This study fundamentally departs from conventional approaches to the "communist-religious" problematic. On the one hand, we reject the orthodox historical materialist denial that communism involves the positive germination of religious practices of any form whatsoever. On the other hand, we also dismiss the "utopian" attempt to convert Marx's theory of this era into a secular extension of Judeo-Christian eschatological principles. Thus, though our central thesis is that Marx's theory of communism logically contains a religious moment, we radically redefine the salient terms of this proposition. This revision stems from our excavation and evaluation of Marx's critique of religion. We limit our purview to Marx and to the sources that influenced him in this area. In Chapter I, we uncover the thematic roots of Marx's critique and trace the rationalist assumptions that were held by his source influences and that were reproduced, mostly unconsciously, in his writings on religion. In Chapter II, we examine the evolution and significance of this thematic legacy in Marx's texts. In particular, we detail the effect of Marx's rationalist premises on his implicit construction of a true/false universality semantic frame. In this context, we demonstrate that Marx's critique consists of two logically distinct, yet historically intertwined, layers, or the substantive and the methodological critiques, respectively. In Chapter III, we evaluate Marx's critique and argue that its substantive side is invalid on both methodological and empirical grounds. This verdict turns on our contention that the Western rat~onalist tradition is one-sided. We also maintain, however, that the methodological side of Marx's critique is valid. We argue that the excision of the substantive critique does not injure the core of Marx's contribution to religious science, but rather makes possible its reclamation. In Chapter IV, we substantiate this point by using Marx's methodological approach as the requisite "ground floor" of a new theoretical framework for conceptualizing the "communist-religious" problematic, and, by extension, for constructing a new religious science. In the course of this exposition, we redefine religion in oikic terms, delineate why it is useful to attribute a religious dimension to communism, sketch the contemporary political implications of our thesis, and outline a model of religious science that synthesizes the fundamental claims of the historical materialist and the "holistic" traditions. / This study fundamentally departs from conventional approaches to the "communist-religious" problematic. On the one hand, we reject the orthodox historical materialist denial that communism involves the positive germination of religious practices of any form whatsoever. On the other hand, we also dismiss the "utopian" attempt to convert Marx's theory of this era into a secular extension of Judeo-Christian eschatological principles. Thus, though our central thesis is that Marx's theory of communism logically contains a religious moment, we radically redefine the salient terms of this proposition. This revision stems from our excavation and evaluation of Marx's critique of religion. We limit our purview to Marx and to the sources that influenced him in this area. In Chapter I, we uncover the thematic roots of Marx's critique and trace the rationalist assumptions that were held by his source influences and that were reproduced, mostly unconsciously, in his writings on religion. In Chapter II, we examine the evolution and significance of this thematic legacy in Marx's texts. In particular, we detail the effect of Marx's rationalist premises on his implicit construction of a true/false universality semantic frame. In this context, we demonstrate that Marx's critique consists of two logically distinct, yet historically intertwined, layers, or the substantive and the methodological critiques, respectively. In Chapter III, we evaluate Marx's critique and argue that its substantive side is invalid on both methodological and empirical grounds. This verdict turns on our contention that the Western rat~onalist tradition is one-sided. We also maintain, however, that the methodological side of Marx's critique is valid. We argue that the excision of the substantive critique does not injure the core of Marx's contribution to religious science, but rather makes possible its reclamation. In Chapter IV, we substantiate this point by using Marx's methodological approach as the requisite "ground floor" of a new theoretical framework for conceptualizing the "communist-religious" problematic, and, by extension, for constructing a new religious science. In the course of this exposition, we redefine religion in oikic terms, delineate why it is useful to attribute a religious dimension to communism, sketch the contemporary political implications of our thesis, and outline a model of religious science that synthesizes the fundamental claims of the historical materialist and the "holistic" traditions. / Thesis / Doctor of Philosophy (PhD)

Tema for denne oppgaven er refleksjon i veiledning i barnehagen, og studiens problemstilling er som følger: Hva kjennetegner refleksjon man har over seg selv som voksen i barnehagen gjennom veiledning med tilbakevisning, og hvordan kan veiledning med tilbakevisning bidra til veisøkers subjektskaping? Teori som anvendes er blant annet Schibbyes teori om dialektisk relasjonsforståelse og Arendts teoretiske begrep oikos og polis. Ved hjelp av teorien drøftes veisøkers subjektskaping gjennom refleksjon over seg selv som voksen i barnehagen. Observasjoner av veiledning i barnehagen er analysert med tanke på refleksjon man har over seg selv. Her skilles det mellom transcendent refleksjon, som er overskridende og åpner opp for nye forståelser, og immanent refleksjon, som bekrefter tidligere antagelser og oppfatninger. Den overskridende refleksjonens polis trekkes fram som et demokratisk, likeverdig møtested hvor nye forståelser kan fødes. Dette beskrives som en motsetning til den immanente refleksjonens oikos som begrenser seg til å bekrefte tidligere forståelser. Det er valgt en kvalitativ forskningsmetode med en hermeneutisk tilnærming. Metoden for studien har vært å observere personalveiledning i barnehagen hos ett informantpar. Dette ble gjort ved hjelp av film og tilbakevisninger av utvalgte filmklipp. Til slutt ble det foretatt et intervju av informantene med fokus på hvordan de hadde opplevd å være med på denne studien. Pauser og stillhet i veiledningen har trådd fram som kjennetegn på veisøkers refleksjon over seg selv, og funn fra observasjonene kan tolkes som at både veisøker og veileder ved hjelp av tilbakevisningene kan få hjelp til å utvide sin bevissthet på hvordan pausene kan påvirke deres refleksjon. Tilbakevending som ikke må forveksles med tilbakevisning som metode, ble et annet kjennetegn på veisøkers refleksjon over seg selv. Her har veisøker og veileders opplevelse av å få mulighet til å vende tilbake flere ganger til samme tema blitt utforsket. Det kan se ut som at flere tilbakevendinger ga mulighet for at både veisøker og veileder utvidet sine forståelser og dermed kunne ha mulighet til å skape nye tanker og blikk på seg selv. Når det gjelder hvordan veiledning med tilbakevisning kan bidra til veisøkers subjektskaping, får veisøkers syn på seg selv som voksen i barnehagen stor plass i denne studien. Veisøkers refleksjon over seg selv er analysert og delt inn i tre ulike roller: Den Ikoniske Voksne, Den Immanente Voksne og Den Gode Voksne. Ved hjelp av drøfting av disse ulike voksenrollene er det prøvd å se hvordan man gjennom transcendent refleksjon over seg selv kan skape forbindelser mellom den voksne som ikon og den voksne som subjekt. Ved å skape bevissthet på denne forbindelsen kan subjektet få mulighet til å utvikle seg videre.

Made available in DSpace on 2014-07-29T15:32:05Z (GMT). No. of bitstreams: 1 Dissert Marilia.pdf: 4042217 bytes, checksum: 2e0512b34b689d9cd50c53563e469af0 (MD5) Previous issue date: 2012-09-04 / The Federal Constitution, which is the guideline of the largest Brazilian environmental legislation is governed by nine basic principles that are the principle of equitable access to environmental resources, user-pays principle, polluter pays principle, precautionary principle, prevention principle, Principle of repair, Principle of information, participation and Principle of Principle of the right to a healthy quality of life. Besides the Constitution, Law No. 9638 of 1981, the National Policy on Environment, aims at the preservation, improvement and restoration of environmental quality, socio-economic development, protecting the dignity of human life and the interests of national security. It is noteworthy that Article 225 of the Brazilian Constitution of 1988 establishes the duties of the Government to ensure the effectiveness of this right, which stands Environmental Education in § 1, Section VI and the Law 9795 of 1999, which provides for Environmental Education and establishing the National Environmental Education. In Brazil, an instrument that enables the paradigm shift in society's actions is the National Environmental Education, established by Law No. 9795 of 1999. It sets out what is the Environmental Education and determines that it is present in national education, as Article 1 and 2. Thus, this research aimed to study the overall social and environmental relationships of the residents and / or employees of the Trough Creek basin in Uberlândia - MG, in order to pursue the development of Plan of non-formal environmental education. To achieve the objective of this study sought to identify the main environmental aspects that permeate the daily activities of residents and / or farm workers in Trough Creek basin, to analyze whether there is an awareness by the farmers in the basin of the Trough Creek in relation to Local social and environmental interaction; show how farmers perceive and understand the local socio-environmental changes occurring in the basin of Trough Creek, and organizing audiovisual material from the local knowledge, which can be used as a tool to assist in their daily activities, aimed at preserving and / or environmental conservation. / A Constituição Federal, que é a diretriz maior da legislação ambiental brasileira, é regida por nove princípios básicos, quais sejam: o Princípio do acesso equitativo aos recursos ambientais; Princípio usuário-pagador; Princípio poluidor-pagador; Princípio da precaução; Princípio da prevenção; Princípio da reparação; Princípio da informação; Princípio da participação e Princípio do direito à sadia qualidade de vida. Além da Constituição Federal, a Lei nº 9.638 de 1981, da Política Nacional de Meio Ambiente, tem por objetivo a preservação, melhoria e recuperação da qualidade ambiental, o desenvolvimento socioeconômico, a proteção à dignidade da vida humana e os interesses da segurança nacional. Vale ressaltar que o artigo 225 da Constituição Brasileira de 1988 estabelece as incumbências do Poder Público para garantir a efetividade desse direito, das quais se destaca a Educação Ambiental no § 1º, Inciso VI; e a Lei 9.795 de 1999, que dispõe sobre a Educação Ambiental e institui a Política Nacional de Educação Ambiental. No Brasil, um dos instrumentos que possibilita a mudança de paradigma nas ações da sociedade é exatamente a Política Nacional de Educação Ambiental, instituída pela Lei nº 9795 de 1999. Ela estabelece o que é a Educação Ambiental e determina que a mesma esteja presente na educação nacional, conforme os artigos 1º e 2º. Assim, a presente pesquisa teve por objetivo geral estudar as relações socioambientais dos moradores e/ou trabalhadores da bacia hidrográfica do Córrego Bebedouro no município de Uberlândia MG, visando ao desenvolvimento do Plano de Educação Ambiental não formal. Para consecução do objetivo do trabalho buscou-se identificar os principais aspectos socioambientais que permeiam as atividades cotidianas dos moradores e/ou trabalhadores rurais da bacia do Córrego Bebedouro; analisar se existe uma sensibilização por parte dos produtores rurais da bacia do Córrego Bebedouro em relação à interação socioambiental local; mostrar como os produtores rurais locais percebem e compreendem as alterações socioambientais ocorridas na bacia do Córrego Bebedouro; organizar material audiovisual a partir dos saberes locais, que poderá ser utilizado como ferramenta que auxilie em suas atividades cotidianas, visando à preservação e/ou conservação ambiental.

This study aims to investigate the didactic potential inherent in Sophocles' Antigone and Euripides' Medea within the framework of the Swedish school curriculum, coupled with its value-based assignment viewed through a gender theoretical perspective. The primary inquiries guiding this study are as follows: What pedagogical possibilities reside in the tragedies of Antigone and Medea concerning gender dynamics and their alignment with the educational objectives of the Swedish curriculum? In what ways do Antigone and Medea diverge in their treatment of gender-related themes? Additionally, what pedagogical considerations must educators bear in mind when addressing the teaching of Antigone and Medea across various instructional contexts? The theoretical foundations underpinning this investigation encompass gender theory and the theory delineating didactic potential in fiction, positing that literature possesses the capacity to foster critical thinking concerning foundational values. The principal methodological approach employed in this study is close reading, a method that entails a meticulous analysis of the text to discern subtle nuances and complexities inherent in the representation of gender in Antigone and Medea. The preeminent findings underscore the pervasive presence of the male-female dichotomy within the two works. Existing scholarship indicates a male association with the public sphere (polis) and a female association with the domestic sphere (oikos). However, both Antigone and Medea navigate between these spheres, reflecting their complexity and norm-defying nature. Notably, these characters exhibit traits traditionally ascribed to males, such as strong will, courage, and a propensity to question authority, offering intriguing implications from a gender theoretical standpoint. Consequently, the didactic potential of both tragedies is deemed substantial.  The tragedies serve as an auspicious foundation for aligning with the school's core values and the objectives of the Swedish curriculum. However, pedagogical deliberations are imperative, extending beyond individual reading. Integrating literature discussions and diverse tasks is advisable to broaden students' perspectives and enhance their repertoire. Teachers should also be cognizant of the inherent problematic aspects within the tragedies, necessitating a nuanced approach in instructional planning.

ABSTRACT CULTURAL LEADERSHIP AND PEACE: AN EDUCATIONAL RESPONSE TO RELIGIOUS VIOLENCE by B. David Rowe This study is a philosophical inquiry into violence as the consequence of dysfunctional meaning-making processes. It establishes a theory of leadership development which requires, catalyzes, and sustains a reinvigorated relationship between education and religion in order to create more pacific ways of making meaning on interpersonal, organizational, institutional, societal, and global levels. The inquiry articulates an understanding of leadership as drawing on educative and religious processes for the deployment of power in order to make meaning with or on behalf of groups of people at various levels of social complexity. The analysis demonstrates that leadership is informed by and can inform institutional patterns of behavior and signification. Examination of leadership style on a developmental continuum of more and less violent modes of deploying power simultaneously offers insight into the origin of violent social relationships and into a process for creating more pacific ways of making meaning. Therefore, providing a path of personal cognitive and moral development along this continuum for organizational, institutional, societal, and global leaders offers one approach to influencing the development of social institutions which, in turn, influence the development of other leaders, along a mutually formative path toward interpersonal and global peace. The examination of leadership as energy deployment for the purpose of making meaning offers an opportunity to consider religion as an institution which encodes meaning making processes for society and individuals alike and to consider education as an institution which encodes behavior and norms attendant to the explication of reality. Rehabilitating religion and education in order to play these respective social roles more effectively requires more sophisticated leaders who deploy energy in less violent ways. Conversely, leadership development is constrained and empowered by these institutions which are in need of such growth themselves. This philosophical inquiry, therefore, synthesizes a new theory capable of framing new questions for leadership development and institutional growth with personal, organizational, societal, and global implications. The theory creates the category of Cultural Leadership which becomes a model for making meaning in less violent ways while providing a pathway for personal and social growth toward sustainable peace.

The issue of ecological ethics has often been discussed because it is important for the development of further generations. Nature and culture are not at the same level, yet culture is subordinate to nature. Because of human influence, the harmony of nature is endangered and we live in an ecological crisis. This master's thesis compares the opinions of experts in Czech environment who perceive the ecological ethics, collisions of nature and culture and environmental sphere from the point of philosophy. In the first part, there is a theoretical basis of ecological ethics and the elementary classification. Further, the development of ecological ethics in the Czech phylosophical thinking is presented. In the main part, the author always explores two selected ideas of Czech professionals - Erazim Kohák, Josef Šmajs, Hana Librová, Petr Jemelka and Jan Patočka. The conclusion of the thesis is that although all the authors come from various conceptions, their results are more or less corresponding. It is fundamental to accept a personal responsibility and not to long for power and profit. It is imporant to indicate and become aware of ecological crisis and start to solve it on our own at first (e. g. by voluntary modesty and awareness that we leave a legacy for further generations). We do not need to live...

This dissertation is a detailed analysis of the Epistle to the Colossians. The author uses rhetorical critical methods and recognizes that the New Testament epistles are greatly influenced by oratory. Also, the author demonstrates how rhetorical techniques assist Paul to express his thought that the central idea of Christianity—the divine nature and saving work of Christ — has unavoidable ethical implications. In the first chapter of his letter Paul cites Christological hymn; he uses Christological theme during the whole epistle; the apostle concludes his admonition with the Household code, in which social roles of the member of oikos are interpreted in relation to Christ. According to Paul's teaching in Colossians, the power of Christ has universal scope and, consequently, all aspects of human life, including everyday, societal relationships, must be brought into submission to Christ. / New Testament / M. Th. (New Testament)

This dissertation is a detailed analysis of the Epistle to the Colossians. The author uses rhetorical critical methods and recognizes that the New Testament epistles are greatly influenced by oratory. Also, the author demonstrates how rhetorical techniques assist Paul to express his thought that the central idea of Christianity - the divine nature and saving work of Christ - has unavoidable ethical implications. In the first chapter of his letter Paul cites Christological hymn; he uses Christological theme during the whole epistle; the apostle concludes his admonition with the Household code, in which social roles of the member of oikos are interpreted in relation to Christ. According to Paul's teaching in Colossians, the power of Christ has universal scope and, consequently, all aspects of human life, including everyday, societal relationships, must be brought into submission to Christ. / M.Th. (New Testament)

This dissertation is a detailed analysis of the Epistle to the Colossians. The author uses rhetorical critical methods and recognizes that the New Testament epistles are greatly influenced by oratory. Also, the author demonstrates how rhetorical techniques assist Paul to express his thought that the central idea of Christianity—the divine nature and saving work of Christ — has unavoidable ethical implications. In the first chapter of his letter Paul cites Christological hymn; he uses Christological theme during the whole epistle; the apostle concludes his admonition with the Household code, in which social roles of the member of oikos are interpreted in relation to Christ. According to Paul's teaching in Colossians, the power of Christ has universal scope and, consequently, all aspects of human life, including everyday, societal relationships, must be brought into submission to Christ. / New Testament / M. Th. (New Testament)

This dissertation is a detailed analysis of the Epistle to the Colossians. The author uses rhetorical critical methods and recognizes that the New Testament epistles are greatly influenced by oratory. Also, the author demonstrates how rhetorical techniques assist Paul to express his thought that the central idea of Christianity - the divine nature and saving work of Christ - has unavoidable ethical implications. In the first chapter of his letter Paul cites Christological hymn; he uses Christological theme during the whole epistle; the apostle concludes his admonition with the Household code, in which social roles of the member of oikos are interpreted in relation to Christ. According to Paul's teaching in Colossians, the power of Christ has universal scope and, consequently, all aspects of human life, including everyday, societal relationships, must be brought into submission to Christ. / M.Th. (New Testament)