Text in Afrikaans / 'n Verkennend-beskrywende, interpretatiewe, meta-teoretiese studie is onderneem om die invloed van epistemologiese relativisme op opvoedkundige teorievorming te ondersoek. Die verwagting bestaan, in 'n tydsgees wat die kompleksiteit van die kenterrein van die Opvoedkunde benadruk, dat die opvoedkundige objektiewe en praktykrigtende kennisuitsprake aangaande die kenterrein van die Opvoedkunde sal maak. Om aan laasgenoemde verwagting te kan voldoen, is dit vir die opvoedkundige nodig om die kenterrein van die Opvoedkunde te betree en interpretatiewe, kontekstueel-funksionele kennisuitsprake te maak. Vanuit 'n tradisionele perspektief op wetenskapsbeoefening en rasionaliteit kan aantygings van epistemologiese relativisme ontstaan teen kennisuitsprake wat die kenterrein interpreteer. Dit is egter moontlik om aantygings van epistemologiese relativisme in opvoedkundige teorievorming te weerle, indien 'n verbrede beskouing van rasionaliteit in die Opvoedkunde gehuldig word. Op grond van die verband wat tussen taal, interpretasie en rasionaliteit bestaan, word meta-norme van rasionaliteit wat met taalgebruik en interpretasie verband hou, ge"identifiseer. Die mensbeskouing van die Eksistensiele Fenomenologie en Habermas se Teorie van Kommunikatiewe Rasionaliteit het dit in gemeen dat dit die moontlikheid erken dat mense deur middel van taalgebruik 'n gemeenskaplike realiteit kan identifiseer wat ook as 'n vertrekpunt in wetenskaplike gesprekvoering kan dien en wat objektiewe kennisuitsprake moontlik maak. Die mens se interpretasie van die werklikheid deur middel van taal is 'n ontiese gegewene, daarom word dit gestel dat die navorser se interpretasie van 'n kenobjek deur middel van taal deur. meta-norme van rasionaliteit onderle word. Met die grondliggende aanname dat daar metanorme van rasionaliteit bestaan wat met taal en interpretasie verband hou, word 'n verbrede begrip van rasionaliteit in die Opvoedkunde, wat interpretatiewe kennisuitsprake van die opvoedkundige akkommodeer, voorgestel. Omdat daar meta-norme van rasionaliteit bestaan wat met taalgebruik en interpretasie verband hou, is dit vir opvoedkundiges moontlik om binne hulle eie paradigmatiese kontekste die kenterrein van die Opvoedkunde funksioneel te interpreteer, sonder om in epistemologiese relativisme te verval. Op grond daarvan dat meta-norme van rasionaliteit bestaan, is dit vir opvoedkundiges moontlik om oor die kenterrein van die Opvoedkunde in gesprek te tree en toenemend objektiewe kennisuitsprake, wat die kontekste van individuele paradigmas oorskry, te maak. / An investigative, descriptive, interpretative, meta-theoretical study was undertaken to determine the influence of epistemological relativism on educational theory formation. It is expected that, at a time when the complex nature of Education is being emphasised, educationists will make objective as well as functional, directive knowledge statements about the education epistemic. To fulfil the latter expectations, it is necessary for educationists to enter into the education epistemic and make interpretative, contextually functional knowledge statements about education. From a traditional perspective on the practice of science and rationality, allegations of epi stemological relativism may arise against statements which interpret the education epistemic. However, it is possible to allay allegations of epistemological relativism in educational theory formation, if a broadened view of rationality is upheld in Education. On the basis of the relation between language, interpretation and rationality, meta-norms of rationality are identified that relate to language usage and interpretation. Existential Phenomenology and Habermas's Theory of Communicative Rationality correlate in their acknowledgement of the possibility that people can, through language usage, identify a common reality which can also seNe as point of departure in scientific discourse, while at the same time facilitating objective knowledge statements. A person's interpretation of reality by means of language is an ontic premise and, therefore, it is stated that the researcher's interpretation of an object of study is based on language through meta-norms of rationality. With the basic assumption that there are meta-norms of rationality which are related to language and interpretation, a broadened understanding of rationality in Education, which accommodates interpretative knowledge statements, is suggested. Because meta-norms of rationality exist which are related to language interpretation, it is possible for educationists to make a functional interpretation, within their own paradigmatic context, of the education epistemic, without lapsing into epistemological relativism. On the basis of the existence of meta-norms of rationality, education discourse becomes possible between educationists, and they can make increasingly objective knowledge statements, which extend beyond the context of individual paradigms. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

Non-locality and contextuality are key features of quantum mechanics that distinguish it from classical physics. We aim to develop a deeper, more structural understanding of these phenomena, underpinned by robust and elegant mathematical theory with a view to providing clarity and new perspectives on conceptual and foundational issues. A general framework for logical non-locality is introduced and used to prove that 'Hardy's paradox' is complete for logical non-locality in all (2,2,l) and (2,k,2) Bell scenarios, a consequence of which is that Bell states are the only entangled two-qubit states that are not logically non-local, and that Hardy non-locality can be witnessed with certainty in a tripartite quantum system. A number of developments of the unified sheaf-theoretic approach to non-locality and contextuality are considered, including the first application of cohomology as a tool for studying the phenomena: we find cohomological witnesses corresponding to many of the classic no-go results, and completely characterise contextuality for large families of Kochen-Specker-like models. A connection with the problem of the existence of perfect matchings in k-uniform hypergraphs is explored, leading to new results on the complexity of deciding contextuality. A refinement of the sheaf-theoretic approach is found that captures partial approximations to locality/non-contextuality and can allow Bell models to be constructed from models of more general kinds which are equivalent in terms of non-locality/contextuality. Progress is made on bringing recent results on the nature of the wavefunction within the scope of the logical and sheaf-theoretic methods. Computational tools are developed for quantifying contextuality and finding generalised Bell inequalities for any measurement scenario which complement the research programme. This also leads to a proof that local ontological models with `negative probabilities' generate the no-signalling polytopes for all Bell scenarios.

Text in Afrikaans / 'n Verkennend-beskrywende, interpretatiewe, meta-teoretiese studie is onderneem om die invloed van epistemologiese relativisme op opvoedkundige teorievorming te ondersoek. Die verwagting bestaan, in 'n tydsgees wat die kompleksiteit van die kenterrein van die Opvoedkunde benadruk, dat die opvoedkundige objektiewe en praktykrigtende kennisuitsprake aangaande die kenterrein van die Opvoedkunde sal maak. Om aan laasgenoemde verwagting te kan voldoen, is dit vir die opvoedkundige nodig om die kenterrein van die Opvoedkunde te betree en interpretatiewe, kontekstueel-funksionele kennisuitsprake te maak. Vanuit 'n tradisionele perspektief op wetenskapsbeoefening en rasionaliteit kan aantygings van epistemologiese relativisme ontstaan teen kennisuitsprake wat die kenterrein interpreteer. Dit is egter moontlik om aantygings van epistemologiese relativisme in opvoedkundige teorievorming te weerle, indien 'n verbrede beskouing van rasionaliteit in die Opvoedkunde gehuldig word. Op grond van die verband wat tussen taal, interpretasie en rasionaliteit bestaan, word meta-norme van rasionaliteit wat met taalgebruik en interpretasie verband hou, ge"identifiseer. Die mensbeskouing van die Eksistensiele Fenomenologie en Habermas se Teorie van Kommunikatiewe Rasionaliteit het dit in gemeen dat dit die moontlikheid erken dat mense deur middel van taalgebruik 'n gemeenskaplike realiteit kan identifiseer wat ook as 'n vertrekpunt in wetenskaplike gesprekvoering kan dien en wat objektiewe kennisuitsprake moontlik maak. Die mens se interpretasie van die werklikheid deur middel van taal is 'n ontiese gegewene, daarom word dit gestel dat die navorser se interpretasie van 'n kenobjek deur middel van taal deur. meta-norme van rasionaliteit onderle word. Met die grondliggende aanname dat daar metanorme van rasionaliteit bestaan wat met taal en interpretasie verband hou, word 'n verbrede begrip van rasionaliteit in die Opvoedkunde, wat interpretatiewe kennisuitsprake van die opvoedkundige akkommodeer, voorgestel. Omdat daar meta-norme van rasionaliteit bestaan wat met taalgebruik en interpretasie verband hou, is dit vir opvoedkundiges moontlik om binne hulle eie paradigmatiese kontekste die kenterrein van die Opvoedkunde funksioneel te interpreteer, sonder om in epistemologiese relativisme te verval. Op grond daarvan dat meta-norme van rasionaliteit bestaan, is dit vir opvoedkundiges moontlik om oor die kenterrein van die Opvoedkunde in gesprek te tree en toenemend objektiewe kennisuitsprake, wat die kontekste van individuele paradigmas oorskry, te maak. / An investigative, descriptive, interpretative, meta-theoretical study was undertaken to determine the influence of epistemological relativism on educational theory formation. It is expected that, at a time when the complex nature of Education is being emphasised, educationists will make objective as well as functional, directive knowledge statements about the education epistemic. To fulfil the latter expectations, it is necessary for educationists to enter into the education epistemic and make interpretative, contextually functional knowledge statements about education. From a traditional perspective on the practice of science and rationality, allegations of epi stemological relativism may arise against statements which interpret the education epistemic. However, it is possible to allay allegations of epistemological relativism in educational theory formation, if a broadened view of rationality is upheld in Education. On the basis of the relation between language, interpretation and rationality, meta-norms of rationality are identified that relate to language usage and interpretation. Existential Phenomenology and Habermas's Theory of Communicative Rationality correlate in their acknowledgement of the possibility that people can, through language usage, identify a common reality which can also seNe as point of departure in scientific discourse, while at the same time facilitating objective knowledge statements. A person's interpretation of reality by means of language is an ontic premise and, therefore, it is stated that the researcher's interpretation of an object of study is based on language through meta-norms of rationality. With the basic assumption that there are meta-norms of rationality which are related to language and interpretation, a broadened understanding of rationality in Education, which accommodates interpretative knowledge statements, is suggested. Because meta-norms of rationality exist which are related to language interpretation, it is possible for educationists to make a functional interpretation, within their own paradigmatic context, of the education epistemic, without lapsing into epistemological relativism. On the basis of the existence of meta-norms of rationality, education discourse becomes possible between educationists, and they can make increasingly objective knowledge statements, which extend beyond the context of individual paradigms. / Educational Studies / D. Ed. (Filosofie van die Opvoeding)

No description available.

It is argued that the geometric dual of a noncommutative operator algebra represents a notion of quantum state space which differs from existing notions by representing observables as maps from states to outcomes rather than from states to distributions on outcomes. A program of solving for an explicitly geometric manifestation of quantum state space by adapting the spectral presheaf, a construction meant to analyze contextuality in quantum mechanics, to derive simple reconstructions of noncommutative topological tools from their topological prototypes is presented. We associate to each unital C*-algebra A a geometric object--a diagram of topological spaces representing quotient spaces of the noncommutative space underlying A—meant to serve the role of a generalized Gel'fand spectrum. After showing that any functor F from compact Hausdorff spaces to a suitable target category C can be applied directly to these geometric objects to automatically yield an extension F^∼ which acts on all unital C*-algebras, we compare a novel formulation of the operator K₀ functor to the extension K^∼ of the topological K-functor. We then conjecture that the extension of the functor assigning a topological space its topological lattice assigns a unital C*-algebra the topological lattice of its primary ideal spectrum and prove the von Neumann algebraic analogue of this conjecture.

Abstract The author Markku Lahtela was a central figure in the 1960’s generation rebellion, called the spirit of the 60’s, that criticised the basic values of the old generation and through which the young artists presented their avant-garde ideas. The study focuses on the early 1960’s. The primary data is provided by Lahtela’s second novel called Se and its manuscript. The novel deals in an original way with issues such as the sexual revolution and sexual morality, which were popular themes in the 1960’s. As a secondary source of data, the study also deals to some extent with the rest of Lahtela’s production. The substantial topic is the problematics of change in the 1960’s that arose as a result of modernisation, which only then gained momentum in Finland. The research approach is contextual in that the discussion is based on the postmodern viewpoint. Context is understood as consisting of elements of cultural dialogicality thematised by the author through individuation, which is to be seen in the dialogue of his books. The study focuses on the extraliterary historical context. Among the contexts of the 1960’s, attention is paid mainly to the crisis of representation caused by the changes, by interpreting its commentary and attempts to solve it in Lahtela’s texts. Despite the focus on the extraliterary historical context, textual dimensions are also taken into account in the interpretations. I also discuss to some extent the conditions through which it is possible in literary research to find intermediate standpoints to overcome the opposition between textuality and reality. In the interpretation of the extra- and intraliterary dialogues in Lahtela’s texts, the tools used include the alter ego, the textual “I” and, in neutral cases, the narrator. The novel Se not only participated in topical cultural and literary dialogue, but also reformed Finnish prose by representing autobiographical materials in a fragmentary and fictitious manner. The discussion also shows that Freudian psychoanalysis has contributed significantly to both Se and Lahtela’s production in general. The same also applies to Friedrich Nietzsche’s philosophy of life; some of his ideas have directed the discussion of moral issues characterised by Lahtela’s books and the search for an alternative (sexual) morality. / Tiivistelmä Kirjailija Markku Lahtela oli keskeinen hahmo vanhan polven perusarvoja arvostelleessa 1960-luvun sukupolvikapinassa, jota nimitettiin 60-lukulaisuudeksi ja jossa nuoret taiteilijat esittelivät avantgardistisia ideoitaan. Tutkimuksen ajallinen pääkohde on 1960-luvun alkupuoli. Primaariaineistona on Lahtelan toinen romaani Se ja sen käsikirjoitus. Teos käsittelee omaperäisesti muun muassa seksuaalista vallankumousta ja seksuaalimoraalia, jotka olivat 1960-luvun muotiteemoja. Sekundaariaineistona tutkimuksessa käsitellään jonkin verran myös Lahtelan muuta tuotantoa. Substantiaalisena aiheena on 1960-luvun muutosproblematiikka, joka syntyi Suomessa vasta tuolloin voimistuneen modernisaation vaikutuksesta. Tutkimukseni lähestymistapa on kontekstuaalinen siten, että tarkastelut pohjaavat myöhäismodernin näkökulmaan. Kontekstin ymmärrän koostuvan kulttuurisen dialogisuuden elementeistä, joita kirjailija tematisoi teostensa dialogina näkyvässä individuaatiossaan. Tutkimuksessani korostuu ulkokirjallinen historiallinen konteksti. 1960-luvun konteksteista olen päähuomion kiinnittänyt muutosten synnyttämään representaation kriisiin tulkitsemalla Lahtelan teksteistä sen kommentointeja ja ratkaisuyrityksiä. Siitä huolimatta, että tutkimuksessani painottuu ulkokirjallinen historiallinen konteksti, otan tulkinnoissani huomioon myös tekstuaalisia ulottuvuuksia. Lisäksi selvitän jonkin verran niitä ehtoja, joiden vallitessa kirjallisuuden tutkimuksessa voidaan löytää välittäviä kantoja tekstuaalisuus–todellisuus–opposition ylittämiseksi. Tulkitessani Lahtelan tekstien ulko- ja sisäkirjallisia dialogeja ovat apuvälineinäni alter ego, tekstuaalinen minä ja kertoja neutraaleissa tapauksissa. Se-romaani paitsi osallistui ajankohtaiseen kulttuuriseen ja kirjalliseen dialogiin myös uudisti suomalaista proosaa representoimalla katkelmallisesti ja fiktiivisesti autobiografista materiaalia. Tarkastelut osoittavat myös sen, että freudilainen psykoanalyysi on ollut Se-romaanin ja laajemminkin Lahtelan tuotannon synnyn tärkeä innoittaja. Sama koskee Friedrich Nietzschen elämänfilosofiaa, jonka tietyt näkemykset ovat suunnanneet Lahtelan teoksissa keskeistä moraalikysymysten käsittelyä ja vaihtoehtoisen (seksuaali)moraalin etsintää.

Contemporary society perceives boredom largely as a normal part of everyday life. Nevertheless, academic discourse has not come to an agreement on its interpretation. The researchers differ on two main points: first, whether boredom is universal or historically developed phenomenon, and second, whether it is an individual or the external conditions, who is more responsible for the emergence of boredom. This paper reflects on these conceptual difficulties and attempts to elude them by suggesting an alternative, sociologically relevant approach. A new sociological concept of the phenomenon is introduced, based on Martin Heidegger's conceptualization of boredom. Boredom is thereby understood as a specific way, in which individual relates to his/her social environment and its objects. In order to avoid epistemological dilemmas resulting from an imbalanced account, which puts too much emphasis either on subject or its environment, the concept situates boredom's origin and actuation onto the level where subject and its environment meet. The theoretical part of the text is followed by an empirical one, which uses the concept to interpret a specific segment of tourism: organized holidays. This particular model, constructed and offered by travel agencies as a complex product, is understood here as an...

The area of today's southern center of Brno was determined from the very beginning by the location of the rivers Svratka, Svitava and their drives, which defined the southern part of the city as a fertile area suitable for cultivation. After the advent of industrialism, the city transformed rapidly. The southern area was transformed from smaller villages into industrial units, which, due to the proximity of water and the newly established railway, expanded after 1838 to the entire vicinity of the Trnitá district. Already in this period, the location of the station by the Svratka River (in the proposed position from 2016) began to be considered, but due to the waterlogged soil and difficult construction conditions, it was decided for the station under the walls. It was this decision and the unsatisfactory conditions of waterlogged land for the development of the industrial area closer to the Svratka River that caused the suspension of the development of the southern suburbs. The proposal seeks to reflect the context of Brno's apartment buildings in the vicinity of the area, which lacks a comprehensive context and scale. At the same time, however, to solve the environmental problem by proper management of rainwater or the use and design of a recycled perimeter cladding of material obtained after the demolition of other buildings. The building is structurally designed as a combination of a wall system with monolithic, communication cores and the first floor.

Zusammenfassung Das Forschungsprojekt untersucht Bekehrungsmotive von südsudanesischen Migranten, die in einem islamischen Kontext leben. Dazu wird zunächst das biblisch-theologische Bekeh¬rungsverständnis erhoben und im Kontext seiner kirchengeschichtlichen Entwicklung dar¬gestellt. Da jede Bekehrung ein multidimensionaler Prozess ist, der neben theologischen Fragestellungen auch soziologische, anthropologische und religionspsychologische Aspekte enthält, wird ein multidimensionaler Ansatz zur Erforschung von Bekehrungsmotiven konzipiert und ein Forschungswerkzeug erstellt, dass den Kontext südsudanesischer Migranten aufnimmt. Dieses kommt im Rahmen einer Pilotstudie zum Einsatz, die aus fünf Konvertiten-Interviews besteht. Zuerst wird der Inhalt jedes Interviews aus theologischer, soziologischer, religionspsychologischer und anthropologischer Sicht separat erhoben. Danach werden die unterschiedlichen Betrachtungsweisen in einen kritischen Dialog gebracht, um die Bekehrungsmotive zu bestimmen, welche den Kategorien kognitiv-religiös, mystisch-religiös, affektiv, experimentell oder sozial-politisch zugeordnet werden. Zum Schluss wird der Ertrag aller Interviews zu einem Gesamtergebnis verbunden und einer selbstkritischen Evaluierung unterzogen. Summary This dissertation examines conversion motives of Southern Sudanese migrants who live in an Islamic context. First of all a theological view of conversion in scripture and its development in the church history is presented. Since every conversion is a multi-dimensional process containing not only theological problems but also sociological, anthropological and religio¬psychlogical aspects, a multi-dimensional approach and a reseach methodology are designed for above context. This methodology is used for a pilot study of five interviews with converts. Each interview is examined separately from a theological, sociological, religio-psychological and anthropological analysis. After this the different views are brought into a critical dialog in order to identify the motives of conversion which are related to cognitive-religious, mystical¬religious, affective, experimental or social-political categories. The results of all individual interviews are merged in a final analysis and reflected in a self-critical evaluation. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

This paper will look at the interpretation and translation of ἀρσενοκοῖται (1 Cor 6:9) in the list of people who will not inherit the kingdom of God. The word is mentioned in 1 Cor 6:9-10, and it has been translated in ways going from “homosexual”, “men who lay with men” and “sodomite” to “a man who lets others use himself or who uses others for debauchery” and “pedophile”. By looking at the views on sexuality, and male same-sex sexuality in particular, pertaining the Greco-Roman society and the Jewish culture contemporary to Paul, and also paying attention to the textual context as well as the context of the congregation in Corinth, the study has its aim set on finding what the word might have denoted to the first readers in the congregation in Corinth, and to Paul. The goal, then, is not to find a translation of the word ἀρσενοκοῖται that is literal, but to find one that is as close to a dynamic equivalent as is possible. This goal will, hopefully, be attained by giving the translation to the modern reader that is the one most likely to connote the same ideas and emotional connotations as the Greek word did in its original context. As the meaning of words change with time and context, there is a need for a translation that can bridge the gap created by that shift of meaning. Building that bridge in the case of ἀρσενοκοῖται is the goal of this paper. When the meaning, or meanings, that is found most likely to have been attained by the ancient readers is found, there will be a critical evaluation of some of the modern translations (and some a bit older) of the word in 1 Cor 6:9 to see if there already exists a translation that can be said to reach the goal of dynamic equivalence, given the meaning that is found most plausible in this paper. The study will argue that that is not the case, and therefore also propose a new translation, one that is argued to be closer to dynamic equivalence than those that has been evaluated. This translation is ”Men who sexually exploit men to gain social powers”. / Denna uppsats undersöker översättningen och tolkningen av ordet ἀρσενοκοῖται, det ord som avslutar 1 Kor 6:9 och är del av en lista över dem som inte kan ärva Guds rike (6:9-10). Ordet har översatts på olika sätt genom tiderna, med förslag som sträcker sig från “homosexuella”, “sodomiter”, “män som ligger med män” till “en man som låter utnyttja sig eller utnyttjar andra till osedlighet” och “pedofiler”. Genom att titta på hur sexualitet, och främst då manlig homosexualitet, sågs i den grekisk-romerska och judiska kontexten på Paulus tid, samt studera ordets litterära kontext och församlingens kontext i Korint, är målet att utröna vad ἀρσενοκοῖται bar med sig för betydelser och konnotationer för Paulus och de första mottagarna i Korint. Vad ett ord betyder är inte alltid statiskt över tid och rum utan förändras ofta, om än gradvis. Det riskerar därför att uppstå en klyfta mellan det som ordet från början innebar samt uppfattades som att det innebar, och hur det uppfattas idag. Den här uppsatsens mål är att överbrygga den klyftan för ἀρσενοκοῖται genom att ta reda på vad det grekiska ordet innebar i sin ursprungliga kontext och sedan ge en översättning som på bästa möjliga sätt ger en modern läsare konnotationer som i högsta möjliga grad stämmer överens med de konnotationer som de antika läsarna fick när de mötte ordet. Detta innebär alltså att målet inte är att ge en bokstavlig översättning av ἀρσενοκοῖται, utan en dynamisk ekvivalent översättning, där läsaren så långt det är möjligt får möjligheten att uppfatta det de första läsarna uppfattade. När den, eller de, meningar det är mest troligt att ordet bar med sig i sin ursprungliga kontext är konstaterade, kommer en kritisk utvärdering utifrån den slutsatsen göras av ett antal moderna översättningar (och några lite äldre), för att se om det finns en existerande översättning som uppnår dynamisk ekvivalens. Det kommer visa sig att så inte är fallet, och en ny översättning kommer därför att föreslås: ”Män som sexuellt utnyttjar män för att vinna social makt”.