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11	Die skrifbeskouing van die vroeë kerkvaders uit Afrika (veral Tertullianus en Augustinus) en hulle relevansie vir Suidelike-Afrika (Afrikaans) Odendaal, Johann Wilhelm Smallberger 29 October 2007 (has links) Scripture is God’s Word in human language – a truth reflected over 2000years of Church history. Without this truth, proper knowledge of God is impossible. All human efforts to come to a true and meaningful understanding of God, lead to a variety of religious “isms.” The pluralism, post-modernism and post-Christian society of the 21st century, brings its own challenges. Words mean nothing and truth is relative. There are, however, unique resemblances with the pluralism, pre-modern and pre-Christian society of the patristic. From a historical-theological perspective, the researcher points out that these resemblances could shed light on the current burning issue around the authority of Scripture. This historic continuity with the patristic and apostolic tradition is addressed in relation to Tertullian and Augustine. Both these Church Fathers had to give Biblical answer to the burning issues of their day that sought to undermine the authority of Scripture. The patristic’s emphasis on the authority of Scripture, stems from the unique unity between the Old and New Testament. It finds expression in the Apostolic preaching – regula fidei – the rule by which sound theology and godly living is guaranteed. Their historical-literal method of Biblical exegesis reflects a Christian worldview in contrast to the secular worldview of their day. In conclusion the researcher points out the relevance of this study for Southern-Africa. The confusion within the ranks of society, and the disillusionment of hundreds of thousands in Africa concerning the role of the Church, ask for clear direction and uncompromising answers on the fundamentals of the Christian faith with the framework of the authority of Scripture. / Dissertation (MA (Church History))--University of Pretoria, 2007. / Church History and Church Polity / unrestricted Pre-modern Contextual Regula fidei Truth Christian worldview Formulation Exegesis Historical continuity Relevance Post-christian Authority Scripture Tradition Pluralism Pre-christian Post-modernism UCTD
12	Jin Ping Mei 金瓶梅 au travers de l’étude historique et critique de ses traductions anglaises et françaises / Jin Ping Mei 金瓶梅 through a historical and critical study of its translations in English and French / 《金瓶梅》英文和法文翻譯史與翻譯批評研究 Li, Shiwei 24 November 2016 (has links) Jin Ping Mei 金瓶梅, œuvre controversée dès son apparition à la fin du XVIe siècle, fut très tôt reconnue comme une des œuvres phare du roman chinois en langue vulgaire, notamment par Feng Menglong 馮夢龍 (1574-1646) qui le désigna comme un des Si da qishu 四大奇書 (Quatre grands livres extraordinaires). De nombreux mystères à son sujet restent encore débattus aujourd’hui, parmi lesquels l’identité de son auteur, l’authenticité de ses éditions, ou les interprétations possibles de ce roman. La réputation exécrable dont il continue de souffrir en Chine continentale ne l’a pas empêché de susciter l’intérêt des premiers sinologues français et anglais et ceci dès 1816. En prenant pour point de départ une analyse des sources et une synthèse des hypothèses en cours concernant Jin Ping Mei et ses interprétations, notre thèse fera le point sur toutes les adaptations et traductions en anglais et en français de l’ouvrage, notamment en mettant en parallèle les deux meilleures traductions intégrales dont nous disposons actuellement, à savoir en français, celle d’André Lévy (1985), et en anglais, celle de David Tod Roy (de 1993 à 2013). Cette confrontation nous permettra de distinguer les différentes interprétations de l’ouvrage retenues par les traducteurs, et d’exposer les stratégies mises en place par eux pour le traduire. Un aspect crucial de notre travail consistera à souligner dans notre critique les positions interprétatives des traducteurs, et le potentiel interprétatif qui résulte de leurs choix. Loin de vouloir appliquer à ces traductions un jugement de valeur, nous espérons au contraire offrir une meilleure compréhension de la profondeur de cette œuvre si complexe et controversée. / Jin Ping Mei 金瓶梅, one of the greatest masterpieces of the vernacular Chinese fiction, faced controversy ever since it appeared at the end of the 16th century. Scholars like Feng Menglong馮夢龍 (1574-1646) recognized the novel to be exceptional early on, placing it amongst the Si da qishu 四大奇書 (Four Masterworks of the Ming Novel). However, there still is a halo of unresolved mysteries around Jin Ping Mei, despite the fact that it has been the focal point of numerous studies. Some questions remain unsolved, such as the identity of its author, the authenticity of its editions, or its possible interpretations. Despite the bad reputation that the novel still suffers from in mainland China, its raised the interest from French and English sinologists as soon as 1816. Ever since, the novel has been the subject of partial translations and adaptations highly perfectible. Starting with an analysis of the sources and a synthesis of current hypothesis about the book and its interpretations, our thesis will then focus on all the adaptations and translations of the novel in English and in French, to ultimately confront the two best integral translations available to that day, namely André Lévy’s (1985) and David Tod Roy’s (1993 to 2013). This confrontation will allow us to distinguish the interpretations that translators had of the novel, and to expose the strategies they resorted to. A crucial part of our work will be to underline the interpretative positions of both translators, and the interpretative potential that results from their choices. Our goal is not to judge of the value of said translations, but rather to offer a better understanding of the depth of Jin Ping Mei. / 自十六世紀末問世以來，《金瓶梅》一直都是一部有爭議的作品。作為一部中國古代通俗長篇小說的著作，以及被馮夢龍稱為“四大奇書”之一，《金瓶梅》至今為止仍存在許多未解之謎。雖然對作品的相關研究日漸增多，但是關於作者的身份、版本以及對作品的闡釋等問題尚未達成共識。直至今日，《金瓶梅》在中國仍臭名昭著，但是這並不妨礙它在國外的流傳。早至1816 年，這部作品便引起了法國第一位漢學家的注意。兩個世紀以來，在法國紛紛出現了各種選段翻譯、改寫以及問題種種的不完整的法譯本。同樣，《金瓶梅》在英美國家的傳播之路也是漫長而艱難。該論文首先對《金瓶梅》的文學特色以及作品闡釋的問題進行相關探討，然後對《金瓶梅》所有翻譯和改寫的法譯本和英譯本進行研究，特別是對該作品的兩個完整的法譯本(André Lévy 雷威安 1985 年譯成)和英譯本(David TodRoy 苪效衛 1993 年至2013 年五卷本) 進行對比研究。通過對這些譯本的研究，我們能深入地了解譯者對作品的闡釋，他們採用的翻譯策略，以及他們譯本的優劣性。該論文的研究重點是譯者對作品闡釋的主體性，以及他們的翻譯策略給譯本讀者對原著理解帶來的影響。我們的研究並不是為了對譯本進行質量的評估，而是通過對譯本的研究來讓我們對《金瓶梅》這一複雜而極具爭議的作品有更深層的了解。 Jin Ping Mei Histoire et critique des traductions Jin Ping Mei Chinese Pre-Modern vernacular fiction Translation history and criticism
13	L'oeuvre de Yun Duseo (1668-1715), peintre-lettré coréen à l'époque "prémoderne" / The work of Yun Duseo (1668-1715), a korean scholar-painter at the premodern period Ryu-Paganini, Naeyoung 13 October 2017 (has links) L’œuvre de YUN Duseo (1668-1715), peintre lettré ayant vécu lors de la dernière monarchie coréenne, reflète la forte sinisation de la société de l’époque. Cette œuvre est un fruit de la civilisation du « monde chinois », et interroge les principes esthétiques et le statut de la peinture dérivés de la doctrine néo-confucéenne, doctrine elle-même ici associée à des doctrines souvent considérées comme opposées, le taoïsme et le bouddhisme. YUN Duseo invente une peinture « pré-moderne » qui met en valeur de manière nouvelle des figures humaines, les portraits en particulier, et donne une nouvelle forme à des sujets courants de la peinture chinoise, les natures mortes ou les scènes de la vie quotidienne. La peinture de YUN Duseo, influencée aussi bien par un mouvement de retour aux sources de la culture chinoise que par le contact avec la culture européenne, est étudiée principalement à travers le prisme du rapport entre peinture et écriture. / The work of YUN Duseo (1668-1715), a scholar-painter who lived during the last Korean monarchy, reflects the strong sinicization of contemporary Korean society. Indeed, such work is a product of the civilization of the ‘Chinese world’: it questions the aesthetic principles and the status of painting stemming from the Neo-Confucian doctrine, a doctrine itself associated with two often opposed doctrines, Taoism and Buddhism. YUN Duseo invented a ‘pre-modern’ painting that emphasized human figures, and particularly portraits, in a novel way and gave new form to common subjects in Chinese painting, whether still lives or scenes of everyday life.YUN Duseo’s painting, influenced by a return to the sources of Chinese culture as well as by the contact with European culture, is examined here through the prism of the relation between painting and writing. YUN Duseo Peintre lettré Peinture "pré-moderne" Art de l'écriture Rapport entre peinture et écriture Portrait Figure humaine Sinisation YUN Duseo Scholar painter 'pre-modern painting' Art of writing Relation between painting and writing Portraits Human figure Sinicization 759
14	Tempos Pré-Modernos: a Matemática escolar dos anos 1950 Marques, Alex Sandro 04 November 2005 (has links) Made available in DSpace on 2016-04-27T16:57:18Z (GMT). No. of bitstreams: 1 ALEX SANDRO MARQUES.pdf: 7139616 bytes, checksum: f96912783b8a80ca4b7918ade2f51542 (MD5) Previous issue date: 2005-11-04 / The purpose of our search, to verify how mathematics was organized at junior high school in 1950 s, it s located between two fundamental moments in brazilian mathematics education history: the born of mathematics as a subject, in 1929, and the advent of Modern Mathematics Movement (MMM), in the beginning of 1960 s decade. Inicially, to analyse this question, we worked out on a synthesis about the educational reforms Francisco Campos and Gustavo Capanema, that are responsable for the criation of mathematics as a subject and junior high school, respectivily. After that, based on the new educational legislation, the Ministry Edict of 1951 we verified the estabilishment of Minimum Programs to be carried out obrigatorily, motivating a worry about the possibility of that among the teachers. On this context, we analysed the Annals of the 1st National Congress of Mathematics Teaching in High School, that happened in Salvador in 1955, witch counted on the participation of the teacher and author of the school books Osvaldo Sangiorgi, one of the protagonists of MMM in Brazil, and we verified that the discussion epicenter wasn t around the programs but had been dislocated to the quastion of weekly number of this subject classes. With the purpouse to get traces of the school daily we analysed the collection of the most representative brazilian school books of pre-modern times, that authorized us to certificate the subject estability on this decade. That way, we conclued that the pre-modern times didn t represent an ideal setting for a revolution on this subject; on the contrary, were years of agreement among the teachers about the methods and contents to be taught, were years of estability / O objeto de nosso trabalho, a verificação de como estava organizada a matemática escolar do ginásio nos anos 1950, está situada entre dois momentos fundamentais da história da educação matemática brasileira: o nascimento da disciplina matemática, em 1929, e o advento do Movimento da Matemática Moderna (MMM), no início do decênio de 1960. Inicialmente, para análise desta questão, elaboramos uma síntese sobre as reformas educacionais Francisco Campos e Gustavo Capanema, responsáveis pela criação da disciplina matemática e do ginásio, respectivamente. Em seguida, partindo da nova legislação educacional, a Portaria Ministerial de 1951, verificamos o estabelecimento de Programas Mínimos a serem cumpridos obrigatoriamente, motivando uma preocupação entre os professores em relação à viabilidade de tal medida. Nesse contexto, analisamos os Anais do I Congresso Nacional de Ensino da Matemática no Curso Secundário realizado em Salvador no ano de 1955, que contou com a participação do professor e autor de livros didáticos Osvaldo Sangiorgi, um dos protagonistas do MMM no Brasil, e verificamos que o epicentro das discussões não estava em torno dos programas e havia se deslocado para a questão do número de aulas semanais para a disciplina matemática. Com a finalidade de obter indícios do cotidiano escolar analisamos as coleções de livros didáticos brasileiros mais representativas dos tempos pré-modernos, o que nos autorizou atestar sobre a estabilidade da disciplina nessa década. Assim, concluímos que os tempos pré-modernos não representavam um cenário ideal para uma revolução na disciplina; pelo contrário, foram anos de consenso entre os professores sobre métodos e conteúdos a serem ministrados, foram anos de estabilidade Portaria Ministerial de 1951 Osvaldo Sangiorgi Tempos Pré-Modernos Educação matemática Matemática - Estudo e ensino Matemática - História Ministry Edict of 1951 School Mathematics of 1950 s Osvaldo Sangiorgi Pre-Modern times. xi CNPQ::CIENCIAS HUMANAS::EDUCACAO
15	Finansiella instrument : En rättsekonomisk analys av värdepappersmarknadens grundläggande rättshandlingar / Financial instruments : A law and economics analysis of the fundamental contracts of the capital markets Lindblad, Anton January 2022 (has links) This thesis evaluates and constructs a general, product-neutral legal concept and model of financial instruments, as opposed to the product-dependent definitions currently employed in contemporary capital markets law. Through a combination of law and economics perspectives, legal history, and comparative analysis, the study examines the various types of financial instruments currently and previously in use. The legal characteristics and features of these instruments are evaluated and compared, leading to the identification of commonalities that can be used to define a product-neutral concept. The thesis argues that such a concept is more beneficial to the function of the capital markets by removing obstacles for financial innovation while also providing a consistent way to ensure that new financial products are governed by the same regulatory framework as comparable instruments.The thesis also examines the historical evolution of financial instruments and how it has been driven by the evolution of international trade and the demand and surplus of available capital. The proposed concept is applied to current financial instruments, including equity and debt, as well as pre-modern markets, and evaluated in terms of regulation, practical use, and legal characteristics such as transferability and negotiability.The research of this thesis encountered several challenges and limitations. Firstly, the historical and comparative analysis proved difficult to carry out, due to limitation in available source material and language related restrictions, respectively. These limitations were overcome by limiting the scope and by employing contacts with law firms in the respective jurisdictions. Secondly, several key issues proved to require further research to be able to provide definitive conclusions. Such research would have been out of scope and as such, simplified explanations and models were employed. The thesis concludes with a discussion of the practical implications of the proposed concept, including its application to cryptocurrencies and similar assets, and identifies potential areas for future research. financial instruments capital markets law product-neutral law and economics new institutional economics legal history comparative analysis regulatory framework financial innovation equity financial derivatives debt debt instruments pre-modern markets financial history legal evolution transferability negotiability international trade historical evolution cryptocurrencies fractional shares transactional costs transaction cost theory Coase behaviorism finansiella instrument kapitalmarknadsrätt produktneutralitet rättsekonomi ny institutionell ekonomi rättshistoria komparativ analys regulatoriskt ramverk finansiell innovation aktier finansiella derivatinstrument skuldfinansiering förmoderna marknader finansiell historia rättslig evolution överlåtbarhet negotiabilitet internationell handel historisk evolution kryptovalutor aktieandelar transaktionskostnader transaktionskostnadsteori Coase rättsekonomisk behaviorism Law Juridik
16	Technik und Bildung in der verwissenschaftlichten Lebenswelt Lumila, Minna 02 June 2023 (has links) Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective. Seinsphänomenologie Sprung Sein Subjekt-Objekt-Differenz Überwindung des Subjekt-Objekt-Schemas Rationalität Überforderung des Rationalen Weltoffenheit Weltoffenheit des Menschen unhintergehbare Lebenswelt Metaphysikkritik abendländische Metaphysik neuzeitliche Metaphysik Seinsvergessenheit certitudo veritas aletheia Menschenzentriertheit Gegenstand Gegenständlichkeit Vergegenständlichung des Seienden Nichtigkeit Mensch als in die Welt Geworfener mundane Kreation des Daseins Mensch als weltbildend Ek-sistenz das Sein den Menschen das Ekstatische des Menschen Vernehmen als Wahrnehmen In-der-Welt-Sein Weltlichkeit des Menschen das Anwesen des Anwesenden Erde Posthumanismus Mensch als ein werdendes Wesen vormoderne Technik handwerkliche Technik poiesis orthotes Technikkritik Bestand Welt als Inventar Bild Meister Eckhart das Ereignis Denken Philosophie ontologische Differenz Posthumanismus Natur zu Kultur Verhältnis von Mensch und Natur Primäre und sekundäre Qualitäten ursprüngliche Lebenswelt transzendentale Lebenswelt Phänomenologie Quantifizierung Entqualifizierung Entsinnlichung Bedeutungsentleerung Edmund Husserl Martin Heidegger Eugen Fink Koexistentialien Arbeit Herrschaft Liebe Tod Spiel Erziehung Erziehung als Beratung Technische Bildung kosmologische Lebenswelt Vielfalt der lebensweltlichen Praxis Fraglichwerden humanistischer Werte Dualismuskritik kosmologische Differenz menschliche Selbstverständigung Lebenslehre Nachdualistische Sozialphänomenologie Ende des humanistischen Menschen Marginalisierung der Welt Krise der allgemeingültigen Leitbilder Erziehung als Beratung Fragegesellschaft Erziehungswissenschaft als Praxistheorie das Wissen als menschliche Möglichkeit techne Fügsamkeit Einfügung Daseinsorientierung verwissenschaftlichte Welt Schöpfertum des Ingenieurs Die kreative Tätigkeit des Technikers Schöpfungskraft des Kosmos Schöpferkraft der menschlichen Freiheit Prinzipielle Unbestimmtheit des Menschen Theodor Litt Umgang Trias von Subjekt-Objekt-Methode antinomische Lebenswelt Mensch-Welt-Verhältnis Pädagogik Unverdrängbarkeit des Umgangs Freiheit der Wissenschaften Segen der Reflexion Umgangshermeneutik Hermeneutik Mit- und Füreinandersein Umgang mit der Natur zwischenmenschlicher Umgang neuzeitliche Rationalität Natur Geist Subjekt Objekt neuzeitliche Produktionsordnung Bildungsbedeutung der Naturwissenschaft Versachlichung des Weltverhältnisses Arbeitswelt Sache Vielfalt der Sinndeutungen Segen der Reflexion gegenständliches Denken rechnende Naturwissenschaft Mittel-Zweck-Relation Ursache-Wirkung-Relation Subjekt-Objekt-Verhältnis Entpersönlichung des Subjekts Formalisierung des Objekts Reflexivität Leiblichkeit Marginalisierung des Menschen Versachlichung des Menschen Mensch als Funktionär Trennung von Ich und Welt Trennung von Natur und Geist Sinnlichkeit Begegnung mit seinesgleichen Verkümmerung des Umgangs leiblich-seelische Totalität Individualität Unmenschlichkeit des Menschen Menschlichkeit des Menschen Selbstentfremdung Antinomie moderner Menschenbildung Selbstbeaufsichtigung Kultivierung des Umgangs Genealogie der modernen Technik Maschinenwelt Geisteswissenschaften Kultivierung von Sinnvielfalt Menschenwissenschaft Wissenschaften vom Außermenschlichen Schutz der Menschlichkeit Zwängen der Produktionsordnung Bildung als Sacharbeit Helmut Schelsky metaphysische Dauerreflexion Absterben des Staates technischer Staat metaphysischer Nihilismus wissenschaftliche Zivilisation Reales Weltbürgertum Spezialgelehrtentum Fachgelehrtentum Sachzwang Freiheit Sachgesetzlichkeiten Offenheit menschlicher Sinnentwürfe Selbstentfremdung des Menschen wissenschaftlich-technische Zivilisation Objektivierung des Menschen Naturzwang Produktionszwang Sachlogik der technischen Zivilisation Bildung durch Wissenschaft jene Freiheit einer offenen Zukunft Verwissenschaftlichung aller Praxis Vergesellschaftung der Wissenschaft Vergesellschaftung der Universität Wissenschaftlichkeit der Technik Mensch als Wissenschaft und als Arbeit Erziehung zur Wissenschaftlichkeit Überwindung der Wissenschaft Bildung als Ermöglichung von Freiheit Vielfalt des Daseins Grenzen wissenschaftlicher Erkenntnis Synthese der Wissenschaften Fragmentierte Produktion des Menschen Sozialwissenschaften Joachim Ritter Mnemosyne Kompensation von Geschichtslosigkeit Gedächtnis historische Lebenswelt Michel Foucault Genealogische Rekonstruktion Friedrich Nietzsche Aktiver Nihilismus Dietrich Benner Negativität Nicht-Affirmativität Praxeologie Malte Brinkmann fragmentarischer Charakter des Menschen Dualismus-Kritik Egon Schütz Anthropologischer Zirkel C. P. Snow Erziehung und Bildung Technik Lebenswelt Verwissenschaftlichte Lebenswelt Lebenswelt als eine kritische Kategorie phenomenology of being leap being subject-object difference overcoming the subject-object schema rationality openness to the world metaphysical critique occidental metaphysics modern metaphysics Forgetfulness of being certitudo veritas aletheia human-centeredness object objectivity objectification of being nothingness mundane creation of existence human being as world-forming ek-sistence the ecstatic of the human being being-in-the-world worldliness of the human being the presence of the present posthumanism human being as a becoming being pre-modern technology poiesis orthotes critique of technology world as inventory image Meister Eckhart the event thinking philosophy ontological difference posthumanism nature to culture relationship between human and nature Primary and secondary qualities original lifeworld transcendental lifeworld phenomenology quantification de-qualification de-sensualisation coexistentials education education as counselling technical education cosmological lifeworld diversity of lifeworld practice questioning of humanistic values critique of dualism cosmological difference human self-understanding post-dualistic social phenomenology end of humanistic human being marginalisation of the world production of human being by human being education as counselling knowledge as human possibility techne existential orientation scientised world creative activity of the technician creative power of the cosmos creative power of human freedom Umgang triad of subject-object method dual of natural sciences and humanities antinomic lifeworld Umgang as a basis for modern education pedagogy resistance of Umgang to ideologies defense of democracy against fascism phenomenological motifs of Theodor Litt hermeneutics being with and for one another nature spirit subject object modern order of production objectification of world relations diversity of interpretations of meaning cause and effect subject-object relationship depersonalisation of the subject reflexivity marginalisation of the human being objectification of the human being the human being as a functionary separation of the I and the world separation of nature and spirit individuality inhumanity of the human being humanity of the human being self-alienation antinomy of modern education genealogy of the modern technology humanities cultivation of multiplicity of meaning human science advisory function of human science protection of humanity reflection death of the state technical state metaphysical nihilism scientific civilisation real cosmopolitanism specialised scholarship human being in scientific civilisation freedom scientific marginalisation of the world openness of human possibilities loss of function of the humanities self-alienation of the human being scientific-technical civilisation objectification of the human being compulsory production education in scientific civilisation fragmented production of human being Mnemosyne memory historical lifeworld active nihilism genealogical reconstruction negativity non-affirmativity praxeology fragmentary character of the human being critique of dualism anthropological circle education (Bildung) technology technical education lifeworld scientified lifeworld lifeworld as a critical category human being as thrown into the world crisis of universally valid values creatorship of the engineer 370 Bildung und Erziehung DF 3000 ddc:370

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