Thesis (M.S.Sc.)--The Chinese University of Hong Kong. / Includes bibliographies.

This thesis begins with an examination of collective art practices in Cuba in relation to the wider collectivised society. This acts as a counterbalance for engaging with the strategy of artists’ groups in the United Kingdom and the differences between political thinking in Cuba and the West. Practice-based research in the form of curatorial activity has constantly responded to the theoretical underpinnings of this thesis. The multi-platform project 'Assembling' (2013-2015) understands the exhibition to be collaborative from the moment of inception. Through the circulation of material in a process of gathering, electing and making visible objects and ideas, 'Assembling' has brought together artists previously unknown to each other from Cuba and the United Kingdom to find and cluster around a shared sense of social imaginary, a shared issue of concern. A 'Typology of Association' runs throughout the thesis to trace thought on grouping found in political theory, art history, exhibitionary practice and sociology to produce a nuanced interpretation of how it is that we envisage ourselves in relation to group identifiers. Concomitantly, the main text of the thesis asks, ‘Does the “social” exist in and of itself at all?’. Although this is a wide-reaching question, it is key for understanding artists’ groups as the social becomes a composed (Latour, 2005) space in which elements can be actively distributed (Rancière, 2000) to form temporal assemblages (Deleuze and Guattari, 1980) making the social 'a practice'. Rather than enquire for example, what is ‘community art’, this research removes an assumptive meaning and asks what is ‘community’ and how does art practice activate its composition? Shifting social space is understood in terms of consistency: solid, fluid (Berman, 1982; Bauman, 2010) and foam (Sloterdijk, 2007, 2011).

This thesis attempts to provide a comprehensive review of the teaching of sociology in universities and colleges in the United states in tne nineteenth century. (The primary sources are the catalogues and various other publications, such as presidential reports and alumni yearbooks, of 663 institutions from their foundings until the end of the academic year 1900-01). Evidence of the teaching of courses in sociology, or in some closely related study such as social science or social problems, was found in 227 of the total number of institutions. After some introductory observations on the extensive inclusion of sociology in American university curricula, the first chapter goes on to describe the nature of the sources used and to comment upon previous studies of a similar type, none of which have provided the sort of complete historical documentation of the rise of sociology teaching as the present study sets out to do. This specific development is set in the general context of higher education in the nineteenth century which saw a decline of older methods based upon the recitation system in favour of a more liberal attitude to teaching and research. The Land Grant College Act of 1862, with its particular encouragement of scientific training, and the influence of German ideals in higher education are singled out as movements of great importance for the changing conception of higher education. The second chapter contains a discussion of some of the first attempts at sociological writing in the United States, mostly before the Civil War. The largely Aristotelian and conservative views of the southern writers are contrasted with those of the Utopian social thinkers of the North. Here, as throughout the thesis, emphasis is placed upon the relationship between the attempts at sociological theory and the social context in which they arose. Chapter III describes in some detail the beginnings of sociology teaching in universities and colleges from the 1860's, witn some reference to instruction in social matters before this time. For the first years after its introduction attention is paid to each institution which offered sociology; for the later years particular institutions are singled out for special comment where noteworthy new departures were made. Chapter IV describes the regional development of sociology teaching from its beginnings in Eastern institutions. Graphic illustration of its spread is provided in a chronological series of maps. The second part of the chapter relates the development of sociology to contemporary movements in theology, particularly the ideas of Social Christianity and the Social Gospel. The extreme involvement of sociologists in these movements, and the encouragement given to sociology in certain denominations which were also prominent in the Social Gospel, are used as facts to support the contention that the outlooks upon society of sociologists and Social Gospel theologians were not only parallel but often so closely interwoven as to be inseparable. Chapter V goes into greater detail concerning the nature of the sociology being taught by describing various representative courses, with much illustrative material drawn from catalogue summaries of such courses. In the second part of the chapter some of the most popular textbooks for sociology courses are described. Chapter VI is concerned with those who taught sociology; four cases of opposition on the part of university authorities to certain aspects of the teaching of sociology are discussed. The education of sociology teachers is outlined with special reference to the influence which German higher education exercised over many of the most prominent American sociologists. Chapter VII documents the rise of sociology as a subject for graduate study in American universities and colleges, and includes lists of doctorates submitted in sociology and in sociological topics up to 1900. The subsequent careers of graduate students in sociology are briefly summarized. In the concluding chapter emphasis is placed upon the essentially American nature of sociology in the United States, its peculiar importance lying in its early and generally enthusiastic inclusion in the curricula of institutions of higher learning. Some contrasts are made in this respect with its position in Europe in the same period. Its popularity as a university subject is contrasted with the ill-developed nature of sociological theory in America at the time; some attempt is made to characterize such theory. A series of appendices is included to provide full documentation of the colleges and universities under review, a complete catalogue of courses in sociology, a bibliography of textbooks recommended in course descriptions together with writers cited without reference to particular works in such descriptions, chronological lists of the founding of departments of sociology and social science, a list of appointments in sociology and social science, and a catalogue of teachers of courses in sociology, outlining the institutions at which they taught, up to 1901.

by Ng Chi-hung. / Bibliography: leaves 109-111 / Thesis (M.Ph.)--Chinese University of Hong Kong, 1985

The current thesis attempts to discuss, critique, and repair the idea of public sociology as a public discourse and a professional practice. Emerging in the writings of C W. Mills and Alvin Gouldner in the late 1950s and 1970s, “public sociology” was given its name in 1988 by Herbert J. Gans, before it was popularised by Michael Burawoy in 2004, reflecting a recurring desire to debate the discipline's public relevance, responsibility and accountability to its publics: academic and extra-academic alike. Resisting a trend in the relevant literature to treat the term as new, it is argued that the notion of making sociology “public” is as old as the discipline itself, suggesting that the recent public sociology debate does not describe a modern predicament, but an enduring characteristic of sociology's epistemic identity. A detailed critical review of recent controversies on public sociology is offered as a compass with which to navigate the terms and conditions of the term, as it has been espoused, critiqued and re-modelled to fit divergent aspirations about sociology's identity, status and function in academia and the public sphere. An invitation to understand the discipline beyond a language of crisis concludes the thesis, offering eleven counter-theses to M. Burawoy's approach that seek to reconstruct sociology's self-perception, while also suggesting ways of making it public in the context of intellectual life at the 21st century.

The common template in Gospel scholarship places the key hermeneutical principle for interpretation as the quest for the community that each Gospel represents. At present the study of the Gospel text is almost a secondary concern; the primary effort is spent attempting to unveil the Gospel "community" which, it is claimed, is to be found within the collection of Jesus material we call a Gospel. In light of the Gospel community debate, this thesis will argue that such a hermeneutical approach is both internally inconsistent and does not match well with external data. By attempting to provide further definition to various aspects of the Gospel community debate, and by using the Fourth Gospel as a test case, we will argue that the Fourth Gospel was never intended for a local, geographic "community" or network of "communities." The conclusion of this thesis, then, is that both the use and concept of "community" in the historical depiction of the Gospel audiences and as the beginning assumption in the interpretation of the Gospel narrative be abandoned. Not only is the term very ambiguous, but it carries a conceptual meaning that has been found to be inaccurate. The current concept of a Gospel "community" is an inappropriate model of the Gospel audience. The interpreters who reconstruct the Gospel "community" have been misreading the Gospel narrative. Furthermore, the application of a general audience reading strategy to the Fourth Gospel reveals further aspects of the purpose and function of the Gospel of John.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

A presente investigação analisa a difusão de determinado repertório e estética musical imbricados ao fenômeno da dança e prática dos bailes, no contexto de modernização de São Paulo. Particularmente, abordamos o momento em que uma nova centralidade redesenhou sua fisionomia urbana grosso modo entre meados de 1930 e 1950. Nesse cenário, tal musicalidade, não apenas se mesclou de maneira singular às representações do moderno, como também fomentou no imaginário da metrópole emergente certo ideal de progresso e modernidade. A análise apreende o sentido desse repertório musical no entrecruzamento da \"experiência do cinema\" e da prática do baile / This research concerns the diffusion of a particular repertory and musical aesthetic related to dance and the balls in the context of São Paulo\'s modernization. We focus particularly on the moment that a new centrality emerged in the cityscape, between, the 1930´s and 1950\'s. In this context, the musicality has been blended with some representations of the Modern as well as has improved in the urban imaginary certain ideas related to progress and modernity. We search for the meanings of this musical repertory in relationship to the \"experience\" of the cinema and the practice of the balls

A presente investigação analisa a difusão de determinado repertório e estética musical imbricados ao fenômeno da dança e prática dos bailes, no contexto de modernização de São Paulo. Particularmente, abordamos o momento em que uma nova centralidade redesenhou sua fisionomia urbana grosso modo entre meados de 1930 e 1950. Nesse cenário, tal musicalidade, não apenas se mesclou de maneira singular às representações do moderno, como também fomentou no imaginário da metrópole emergente certo ideal de progresso e modernidade. A análise apreende o sentido desse repertório musical no entrecruzamento da \"experiência do cinema\" e da prática do baile / This research concerns the diffusion of a particular repertory and musical aesthetic related to dance and the balls in the context of São Paulo\'s modernization. We focus particularly on the moment that a new centrality emerged in the cityscape, between, the 1930´s and 1950\'s. In this context, the musicality has been blended with some representations of the Modern as well as has improved in the urban imaginary certain ideas related to progress and modernity. We search for the meanings of this musical repertory in relationship to the \"experience\" of the cinema and the practice of the balls

王學晟. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 200-221) / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Wang Xuesheng.