Thesis (Ph. D.)--University of Hawaii at Manoa, 1991. / Includes bibliographical references (leaves198-212) / Microfiche. / viii, 212 leaves, bound ill. 29 cm

278 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-06T15:56:07Z No. of bitstreams: 1 Rita Celia Torreao_Tese.pdf: 4098206 bytes, checksum: b874c6fd5dfcb67e42e669888ba74d97 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T19:24:24Z (GMT) No. of bitstreams: 1 Rita Celia Torreao_Tese.pdf: 4098206 bytes, checksum: b874c6fd5dfcb67e42e669888ba74d97 (MD5) / Made available in DSpace on 2013-06-10T19:24:24Z (GMT). No. of bitstreams: 1 Rita Celia Torreao_Tese.pdf: 4098206 bytes, checksum: b874c6fd5dfcb67e42e669888ba74d97 (MD5) Previous issue date: 2010 / Esta é uma tese de doutoramento em educação do Programa de Pesquisa e Pósgraduação da Faculdade de Educação (FACED/UFBA). Apesar de ser fundamentada na filosofia bergsoniana, ela não se constitui como um recorte nas obras nem no pensamento de Henri Bergson, isso porque se sua filosofia é uma filosofia da vida e seu pensamento algo vivo, não poderia ser repartido sem matá-lo ou torcê-lo; logo, ele precisa ser inteiro, intuído, absolutamente. Como esta não é uma tese em filosofia, mas em filosofia da educação, não pretendo fazer interpretações do pensamento de Bergson, sendo que às vezes isso foi inevitável. Então, ela é um transbordamento do pensamento de Bergson para dar subsídio a uma filosofia da educação que considere a duração. Partindo da diferenciação que Bergson faz entre o que é vivo e o construído, realizei uma viragem interna; por isso a tese foi antes intuída, e depois construída. Para Bergson, o construído vai da periferia para o centro e o vivo do centro para a periferia, essa diferença é muito importante no meu trabalho, pelo fato do construído permitir uma ação de análise da inteligência, já que tudo que ele possui veio de fora, e ao reparti-lo encontraremos esses componentes, mas o vivo explode de um centro para a periferia, criando, e não se submete à analise da inteligência, a não ser deformando-o. O vivo é inteiro e só pode ser apreendido de um só golpe. Juntando a isso o entendimento de que consciência é algo vivo, foi preciso refazer tudo que entendia sobre Educação. Outra ideia fundamental para esta tese é a de tempo real como duração; em Bergson o tempo é qualidade pura, contínuo e heterogêneo, não pode ser contado; assim, o que importa não são as horas vividas mas o que se viveu nessas horas. Isso revoluciona os conceitos de currículo, carga horária e hora-aula. Também foi de grande utilidade para mim a ideia de Henri Bergson de que construímos nossa personalidade a partir de nossas escolhas, essa idéia destrói as mentalidades tribais, os grupos sociais, culturais, sexuais ou étnicos como pressuposto para uma Educação bergsoniana. Foi feito um esforço para utilizar a intuição como método, pois a inteligência possui o hábito da analise e de espacializar e quantificar, além da própria linguagem ser uma espacialização do pensamento. De início, segui os conselhos de Bergson, colocando na perspectiva temporal os entes educativos: o aluno, o professor, a escola e a atividade de ensinar e aprender. Desse esforço resultou um novo entendimento desses entes e a compreensão de que a educação se dá individualmente e de maneira irrepetível, ela é mudança contínua e heterogênea; mudança vital que resulta das escolhas e da vocação. Mostramos o desmoronamento da escola em todos os seus sentidos, estrutura física, pensamento pedagógicos e teorias educacionais. Verificamos o papel central do professor como ente privilegiado do encontro do educar, pois ele não desmorona com o tempo, ele devém, ele cria. Esse movimento em direção ao pensamento de Bergson levou-me à intimidade, ao indizível do eu profundo. Isso impôs a utilização de linguagens para além do discurso filosófico-científico, e foi preciso recorrer à poesia e a conceitos da teologia para tentar dizer o indizível. Assim, após uma reconceituação dos entes educativos, conforme a metafísica de Bergson, cheguei aos últimos capítulos através da obra As duas fontes da moral e da religião ao ensinamento do moral e da ética, realizando um passeio pelo misticismo bergsoniano e suas relações com a educação e a moral. / Salvador

Orientador: Oswaldo Giacoia Junior / Tese (doutorado) - - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-14T17:14:20Z (GMT). No. of bitstreams: 1 Viesenteiner_JorgeLuiz_D.pdf: 2614332 bytes, checksum: 71473495c7840dbedcce5034892fde7a (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa tem por objetivo analisar a fórmula nietzscheana 'tornar-se o que se é'. Ela é uma alteração da expressão de Píndaro feita por Nietzsche, que o preocupou desde os tempos de estudante até ser publicada como subtítulo de Ecce homo. Nossa hipótese é que a fórmula 'tornar-se o que se é' pode ser compreendida através do conceito de 'vivência' (Erlebnis). Vivência significa estar ainda presente na vida quando algo acontece, porém, nunca estamos conscientes da vivência quando ainda a atravessamos. Neste caso, a vivência é um contra-conceito da razão e, como tal, é compreendida como pathos. Trata-se de uma noção que, patheticamente, não pode ser conceitualmente sistematizada e nem sequer comunicada através de signos lingüísticos, pois tão logo a racionalizamos ou comunicamos, deixa de ser uma vivência. 'Tornar-se o que se é', porém, acontece unicamente na vida e precisamente através das Erlebnisse, de modo que 'tornar-se' se converte em um imenso processo de experimentação essencialmente fluido. Metodologicamente, a pesquisa está estruturada em três partes. No primeiro capítulo analisamos um conceito imediatamente relacionado à Erlebnis: a noção de experimento. Trata-se de um conceito essencialmente prático e que congrega em torno de si uma dimensão ético-estética no processo de 'tornar-se o que se é'. À base deste conceito, encontra-se o papel que a ciência ocupa em sua dupla variação semântica, sobretudo a partir de Humano, demasiado Humano até A Gaia Ciência: ciência como propedêutica - aquela que esvazia os erros ilusórios da razão e da ordenação moral do mundo - e como paixão do conhecimento - aquela em que o espírito livre aprende a considerar a si mesmo e o mundo esteticamente, em uma práxis efetiva de auto-formação. No segundo capítulo é abordado o conceito de vivência. Partimos da sua origem etimológica e a recepção feita por Nietzsche, passando pela desvinculação do seu caráter autobiográfico, em proveito da interpretação como genealogia das condições nas quais um pensamento emerge e se desenvolve, até sua interpretação como pathos. Vivenciar é atravessar patheticamente uma trajetória, cujo movimento é realizado para além da intencionalidade, mas que constrói no homem uma abundância de vida. A última parte da pesquisa trata da solução de dois problemas que se originaram das interpretações anteriores: um problema de linguagem e outro sobre a intencionalidade. Quanto à linguagem, trata-se de investigar como é possível resolver o problema da comunicação de uma vivência, através de três variantes: primeiro, a análise daquilo que denominamos como projeto crítico de inversão da compreensibilidade; depois uma interpretação do que Nietzsche nomeou como sua 'arte do estilo' e, por fim, em que medida Zaratustra corporifica as possibilidades de comunicação de uma tensão interna de pathos. Em relação à intencionalidade, trata-se de compreender o 'tornar-se o que se é' a partir de dois outros registros: por um lado, a idéia de destino, na medida em que, etimologicamente, também significa pathos; por outro lado, trata-se de compreender a fórmula 'tornar-se o que se é' sob o signo da fluidez (Fluktuanz). / Abstract: The objective of this research is to analyze Nietzsche's formula 'become who you are'. It is an alteration of Pindaro's expression made by Nietzsche, which has worried him since he was a student until being published with the subtitle of Ecce homo. Our hypothesis is that 'become who you are' formula can be understood through the concept of 'experience' (Erlebnis). Experience means to still be present in life when something happens, however, we are never aware of experience when we are still crossing it. In this case, experience is reason's counter-concept and, as such, it is understood as pathos. It is about a notion which, pathetically, it can not be conceptually systematized and not even be communicated through linguistic signs, since as soon as we rationalize it or we communicate it, it is not an experience any longer. 'Become who you are', however, happens once in a lifetime and precisely through the experiences (Erlebnisse), in a way that 'to become' is converted into a huge experimentation process essentially fluid. Methodologically, the research is structured in three parts. In the first chapter we analyze a concept immediately related to Experience (Erlebnis): the notion of experiment. It is about a concept essentially practical and which congregates around oneself an ethicalaesthetic dimension in the process of 'become who you are'. Based on this concept, one finds the role that science occupies in its double semantic variation, specially from Human, All Too Human up to The Gay Science: science as propaedeutic - the one which empties the illusory errors from reason and from the world's moral ordination - and like knowledge's passion - the one which the free spirit learns to consider himself and the world in an aesthetically, in an effective praxis of self-formation. In the second chapter we approach the experience (Erlebnis) concept. We start from its etymologic origin and the reception given by Nietzsche, passing through the autobiographical character separation, taking into account the interpretation as the condition's genealogy in which a thought emerges and it develops, up to its interpretation as pathos. To experience is to pathetically cross a range, which movement is done far beyond the intentionality, but which builds in men life abundance. The last part of the research tackles the solution of two problems which were originated from previous interpretations: a language problem and the other one is about intentionality. Regarding the language, it is investigated how it is possible to resolve the experience communication problem, through three variants: first, the analysis of which we call as the comprehensibility's inversion critical project; after an interpretation of which Nietzsche named as his 'style's art' and, finally, in what measure does Zarathustra materializes the communication possibilities of a pathos internal tension. Regarding intentionality, it is a question of understanding 'how one becomes what one is' starting from two other registers: on one side, the idea of destiny, in so far as, etymologically, it also means pathos; on the other hand, it is about understanding the 'become who you are' under the fluency's signal (Fluktuanz). / Doutorado / Doutor em Filosofia

D.Litt. et Phil. / In the words of du Rand (1997:1), ' ... theology is the primary unifying thread in the narrative of the Apocalypse'. The reason for this is the God who occupies centre-stage in the book. God hold the entire book in His hand. Everything is linked to Him. The next step is to appreciate how God gives both a particular perspective and then a resultant thrust to the book. This perspective on life, history and salvation is called the world-view (Weltanschauung) in this thesis. It's the view from the position of transcendence. Yet unlike deists or the pagan helpless gods, the God of the Bible (which is also the God of the Apocalypse) is directly involved in the affairs of this world. This is true from creation in the past, the sustaining process, the saving reality and ultimately the terminating of history. It's at this point that this thesis chose the word 'influence' to be part of its title. It is God who initiates, sustains and terminates matters in the theological thrust. The theological thrust is not a mere evolutionary development or a dialectical process. God in His transcendence enters the process and thus becomes 'immanent'! 'The reader gets the impression that the whole drama originates with God on his throne, coming to earth through the Lamb, as God's agent, and concludes with God on his throne'. (Du Rand, 1997:4). Crucial to God's influence is the agency of the 'Lamb'. 'Christ's sacrificial death belongs to the way God rules on earth. What has been accomplished in heaven, namely God's reign, is visibly manifested on earth through the slaughtering of the Lamb' (Du Rand, 1997:11). The method is that of triumph through suffering, first - with apparent defeat. Then comes resurrection at the hands of God - an intervention of God as He accomplishes His purposes. This mode was demonstrated in the death and resurrection of Jesus. In turn - this becomes the model to the Church as it triumphs through suffering (See Rev.11:1-11).

D.Litt.et Phil. (Biblical Studies) / Please refer to full text to view abstract

我們的生活中免不了會有身邊親友去世的經驗，甚至每日的報章媒體也都隨處看得到有人因天災、意外、疾病等原因而死亡的消息，故說死亡的陰影是如影隨形跟著每一個人，既然每人或早或晚都得面對死亡這一關，那麼對這個人生的重大課題，值得認真去面對它、瞭解它。 而本研究採取深度訪談法，主要以正德社會福利慈善基金會的「西方蓮社」臺北分社助念志工為主，以助念經驗逾兩年以上者挑選五位作訪談之研究；另外訪問兩位承天禪寺蓮池共修會助念志工，至於其他四位受訪者各隸屬於法鼓山、諾那精舍、靈巖山念佛會、圓山念佛會，合計本文之訪談助念志工共有十一位。而本文所謂的助念，係指對臨終者的開導佛理與幫助亡者提起正念，專心念「阿彌陀佛」佛號，祈求集合眾人專心念佛的力量，幫助亡者蒙佛接引，往生西方極樂世界。 研究結果發現如下：一.助念瑞相，不可思議；二.寂滅為樂，不再輪迴；三.深信切願，念佛要深；四.風不止而樹茁壯，親不待而勤助念；五.肉體幻滅，神識仍在；六.莫存僥倖，平日勤修；七.助念志工，不與人爭；八.提起正念，安定亡靈。 關於助念志工的生命觀，為藉假修真、修行往生，生死何重、死為重矣，深信切願、必能往生。其關係圓融之研究，則分為志工團體合作默契、家人關係的圓融、鄰居關係的圓融、工作單位的關係圓融、人生觀之關係圓融等研究向度，總歸其看法為「人生如過客，有何好計較」、「修行要緊，不與人爭」、「別人都對，抱歉我錯」、「面對現實，明辨真假」、「富貴在天，不怕吃虧」。 本文並依據研究發現，對助念志工的建議為：至誠懇切、念佛要深；參透生死、自度度人；發心在剎那、恆持到永遠。對死者與家屬的建議為：生前要預立遺囑，交待後事。對社會大眾的建議為：每一個家庭最少有一兩位成員要懂得助念。對醫療體系的建議為：培訓更多志工、義工來從事臨終關懷的工作。對佛教道場的建議為：加強宣導助念的方法與功效，讓「助念」普及化。對政府機構的建議為：培訓更多宗教師等專業人士。對葬儀社的建議為：避免打斷助念流程，協助讓助念工作圓滿、助亡者往西。 關鍵詞： 助念、助念志工、生命觀、關係圓融 / We cannot avoid encountering and experiencing the death of loved ones around us in our lives. Even through media or newspaper, we read about people dying of sickness, accidents, and natural disasters, just to name a few. We can say that everyone is coupled with death. Since facing death is something one must deal with sooner or later, we can say it is one of the most important studies in our lives. It is worthy for us to think about it and understand it seriously. This study applies the in-depth interview of qualitative research. There are eleven volunteers of End-of-Life Chanting as the research population in this study, including interviewing the main study group, five volunteers from Cheng Te Western Lotus Society, Taipei Chapter, who have more than two years of End-of-Life Chanting experience, the other volunteers from different five groups. In this study, End-of-Life Chanting refers to the process of the Buddhist Chanting Assistance, including both the counseling and the last rite ceremonies, and by uniting the full will power of the End-of-Life Chanting group, chanting Amitabha’s name to help the deceased be escorted by the Buddha to reside in Western Pureland. This study concludes the following: 1. The corpse has a peaceful appearance, which is simply amazing 2. At peace with being dead, not returning back to the life of being human 3. Recite sutra sincerely and believe deeply 4. Worship the deceased parents by reciting sutra and End-of-Life Chanting 5. The spirit of the dead is still alive although the flesh no longer exists 6. Recite sutra diligently and regularly 7. Don’t argue or compete with others 8. Calm the soul of the dead The life philosophy of End-of-Life Chanting volunteers include weighing in the importance of life and death in order to know to take death seriously, reciting sutra sincerely and diligently, believing that it will bring life after death. The studies of the harmonious relationship includes researching the team spirit and team work among End-of-Life Chanting volunteers, relationships among family members, neighbors, and colleagues, and the attitudes toward life. In short, it concludes that, “life is short, why arguing with others?”“the cultivation of oneself is important, competing with others is not necessary”, “others are always right, I need to work on my mistakes”, “facing with the reality of facts, telling the right from wrong”, and “regards the wealth as a gift from God, and not being afraid to be taken advantage of”. . Based on the research findings, there are some suggestions: 1. To End-of-Life Chanting volunteers : recite sutra sincerely；believe that life is unpredictable and chanting is a good deed benefiting others and yourselves；do a good deed at one moment but maintain and support it till forever. 2. To the surviving family members: Have a will made before death in order to set up everything and let your wishes be known 3. To the society：Every family should at least have one or two members who know the work of End-of-Life Chanting ceremonies. 4. To the hospital and medical field: Educate and train more volunteers to engage in the End-of-Life Chanting ceremonies. 5. To the Buddhist temples：To publicize the method and effectiveness of the End-of-Life Chanting, make End-of-Life Chanting more popular and wide- spread . 6. To the government：Educate and train more religious professionals. 7. To the mortuary: Avoid breaking the process of End-of-Life Chanting，and assist the End-of-Life Chanting ceremonies to help the dead reach the Western Pureland. key words：a) End-of-Life Chanting，b) volunteers of End-of-Life Chanting， c) the life philosophy， d) the harmonious relationship

The perception of water as an inseparable part of human's life. Biological relations, social aspects, historical view of water which ranks top position among the main values. Easthetic and artistic perception of water, water as a part of the educational curriculum aimed at young learners and Art.

<p>The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational Perspective</p><p>The overriding aim of this dissertation is to examine the understanding of life that young people /re/construct, and in this sense learn, in the discursive practices of school, and to describe how such a /re/construction takes place.</p><p>The theoretical frame of the study is a critical theory perspective. Potentially problematic aspects and findings are therefore given priority over good examples. The three main concepts used were generated through the interaction of theory and empirical material. These conceptual tools are: ‘understanding of life’, ‘discursive practice’, and ‘language’. The first concept refers to the young learners’ collectively /re/constructed perceptions of how life works and of what gives life value and meaning. Discursive practice is the concept used for the context and the way in which learning takes shape. Language is an important resource in the shaping of the collective interpretation, negotiation and /re/construction of an understanding of life.</p><p>Two empirical studies are presented, a main study and a complementary one. The main study, which is regionally limited, is a group interview with 51 youths from five schools divided into ten groups. The second is a study of the most frequently used high school Religion textbook, Religion and Life, and the analysis draws on the results from the group interview study.</p><p>The institutional frames, the large-sized schools, and the tasks of school to educate pupils and to differentiate between them, are risk factors that may lead to stereotypical, instrumental, and competitive relationships in education. The group interview study indicates that there are grounds for concern since it shows that victimization works as a teaching tool in the /re/construction of a hegemonic discourse of understanding life. The empirically identified hegemonic discourse of understanding life is termed “Life as adjustment for the benefit of individual competition”. Victimization is shown to be both the cause and effect of this discourse. The hegemonic life discourse also lends contextual legitimacy to victimization. The study of the school textbook suggests that the subject Religion may reinforce such a hegemonic understanding of life if it fails to balance the book’s objective and descriptive accounts of abuse of power.</p>

The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational Perspective The overriding aim of this dissertation is to examine the understanding of life that young people /re/construct, and in this sense learn, in the discursive practices of school, and to describe how such a /re/construction takes place. The theoretical frame of the study is a critical theory perspective. Potentially problematic aspects and findings are therefore given priority over good examples. The three main concepts used were generated through the interaction of theory and empirical material. These conceptual tools are: ‘understanding of life’, ‘discursive practice’, and ‘language’. The first concept refers to the young learners’ collectively /re/constructed perceptions of how life works and of what gives life value and meaning. Discursive practice is the concept used for the context and the way in which learning takes shape. Language is an important resource in the shaping of the collective interpretation, negotiation and /re/construction of an understanding of life. Two empirical studies are presented, a main study and a complementary one. The main study, which is regionally limited, is a group interview with 51 youths from five schools divided into ten groups. The second is a study of the most frequently used high school Religion textbook, Religion and Life, and the analysis draws on the results from the group interview study. The institutional frames, the large-sized schools, and the tasks of school to educate pupils and to differentiate between them, are risk factors that may lead to stereotypical, instrumental, and competitive relationships in education. The group interview study indicates that there are grounds for concern since it shows that victimization works as a teaching tool in the /re/construction of a hegemonic discourse of understanding life. The empirically identified hegemonic discourse of understanding life is termed “Life as adjustment for the benefit of individual competition”. Victimization is shown to be both the cause and effect of this discourse. The hegemonic life discourse also lends contextual legitimacy to victimization. The study of the school textbook suggests that the subject Religion may reinforce such a hegemonic understanding of life if it fails to balance the book’s objective and descriptive accounts of abuse of power.