Text in German / This study analyses, mainly within the scope of the stage theories of Fritz Oser/Paul Gmünder and James W. Fowler, the development of religiosity during adolescence. After an introduction into the social and scientific significance of religiosity, the developmental and functional theories of religiosity are explored. The study then shows, by examining multiple perspectives on the scientific controversy, to what extent the stage theories of Oser/Gmünder and Fowler effectively open up the field of religious development for pastoral and religious educational practice. This clarification of the stages of religious development has many consequences for pastoral care and religious education. Some of the proposed applications either complement or modify significantly the stage theories of Oser/Gmünder and Fowler. Altogether the study provides a critical view of the cognitive-structural theory itself, its empirical reliability and range of applicability, as well as its theological suitability. / Practical and Systematic Theology / M. Th. (Practical Theology)

Text in German / Zusammenfassung Das heute zu Russland gehörende Kaliningrader Gebiet gehörte vor dem zweiten Weltkrieg mit der Hauptstadt Königsberg Ostpreußen. Nach dem zweiten Weltkrieg wurde Königsberg 1945 mit einem Teil des Ostpreußengebiets Russland zugeteilt. Am 4. Juli 1946 wurde Königsberg in Kaliningrad umbenannt und damit eine neue Epoche für das Gebiet eingeleitet. Nach dem Krieg wurden alle Deutschen nach Deutschland deportiert und mit Russen aus Westrussland besiedelt. Unter den umgesiedelten Leuten kamen auch Christen mit, die sich in Kaliningrader Gebiet ansiedelten und begannen ihren Glauben zu leben. Bald darauf organisierten sie sich in kleinere Gruppen und bemühten sich Präsenz nach außen hin zu zeigen. Besonders in den 1990er Jahren erlebte das Kaliningrader Gebiet ein reges Wachstum der evangelikalen Gemeinden. Das Ziel der vorliegenden Arbeit ist, diese evangelikalen Gemeinden auf ihre Präsenz nach außen, ihr inneres Gemeindeleben, ihre evangelistischen und sozial-diakonischen Bemühungen hin empirisch mittels Interviews zu untersuchen und die Ergebnisse aus missions-theologischen Perspektive zu reflektieren. Summary The area of Kaliningrad, which belongs to Russia today, was with it´s capital Königsberg a part of Ostpreußen before the second world war. 1945, after the second world war, Königsberg and parts of the area of Ostpreußen became a part of Russia. On July 4th in 1946 Königsberg was renamed into Kaliningrad and so a new era was instituted for this area. After the war all Germans were deported to Germany and the area was recolonized with Russians from Westrussia. Among these settlers there even were christians, who settled down in Kaliningrad and began to act out their beliefs. Especially in the 1990ties Kaliningrad experienced a large growth of evangelical churches. Not long after that, they organized themselves in small groups and tied to be a representative outwards. The intention of the present dissertation is the empirical analysis of these churches by dint of interviews; Especially the analysis of how the churches represent theirselves outwards and how they endeavor in regard of social deaconry. The deliverables has been deliberated from the perspective of theological mission. / Christian Spirituality, Church History and Missiology / M.Th.

Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel" (ES) hieraan voldoen, is ondersoek. Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat. Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit', 'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'. 'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'. 'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'. asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is. 'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid. Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik, asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie binne hierdie gestruktureerdheid is van deurslaggewende belang vir die begryping van outentisiteit by opvoeding. 'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise). is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-. meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd. Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer van die Klassisisme vertoon heelparty essensie-diskrepansies. Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-04T11:48:16Z No. of bitstreams: 1 João Paulo Cardoso.pdf: 911847 bytes, checksum: fc606a4d430e6ee06ed627e9e27826bf (MD5) / Made available in DSpace on 2018-12-04T11:48:16Z (GMT). No. of bitstreams: 1 João Paulo Cardoso.pdf: 911847 bytes, checksum: fc606a4d430e6ee06ed627e9e27826bf (MD5) Previous issue date: 2018-10-11 / According to Sacrosanctum Concilium 13, pious exercises should be recommended, but with determination that there should be harmonization with the liturgy. The Popular Piety can not substitut, in any way, the official liturgical practices of the Church. In this study we make analysis of the current reality, which will be based on ‗Liquid Modernity‘, expression of the Polish Sociologist Zygmunt Bauman. With this expression, Bauman identify the moment we are living, in which everything is predicted to be fleeting, including the human relations. In this context, the harmonization between Liturgy and Popular Piety is impaired, causing a mismatch between liturgical practices, with their stable norms, and popular devotions, prone to change more easily. However, pious exercises should be encouraged, even with the variants of the present time. For this analysis, the theoretical foundations are sought in the Directory on Popular Piety and the Liturgy, documents of the Popes, in the set of works written by Bauman and many others that help in understanding of the relation between the Popular Piety and the Liturgy in this period of history which Bauman classifies as ‗Liquid Modernity / De acordo com a Sacrosanctum Concilium 13, os exercícios piedosos devem ser recomendados, porém com a determinação de que de haja harmonização com a Liturgia. A Piedade Popular não pode substituir, de forma alguma, as práticas litúrgicas oficiais da Igreja. Nesse estudo fazemos uma análise da realidade atual, que será pautada pela ‗Modernidade Líquida‘, expressão do sociólogo polonês Zygmunt Bauman. Com esta expressão, Bauman identifica o momento que estamos vivendo, em que tudo está previsto para ser passageiro e fugaz, inclusive as relações humanas. Neste contexto, a harmonização entre Liturgia e Piedade Popular fica prejudicada, causando um descompasso entre as práticas litúrgicas, com suas normas estáveis, e as devoções populares, propensas a se alterarem mais facilmente. Contudo, os piedosos exercícios devem ser incentivados, mesmo com as variantes do tempo atual. Para esta análise, os fundamentos teóricos são buscados no Diretório sobre a Piedade Popular e a Liturgia, documentos dos papas, no conjunto de obras escritas por Bauman e tantas outras que auxiliam na compreensão da relação entre a Piedade Popular e a Liturgia neste período da história que Bauman classifica como ‗Modernidade Líquida

For many people music is an important aspect of their daily life. Music preference is a complex subject tied to social identity, personality, leisure activities, religion, family and friends, and so forth. Music is also a form of expression, which is communicated to the public over various mediums and formats. The themes depicted in music media (music in the form of television, radio, and internet sources, both auditory and visually presented) are vast owing to the array of different artists and their individual worldviews that they put on offer for the public. The lyrical content and/or imagery put forward by musicians depicts an array of different themes, which are contextualised by individuals in their personal conception of their favourite music. The meaning that listeners/viewers attach to their music is equally related to their own background and life experience, including their belief system (religion). There has been a controversial increase in the sexualisation and explicitness of music media; however, there is a gap in the intersection between music, sex, and religiosity as a field of study. Understanding the influence of music media requires an understanding of the people who are experiencing this content. Taking a cybernetic approach and the position of the listener who determines the meaning of an utterance, as put forward by cyberneticist Heinz von Foerster, this study is a reflexive contextual enquiry into how people are experiencing and interpreting their music media and whether this media challenges their view on religion (if they consider themselves aligned to a religion). To address this broad research question, a two-part study was conducted. The first part consisted of a quantitative study of 459 students from the University of Johannesburg to obtain a snapshot of a young adult demographic in terms of their music media, sexuality, and religiosity choices. Thereafter, using the results from this first part of the study, a qualitative interview-based study was conducted. Together the quantitative and qualitative studies provide a basis for answering the main research question. The results show that the young adults in the study are thinking beings, not just manipulated by mainstream music media; rather, they decide what is right for them often motivated by their views on religion. Methodologies used in religious studies have been subject to criticism. One specific aspect is the lack of acknowledgment of epistemology within research designs. In addressing this critique, a second- order cybernetic study was conducted. By introducing a cybernetic approach to qualitative religious study, a new approach is thus also presented which is called A Reflexive Recursive Learning Approach to Religious Studies. / Religious Studies and Arabic / D. Litt. et Phil. (Religious Studies)

Text in German / Zusammenfassung Das heute zu Russland gehörende Kaliningrader Gebiet gehörte vor dem zweiten Weltkrieg mit der Hauptstadt Königsberg Ostpreußen. Nach dem zweiten Weltkrieg wurde Königsberg 1945 mit einem Teil des Ostpreußengebiets Russland zugeteilt. Am 4. Juli 1946 wurde Königsberg in Kaliningrad umbenannt und damit eine neue Epoche für das Gebiet eingeleitet. Nach dem Krieg wurden alle Deutschen nach Deutschland deportiert und mit Russen aus Westrussland besiedelt. Unter den umgesiedelten Leuten kamen auch Christen mit, die sich in Kaliningrader Gebiet ansiedelten und begannen ihren Glauben zu leben. Bald darauf organisierten sie sich in kleinere Gruppen und bemühten sich Präsenz nach außen hin zu zeigen. Besonders in den 1990er Jahren erlebte das Kaliningrader Gebiet ein reges Wachstum der evangelikalen Gemeinden. Das Ziel der vorliegenden Arbeit ist, diese evangelikalen Gemeinden auf ihre Präsenz nach außen, ihr inneres Gemeindeleben, ihre evangelistischen und sozial-diakonischen Bemühungen hin empirisch mittels Interviews zu untersuchen und die Ergebnisse aus missions-theologischen Perspektive zu reflektieren. Summary The area of Kaliningrad, which belongs to Russia today, was with it´s capital Königsberg a part of Ostpreußen before the second world war. 1945, after the second world war, Königsberg and parts of the area of Ostpreußen became a part of Russia. On July 4th in 1946 Königsberg was renamed into Kaliningrad and so a new era was instituted for this area. After the war all Germans were deported to Germany and the area was recolonized with Russians from Westrussia. Among these settlers there even were christians, who settled down in Kaliningrad and began to act out their beliefs. Especially in the 1990ties Kaliningrad experienced a large growth of evangelical churches. Not long after that, they organized themselves in small groups and tied to be a representative outwards. The intention of the present dissertation is the empirical analysis of these churches by dint of interviews; Especially the analysis of how the churches represent theirselves outwards and how they endeavor in regard of social deaconry. The deliverables has been deliberated from the perspective of theological mission. / Christian Spirituality, Church History and Missiology / M.Th.

Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel" (ES) hieraan voldoen, is ondersoek. Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat. Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit', 'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'. 'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'. 'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'. asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is. 'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid. Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik, asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie binne hierdie gestruktureerdheid is van deurslaggewende belang vir die begryping van outentisiteit by opvoeding. 'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise). is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-. meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd. Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer van die Klassisisme vertoon heelparty essensie-diskrepansies. Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)

The dream about an earthly paradise, rediscovery of an original, absolutely harmonic paradisal life is, in Dostoevskij's opinion, one of the deepest and the most valuable dreams of the human heart. The spiritual course of any human being has its own history, it is born from thesis (babtism), goes through antithesis (crises) and finishes in synthesis (beauty). A man comes from the Eden Paradise and aims at heaven. So, a man in course of his spiritual life is in a real split into two paradises: the Eden Paradise from which he is coming from and the Kingdom of God where he is aiming at. The midpoint of the life course is accompanied by a crisis, that can also be described as separation from the the paradise. The characters of novels by Dostoevskij failed due to the fact, that they were not able to admit their presence between two "paradise states" and so their ideas about earthly paradise establishment were being corrupted. In our piece of work we are going to follow four trends: 1. Time corruption, incorrectly understood sense of history. The tendency to return back where a man came from, in an origenestic, cyclic interpretation of a comeback is apparent in a story The Dream of a Ridiculous Man. Another extreme shows marxism ideas going around Europe which deny both the importance and the sense of...