dehumanization of medicine should be understood as a need to reformulate the humanistic bases of the same, adapting to current technological advances, which certainly have changed the training and the performance of the physician as he exercises his profession. The focus of our attention during this research was to go back to the previous matter: the double concept of dehumanization-humanization of medicine, especially in hospitals. Theoretical support for understanding these concepts will be presented in the introductory chapters. The objective of this research has been to analyze the experience of the clinical practice of ICU pediatricians in a humanized hospital. We, therefore, adopted a specific qualitative research methodology based on the phenomenological-existential approach of Heidegger, Boss and Buber. Interviews were made and analyzed with five ICU pediatricians that work in a humanized children s hospital The doctors accounts reveal different views on: how to deal with death, with anxiety and with guilt; the presence of mothers in the ICU and the effect on hospital routine and medical clinical practice; the recognition (or non-recognition) of the physician s work by the parents and ICU professionals; (positive or negative) aspects of the physical environment of the ICU and of working conditions. Starting from the data collected, a profile can be made of the clinical experiences of those interviewed, emphasizing the strategies used by them to deal with the difficulties and adversities generally present in ICUs. The analysis of these experiences has revealed the importance of listening to the physicians and including the voice of the doctor in the humanization process of medicine and hospitals. New research fronts, in which are heard the voice of other doctors, other professionals, the mothers and the children too, have shown themselves to be important / A partir do final da Segunda Guerra Mundial, a medicina tomou um impulso de desenvolvimento clínico e cirúrgico até então desconhecidos. Por conta de diagnósticos mais precisos, de novos recursos terapêuticos, do desenvolvimento de novas drogas e de procedimentos tecnológicos que propiciaram aos médicos se arriscarem em cirurgias de grande porte, doenças foram simplesmente extintas ou controladas, a vida pôde se iniciar mais cedo e terminar mais tarde. Entretanto, toda esse desenvolvimento tecnológico acabou por gerar dois novos problemas e dois novos desafios: a expansão de doenças sem bases fisiopatológicas bem estabelecidas, tais como ansiedades e doenças psicossomáticas, e uma certa descaracterização da face humanística da medicina, descaracterização essa que passou a ser conhecida como desumanização da medicina. Possivelmente essa desumanização da medicina deva ser entendida como uma necessidade de uma reformulação das bases humanísticas da mesma, numa acomodação com os avanços tecnológicos vigentes, os quais certamente mudaram a formação e a atuação do médico no exercício de sua profissão. O foco de atenção nessa pesquisa se volta para essa última questão: o binômio desumanização humanização da medicina, especificamente dos hospitais. Subsídios teóricos para a compreensão destes conceitos estão apresentados nos capítulos introdutórios. O objetivo desta pesquisa foi analisar a vivência da prática clínica de médicos pediatras intensivistas de um hospital humanizado. Adotou-se, para tanto, uma metodologia específica de pesquisa qualitativa referenciada pela abordagem fenomenológica-existencial de Heidegger, Boss e Buber. Foram realizadas e analisadas entrevistas com cinco médicos pediatras e intensivistas que trabalham em um hospital infantil humanizado. As falas dos médicos revelaram diferentes visões sobre: o lidar com a morte, com a angústia e a culpa; a presença das mães na UTI e suas decorrências na rotina hospitalar e na prática clínica médica; o reconhecimento (ou não-reconhecimento) do trabalho médico pelos pais e profissionais da UTI; aspectos (positivos ou negativos) do ambiente físico da UTI e das condições de trabalho. A partir dos dados colhidos, pôde-se traçar um perfil geral das vivências clínicas dos entrevistados, com ênfase nas estratégias por eles usadas para lidar com dificuldades e adversidades em geral presentes em UTIs. A análise dessas vivências revelou a importância de se ouvir os médicos e englobar a voz dos médicos no processo de humanização da medicina e dos hospitais. Novas frentes de pesquisa, nas quais se dê voz a outros médicos, a outros profissionais, às mães e às próprias crianças revelaram-se importantes

The aim of this research was to determine how Gestalt Therapy could be utilised to re-write life script. Transactional Analysis terminology was translated into Gestalt Therapy, especially the terms life script, life position and re-writing in the literature study. Gestalt Therapy concepts of importance for the research were also discussed in the literature study. An empirical study was conducted, involving one respondent, for whom Gestalt Therapy sessions were provided with the aim of determining how life script could be re-written through such intervention. Gestalt Therapy concepts and life script concepts were identified during the therapy process. A re-written life script was formulated by the researcher corresponding with the level of functioning of the respondent during therapy and in relation to the respondent's life position. The researcher deducts from the entire study, but especially from the empirical study that life script can be re-written by means of utilising Gestalt Therapy. / Social Work / M. Diac. (Play Therapy)

Movement in Gestalt therapeutic intervention, using structured activities and free improvisations, is a successful alternative to punishing adolescents with disruptive behavioural tendencies in the classroom. An overview of the existing literature regarding the therapeutic value of movement in Gestalt therapeutic intervention for adolescents with disruptive behavioural tendencies is firstly presented. Various techniques supporting the adolescent in his quest to achieve equilibrium, ultimately improving his relationships with others and his environment, are described. A case study, involving eight adolescents with disruptive behavioural tendencies in group therapy follows, which indicates that movement in Gestalt therapy is an alternative to punishment. In the light hereof it is suggested that movement in Gestalt therapy could be implemented successfully in the formal school environment. This form of intervention can contribute to the adolescent's growth, his ability to communicate and his relationships with self, others and the environment, culminating in improved behavioural tendencies. / Social Work / M. Diac. (Play Therapy)

This paper is devoted to a critical analysis of the book I and Thou in the attempt to identify the main points of the dialogical philosophy as presented by Martin Buber. The introductory passages present the background of the book in terms of time (the era after WWI), cultural background (the influence of Hasidism), or the history of philosophy (an opposition to immanentism, monism, idealism, transcendental philosophy etc.). The main goal of the following interpretation is to try to understand man as a person in his complex existential situation, i.e. through his potential relationships or objectifying attitudes to the world. Being is described as a dual structure either of the basic pair of words I-Thou or of the basic pair of words I-It. As opposed to the usual use of the term, dialogue is defined as a specific interaction of man and the remaining world metaphorically expressible by the structure of addressing-responding. By this scheme, the characteristic reciprocity and direct continuity is expressed. The dialogue is also placed in the area "between" I and Thou, which mediates the genuine, immediate and transcendental knowledge constituting the reality. Finally, the dialogical attitude is compared and contrasted to the monological comprehension of the world. Key words: personalism, dialogical...