[No abstract available] / Arts, Faculty of / Philosophy, Department of / Graduate

No description available.

No description available.

Thesis (Ph. D.)--Pontificia Universidad Católica en Quito, 1997. / Includes bibliographical references (p. 381-405).

Thesis (M.A.)--Boston University / This thesis examines the relation of Indian thought to Pythagoreanism. Two scholars, in particular, have dealt at length with this subject. Richard Garbe has maintained that Indian thought has had important influence on Pythagoreanism. Sir Arthur B. Keith has argued that this is not so. This thesis investigates the relation of Indian thought to Pythagoreanism in terms of a critique of thesetwo positions and in the light of more recent studies. After an introductory chapter, the arguments affirming general Indian-Greek influence are examined in Chapter Two. Chapter Three deals with the relation of Indian thought to Pythagoreanism. A concluding chapter evaluates the positions taken in regard to the problem of parallel doctrines.

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第18709号 / 文博第667号 / 新制||文||612(附属図書館) / 31660 / 京都大学大学院文学研究科文献文化学専攻 / (主査)准教授 ACHARYA Diwakar Nat, 教授 赤松 明彦, 准教授 宮崎 泉, 教授 VASUDEVA Somdev / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DAM

Submitted by Thais Yuri Jo Santos (yuri-jo@hotmail.com) on 2018-08-09T16:00:20Z No. of bitstreams: 1 Dissertação final.pdf: 1246202 bytes, checksum: 9d32c2708b25c8a6feba881e4431087a (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-08-09T18:54:00Z (GMT) No. of bitstreams: 1 santos_tyj_me_rcla.pdf: 1246202 bytes, checksum: 9d32c2708b25c8a6feba881e4431087a (MD5) / Made available in DSpace on 2018-08-09T18:54:00Z (GMT). No. of bitstreams: 1 santos_tyj_me_rcla.pdf: 1246202 bytes, checksum: 9d32c2708b25c8a6feba881e4431087a (MD5) Previous issue date: 2018-06-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O Yoga propõe uma prática pedagógica implícita nos conceitos de sua filosofia que envolvem como base os preceitos éticos norteadores da vida, dentre outros aspectos, que por fim objetivam a transcendência do ser. Esta pesquisa buscou estudar os princípios éticos do Yoga a partir de referenciais teóricos orientais e ocidentais e verificar se o Ocidente utiliza esses conceitos quando absorve esta filosofia a fim de praticá-la. Como amostra da assimilação dos conceitos éticos pelo Ocidente, este estudo de carácter qualitativo utilizou o método análise de conteúdo para investigar os temas e os discursos sobre a ética nas matérias da revista guia de Yoga. Foi realizada a pré análise, a exploração do material e o tratamento dos resultados, nas três edições da revista investigada. A pré análise consistiu na definição do objeto de estudo e leitura flutuante dos materiais, e a exploração do material definiu a unidade de codificação (tema). Os temas encontrados sobre a ética foram agrupados em quadros comparativos, e a partir desses resultados foi possível observar a frequência de aparição e relevância desses conteúdos. Uma das revistas também foi tratada com base argumentativa na literatura apresentada. As 3 edições analisadas apresentaram 49 matérias, sendo que 13 delas tratavam de um tema sobre a ética. Podemos dizer que a revista apresentou os conteúdos da filosofia de maneira superficial, simples e por vezes equivocada. No entanto, atrair os interessados através dos benefícios da prática demonstra um caminho positivo para que busquem maiores aprofundamentos e passem a refletir e exercer os preceitos éticos. Possivelmente, devido a diferenças culturais, a filosofia do Yoga não se popularizou tanto quando a prática. Porém, a reflexão sobre a sua ética possibilita inúmeros benefícios para o setor educacional, já que o aspirante escolhe praticar essa pedagogia voluntariamente em que não há término com o ano escolar ou com qualquer outro setor. Essa filosofia é pautada na dinâmica da vida não possuindo esgotamento, e sim aprofundamento conforme o autoconhecimento. O interesse pela prática demonstra a aproximação entre culturas distintas que só tendem a se complementar. / Yoga proposes an implicit pedagogical practice in the concepts of its philosophy that are based on the ethical precepts guiding the life, among other aspects, that finally aim at the transcendence of being. This research sought to study the ethical principles of Yoga from Eastern and Western theoretical references and to verify if the West uses these concepts when it absorbs this philosophy in order to practice it. As a sample of the assimilation of ethical concepts by the West, this qualitative study used the content anal ysis method to investigate themes and discourses about ethics in the articles of the guia de Yoga magazine. Pre - analysis, material exploration and treatment of the results were carried out in the three editions of the investigated magazine. The pre - analysi s consisted in defining the object of study and floating reading of the materials, and the exploration of the material defined the unit of codification (theme). The themes found on ethics were grouped in comparative tables, and from these results it was po ssible to observe the frequency of appearance and relevance of these contents. One of the magazines was also dealt with on an argumentative basis in the literature presented. The 3 editions analyzed presented 49 articles, 13 of which dealt with a theme on ethics. We can say that the magazine presented the contents of philosophy in a superficial, simple and sometimes wrong way. However, attracting Yoga users through the benefits of practice demonstrates a positive path for them to go deeper and to reflect an d exercise ethical precepts. Possibly due to cultural differences, the philosophy of Yoga did not become so popular as body practice. However, reflection on their ethics makes possible many benefits for the educational sector, since the aspirant chooses to practice this pedagogy voluntarily in which there is no end to the school year or any other sector. This philosophy is based on the dynamics of life not having exhaustion, but deepening according to self - knowledge. The interest in practice demonstrates th e approximation between distinct cultures that only tend to complement each other.

京都大学 / 0048 / 新制・課程博士 / 博士(文学) / 甲第21476号 / 文博第781号 / 新制||文||667(附属図書館) / 京都大学大学院文学研究科文献文化学専攻 / (主査)教授 横地 優子, 准教授 VASUDEVA Somdev, 教授 宮崎 泉, 教授 藤井 正人, 教授 ACHARYA Diwakar Nath / 学位規則第4条第1項該当 / Doctor of Letters / Kyoto University / DGAM

This qualitative storytelling and exploratory research design investigated the barriers, enhancers, and coping strategies to education experienced by adult Native American Indians from various Native American Indian Nations. In addition, differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities regarding barriers, enhancers, and coping strategies of Native American Indians were examined. The study with 23 adult Native American participants revealed a main theme of identity both passive and aggressive that permeated all of the thematic areas: barriers, enhancers, and coping strategies. The barriers ranged from reinventing the Native American Indian to language barriers caused by forcing Native American Indians to speak Eurowestern languages in order to survive. The educational enhancers themes described by the participants revolved around themes of people, culture, community, and the environment. Elements of Garrison' s Model (1997) on self-directed learning emerged in this study under the thematic area of coping strategies. Self-directedness was evident in the coping strategies; which included self-management (control by acknowledging the social environment in which the participants were interacting), cognitive responsibility (self-examination), and motivation (assuming personal responsibility). The role of a Native American Indian as a researcher was noted in enhancing the depth and breadth of the research. / The examination of the differences between the sexes, Native American Nations, and/or languages spoken, and/or participation in cultural activities revealed: (a) one male and five females participants described sexism as a barrier; (b) no participant expressed particular barriers with regards to the Native American Nation in which they belonged to; (c) a majority of participants expressed that language was a barrier in one form or another; (d) participants described barriers to Native American Indian cultural participation as thoughts and feelings of being "lost" and "not belonging," which is evident in identity crisis or identity diffusion. / by Enid Conley. / Thesis (Ph.D.)--Florida Atlantic University, 2008. / Includes bibliography. / Electronic reproduction. Boca Raton, FL : 2008 Mode of access: World Wide Web.

Our world is experiencing a crisis of unsustainability with ecological, socioeconomic, and existential dimensions. Thus, planning for the transition to sustainability is a challenge requiring transformation of the dorrunant cultural paradigm. I address this problem of planning between cultural paradigms by examining the discourse between First Nations Traditional Ecological Knowledge (TEK) and Western Science, and identify lessons that contribute to a sounder epistemological basis for planning theory and practice. To link planning theory, sustainability and TEK, I combined literature reviews, interviews and lessons from my experience with First Nations. I derived a cross-cultural analytical framework based on epistemology, cosmology and ontology (ECO), and applied it to planning theory, case studies of the Scientific Panel for Sustainable Forest Practices in Clayoquot Sound and my own professional work. Planning for sustainability must address multiple dimensions. My approach includes biophysical, social and cultural capital, postulating that greater social and cultural capital could decrease consumption of biophysical capital. In this framework "ECO" addresses cultural capital. My analysis of TEK reveals more than just "knowledge," rather a way of life which generates knowledge. I coined the term TEK-Systems (TEKS) to refer to the social and cultural capital, and methodological features of these lotowledge-generating systems. Applying ECO reveals philosophical elements of TEK, that are neglected in the literature. TEKS combine empirical knowledge with other ways of knowing offering alternative models of reality to the cultural mainstream. The Scientific Panel recognized all significant features of TEKS and ECO in my framework, and employed Nuu-Chah-Nulth TEK protocol in their planning model. Various forms of knowledge from wholly different philosophical origins informed complex planning and decision- making process with consensus outcomes. Similarly, the most significant lessons from my professional application was that respect, cultural framing, and community involvement are key professional tools. Planning between cultural paradigms requires recognizing different knowledge systems; including different ways of knowing strengthens planning for sustainability. This approach establishes new terrain for planning theory. It requires inclusive planning and decision- making processes which foster caring, respect and commitment. Enhancing social and cultural capital provides community and spiritual resources for sustainability. Planners need specialized framing to work in these areas.