The present essay has the goal to investigate the right to punish and the punishment on the political thought of Thomas Hobbes, with the purpose to verify which is the essence of the right to punish, its legitimacy and its limits, as well as inquiring which function the punishment exerts in the State, if juridical, political, or both. For this reason, the first chapter begins with the investigation of the constituting elements of the thought of Hobbes, analyzing how the rationalism, the materialism, the nominalism, the mechanicism and the Hobbesianian naturalism influence the definition of the referring concepts to the State and in the structure of its political theory. Based on these concepts, it is verified how the disruption of Hobbesianian thought happens with the philosophical and the scholastic tradition, mainly with the Aristotelian vision of human nature. After that, the factors that lead the institution of the Civil State, especially, the state of nature and the social pact are analyzed and its characteristic elements are distinguished. The second chapter has as a target to clarify the concepts of the rights of nature, law of nature and civil law, verifying in which way these elements relate to the State and the sovereign power, as well as its importance. Therefore, it is verified the concept of Jusnaturalism and the legal positivism in Hobbes and how laws of nature consist on the rational basis for the institution of the Civil State. On the third chapter, the right to punish is examined in the Civil State, its origin, limits, purpose and if this element is part of the sovereignty. Moreover, it is examined the connection between law, crime and sin in Hobbes and which is the influence of these concepts on the political obedience and the freedom of the subjects. Finally, it is verified how the punishment will consist in a political controlling instrument on the sovereign power. / A presente dissertação tem por objetivo investigar o direito de punir e a punição no pensamento político de Thomas Hobbes, com a finalidade de verificar qual a essência do direito de punir, sua legitimidade e limites, bem como averiguar qual a função que a punição exerce no Estado, se jurídica, política, ou ambas. Para tanto, o primeiro capítulo inicia-se com a investigação dos elementos constituintes do pensamento de Hobbes, analisando como o racionalismo, o materialismo, o nominalismo, o mecanicismo e o naturalismo hobbesiano influenciam na definição dos conceitos referentes ao Estado e na estruturação de sua teoria política. Partindo desses conceitos, verifica-se como se dá o rompimento do pensamento hobbesiano com a tradição filosófica e a escolástica, principalmente com a visão aristotélica de natureza humana. Em seguida, os fatores que conduzem a instituição do Estado Civil, especialmente o estado de natureza e o pacto social, são analisados e distinguidos seus elementos característicos. No segundo capítulo, busca-se esclarecer os conceitos de direito de natureza, de lei de natureza e de lei civil, verificando como esses elementos relacionam-se com o Estado e o poder soberano, bem como sua importância. Outrossim, verifica-se em que consiste o jusnaturalismo e o positivismo jurídico em Hobbes e como as leis de natureza constituem-se na base racional para a instituição do Estado Civil. No terceiro capítulo, examina-se o direito de punir no Estado Civil, sua origem, limites, finalidade e se este é elemento integrante da soberania. Além disso, examina-se a conexão entre lei, crime e pecado em Hobbes e qual a influência desses conceitos na obediência política e na liberdade dos súditos. Por fim, verifica-se como a punição se constituirá em instrumento de controle político pelo poder soberano.

Summary: The thesis focuses on a piece of work in the form of a monastic rule which considerably influenced the whole Christian world, significantly contributed to the formation of spirituality of monastic communities, shaped the European culture and has much to say even today. The rule derives its name from its author, St. Benedict of Nursia. Given the considerable impact of his work on shaping the subsequent history of monasticism, St. Benedict is rightly called the Father of Western Monasticism. The first part introduces the Rule of Saint Benedict (Regula Benedicti). It refers to the period of its creation when certain common foundations of monastic life existed but lacked any solid anchoring. Despite the existence of other monastic rules, the Rule of Saint Benedict became the leading one thanks to its clarity and brevity. The second part deals with the Rule of the Master (Regula Magistri), an anonymous collection of monastic precepts which played a significant role as a source material for the Rule of Saint Benedict. St. Benedict took a large number of rules from it while he edited some of the original rules and intentionally omitted others. He moderated the strict text of the Rule of the Master since he was aware of human weakness. He infused the precepts with love. The third part, the longest in its...

The research is focusing on understanding the problems that are caused by the patriarchal set-up and which become stumbling blocks for the rights of women in the church and society. The research is done by application of the liberation theology from the reality of the experiences of the oppressed women. The research will: - Use the practical case studies as an experience of the victimized society in order to understand their pain and need. - Study the biblical passages that helps to understand more about how men and women are expected to relate to each other by God. - Study the African traditional understanding about how men and women should relate to each other. - Give guidelines on how men and women can be equal participants for the kingdom of God, without undermining the rights of women and the biblical message on the view of women. Liberation theology pioneered by James Cone will be used pastorally and therapeutically to help the women as victims of gender oppression both in the church and in the society. / Thesis (PhD (Practical Theology))--University of Pretoria, 2008. / Practical Theology / unrestricted

Due to the social, political, and religious upheavals occurring across Europe in the Early Modern period, many writers were exploring the proper relationship between citizens and political and religious leaders. While some writers encouraged citizens to give unconditional loyalty to local and national leaders, Shakespeare has a pattern of endorsing citizen rebellion as a moral means to overthrow tyrannical rulers. By exploring Richard III, Measure for Measure, and Julius Caesar, I argue that Shakespeare is developing a taxonomy of citizen responses to a tyrannical leader and teaches citizens that a moral rebellion can be launched against a tyrant when a citizen embraces personal responsibility, accepts the power of rhetoric over violence, and overcomes the filtering effects of nostalgia. To demonstrate that Shakespeare is deliberately entering the conversation about a citizen's reaction to a tyrant, I provide information about how a tyrant is defined in the Early Modern period. I synthesize the scholarship on relevant texts in the period and explain how all three leaders in the aforementioned plays support that definition of tyranny. Then I focus on each play's surrounding characters to discuss the motivations and reactions of rebellious and obedient citizens. Finally, I conclude each section with an analysis of the repercussions of the citizen's actions and evaluate the lessons that Shakespeare is consistently promoting about moral rebellion.

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This thesis argues that Barth’s asymmetrical structuring of the Trinity in I/1, his doctrine of election in volume II, his concept of the humanity of Christ as the imago Dei in III/2 and his account of the obedience of the Son being reflected in his incarnate life, as detailed in IV/1 and IV/2, are not just coherent but mutually reinforcing. The thesis demonstrates that Barth uses a nexus of crucial terms, including ‘correspondence’ [Entsprechung], ‘reflection’ [reflex/Abbildung] and ‘overflowing’ [Ueberstroemen], to express that God’s actions and relationships ad extra reveal who God is. The concept of ‘correspondence’, tentatively present in the first two volumes, gathers pace through III/2 and achieves full force in volume IV, where the obedience of Christ in IV/2 ‘reflects’ or ‘mirrors’ the obedience of the Son in IV/1. Crucially, the fact that the economic Trinity ‘reflects’ the immanent Trinity, or (differently stated) that the immanent Trinity ‘overflows’ into the economy, establishes a direction, an asymmetry, to the relationship of ‘correspondence’. In ch. II of the thesis we argue that the asymmetry developed in the doctrine of the Trinity in I/1 is the basis for this asymmetric correspondence. Barth describes the triune life as one of giving and receiving existence, suggesting a divine order with an irreversible direction, an asymmetric order. This is shown to be particularly evident in Barth’s defence of the filioque clause which enables him to claim that the Spirit is the one in whom the ruling Father and obedient Son are united ad intra. On this basis we argue, in ch. III, that, when Barth revises his doctrine of election, he comes to see it as the event of triune reflection: the Father, Son and Spirit electing to reflect who they are with a direction of determination, an asymmetry, which is irreversible. In this respect we argue against Bruce McCormack, who sees election as the event in which God elects triunity. In ch. IV we read Barth’s III/2 account of the humanity of Christ as the imago Die, as an attempt to demonstrate that God’s economy of salvation corresponds to who he is. This theme comes into full focus in the first two part-volumes of volume IV, explored here in ch. V. The obedience of Christ reflects, corresponds to, the obedience of the Son. There is obedience in God. This concept, which so mystifies Paul Molnar and Rowan Williams, is shown to be theologically consistent with a doctrine articulated by Barth some thirty years previously: his asymmetrically structured doctrine of the Trinity.

This dissertation titled The History of the Catholic Church in Lesotho 1862-1989 has three chapters. The first chapter deals with the formation of the seventy-seven missions in Lesotho, and the establishment of the four dioceses of Lesotho the seventy-seven mission had all been formed during the period mentioned in the title, and those formed after appear in the appendix. The second chapter deals with the socio-political involvement of the Catholic Church in Lesotho, this part deals with the authority of the bishop and the Church government and again with the role of the bishop and his relationship to the Oblate authority. In this part four bishops are taken to illustrate this point, and this covers the period from 1930 to 1966. In short this deals with the internal affairs of the Church, and its finances. And we go on to deal with the involvement of the Church in the party politics which led to independence of the country. The last chapter deals with the church under the indigenous clergy, which actually is inculturation its problem and attempted solution. / Christianity, Spirituality, Church History and Missiology / M. Th. (Church History)

I denna erfarenhetsbaserade essä utforskar jag det dilemma som pedagoger kan försättas i när gamla traditioner och normer möter nya, samt när pedagoger med olika erfarenheter, utbildningar och kunskaper möts. I min inledande berättelse skildrar jag två olika händelser med ett liknande dilemma. Där försätts jag i en situation där jag inte riktigt vet hur jag ska agera. Jag vet hur jag vill agera men vågar inte stå upp för mina åsikter. Jag frågar mig själv om jag ska följa den ansvarige förskolläraren på avdelningen eller om jag ska stå upp för mina egna erfarenheter och mina praktiska kunskaper. I mitt dilemma är det två olika typer av syn på barn och deras utveckling och lärande som krockar. I reflektionsdelen undersöker jag varför dessa krockar uppstår. Jag tar hjälp av ett av våra tidigare styrdokument "Pedagogiskt program för förskolan-87" som jag jämför med den nuvarande läroplanen för förskolan – "Lpfö98, rev.2010". Med hjälp av olika kunskapsbegrepp undersöker jag hur värderingen av praktisk kontra teoretisk kunskap påverkar hur vi arbetar i förskolan. Jag reflekterar över hur mina egna kunskaper såg ut då vid tiden för mitt dilemma samt på vilket sätt dessa har utvecklats. Jag ställer mig också frågan, hur vår barnsyn och vår syn på kunskap påverkar barnen i förskolan. / In this experiential essay I explore the dilemma that educators can encounter when old traditions and norms meet new, as well as what happens when teachers with different experience, training and knowledge meet. In my initial report, I describe two different events with a similar dilemma where I am put in a situation where I do not really know how I should act. I know how I want to act, but do not dare to stand up for my opinions. I ask myself if I should follow the responsible preschool teacher of the department or whether I should stand up for my own experiences and my practical knowledge. In my dilemma, there are two different types of view of children and their development and learning that are in conflict. In the reflection part, I examine why these crashes between views occur. I compare one of our previous policy documents "Pedagogiskt program för förskolan-87" with the current curriculum - "Lpfö98, rev.2010". Using different concept of knowledge, I examine how the valuation of practical versus theoretical knowledge affects how we work in preschool. I reflect on my own knowledge the time of my dilemma, and how it has evolved. I also question how our child perspective and our view of knowledge affect children in preschool.

Entre 1378 et 1417, l’Église est d’abord divisée entre deux, puis entre trois papes concurrents. Alors qu’Urbain VI et ses successeurs s’installent à Rome, Clément VII et son successeur rentrent en Avignon. Cette thèse répertorie et analyse les différentes expériences normandes en réponse au Grand Schisme d’Occident. Les engagements normands pour résoudre le schisme sont pluriels et s’expriment différemment selon les milieux. S’appuyant sur des sources diverses telles que le Registre des suppliques des archives du Vatican, les archives de l’Université de Paris et les archives locales, elle met en évidence les différents courants qui ont coexisté en Normandie en réaction au Grand Schisme d’Occident. Alors que la noblesse normande était généralement favorable aux papes d’Avignon, reconnus officiellement par le roi de France, d’importants courants de résistance envers cette papauté se sont aussi manifestés dans les milieux universitaires et au sein du clergé normand, poussant même certains à choisir l’exil en terre urbaniste. Ces exilés normands, bien que peu nombreux, ont exercé une influence considérable et ont été peu étudiés en tant que groupe auparavant. Parmi l’importante majorité de ceux qui restèrent dans l’obédience avignonnaise, plusieurs intellectuels normands furent pourtant reconnus comme étant d’acerbes critiques, voire des ennemis de Clément VII et de Benoît XIII. Les liens qu’ont maintenus les exilés normands avec leurs collègues restés en terre clémentiste ont joué un rôle appréciable dans le rapprochement des obédiences opposées au début du XVe siècle. La présente thèse permet de mettre en lumière les multiples attitudes normandes en réponse au schisme, d’approfondir la connaissance portant sur les milieux normands touchés par la crise, ainsi que sur les débats qui l’ont entourée, et de poursuivre la réflexion sur la question de l’obéissance et des réseaux normands à l’œuvre pendant cette période. / Between 1378 and 1417, the Catholic Church was divided between two, and then three contending popes. While Urban VI and his successors settled in Rome, Clement VII and his successor, Benedict XIII, returned to Avignon. This dissertation documents and analyses the multiple experiences known in Normandy in reaction to the Great Western Schism. Norman commitments to resolve this division were plural and they were expressed in numerous manners. Relying on Vatican archives, University of Paris and local archives, this study demonstrates the different reactions that coexisted in Normandy in response to the Great Western Schism. Although the Norman nobility was generally favourable to the Avignon popes, officially recognized by the King of France, important waves of resistance to that papacy were also expressed amongst Norman clergymen, prelates, as well as university students and professors. This resistance led some to choose exile, in order to recognize the Roman popes. Those Norman exilees, although they formed a modest community, had considerable influence in the Roman obedience, and they have been the object of very little scholarly attention. Amongst the vast majority of those who remained in the obedience of Clement VII, many Norman intellectuals were known for being very critical, even being enemies of the Avignon popes. The relationships that exiled Normans maintained with their colleagues who remained in Clément VII’s obedience played a very important role in the dialogue between obediences that led to the council of Pisa in 1409. This dissertation highlights the multiplicity of Norman attitudes in response to the Great Western Schism, it deepens our knowledge of the various Norman groups touched by the division and it improves our understanding of the different debates that surrounded the crisis. It also allows to further the reflection on the questions of how the schism affected the notion of obedience, and of the Norman networks at work during that period.

This study is based on the research work on moral development written by J. Piaget. It is focused on a development of responsibility (on the child view on responsible behaviour in different age) and on an upbringing to responsibility. Study proceeds from structured interviews with children at the age of 4-13 years. There was used qualitative processing focused on an aspect of development. As a result of presented study there was found out the development of responsibility in three areas. Responsibility for rules develops from an obedience, through justice to equity. Responsibility for social environment develops from politeness to friends to politeness in general and from respecting the law of small groups to respecting the law of big groups. Responsibility for one own thinking develops from black-and-white views to reasoning in the context. Research next discusses the use of expiatory punishment and punishment by reciprocity in upbringing. This study is of benefit to closer view on the responsibility in it's own meaning. There is an inspiration for upbringing children to responsible behaviour. Results can also be a source for future studies in the area of moral development. Key words: responsibility, justice, obedience, expiation punishment, punishment by reciprocity, reasoning in the context.