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In using the doctrine of the Incarnation as a lens to approach the devotional poetry of seventeenth-century Britain, ‘“And the Word was made flesh”: The Problem of the Incarnation in Seventeenth-Century Devotional Poetry' finds this central doctrine of Christianity to be a destabilising force in the religious controversies of the day. The fact that Roman Catholics, the Church of England, and Puritans all hold to the same belief in the Incarnation means that there is a central point of orthodoxy which allows poets from differing sects of Christianity to write devotional verse that is equally relevant for all churches. This creates a situation in which the more the writer focuses on the incarnate Jesus, the less ecclesiastically distinct their writings become and the more aware the reader is of how difficult it is to categorise poets by the sects of the day. The introduction historicises the doctrine of the Incarnation in Early Modern Europe through presenting statements of belief for the doctrine from reformers such as Martin Luther, John Calvin, and Huldryk Zwingli in addition to the Roman Catholic decrees of the Council of Trent and the Church of England's ‘39 Articles'. Additionally, there is a further focus on the Church of England provided through considering the writings of Richard Hooker and Lancelot Andrewes amongst others. In the ensuing chapters, the devotional poetry of John Donne, Aemilia Lanyer, George Herbert, Robert Herrick, and Richard Crashaw is discussed in regards to its use of the Incarnation and incarnational imagery in orthodox though diverse manners. Their use of words to appropriate the Word, and their embrace of the flesh as they approach the divine shows the elastic and problematic nature of a religion founded upon God becoming human and the mystery that the Church allows it to remain.

Orientador: Sílvia Regina Quijadas Aro Zuliani / Resumo: A presente pesquisa consiste na investigação e construção de um panorama das dificuldades de aprendizagem de Física apresentadas por um grupo de alunos ingressantes no Ensino Médio, assim como das potencialidades que novas metodologias de ensino, conhecidas como Metodologias Ativas, possuem quando atuam objetivando a superação destas dificuldades e a modificação da percepção do ambiente escolar pelos alunos. Para compreensão das dificuldades dos alunos e da percepção que eles possuem quanto ao ambiente escolar, foi adotada uma investigação ecológica e exploratória que compreende suas ações e seus comportamentos associados à organização social da escola. Com o entendimento de que o ambiente escolar influencia diretamente o comportamento social dos estudantes e, consequentemente, sua aprendizagem, buscou-se compreender como os próprios estudantes explicam as relações sociais existentes no ambiente escolar e suas consequências de cunho psicológico e sociológico. O principal resultado encontrado na pesquisa, por meio da análise fenomenológica de grupos focais realizados com os alunos foi a presença de Estigmas relacionados à escola, nomeados de Estigmas Escolares, os quais podem ser diretamente relacionados à evasão e ao abandono escolar. Na sequência, buscou-se inserir os alunos participantes da pesquisa em uma proposta de ensino, na qual a Metodologia Ativa de Ensino Híbrido foi utilizada como intervenção didática, articulando ações presenciais e não presenciais que objetivaram... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study aimed to investigate the reasons of difficulties in learning Physics presented by a group of high school first-year students and the potential of Active Learning methodologies to change the school social environment perception of the students and improving their skills to learn and act in a democratic curriculum perspective. An Ecological, exploratory and qualitative investigation was performed to comprehend learning difficulties and student's perceptions of the school environment. The Ecological approach understands students actions and behaviors related to the social organization of the school. Thereby, understanding that the school environment directly influences students' social behavior and, consequently, their learning, the research sought to recognize how the students themselves explain the social relations existing in the school environment and its psychological and sociological consequences. The main result found in the research, through the phenomenological analysis of focus groups performed with the students, was the presence of school-related stigmas, named School Stigmas, which can be directly related to evasion and school failure. Trying to change this primary results, face-to-face and online learning actions aiming to social integrate students into a learning community were articulated to introduce them into a Blended Learning proposal. Thus, the research concludes that, after six months of activities, the developed actions indicate the reduce manife... (Complete abstract click electronic access below) / Doutor

Members of the second generation of the English Musical Renaissance have long been associated with a break from the Teutonic influence of their predecessors to create a musical idiom that is quintessentially English. Scholarship has long looked at these composers, who include those born between Vaughan Williams and Moeran, in isolation from the artistic movements and political and social issues of Europe, when in fact they were part of them. This thesis places these composers within these currents by discussing them as part of England’s Lost Generation and within the historical contexts of Europe in the early twentieth century. Though the Lost Generation is often associated with the post-war period, I propose that the phenomenon existed prior to World War I by focussing on England’s aesthetic lostness in the late Victorian and Edwardian eras. The Lost Generation of composers inherited a musical culture that had been aesthetically lost for two hundred years and rebelled against it to define a musical idiom that was quintessentially English. After placing the second generation of the English Musical Renaissance within its historical contexts, I call into question previous discussions on English music that define it according to single definitions largely associated with the Pastoral School or the Folk School. Instead, I propose that the music of this generation was stylistically diverse while simultaneously a manifestation of common cultural influences, ultimately rooted in the goal of creating a sense of community. To support this claim, I discuss the various stylistic techniques of individual composers within their collective cultural influences, including the music of England’s past, the landscape, and English literature. Furthermore, I explore the role of musical community, both as a central goal in the creation of a national idiom and as a source of compositional inspiration. By examining the influences and compositional styles of these composers, I conclude that the music of this generation broke from Continental influences by developing a national idiom that was both stylistically unique to the individual composer and tied to common cultural influences that were rooted in the goal of creating a musical community within England. . / Graduate

Made available in DSpace on 2015-04-14T13:55:05Z (GMT). No. of bitstreams: 1 427294.pdf: 126203 bytes, checksum: e8d40867828ce8b521bd1b86fa6102fa (MD5) Previous issue date: 2010-11-12 / Os resultados do trabalho humano e todos os seus efeitos s?o percebidos na sociedade de consumo n?o somente como a ferramenta que proporciona a aflu?ncia para o desfrute dos indiv?duos que dela participam, mas tamb?m como elemento determinante do comportamento individual, enquanto participante observador do modelo. Este estudo visa apresentar uma poss?vel continuidade das ideias de Marcuse relacionadas a alguns elementos de sua fundamenta??o do trabalho dentro do sistema de produ??o com a sociedade de consumo, dos bens gerados por este trabalho e fundamentada por Jean Baudrillard.

Made available in DSpace on 2015-04-14T14:23:27Z (GMT). No. of bitstreams: 1 444490.pdf: 1334210 bytes, checksum: 889808ec32b03559b3a2e21c1a1fefe2 (MD5) Previous issue date: 2012-11-13 / This dissertation, entitled The formation of the self in Mead and Habermas: challenges and implications for education , is the result of a doctorate research study on education and aims to address the issue of self-formation, as a process of subjectivity and stabilization of a personal identity, within the context of the post-metaphysical thinking, based on George Herbert Mead s symbolic interactionism and on J?rgen Habermas s theory of communicative action. This research also discusses the role of the school in the formation process of subjects, particularly with respect to the challenges and implications which result from both theoretical positions. It is a theoretical study, in the area of philosophy of education, which includes literature review, a presentation of the main concepts involved in this issue, and a hermeneutic endeavor to locate, understand and argue logically based on issues and concepts presented. Throughout the discussion it is possible to notice that the individuation process occurs through socialization. The mechanism of communication is the structuring principle of the mind, of the self, of the identity of the self and of the human society. Personal identity is structured by the internalization of collective norms and conventions, the progressive development of the internal structures of the self, the continuous processes of individual social learning, processes of decentralization and acquisition of rationality within communicative and symbolic contexts. The stabilization of a post conventional identity, the last level of the ideal development of personality, can be understood considering an increasingly universal action and the structuring of a meaning and a biography in one s own existence. Such kind of identity offers the possibility of a self-understanding, which allows the subject to act with autonomy and responsibility in relation to themselves, to society and to culture. The school as an institution, through systematic and intentional teaching and learning processes, can effectively contribute to the formation of the self and the building of a personal identity in higher levels, thus qualifying the subjects to appropriate and reconstruct the inherited cultural knowledge, to establish judgments concerning world issues, to coordinate their actions together with other members of the social group and to participate in the interaction and socialization processes of the individuals. This contribution will be of a higher quality as the pedagogical actions, taken within the school environment, are outlined based on assumptions of interaction, dialogue and participation, always respecting the multiplicity of human dimensions and aiming at the formation of competent subjects in esthetic, expressive, interpretative, moral, social and discursive dimensions. / A presente tese, intitulada A forma??o do eu em Mead e em Habermas: desafios e implica??es ? educa??o, fruto de uma pesquisa de doutoramento em educa??o, tem por objetivo abordar o tema da forma??o do eu, enquanto processo de subjetiva??o e de estabiliza??o de uma identidade pessoal, no contexto do pensamento p?s-metaf?sico, a partir do interacionismo simb?lico de George Herbert Mead e da teoria da a??o comunicativa de J?rgen Habermas. A investiga??o tamb?m discorre sobre o papel que a escola desempenha nos processos de forma??o dos sujeitos, especialmente no que tange aos desafios e ?s implica??es decorrentes das posi??es te?ricas dos autores anteriores. Trata-se de um estudo de cunho te?rico, no campo da filosofia da educa??o, que engloba revis?o bibliogr?fica, exposi??o dos principais conceitos implicados no problema e esfor?o hermen?utico por situar, compreender e argumentar logicamente a partir das quest?es e dos conceitos em tela. No decorrer da argumenta??o ? poss?vel perceber que o processo de individua??o se d? pela socializa??o. O mecanismo da comunica??o ? o princ?pio estruturante da mente, do self, da identidade do eu e da sociedade humana. A identidade pessoal estrutura-se mediante a internaliza??o das normas e das conven??es coletivas, o desenvolvimento progressivo das estruturas internas do eu, processos cont?nuos de aprendizagem individual e social, processos de descentra??o e de ganhos de racionalidade em contextos comunicativos e simb?licos. A estabiliza??o de uma identidade p?s-convencional, ?ltimo n?vel de desenvolvimento ideal da personalidade, pode ser compreendida a partir de um agir com fim cada vez mais universal e da estrutura??o de um sentido e de uma biografia para a pr?pria exist?ncia. Tal classe de identidade abre a possibilidade de um autoentendimento, que permite ao sujeito agir autonomamente e de modo respons?vel diante de si mesmo, da sociedade e da cultura. A institui??o escolar, mediante processos de ensino e de aprendizagem sistem?ticos e intencionados, pode contribuir efetivamente na forma??o do eu e na estrutura??o de uma identidade pessoal em n?veis mais elevados, qualificando os sujeitos a que se apropriem e reconstruam o saber cultural herdado, estabele?am entendimentos acerca de algo no mundo, coordenem as a??es com os demais membros do grupo social e participem de processos de intera??o e de socializa??o individuadores. Tal contribui??o ser? mais qualificada ? medida que as a??es pedag?gicas, efetivadas no ambiente escolar, delinearem-se sob os pressupostos da intera??o, do di?logo e da participa??o, respeitando a multiplicidade das dimens?es do humano e objetivando a forma??o de sujeitos competentes na dimens?o est?tica, expressiva, interpretativa, moral, social e discursiva.

Made available in DSpace on 2015-04-14T14:33:26Z (GMT). No. of bitstreams: 1 410180.pdf: 121592 bytes, checksum: e01ba0b7d2f79219d78c679fefe63ff8 (MD5) Previous issue date: 2009-01-12 / Nesta disserta??o questionamos alguns dos aspectos mais importantes da teoria da discricionariedade judicial. Criticamos e propomos a supera??o das posturas positivistas, as quais n?o se mostram adequadas para bem explicar o fen?meno da interpreta??o do direito. A id?ia central ? a defesa de que o ato aplicativo do direito ? ?nico e implica a interpreta??o, a compreens?o e a aplica??o do direito. Propomos, assim, que a abordagem da hermen?utica filos?fica (GADAMER) ? fundamental, pois a viragem ling??stica rompeu com a tradicional separa??o entre o sujeito e o objeto, e se passou a entender que a boa interpreta??o somente ocorre na devida uni?o entre ambos. A partir das discuss?es travadas pelos jusfil?sofos Herbert Hart e Ronald Dworkin tra?amos os contornos desta quest?o. Para Hart, um positivista brando, frente aos casos dif?ceis (baseados nos problemas da incerteza do direito), permite-se que as regras sejam aplicadas de diversas maneiras, e frente ? textura aberta das regras o juiz ir? dispor de seu poder de cria??o do direito. Por outro lado, Ronald Dworkin nega que o juiz tenha poder discricion?rio, pois em todo e qualquer caso tem a responsabilidade de encontrar a resposta correta, baseado nos princ?pios morais pr?-existentes ? decis?o judicial. Defende-se, ao final, que a ?nica resposta correta (DWORKIN) n?o corresponde aos ideais democr?ticos de uma sociedade constitucionalmente pluralista, e em todo caso o juiz deve procurar a melhor resposta (JUAREZ FREITAS) entre as possibilidades que est?o ? sua disposi??o.

by Tse Kwan-choi. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 181-185). / TITLE PAGE / ACKNOWLEDGMENTS / DECLARATION / ABSTRACT / TABLE OF CONTENTS / LIST OF FIGURES / LIST OF TABLES / CHAPTERS: / Chapter 1. --- INTRODUCTION / Chapter 1.1 --- The Constitutional Questions --- p.1 / Chapter 1.2 --- Objectives and Significance --- p.2 / Chapter 1.3 --- Organization of Chapters --- p.4 / Chapter 2. --- THE REPRODUCTION THESIS IN SOCIOLOGY OF EDUCATION / Chapter 2.1 --- Controversies over School as an Agent of Socialization --- p.5 / Chapter 2.2 --- Samuel Bowles and Herbert Gintis on Education and Reproduction:What do schools do for capitalism? --- p.7 / Chapter 2.3 --- The Correspondence Principle: How do schools produce workers --- p.9 / Chapter 2.4 --- A Synopsis: the Formalization of Correspondence Principle --- p.11 / Chapter 2.5 --- Research on the Reproduction Thesis: An Overview --- p.13 / Chapter 2.6 --- Theoretical Criticisms and Evaluation: --- p.17 / Chapter 2.7 --- Setting the Research Agenda: Hypothesis for Test in the Present Study --- p.22 / Chapter 3. --- RESEARCH METHOD / Chapter 3.1 --- General Research Design --- p.25 / Chapter 3.2 --- Subjects and Sampling --- p.25 / Chapter 3.3 --- Procedures of Data Collection and Analysis --- p.27 / Chapter 3.4 --- Instruments and Measurements --- p.29 / Chapter 3.5 --- A Portrait of the 56 Schools --- p.39 / Chapter 4. --- "THE CONTEXT OF HONG KONG SECONDARY SCHOOL SYSTEM: DEVELOPMENT, DIFFERENTIATION AND INEQUALITIES" / Chapter 4.1 --- Political Economy and Education: The Structure and Development of Secondary Educational System Under a Colonial-capitalist Society --- p.42 / Chapter 4.2 --- The Differentiation of Hong Kong Secondary School System --- p.46 / Chapter 4.3 --- Differentiation and Inequalities --- p.49 / Chapter 4.4 --- Conclusion --- p.59 / Chapter 5. --- THE RESEMBLANCE THESIS / Chapter 5.1 --- Preamble --- p.61 / Chapter 5.2 --- The Dominate-subordinate Relationship between Teachers and Students --- p.61 / Chapter 5.3 --- Alienated Learning in School Life --- p.68 / Chapter 5.4 --- "Competition, Ranking and Evaluation" --- p.74 / Chapter 5.5 --- Personality and Reward System --- p.76 / Chapter 5.6 --- A Recapitulation --- p.81 / Chapter 6. --- THE FORMATION OF CONSCIOUSNESS THESIS / Chapter 6.1 --- Foreword --- p.83 / Chapter 6.2 --- The Formation of Personality --- p.83 / Chapter 6.3 --- The Orientation to Discipline --- p.88 / Chapter 6.4 --- Work Orientation --- p.91 / Chapter 6.5 --- Views on Knowledge --- p.94 / Chapter 6.6 --- Students' Educational Endeavour --- p.96 / Chapter 6.7 --- Meritocratic Orientation and Social Justices --- p.99 / Chapter 6.8 --- Students' View on the Possibility of Social Change --- p.101 / Chapter 6.9 --- A Recapitulation --- p.103 / Chapter 7. --- THE DIFFERENTIATION THESIS / Chapter 7.1 --- Preamble --- p.105 / Chapter 7.2 --- A Sketch of the Six groups of Schools --- p.106 / Chapter 7.3 --- Who Get Admitted --- p.111 / Chapter 7.4 --- Social Relationships in the Six Groups of School --- p.115 / Chapter 7.5 --- Social Consciousness of the Six Groups of School Students --- p.133 / Chapter 7.6 --- Review of the Chapter --- p.151 / Chapter 8. --- EPILOGUE:RETHINKING THE REPRODUCTION THESIS / Chapter 8.1 --- A Recapitulation --- p.153 / Chapter 8.2 --- Theoretical Discussion on the Correspondence Principle --- p.160 / Chapter 8.3 --- Limitations --- p.165 / Chapter 8.4 --- Research Directions --- p.167 / CHAPTER NOTES --- p.169 / BIBLIOGRAPHY --- p.175 / APPENDICES / Copies of Student's and Teacher's Questionnaires

Made available in DSpace on 2016-04-27T17:27:30Z (GMT). No. of bitstreams: 1 ARI GORDON.pdf: 425801 bytes, checksum: a3bac3119cdec88d0e52daa5187559e2 (MD5) Previous issue date: 2009-11-09 / This paper attempts to show two oppositional aesthetic concepts thru a structural analysis of the book Introduction to a Marxist Aesthetic by Lukács, G., and Aesthetic Dimension by Marcuse, H. In the Introduction we present the origin of their thoughts and their world views, in spite of being relatively contemporaneous. Chapter 1 examines Lukács, mainly organicity, that is, the need of tension in the art piece, and this will be strongly stressed in the final observation. Chapter 2 presents Marcuse s ideas, especially art s autonomy, which also will be emphasized in the final observation, for its power to provoke dealienation in the consumption s society. If apparently one may have gotten the impression that both writers were irreconcilable in the introduction, the final observation will endeveour to show that our today s mass-media world will approach them, for there is, more than ever, a need for the art to wake us from this repressive world up, and yet, at the same time, for that to happen, the art must carry some tension, for only then, it can play this role / Este trabalho tenta mostrar duas concepções estéticas opostas através da análise estrutural do livro Introdução a uma Estética Marxista de Lukács, G., e da Dimensão Estética de Marcuse, H. Na Introdução apresentaremos a origem do pensamento de cada um deles e suas diferentes visões de mundo, apesar de serem relativamente contemporâneos. O Capítulo 1 analisa as idéias de Lukács, principalmente a Organicidade, isto é, a necessidade da tensão na obra e que receberá atenção especial nas observações finais. Já o Capítulo 2 mostra as idéias de Marcuse, especialmente a autonomia da arte, que também receberá atenção especial nas observações finais por sua capacidade de provocar a desalienação na sociedade de consumo. Se aparentemente na Introdução tem-se a impressão que as idéias de ambos eram irreconciliáveis, as observações finais se esforçarão para mostrar que o mundo mass-midiático os aproximará, pois há, mais do que nunca, uma necessidade que a arte nos desperte do mundo da repressão, e ao mesmo tempo, para que isso ocorra, não pode deixar de existir uma tensão no interior da obra para que ela exerça esse papel

Made available in DSpace on 2016-04-27T17:27:31Z (GMT). No. of bitstreams: 1 Joy Nunes da Silva Barros.pdf: 1110129 bytes, checksum: 096a3a4e8b29a8c8976bb8423bc16205 (MD5) Previous issue date: 2009-12-08 / Secretaria da Educação do Estado de São Paulo / The present dissertation mainly aims at analyzing the concept of utopia in the work of Herbert Marcuse, taking as a guiding hypothesis the assertion that the faith Modernity has in the progress brought by clarification seems to have faded and therewith the great projects of social emancipation will no longer find a place in directing political struggles in modern times. This hypothesis will be analyzed in the light of Marcusean thinking, perceiving it as a consequence of what the author denominated one dimensional society, a social configuration, product of the development of Modernity, which has been able to absorb all forms of thinking that are contrary to it and impose itself as the only reality possible. Thus, the issue that directs the development of this master s thesis is the endeavor to clarify the philosophical status that the concept of utopia occupies in Herbet Marcuse's thinking, which has close ties with Hegelian Dialectics, as well as the correlation between utopic thinking and political action from the perspective of the Frankfurt philosopher / A presente dissertação tem como objetivo principal analisar o conceito de utopia na obra de Herbert Marcuse, tomando como hipótese norteadora a asserção de que a fé ostentada pela Modernidade no progresso trazido pelo esclarecimento parece ter se esmorecido e com isso os grandes projetos de emancipação social passam a não encontrar mais lugar no direcionamento das lutas políticas no tempo hodierno. Essa hipótese será analisada à luz do pensamento marcusiano, entendendo-a como uma consequência daquilo que o autor denominou sociedade unidimensional, uma configuração social, produto do desenvolvimento da Modernidade, que se tornou capaz de absorver todas as formas de pensamento que lhe são contrárias e impor-se como única realidade possível. Neste sentido, a questão que direciona o desenvolvimento desta dissertação é a de buscar esclarecer o estatuto filosófico que o conceito de utopia ocupa no pensamento de Herbert Marcuse, que mantém estreito vínculo com a dialética hegeliana, assim como a correlação entre o pensamento utópico e a ação política a partir da obra do filósofo frankfurtiano