京都大学 / 0048 / 新制・論文博士 / 博士(人間・環境学) / 乙第13306号 / 論人博第52号 / 新制||人||219(附属図書館) / 2019||論人博||52(吉田南総合図書館) / 京都大学大学院人間・環境学研究科文化・地域環境学専攻 / (主査)教授 水野 尚之, 教授 廣野 由美子, 准教授 小島 基洋, 教授 中川 優子 / 学位規則第4条第2項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

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Made available in DSpace on 2016-04-25T19:20:20Z (GMT). No. of bitstreams: 1 Gilmar Goncalves da Costa.pdf: 375053 bytes, checksum: 7fcc70edc234a64c1b2de28df88709cb (MD5) Previous issue date: 2012-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In which professional context are the alumni, the masters and the PhDs, with a Religious Studies degree at Pontifícia Universidade Católica de São Paulo, acting? Are these Religious Studies professionals working in the field or in other branches of scholarship, such as Geography, History, Sociology, Psychology, Pedagogy, Philosophy, Theology or yet, in the commercial and industrial sectors? The present research aims at answering these questions. For that, it was based upon interviews and questionnaires with nearly 70 questions related to the professional function of a Religious Studies degree, between the years of 2009 and 2011. From the reading of the data, in light of theoretical approaches, the categories used were work market and Religious Studies. The data show that, out of the 75.5% of those with a masters degree, 16% work neither in the field of Religious Studies nor in the field of Education.; 31% correspond to those that aren t working in their field Religious Studies but dedicate themselves either to the field of Education or to the field of Research; 36% work exclusively with Religious Studies. Meanwhile, out of the 24.5% of those with a PhD degree in Religious Studies, 74% work in the field of Education and 26% of them, with Psychology. Of the total sample, 33% act as autonomous professionals, without the establishment of a formal work relationship; 33% in the private sector, 21% as small business managers or owners and 13% in the public sector. According to them, the reason why this is so is the lack of options and opportunities in the work market. Others highlight the fact that they do not work in the area because they understand it is not possible to conciliate research and studying. One hopes that this research has contributed to clarifying some of the fake antinomies used in relation to Religious Studies / Em qual contexto profissional, os ex-alunos, titulados mestres e doutores, formados em Ciência da Religião pela Pontifícia Universidade Católica de São Paulo, estão atuando? Esses cientistas da religião estão trabalhando na área da Ciência da Religião ou em outros ramos de conhecimentos, como: a Geografia, História, Sociologia, Psicologia, Pedagogia, Filosofia, Teologia, ou ainda, em setores da indústria e comércio? A presente pesquisa pretendeu responder essas perguntas. Para isso, foram realizadas entrevistas e aplicados questionários, contendo cerca de 70 perguntas relativas à função profissional da formação em Ciência da Religião, entre 2009 e 2011. Da leitura dos dados, à luz das abordagens teóricas, as categorias utilizadas são mercado de trabalho e ciência da religião. Os dados demonstram que, dos 75.5% titulados no mestrado, 16% não atuam na área da Ciência da Religião e nem no campo educacional; 31% correspondem aos que não estão trabalhando na área de formação Ciência da Religião mas atuam em diversos setores de ensino e pesquisa; 36% atuam estritamente na área da Ciência da Religião. Enquanto que, dos 24.5% cientistas da religião com título de doutor em Ciência da Religião, 74% exercem atividade no campo da educação e 26% na área da saúde, em Psicologia. Do total apurado, 33% estão atuando como profissionais liberais ou autônomos sem vínculos de emprego, 33% no setor privado, 21% como microempresários e 13% no setor público. Dos 97 entrevistados (100%), 17% correspondem aos cientistas da religião que não estão trabalhando em qualquer área profissional no mercado de trabalho. Segundo eles, o motivo é a falta de opção e oportunidade no mercado de trabalho, outros ressaltaram que não estão atuando na área por entenderem não ser possível conciliar pesquisa e estudo. Espera-se que esta pesquisa tenha contribuído para esclarecer as falsas antinomias utilizadas em relação à Ciência da Religião

Recently, there have been intense discussions about the humanities and their role in society. Internationally, as well as in a Swedish context, the humanities have been regarded to be in a state of crisis. However, these discussions usually demonstrate a lack of historical perspectives based on thorough empirical research. The notion of a crisis needs to be historicized. In this study, a case is being examined where the relationship between science and society was renegotiated. In the context of World War II, a discourse has been identified in a borderland between science and politics through an analysis of Swedish journals and anthologies during the time period 1937-1947. Historical actors were then highlighting that the humanities faced several challenges. The study argues that these discussions should be regarded as parts of a renegotiation of the humanities’ social contract. In the context of the war and fundamental societal changes, there occurred a greater pressure than before to mobilize science socially in order to make science appear as a legitimate undertaking. For the humanities, such demands seemed to conflict with their scientific ethos. During the interwar period this ethos was often based on a norm that demanded the drawing of a strict boundary between science and politics. But if they did not mobilize socially, scholars risked getting blamed for being isolated in the so-called ‘ivory tower’. How the humanities could be effectively mobilized in order to satisfy the needs of society while still maintaining their legitimacy in a scientific context emerged as a fundamental problem with no clear solutions. Part of this problem was the exclusion of the humanities from politically hegemonic narratives of society’s development, in contrast to natural and social sciences. Reactions to specific historical experiences and distinct expectations for the future thus seem – at least on a discursive level – to have put the humanities in a state of marginalization as early as the time period examined in this thesis.

Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series Buffy the Vampire Slayer (Buffy) and other texts by creator Joss Whedon are one focus of this dissertation. Though Buffy academics or Whedon scholars are not the only ones of their kind (e.g., academic- fan communities have cropped up around The Simpsons, The Matrix Trilogy, and the Harry Potter franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects—fandom, academia, fan-scholars, and scholar-fans—from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology—a way of knowing—that in Parker J. Palmer’s paradigm is personal, communal, reciprocal, and transformational.

Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series Buffy the Vampire Slayer (Buffy) and other texts by creator Joss Whedon are one focus of this dissertation. Though Buffy academics or Whedon scholars are not the only ones of their kind (e.g., academic- fan communities have cropped up around The Simpsons, The Matrix Trilogy, and the Harry Potter franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects—fandom, academia, fan-scholars, and scholar-fans—from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology—a way of knowing—that in Parker J. Palmer’s paradigm is personal, communal, reciprocal, and transformational.

This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement and dissemination of knowledge. To understand what academic freedom really implies and entails, a historical review was undertaken of the various interpretations of academic freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and the 20th century American and South African universities. As an ideal, academic freedom implies the free but responsible search for knowledge and truth. The historical review revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating force behind this study. Therefore, this study is concluded with guidelines and recommendations grounded in the historical review that will hopefully promote academic freedom in South African universities. / Educational Studies / D. Ed. (History of Education)

This dissertation is a study of academic freedom, an issue which is regarded as a precondition for the university's successful execution of its task, namely the advancement and dissemination of knowledge. To understand what academic freedom really implies and entails, a historical review was undertaken of the various interpretations of academic freedom in the Medieval Italy and France, Imperial Germany, the late 19th century and the 20th century American and South African universities. As an ideal, academic freedom implies the free but responsible search for knowledge and truth. The historical review revealed, however, that academic freedom has at times been misunderstood and abused. The realisation of true academic freedom in South African universities was the motivating force behind this study. Therefore, this study is concluded with guidelines and recommendations grounded in the historical review that will hopefully promote academic freedom in South African universities. / Educational Studies / D. Ed. (History of Education)