The spirit of the Latin 'classicus' as a broad ideology has in one sense existed through every age of modern human history. It could begin to be described as an attitude that is resistant to sudden change and is not interested in dramatic breaks with tradition or the avant garde. It embraces the methodical evolution of aesthetic and artistic values that are connected at their origin to a cosmography which is conceived within every given age. This large-scale conception of existence which encompasses all of what is known in the cosmos is a primary manifestation of every culture. Several systems of ideas are given by 20th century theoretical physics. They are the foundation of our science and provide an explicit basis for all branches of scientific endeavor. Taken as a whole, they constitute the current understanding of our universe--our world. What emerges from the ideas given by relativity theory, quantum physics, string theory, and the mathematics of astro-physics is a profound and far reaching cosmography resembling nothing like that of the Renaissance or of classical Greece. Non-Euclidean geometry and the math of higher dimensional space begin to break free of their abstract character as these symbolic disciplines now inform and reconcile the reality of cosmic space. It is therefore appropriate to understand the cosmography of today in relation to the new science paradigm. As cosmic space and conceptual space have always been intimately connected in architecture of the classical spirit, this new cosmography then becomes a viable basis for reestablishing a classical expression. / Master of Architecture

This thesis addresses the role of geography in the Scientific Revolution, a matter yet to be settled by historians of science. Specifically it argues that cosmography, the parent discipline of both astronomy and geography, was central to Copernican natural philosophy in the early modern period. Copernicus, Bruno, Gilbert, Galileo and Descartes all sought to provide a unified picture of the heavens and earth by harmonising ideas in geography and astronomy, according to established principles of cosmography. In addition, using concepts about the earth?s form to build heliocentric cosmological theories was routine amongst Copernican thinkers. Indeed, this analysis demonstrates that Copernicus, Bruno and Gilbert staked their claims about the heavens on their theories of the earth. Recognising cosmography offers several advantages to historical understanding of the Scientific Revolution. It helps explain the form of Bruno?s argument for an infinite cosmos and a multiplicity of worlds. It provides insights into Gilbert?s interest in the detailed structure of the earth, beyond simply magnetism, and reveals that his argument followed a more traditional path than generally thought. A cosmographic perspective explains why Galileo took such pride in his theory of the tides and clarifies the place of this theory in his case for heliocentrism. From the cosmographic viewpoint, Descartes appears as a radically ambitious cosmographer with his use of a single account of the creation of the heavens and earth, thereby linking geography and astronomy in a single physical theory. Thus, cosmography represented a competitive enterprise among the Copernican natural philosophers. In general, thinking in terms of cosmography helps us understand the manner in which geographical ideas entered into the conceptual developments of the Scientific Revolution. The main contribution to knowledge in this thesis is its identification of cosmography as a key frame of reference for early modern thinking about cosmology, overlooked in the historical literature.

O coletivo tupi Tembé-Tenetehara da Terra Indígena do Alto Rio Guamá iniciou em meados de 2006 diversos processos de negociação envolvendo projetos no mercado de crédito de carbono. O presente texto analisa essas conexões inserindo-as na concepção nativa dessas relações. A análise enfatiza as divergências cosmográficas implicadas, apresentando um modelo da arquitetura do cosmos tembé a partir do corpus mitológico nativo, dos estudos de astronomias indígenas, das pesquisas sobre xamanismo e do multinaturalismo pan-ameríndio. / In mid-2006 the collective Tupi Tembé - Tenetehara from the Indigenous land of the Alto Rio Guama began various negotiation processes involving projects in the carbon credit market. This thesis examines these connections placing them in the native view of relationships. The analysis emphasizes the implied cosmographic differences, presenting a model of the Tembé\'s cosmos architecture based on the native mythological corpus, studies of indigenous astronomy, research on shamanism and the pan-Amerindian multi-naturalism.

Thesis--Columbia University. / Bibliography: p. [227]-232.

Thesis (Ph.D.)--University of Western Sydney, 2005. / A thesis presented to the University of Western Sydney, College of Arts, Education and Social Sciences, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

Thesis--Columbia University. / Bibliography: p. [227]-232.

Este artículo aborda la ampliación de las fronteras extractivas en elsuroriente del Ecuador, a partir de la licitación de nuevos bloques,con la XI Ronda Petrolera. Presenta reflexiones de una investigaciónrealizada entre 2013 y 2014, cuyo objetivo fue profundizar cómose enlazan las políticas extractivas y el desarrollo con sus efectosen las dinámicas territoriales indígenas. La investigación incluyóentrevistas con dirigentes de organizaciones indígenas y funcionariosgubernamentales en la provincia de Pastaza, realización deforos temáticos y seguimiento de eventos claves (foros), además derevisión de fuentes documentales. Se describen en el artículo políticasgubernamentales que afianzan la cosmografía desarrollista yla colonialidad de la naturaleza en la Amazonía, generando retrocesosen la implementación de los derechos colectivos, mientrasse activan conflictos por el control del territorio y recursos, en undespliegue de diversas posiciones, narrativas y agencia desde lospueblos indígenas. / The article discusses the expansion of extractive frontiers in the southeastern region of Ecuador, with the bidding for oil blocksaround XI Round Oil. It presents the results of a research done 2013-2014, which aimed to analyze the bonds between extractiveand developmental policies and their effects on indigenous people’s territorial dynamics. The research included interviewing leaders ofindigenous organizations and government officials in the province of Pastaza, conducting thematic forums and monitoring of key events(forums), plus reviewing documentary sources. This article describes government policies that strengthen the developmental cosmography and coloniality of nature in the Amazon, and cause setbacks in the implementation of collective rights, while various positions,narratives and indigenous people agency activated conflicts around the control over territory and resources.

O coletivo tupi Tembé-Tenetehara da Terra Indígena do Alto Rio Guamá iniciou em meados de 2006 diversos processos de negociação envolvendo projetos no mercado de crédito de carbono. O presente texto analisa essas conexões inserindo-as na concepção nativa dessas relações. A análise enfatiza as divergências cosmográficas implicadas, apresentando um modelo da arquitetura do cosmos tembé a partir do corpus mitológico nativo, dos estudos de astronomias indígenas, das pesquisas sobre xamanismo e do multinaturalismo pan-ameríndio. / In mid-2006 the collective Tupi Tembé - Tenetehara from the Indigenous land of the Alto Rio Guama began various negotiation processes involving projects in the carbon credit market. This thesis examines these connections placing them in the native view of relationships. The analysis emphasizes the implied cosmographic differences, presenting a model of the Tembé\'s cosmos architecture based on the native mythological corpus, studies of indigenous astronomy, research on shamanism and the pan-Amerindian multi-naturalism.

Esta pesquisa relaciona o Ensino da Astronomia ao Ensino da Geografia e aborda um grande cabedal de temas que expressam relações importantes entre os conhecimentos terrestres e os celestes. Estudou-se um campo que faz parte da Cosmografia e que se constitui em uma releitura na área de Geografia, para o qual se propõe a designação de “Cosmografia Geográfica", ao invés do nome “Cosmografia", simplesmente, ou “Geografia Astronômica". O termo “Cosmografia" está em desuso, e suas atribuições foram incorporadas pela Astronomia, Cartografia, Náutica e pela Geografia, no entanto, sua função pedagógica no Ensino de Astronomia permaneceu ativa nos ensinos de Matemática e de Geografia no Brasil, ao longo dos séculos XIX e XX. A Cosmografia Geográfica é um campo de estudos da Geografia, cujo conjunto de conhecimentos e habilidades é predominantemente escolar. Estuda a interface entre os conhecimentos terrestres e os celestes e lhes atribui significância geográfica. Analisa as relações humanas e naturais com o Espaço Sideral e suas conseqüências para a sociedade e a natureza e, portanto, para a organização do espaço. Analisou-se a presença da “Cosmografia Geográfica" na Geografia brasileira, para se estabelecer um conjunto mínimo inovador de temas cosmográficos para se ensinar em Geografia, de acordo com o que se pôde examinar em livros didáticos nacionais e estrangeiros de Cosmografia entre (1845-1971), em livros didáticos brasileiros de Geografia dos Ensinos Fundamental e Médio, aprovados no Plano Nacional do Livro Didático – 2002 (PNLD), nas sugestões dos Parâmetros Curriculares Nacionais (PCN's) e dos programas das disciplinas de Astronomia ou Cosmografia dos cursos Superiores de Geografia no Brasil. Depois há uma rápida abordagem sobre o atual Ensino de Cosmografia no exterior. Esta tese apresenta duas propostas de modelos de disciplinas de “Cosmografia Geográfica" para licenciaturas em Geografia. Estas disciplinas seriam compostas por temas e atividades práticas para professores de Geografia, que abrangem poucos conteúdos vinculados a um conjunto de temas mínimo mais próximo da realidade da “Cosmografia Geográfica" do século XXI, e que se constituam por atributos humanos e naturais (fisiológicos e físicos), tais como: a lateralidade, a luz ou a iluminação ou a incidência de radiação solar, a gravidade e as escalas de análise. Dentre os tópicos estabelecidos nesta investigação, há a atuação da Humanidade no Espaço Cósmico ou Exterior, que deverá ser explorado nas escolas pela “Cosmografia Geográfica". Por outro lado, a ação do Homem no Espaço Exterior também deverá ser estudada, discutida e analisada pela Geografia Política acadêmica, nos próximos anos, pois este assunto envolve o desenvolvimento e a cooperação internacional para o uso de tecnologias da 3a Revolução Industrial, a produção de lixo espacial e o cumprimento de tratados internacionais no âmbito do espaço sideral. / This research relates Astronomy Teaching to Geography Teaching and approaches a great number of subjects that express important relations between the terrestrial knowledge and the celestial knowledge. We have studied a field that is part of Cosmography and consists in a new reading in the Geography area, which is designated as "Geographic Cosmography", instead of the name "Cosmography", simply, or "Astronomical Geography". The term "Cosmography" is obsolete and its attributions had been incorporated by Astronomy, Cartography, Navigation and Geography, however, its pedagogical function in Astronomy Teaching remained active in teaching of Mathematics and Geography in Brazil, through the centuries XIX and XX. The Geographic Cosmography is a field of studies of the Geography, whose set of knowledge and abilities is scholar predominance. It study the interface between terrestrial knowledge and the celestial knowledge and to attribute to them geographic significance. It analyzes the human and naturals relations with the sideral space and its consequences to the society and nature and to space organization. It have been analyzed the presence of "Geographic Cosmography" in Brazilian Geography to establish an innovative minimum set of cosmographic subjects to be taught in Geography according to what it could be examined in national and foreign didactic books of Cosmography between (1845-1971), in Geography didactic Brazilian books of Elementary and High Schools, approved in the National Plan of the Didactic Book - 2002 (PNLD), in the suggestions of the National Curricular Parameters (PCN's) and discipline programs of Astronomy or Cosmography of the Universities courses of Geography in Brazil. Later there is a fast boarding about current foreign Cosmography Education. This thesis presents two discipline proposal models of "Geographic Cosmography" for graduating Geography teacher’s courses. These disciplines would be composed by subjects and practical activities for Geography teachers, that includes contents for subjects close the reality of the "Geographic Cosmography" to century XXI, and which they consists of human and natural attributes (physiological and physical), such as: the laterality, the light or the illumination or the incidence of solar radiation, the gravity and the scales of analysis. Amongst the topics established in this inquiry, there is the performance of the Humanity in the Cosmic or Exterior Space that will have to be explored in schools for "Geographic Cosmography". On the other hand, the action of the Man in the Outer Space also will have to be studied, to be argued and analyzed by Geography academic Politics, through next years, because this subject involves the development and the international cooperation for the use of technologies of 3rd Industrial Revolution, the space debris production and the fulfilment of international treaty in the scope to the sideral space.

Esta pesquisa relaciona o Ensino da Astronomia ao Ensino da Geografia e aborda um grande cabedal de temas que expressam relações importantes entre os conhecimentos terrestres e os celestes. Estudou-se um campo que faz parte da Cosmografia e que se constitui em uma releitura na área de Geografia, para o qual se propõe a designação de “Cosmografia Geográfica”, ao invés do nome “Cosmografia”, simplesmente, ou “Geografia Astronômica”. O termo “Cosmografia” está em desuso, e suas atribuições foram incorporadas pela Astronomia, Cartografia, Náutica e pela Geografia, no entanto, sua função pedagógica no Ensino de Astronomia permaneceu ativa nos ensinos de Matemática e de Geografia no Brasil, ao longo dos séculos XIX e XX. A Cosmografia Geográfica é um campo de estudos da Geografia, cujo conjunto de conhecimentos e habilidades é predominantemente escolar. Estuda a interface entre os conhecimentos terrestres e os celestes e lhes atribui significância geográfica. Analisa as relações humanas e naturais com o Espaço Sideral e suas conseqüências para a sociedade e a natureza e, portanto, para a organização do espaço. Analisou-se a presença da “Cosmografia Geográfica” na Geografia brasileira, para se estabelecer um conjunto mínimo inovador de temas cosmográficos para se ensinar em Geografia, de acordo com o que se pôde examinar em livros didáticos nacionais e estrangeiros de Cosmografia entre (1845-1971), em livros didáticos brasileiros de Geografia dos Ensinos Fundamental e Médio, aprovados no Plano Nacional do Livro Didático – 2002 (PNLD), nas sugestões dos Parâmetros Curriculares Nacionais (PCN's) e dos programas das disciplinas de Astronomia ou Cosmografia dos cursos Superiores de Geografia no Brasil. Depois há uma rápida abordagem sobre o atual Ensino de Cosmografia no exterior. Esta tese apresenta duas propostas de modelos de disciplinas de “Cosmografia Geográfica” para licenciaturas em Geografia. Estas disciplinas seriam compostas por temas e atividades práticas para professores de Geografia, que abrangem poucos conteúdos vinculados a um conjunto de temas mínimo mais próximo da realidade da “Cosmografia Geográfica” do século XXI, e que se constituam por atributos humanos e naturais (fisiológicos e físicos), tais como: a lateralidade, a luz ou a iluminação ou a incidência de radiação solar, a gravidade e as escalas de análise. Dentre os tópicos estabelecidos nesta investigação, há a atuação da Humanidade no Espaço Cósmico ou Exterior, que deverá ser explorado nas escolas pela “Cosmografia Geográfica”. Por outro lado, a ação do Homem no Espaço Exterior também deverá ser estudada, discutida e analisada pela Geografia Política acadêmica, nos próximos anos, pois este assunto envolve o desenvolvimento e a cooperação internacional para o uso de tecnologias da 3a Revolução Industrial, a produção de lixo espacial e o cumprimento de tratados internacionais no âmbito do espaço sideral. / This research relates Astronomy Teaching to Geography Teaching and approaches a great number of subjects that express important relations between the terrestrial knowledge and the celestial knowledge. We have studied a field that is part of Cosmography and consists in a new reading in the Geography area, which is designated as "Geographic Cosmography", instead of the name "Cosmography", simply, or "Astronomical Geography". The term "Cosmography" is obsolete and its attributions had been incorporated by Astronomy, Cartography, Navigation and Geography, however, its pedagogical function in Astronomy Teaching remained active in teaching of Mathematics and Geography in Brazil, through the centuries XIX and XX. The Geographic Cosmography is a field of studies of the Geography, whose set of knowledge and abilities is scholar predominance. It study the interface between terrestrial knowledge and the celestial knowledge and to attribute to them geographic significance. It analyzes the human and naturals relations with the sideral space and its consequences to the society and nature and to space organization. It have been analyzed the presence of "Geographic Cosmography" in Brazilian Geography to establish an innovative minimum set of cosmographic subjects to be taught in Geography according to what it could be examined in national and foreign didactic books of Cosmography between (1845-1971), in Geography didactic Brazilian books of Elementary and High Schools, approved in the National Plan of the Didactic Book - 2002 (PNLD), in the suggestions of the National Curricular Parameters (PCN's) and discipline programs of Astronomy or Cosmography of the Universities courses of Geography in Brazil. Later there is a fast boarding about current foreign Cosmography Education. This thesis presents two discipline proposal models of "Geographic Cosmography" for graduating Geography teacher’s courses. These disciplines would be composed by subjects and practical activities for Geography teachers, that includes contents for subjects close the reality of the "Geographic Cosmography" to century XXI, and which they consists of human and natural attributes (physiological and physical), such as: the laterality, the light or the illumination or the incidence of solar radiation, the gravity and the scales of analysis. Amongst the topics established in this inquiry, there is the performance of the Humanity in the Cosmic or Exterior Space that will have to be explored in schools for "Geographic Cosmography". On the other hand, the action of the Man in the Outer Space also will have to be studied, to be argued and analyzed by Geography academic Politics, through next years, because this subject involves the development and the international cooperation for the use of technologies of 3rd Industrial Revolution, the space debris production and the fulfilment of international treaty in the scope to the sideral space.