Ultimately, the unity of vision discernable in the philosophies and teachings of Dalcroze, Kodály and Orff may stimulate contemporary music educators to unify their search for newer and ever more meaningful ways to ignite the spark of musical curiosity in the young, to assist in the development of musicians, and to generally help people discover and appreciate the joy of music.

A presente pesquisa discute as contribuições do pensamento filosófico-estético e pedagógico de Rudolf Steiner (1861-1925) e da Rítmica de Émile Jaques-Dalcroze (1865-1950) para os processos de ensino-aprendizagem em Música no contexto escolar, especialmente no período compreendido entre 7 e 14 anos de idade. A partir da pesquisa bibliográfica dos textos de ambos os autores, abarcando conferências, publicações e artigos, o trabalho consistiu, primeiramente, em sintetizar alguns conceitos fundamentais para a Antroposofia, ciência do espírito que Rudolf Steiner elaborou no início do século XX, como ampliação do campo de conhecimento das ciências naturais. Steiner adota a cosmovisão de Goethe e Schiller, bem como seu método cognitivo contemplativo, como alternativa ao materialismo mecanicista do pensamento cartesiano. O estudo revela a correspondência entre os pensamentos de Rudolf Steiner e Émile Jaques-Dalcroze em muitos aspectos, comprovando a hipótese da possibilidade de um fecundo diálogo e mútua complementação entre os dois contemporâneos. Dalcroze, em sentido inverso ao de Steiner, parte da observação e da intuição sobre sua experiência prática como docente de Música, compositor e intérprete, para a elaboração de uma filosofia estético-pedagógica. Dalcroze criou a Rítmica como um método ou um caminho para o desenvolvimento de uma escuta criativa, com o corpo inteiro, encontrando a musicalidade na expressão gestual e no movimento corporal. Ambos os autores apresentam uma concepção expandida de ritmo como princípio que urde toda a vida e toda arte, essencial a todo o processo educativo. Eles ainda trazem múltiplas contribuições importantes para a reflexão sobre a prática pedagógica em Música na atualidade, especialmente no tangente à arte de educar pelo ritmo, em que a improvisação e o aspecto lúdico potencializam a expressão criativa em aula. A dialética entre liberdade e estrutura, integrando escuta e corpo pela respiração e o movimento, e a concepção integrada das artes, como processos estésicos e poiéticos complexos, estendem a sua importância à apreciação dos repertórios modernos e pós-modernos na Educação Musical contemporânea. / This research discusses the contributions of Austrian philosopher Rudolf Steiner\'s (1861-1925) philosophical, aesthetic and pedagogical thought and of Austrian-Swiss musician, composer and music educator Émile Jaques-Dalcroze\'s (1865-1950) Eurythmics to the Music teaching-learning process in elementary and secondary school, especially concerning children between 7 and 14 years of age. Based on bibliographical research comprehending original texts - papers and books - and conferences, this work aims at, first of all, providing a synthesis of some concepts that are fundamental to Anthroposophy - a spiritual science founded by Rudolf Steiner at the beginning of the XXth. century and intended to be an expansion of natural science\'s scope of knowledge. Steiner adopts Goethe\'s and Schiller\'s artistic cosmovision and their cognition method, founded on contemplative observation of nature, as an alternative for the mechanical philosophy of Cartesian materialism. The study shows the many matching aspects of Steiner\'s and Dalcroze\'s thoughts, showing that it is possible to establish a prolific and mutual complementary dialogue between these two contemporaries, given that the latter followed the inverse path of the former toward his aesthetic and pedagogical philosophy, taking as starting point an intuitive approach of his own practical experience as Music teacher, composer and performer. Dalcroze created the Eurhytmics as a method or way to develop creative listening with the whole body, finding musicality in gestural expression and body movement. Both authors present an expanded conception of rhythm as the essence of life, that which unites all the arts and should be a component of every educational process. They also bring great contributions to the consciousness about pedagogical practices in Music at present, specially concerning the art of education through rhythm, taking improvisation and its playful nature as resources to enhance the creative expression in class. The dialectics between freedom and structure, integrating listening to the body as a whole through breathing and movement, as well as their integrated conception of Arts as a complex aesthetic and poetic process expand its importance toward the appreciation of modern and postmodern repertoires in the contemporary Musical Education.

A presente pesquisa discute as contribuições do pensamento filosófico-estético e pedagógico de Rudolf Steiner (1861-1925) e da Rítmica de Émile Jaques-Dalcroze (1865-1950) para os processos de ensino-aprendizagem em Música no contexto escolar, especialmente no período compreendido entre 7 e 14 anos de idade. A partir da pesquisa bibliográfica dos textos de ambos os autores, abarcando conferências, publicações e artigos, o trabalho consistiu, primeiramente, em sintetizar alguns conceitos fundamentais para a Antroposofia, ciência do espírito que Rudolf Steiner elaborou no início do século XX, como ampliação do campo de conhecimento das ciências naturais. Steiner adota a cosmovisão de Goethe e Schiller, bem como seu método cognitivo contemplativo, como alternativa ao materialismo mecanicista do pensamento cartesiano. O estudo revela a correspondência entre os pensamentos de Rudolf Steiner e Émile Jaques-Dalcroze em muitos aspectos, comprovando a hipótese da possibilidade de um fecundo diálogo e mútua complementação entre os dois contemporâneos. Dalcroze, em sentido inverso ao de Steiner, parte da observação e da intuição sobre sua experiência prática como docente de Música, compositor e intérprete, para a elaboração de uma filosofia estético-pedagógica. Dalcroze criou a Rítmica como um método ou um caminho para o desenvolvimento de uma escuta criativa, com o corpo inteiro, encontrando a musicalidade na expressão gestual e no movimento corporal. Ambos os autores apresentam uma concepção expandida de ritmo como princípio que urde toda a vida e toda arte, essencial a todo o processo educativo. Eles ainda trazem múltiplas contribuições importantes para a reflexão sobre a prática pedagógica em Música na atualidade, especialmente no tangente à arte de educar pelo ritmo, em que a improvisação e o aspecto lúdico potencializam a expressão criativa em aula. A dialética entre liberdade e estrutura, integrando escuta e corpo pela respiração e o movimento, e a concepção integrada das artes, como processos estésicos e poiéticos complexos, estendem a sua importância à apreciação dos repertórios modernos e pós-modernos na Educação Musical contemporânea. / This research discusses the contributions of Austrian philosopher Rudolf Steiner\'s (1861-1925) philosophical, aesthetic and pedagogical thought and of Austrian-Swiss musician, composer and music educator Émile Jaques-Dalcroze\'s (1865-1950) Eurythmics to the Music teaching-learning process in elementary and secondary school, especially concerning children between 7 and 14 years of age. Based on bibliographical research comprehending original texts - papers and books - and conferences, this work aims at, first of all, providing a synthesis of some concepts that are fundamental to Anthroposophy - a spiritual science founded by Rudolf Steiner at the beginning of the XXth. century and intended to be an expansion of natural science\'s scope of knowledge. Steiner adopts Goethe\'s and Schiller\'s artistic cosmovision and their cognition method, founded on contemplative observation of nature, as an alternative for the mechanical philosophy of Cartesian materialism. The study shows the many matching aspects of Steiner\'s and Dalcroze\'s thoughts, showing that it is possible to establish a prolific and mutual complementary dialogue between these two contemporaries, given that the latter followed the inverse path of the former toward his aesthetic and pedagogical philosophy, taking as starting point an intuitive approach of his own practical experience as Music teacher, composer and performer. Dalcroze created the Eurhytmics as a method or way to develop creative listening with the whole body, finding musicality in gestural expression and body movement. Both authors present an expanded conception of rhythm as the essence of life, that which unites all the arts and should be a component of every educational process. They also bring great contributions to the consciousness about pedagogical practices in Music at present, specially concerning the art of education through rhythm, taking improvisation and its playful nature as resources to enhance the creative expression in class. The dialectics between freedom and structure, integrating listening to the body as a whole through breathing and movement, as well as their integrated conception of Arts as a complex aesthetic and poetic process expand its importance toward the appreciation of modern and postmodern repertoires in the contemporary Musical Education.

This thesis is basically an attempt to discuss the intrinsic intersubjective nature of the so-called ideal sciences, i.e. geometry or arithmetic. Based upon a thorough analysis of Husserls The Origin of Geometry and Derridas Edmund Husserl's Origin of Geometry: an Introduction this thesis takes geometry as an example of an ideal science. The main question of the thesis is how an ideal science or object is constituted. The thesis consist of two main chapters - “Geometry and Historicity” and “Language”- and a concluding discussion. "Geometry and Historicity” reflects upon the relationship between the ideal sciences, using geometry as an example, and historicity, time and traditionality." The “Language” chapter discusses the need for language to make communication within an intersubjective space possible", and further which implications writing has upon the formations of ideal structures. To conclude the thesis demonstrates how geometry is far from a 'neutral' science but is constituted and idealized within the intersubjective space. The thesis argues that geometry has been “traditionalized” as an authentic and, as it is conceived, true form of knowledge through a historical process of human relations. This is made possible with the intrinsic “objectifying” ability within language and more specifically the human literacy, which is essential for this “idealization” process. As a consequence our understanding of science needs further reflections on how language, historicity and ultimately human relations have played an essential part in its formation.

Den schweiziske musikern och pedagogen Emile Jaques-Dalcroze utvecklade under sin livstid den rörelsebaserade musikpedagogiska metod som i dag går under namnet rytmik. Syftet med denna magisteruppsats är att undersöka uppkomsten och den tidiga utvecklingen av Jaques-Dalcrozes ursprungliga rytmik och framför allt solfège – rörelsebaserad gehörsträning – som är ett av dess huvudmoment. För att finna svar på frågan om hur Jaques-Dalcrozes egen historia påverkade hans val av pedagogisk inriktning för hans gehörsundervisning och på frågan om på vilket sätt samtiden påverkade framväxten och mottagandet av solfègen, undersöks Jaques-Dalcrozes liv fram till 1906 samt kulturella, pedagogiska och andra samhälleliga strömningar under 1800-talet. Utgångspunkten är i historisk metod och med ett hermeneutiskt perspektiv och resultatet presenteras i en delvis biografisk form. Undersökningen visar att Jaques-Dalcroze tveklöst influerades av samtiden och påverkades av människor som kom i hans närhet, framför allt hans pianolärare de Senger, Prosnitz och Lussy, violinisten Ysaÿe, psykologen Claparède och Jaques-Dalcrozes kollegor Gorter, Boepple och Chassevant. Pestalozzi, Nägeli och Fröbel var pedagoger vars idéer återspeglas i Jaques-Dalcrozes metod. De olika influenserna i synergi med hans egen personliga historia och förutsättningar var det som ledde fram till utvecklingen av rytmiken. / During his lifetime the Swiss musician and pedagogue Emile Jaques-Dalcroze developed Dalcroze-Eurhythmics, a movement-based methodology in music education. The purpose of the present study is to explore the early development of Jaques-Dalcroze’s original Eurhythmics and especially solfège – movement based aural training – which is one of its main fields. This study aims to fathom Jaques-Dalcrozes life up to the year 1906, as well as the cultural, pedagogical and other societal tendencies during the 19th century to investigate how Jaques-Dalcroze’s personal history influenced his choice of pedagogical emphasis for his aural training, and how contemporary society in his time influenced the development and reception of Eurhythmics and solfège. The methodological basis of the study is historical with a hermeneutic perspective. The result is partly presented in a biographical form. The study shows that Jaques-Dalcroze was without doubt influenced by the world of his time, and was affected by people in his milieu, particularly his piano teachers de Senger, Prosnitz and Lussy, the virtuoso violinist Ysaÿe, the psychologist Claparède and the colleges of Jaques-Dalcroze Gorter, Boepple and Chassevant. Pestalozzi, Nägeli and Fröbel were pedagogues whose ideas were mirrored in the method of Jaques-Dalcroze. These different influences, in synergy with his own personal history and preconditions, led to the development of Dalcroze-Eurhythmics.

Ecocriticism explores the way in which artists interact with, interpret and represent the natural world. The concept of “nature,” according to ecocriticism, goes beyond simply flora and fauna, extending to human nature as well. In Shakespeare's England, a person's nature was determined by his bodily humors, so the melancholy humor particularly lends itself to an ecocritical approach because it is inextricably linked to the natural world. Transcending genre, melancholy is not limited to the green world of comedy but rather appears in tragedy as well. In As You Like It, the melancholy Jaques offers a foil for the forest teeming with sanguine lovers. In Hamlet, however, melancholy becomes a much more bleak and ambiguous quality, raising questions concerning the nature of acting and suicide. In the study of melancholy within As You Like It and Hamlet, an ecocritical perspective offers a unique insight into the way Shakespeare experiences and interacts with the natural world.

No description available.

The following thesis represents an attempt to account for the novelist Don DeLillo's last three novels (Underworld (1999), The Body Artist (2001), and Cosmopolis (2003)) through the examination of what I conceive as DeLillo's philosophy of language. It is my assertion that the crucial and articulating aspect of DeLillo's philosophy of language is his investment in, and investigation of, irony. As I argue, DeLillo's novels presume a certain conjugation of what I refer to as the work of irony (the seemingly impossible work of tendering both the allegorical imperative of naming and the ironic imperative of Otherness) with the work of art. In other words, DeLillo's theory of language reveals his theory of art and, thus, his own theory of writing. This aesthetic philosophy becomes the critical tool with which DeLillo evaluates the various symbolic economies of a culture and its individuals caught within late capitalism. The impossibility of defining irony becomes, for DeLillo, a metaphor by which to understand language itself as what I refer to as a fallen and tender economy, constituted by an Otherness, which language can only tender. In his novels, DeLillo, I argue, suggests that language and subjectivity ought to be conceived of as forms of a faith in an Otherness, impossible to represent as such, to which all speech, violence, art, commodity and reproduction are indebted, and which we may mourn and represent - as we must - more or less faithfully, more or less blindly, and, by virtue of irony, more or less tenderly. The possibilities of faith and the ethical in art and representation, thus, for DeLillo, arise through an attention to an Otherness that can only be tendered through the very tenderness (fallenness, profanity, weakness) of allegory and language. To understand this is to understand the role of irony in DeLillo's philosophy, and also to understand DeLillo's profound commitment to language, his renovation of allegory through its mortification by irony and, thus, its remembering and mourning of Otherness. In this regard, DeLillo shares much with the melancholia of deconstruction as evinced within the language philosophies of Jacques Derrida and Paul de Man, in particular, Derrida's economic consideration, differance, and his notion of the work of mourning, both of which, I argue, offer the reader of DeLillo's texts ways of tendering the work of irony.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: The thesis considers the work of Elliot Jaques through the most recent interpretivist views of organizations and management. As it stands, Jaques does not form part of mainstream management thinking. Jaques is primarily known in organization and management theory for Stratified Systems Theory through his book Requisite Organization. Although undoubtedly influential, his views are generally considered to be either outdated or highly contentious. This assessment is mostly based on his book Requisite Organization. However, Jaques’ work spans fifty years of research in management science and the thesis explores his entire body of work with a view to understanding the research that Requisite Organization is founded upon. It explains Jaques’ divergence from the current determinisms that dominate our current milieu and links his work in Levels of Abstraction in Logic and Human Action with Maturana and Varella’s concept of autopoiesis and Weick's theory of Organizational Sensemaking. It is shown how the roots of Requisite Organization seeks to address similar concerns to that of Organizational Sensemaking. In conclusion various aspects of Jaques work are mapped to aspects of Weick's work, which at first glance would have seemed incompatible. It is argued that, if considered as a whole, Jaques' theory resonates with much more modern understandings of organization and management theory than is widely assumed. / AFRIKAANSE OPSOMMING: Die tesis oorweeg die werk van Elliot Jaques deur die lens van die onlangste interpretatiewe sienings van organisasie en bestuursteorie. Op die oomblik vorm Jaques nie deel van die hoofstroom bestuursdenke nie. Hy is hoofsaaklik bekend vir Gestratifiseerde Sisteemteorie deur sy boek Requisite Organization. Alhoewel hierdie teorie baie invloedryk was, word dit meestal gesien as deel van bestuursgeskiedenis en wat eerder as kontroversieel as relevant beskou word. Hierdie oordeel is gewoonlik gebaseer op sy hoofwerk – Requisite Organization. Sy navorsing is egter op vyftig jaar in bestuurswetenskap gebaseer en die tesis bekyk sy totale bydrae in 'n poging om die navorsing waarop Requisite Organization gebaseer is te probeer verstaan. Dit verduidelik Jaques se afwyking van huidige determinismes wat ons huidige verstaan domineer en haak sy werk in Levels of Abstraction in Logic and Human Action met Maturana en Varella se konsep van autopoiesis en sy totale bydrae met Weick se teorie van Organisatoriese Singewing. Daar word aangedui hoedat die wortels van Requisite Organization dieselfde sake probeer aanspreek as Organisatoriese Singewing. Ten slotte word verskeie aspekte van Jaques se werk in verband gebring met aspekte van Weick se werk wat met die eerste oogopslag teenstrydig skyn te wees. Daar word geargumenteer dat, gesien as 'n geheel, Jaques se teorie baie meer modern voorkom as voorheen aanvaar is.

Submitted by Hanayana Lima (hanayana@hotmail.com) on 2015-10-15T23:05:24Z No. of bitstreams: 2 dissertação Hanayana.pdf: 2754472 bytes, checksum: df0a3ecedc37a63ff94a14cf759e33de (MD5) dissertação Hanayana.pdf: 2754472 bytes, checksum: df0a3ecedc37a63ff94a14cf759e33de (MD5) / Approved for entry into archive by Alda Lima da Silva (sivalda@ufba.br) on 2015-10-22T18:03:06Z (GMT) No. of bitstreams: 2 dissertação Hanayana.pdf: 2754472 bytes, checksum: df0a3ecedc37a63ff94a14cf759e33de (MD5) dissertação Hanayana.pdf: 2754472 bytes, checksum: df0a3ecedc37a63ff94a14cf759e33de (MD5) / Made available in DSpace on 2015-10-22T18:03:06Z (GMT). No. of bitstreams: 2 dissertação Hanayana.pdf: 2754472 bytes, checksum: df0a3ecedc37a63ff94a14cf759e33de (MD5) dissertação Hanayana.pdf: 2754472 bytes, checksum: df0a3ecedc37a63ff94a14cf759e33de (MD5) / As políticas culturais desenvolvidas no período compreendido entre 1995-2006 na Bahia conciliaram ações de financiamento da produção a partir de leis de incentivo, intervenções governamentais na preservação dos patrimônios material e imaterial e conceitos como identidade, adquirindo peculiaridades importantes à medida que a orientação da gestão cultural centralizou suas ações na capital do estado. As áreas de Cultura e Turismo foram unidas em uma mesma secretaria, numa iniciativa de transformar a Bahia em um importante destino turístico através de sua cultura, pautada em uma concepção de identidade singular para o estado, a partir dos signos do recôncavo baiano. Em 2007, um novo grupo político assume o governo estadual pretendendo adotar uma política cultural que rompe com a anterior. A princípio as pastas da Cultura e do Turismo são separadas; busca-se reconhecer a diversidade cultural do estado; implementar um modelo de gestão descentralizado capaz de envolver as comunidades beneficiadas, os poderes públicos, a sociedade civil organizada e a iniciativa privada; e, sobretudo pensar a cultura de maneira mais abrangente. Neste cenário, o presente estudo debruça-se sobre o momento de aparente transição, elegendo as políticas culturais desenvolvidas nas gestões de Paulo Souto (2003-2007) e Jaques Wagner (2007-2009), tentando compreender em que medida elas se aproximam ou se afastam. Para tanto, elegem-se quatro categorias (definição de cultura; conjunto de formulações e ações desenvolvidas ou que serão implementadas; objetivos e metas; instrumentos, meios e recursos acionados) dentro do padrão analítico de comparação entre políticas culturais proposto por Rubim (2007c). Pretende-se realizar a análise a partir de levantamento bibliográfico e realização de entrevistas estruturadas.