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11	A Igreja Presbiteriana Conservadora do Brasil: uma questão doutrinária Costa, Flávio Antônio Alves da 19 June 2007 (has links) Made available in DSpace on 2016-03-15T19:48:36Z (GMT). No. of bitstreams: 1 Flavio Antonio Alves da Costa.pdf: 1422026 bytes, checksum: 4ee98149d64f4898521b8594811b988a (MD5) Previous issue date: 2007-06-19 / Instituto Presbiteriano Mackenzie / The imolantation of the Protestantism, particularly of the Presbyterianism, in Brazil began in 1859, with the work of the Presbyterian missionary Rev. Ashbel Green Simonton. At that time, even though the Roman Catholicism was disorganized and almost abandoned by the Roman Catholicism, it was powerful. The Presbyterian Mission started to be an option for the natives in Brazil. The Presbyterianism, in its long implantation process, development and structuring, was marked by successes and internal schisms. In 1888, the Presbyterianism became administratively independent, giving origin to the Presbyterian Church of Brazil. However, the Presbyterianism did not remain as a homogeneous Protestant movement. In 1903 the first schism appears in the Brazilian national environment, giving rise to the Independent Presbyterian Church of Brazil. Some years later, more precisely thirty seven years, a theological debate arouse inside of that church, which represented tendencies already existent. The essential issue that starts the rupture is The Doctrine of the Endless Punishment. Besides the above essential issue, this paper will present other aspects that indirectly contributed for the organization of the Conservative Presbyterian Church of Brazil; and as that Church consolidated herself in the national Protestantism environment. / A implantação do Protestantismo, particularmente do Presbiterianismo, em nossa Pátria foi iniciada pelo missionário Rev. Ashbel Green Simonton no ano de 1859. No quadro existente do século XIX, ainda que o Catolicismo romano estivesse desorganizado e quase na condição de abandono na Sé Romana, mesmo assim era a maior força religiosa. O Presbiterianismo de missão passa a ser um contraponto de opção para os patrícios. A trajetória do Presbiterianismo, no seu longo processo de implantação, desenvolvimento e estruturação, é marcada por sucessos e rupturas internas. Em 1888, o Presbiterianismo torna-se autônomo administrativamente, dando origem a Igreja Presbiteriana do Brasil. Contudo, o Presbiterianismo não se mantém como um movimento protestante homogêneo. Em 1903, ocorre o primeiro cisma e assim surge, no cenário nacional brasileiro, a Igreja Presbiteriana Independente do Brasil. Passados alguns anos, mais precisamente trinta e sete anos, é deflagrado um debate teológico dentro daquela igreja. Os debates representam as tendências e as correntes já existentes ali. O elemento que desencadeia a ruptura é a chamada doutrina das Penas Eternas . Além da pedra de toque apresentada acima, a presente dissertação apresentará outros aspectos que indiretamente contribuíram para a organização da Igreja Presbiteriana Conservadora do Brasil; e como esta Igreja se consolidou no cenário do Protestantismo nacional. história história da igreja presbiterianismo de missão intelectualismo confessionalismo penas eternas liberalismo teológico fundamentalismo teológico history history of the church presbyterianism of mission intellectualism confessionalism endless punishment theological liberalism theological fundamentalism CNPQ::CIENCIAS HUMANAS::TEOLOGIA
12	Origem da Igreja Cristã de São Paulo e a contribuição de alguns de seus membros para a formação da FFLCH/USP: uma expressão da liberdade religiosa Garcez, Robson do Boa Morte 12 September 2007 (has links) Made available in DSpace on 2016-03-15T19:48:43Z (GMT). No. of bitstreams: 1 Robson do Boa Morte Garcez.pdf: 1378287 bytes, checksum: 1f00e34724f63db4d5b8f50b63ce883e (MD5) Previous issue date: 2007-09-12 / The implantation of the Presbyterianism in Brazil began in 1859 with the arrival of the Presbyterian missionary Rev. Ashbel Green Simonton. The Presbyterianism, in its long implantation process, development and structuring, was marked by successes and internal schisms. In 1903 the first schism appears in the Brazilian national environment, giving rise to the Independent Presbyterian Church of Brazil. Some years later, more precisely thirty seven years, a theological debate arouse inside that church, which represented tendencies that already existed. The essential issue that starts the rupture is The Doctrine of the Endless Punishment." Besides the above essential issue, this paper will present other aspects that indirectly contributed for the organization of the Igreja Cristã de São Paulo; at the same time, it intends to demonstrate the contribution of ICSP members for the Education and Teaching at São Paulo State University. / Implantado no Brasil em 1859, com a chegada de Ashbell Green Simonton, o Presbiterianismo, em sua histórica trajetória, passou por embates internos que não o fizeram soçobrar. Em 1903, um primeiro cisma fez surgir a Igreja Presbiteriana Independente do Brasil, que saía da Igreja Presbiteriana do Brasil (Egreja Presbyteriana do Brasil). No final da década de 30 do século passado, um novo conflito, de ordem teológica, abalava o presbiterianismo nacional, dentro da IPIB. Desta feita, seu objeto e seus debates se centravam na doutrina das Penas Eternas , o que desembocaria, em fevereiro de 1942, em uma nova ruptura. No grupo de membros que agora deixava a IPIB havia duas facções: uma conservadora outra modernista ou liberal. Estes se organizaram a Igreja Cristã de São Paulo, de membresia intelectualizada e piedosa; aqueles formaram a Igreja Presbiteriana Conservadora do Brasil, naturalmente de cunho ortodoxo. Esta dissertação, após estudar estes atos e fatos, também trata da contribuição de alguns membros da ICSP à educação e cultura, especialmente como professores da Universidade de São Paulo. história história da igreja presbiterianismo intelectualismo confessionalismo penas eternas liberalismo teológico fundamentalismo teológico educação influência liberdade de religião history history of the church presbyterianism of mission intellectualism confessionalism endless punishment theological liberalism theological fundamentalism social influence education teaching CNPQ::CIENCIAS HUMANAS::TEOLOGIA
13	Space within : Frederick Kiesler and the architecture of an idea / Frederick Kiesler and the architecture of an idea McGuire, Laura 05 August 2015 (has links) From 1922-1942, the Austrian-American architect and designer Frederick Jacob Kiesler (1890-1965) designed architecture based on the idea that it must complement the physiological and psychological processes of the human body. In order to reconcile the technological changes wrought by industrialized production with the need for structures that promoted human health, he developed an inspired model for interactive design. His formative experiences in Europe working with De Stijl and the G-Group, along with his exposure to Central European examples of architecture, art, and science set the agenda for his later works. Yet he never stopped experimenting with new concepts that would bolster his essential philosophy of body-generated space. After he immigrated to the United States in 1926, Kiesler’s pursued his ideas about physiological and psychological architecture within a new cultural milieu and a network of encouraging personal connections. He forged relationships with a sympathetic community of émigré industrial designers and architects who promoted his efforts to integrate modern technology with new design idioms. During his first fifteen years in New York City, Kiesler looked to contemporary science as a way to advance a model of flexible architectural design. He also worked at the cutting edge of industrial design research and was an early protagonist of human factors engineering methods. His body-centered methodology stood in opposition to aesthetic and reductive approaches toward modernism and functionalism. Instead of designing according to a priori determinations of what was functional and what was not, Kiesler’s functionalism was based on an iterative design practice that would reveal progressively more useful and universally applicable forms. / text Frederick Kiesler Endless House Industrial design Emigre architect New York architecture Human-centered design Laboratory for design correlation Film Guild Cinema Nucleus House Saks Fifth Avenue Space house Modernage Show window 1930s architecture Ergonomics Mergentime R.U.R Leger ind Träger De Stijl Hans Richter Space stage
14	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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