For the last two decades Haddon Robinson's homiletic text Biblical Preaching has been a significant influence in evangelical homiletics. In an endeavor to evaluate the homiletic method within it, this study asked the following questions: What is Robinson's theological methodology and how does it affect his homiletical method? What is his hermeneutical methodology and how does it affect his homiletical method? These two questions lead into the main issue of this study expressed in two other questions: Is Robinson consistent with his theological and hermeneutical methodology in his homiletical method? What are the strengths and weaknesses of his ten-stage method? Based on these issues, the purpose of this study was to investigate Robinson's theological and hermeneutical methodology, evaluate his ten-stage method in light of this investigation, and based on any problematic areas, suggest pointers toward new theory and procedure for the enhancement of expository pedagogy. To provide a framework for this study, four homiletical paradigms in contemporary American homiletics were identified and explained. Robinson's method was found to be in one of these paradigms. With this framework in mind, Robinson's theological and hermeneutical methodology was investigated. Following this, his definition of expository preaching with its five components was set forth and investigated. It was found that Robinson's expository methodology as expressed in his view of Scripture, hermeneutics, and definition of expository preaching, is a consistent foundation for his ten-stage method. Nevertheless, several problematic issues were noted. Having investigated Robinson's expository methodology, this study formally evaluated his ten-stage method and found its center of gravity to be on the two center stages dealing with the homiletical idea and purpose statement. Furthermore, this evaluation found the ten stages to be consistent with Robinson's definition of expository preaching in its movement from interpretation to application. In seven of the stages, however, this study found deficiencies due to procedural weaknesses and a lack of theoretical focus. The study concluded with ten pointers based on the problem areas addressed throughout the investigation and evaluation. These pointers suggested a new theory and procedure to enhance expository pedagogy and practice. / Practical Theology / D. Th. (Pratical Theology)

The dissertation underlines an approach towards mission, where the epistemology, hermeneutical key and methodology centre around relationship. This, by tracing trends in the pastoral context, verified through research and an analysis of congregational surveys. The results were then analysed in terms of biblical revelation (the creation narratives, God's covenental relationship with Israel, Christ as the New Israel, Christ's missiological methodology and an understanding of the Holy Trinity). The resulis were then also brought into conversation with recent developments in science, recognising the interdependence of all things, and also exploring recent definitions of mission. The study then grapples with a new way of engaging in theology. This new model simultaneously promotes the symbiotic nature of theologies, while placing them within the framework of relational objectives; using dialogue as medium, Holland and Henriot's Social Analysis and quantifiable relationship goals to engender a theological process accessible to people from all contexts and backgrounds. / Christian Spirituality, Church History and Missiology / M. Th. (Missiology)

Made available in DSpace on 2015-03-05T17:19:11Z (GMT). No. of bitstreams: 0 Previous issue date: 28 / Nenhuma / O presente estudo perpassa a figura do sujeito de direito, desde sua formulação conceitual e do reconhecimento de sua identidade moderna como indivíduo, para construir, no caminho da repersonalização do Direito Privado, outro espaço de desenvolvimento do sujeito humano especificamente para as relações contratuais. Para tanto, a base filosófica do presente estudo está alicerçada na fenomenologia de Heidegger, como ponte para esta reconstrução da relação jurídica contratual, porque perspectiva promissora de ampliação do sentido do ser do direito. É através da conjugação da fenomenologia e do direito, na percepção deste novo sujeito de direito, vívido, existente e concreto, que se permite iluminar as cercanias do Direito Privado e situar as relações contratuais e suas possibilidade, na autêntica repersonalização / The present study crosses the figure of the subject of rights, since its conceptual formularization and of the recognition of its modern identity as individual, to construct, in the path of the repersonalization of Private Law, another space of development of the human citizen specifically for the contractual relations. For in such a way, the philosophical basis of the present study is based on HEIDEGGER’s hermeneutical phenomenology, as bridge for this reconstruction of the contractual legal relationship, for promising perspective for the magnifying of the existing of rights’ sense. It is through the conjugation of the phenomenology and the right, in the perception of this new subject of rights, vivid, existing, and concrete, that is allowed to illuminate the environs of the Private law and to point out the contractual relations and its possibilities, in the authentic repersonalization

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-12-14T12:10:01Z No. of bitstreams: 1 William Galle Dietrich_.pdf: 1504567 bytes, checksum: 2093d2c1d67ede79c81a88b145c0644c (MD5) / Made available in DSpace on 2018-12-14T12:10:02Z (GMT). No. of bitstreams: 1 William Galle Dietrich_.pdf: 1504567 bytes, checksum: 2093d2c1d67ede79c81a88b145c0644c (MD5) Previous issue date: 2018-10-02 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O trabalho aborda o problema da neutralidade/externalidade do método descritivo das teorias juspositivistas analíticas. O primeiro capítulo faz um recorte no empirismo filosófico, buscando as origens e fundamentos filosóficos, que amparam a estrutura básica do juspositivismo analítico, no filósofo escocês David Hume. Procura-se, portanto, estabelecer as premissas básicas de tal corrente filosófica e as respectivas incorporações dentro das teorias jurídicas que são positivistas. O segundo capítulo procura focar na questão do método descritivo. Com uma abordagem explanatória, procura detalhar como o método descritivo foi incorporado ao Direito por Jeremy Bentham, passando por John Austin e Herbert L. A. Hart, até chegar, nesta década, em Scott J. Shapiro. Trata-se, portanto, de uma reconstrução histórica do método descritivo dentro da teoria do Direito. O terceiro capítulo, por sua vez, apresenta as principais críticas ao método descritivo, sobretudo as críticas direcionadas contra a neutralidade do método, e a consequente separação rígida entre fato e valor. O trabalho tem como finalidade básica, portanto, uma exposição geral da origem do método descritivo; da sua manutenção e evolução na teoria do Direito; e das principais críticas sofridas. Trabalhou-se com o “método” hermenêutico, fio condutor da Crítica Hermenêutica do Direito e com revisão bibliográfica. Como resultados parciais, pode-se dizer, a partir do referencial filosófico adotado pelas teorias juspositivistas analíticas, ainda que inconscientemente, que as características de neutralidade valorativa e externalidade do cientista não conseguem ser mais do que meros constructos artificiais, na medida em que a rígida separação entre fato e valor já foi superada no âmbito teórico e prático da filosofia e do Direito. A introdução do método experimental de raciocínio na teoria do Direito, portanto, não consegue atingir a propugnada neutralidade/externalidade. / This work deals with the neutrality/externality problem of the descriptive method of analytical legal positivist theories. The first chapter investigates the roots of philosophical empiricism in the Scottish philosopher David Hume, seeking its philosophical origins and foundations, which support the basic structure of analytical legal positivism. It seeks, therefore, to establish the basic premises of such philosophical current and the respective incorporations within the positivistic legal theories. The second chapter seeks to focus more specifically on the central question regarding the descriptive method. With an explanatory approach, it seeks to detail how the descriptive method was incorporated into jurisprudence by Jeremy Bentham — which was maintained by John Austin, Herbert L. Hart, and, in this decade, by Scott J. Shapiro. It is, therefore, a historical reconstruction of the descriptive method within jurisprudence and legal theory. The third chapter, in its turn, presents the main criticisms of the descriptive method, especially the criticisms directed against the (supposed) neutrality of it, and the consequent rigid distinction between fact and value. The main purpose of the work is, therefore, a general exposition of the origins of the descriptive method; its maintenance and evolution in jurisprudence; and the main criticisms. The work’s approach is the hermeneutical "method", the basis of the Hermeneutical Critique of Law, and also a bibliographical revision. As partial results, it can be said, from the philosophical referential adopted by analytical legal positivist theories, albeit unconsciously, that the characteristics of the scientist's neutrality and externality cannot be more than mere artificial constructs, insofar as the rigid distinction between fact and value has already been overcome in both theoretical and practical scopes of philosophy and law. The introduction of the experimental method of reasoning in legal theory, therefore, fails to achieve the advocated neutrality/externality.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-02-29T13:41:39Z No. of bitstreams: 1 Lanaira da Silva_.pdf: 1030082 bytes, checksum: 7ad012030e40ab9677f8e998dd87e93a (MD5) / Made available in DSpace on 2016-02-29T13:41:39Z (GMT). No. of bitstreams: 1 Lanaira da Silva_.pdf: 1030082 bytes, checksum: 7ad012030e40ab9677f8e998dd87e93a (MD5) Previous issue date: 2015-12-14 / Nenhuma / A partir da Crítica Hermenêutica do Direito (Lenio Streck), o presente estudo buscou abordar, em uma perspectiva comparativa, aspectos elementares da estruturação normativa na Teoria e Metódica Estruturante do Direito (Friedrich Müller). Nesse sentido, o ponto fundamental na discussão proposta é o modo como se dão as concepções normativas de cada teoria. Tanto a Crítica Hermenêutica do Direito quanto a Teoria Estruturante do Direito distinguem-se de tantas outras teorias (de acepções positivistas) por apresentarem originalmente um tratamento diferenciado a essa questão que se revela como um ponto de partida essencial: a norma. A partir dessa constatação, ao trazer o debate para o interior dos paradigmas filosóficos (com inserção de um teorema fundamental da Filosofia Hermenêutica: a diferença ontológica), foi possível problematizar a amplitude de como esta distinção fundamental é capaz de desvelar, sob um outro viés, a diferença existente entre texto e norma. Dentro de um “chão” comum entre Crítica Hermenêutica, e Teoria Estruturante, em virtude da influente presença da “Hermenêutica Filosófica”, foram levantados alguns pontos de (des)encontros entre os autores, observando um critério fundamental para que uma teoria se designe “Pós-positivista”: o enfrentamento da discricionariedade. / From the “Hermeneutical Critique of law” (Lenio Streck), this study sought to address in a comparative perspective, elementary aspects of the regulatory structure in Theory and Methodical Structuring Law (Friedrich Müller). In this sense, the fundamental point in the proposed discussion is how to give the normative conceptions of each theory. Both Hermeneutical Critique of Law as the Structuring Theory of Law distinguished from many other theories (of positivists meanings) originally presented by different treatment to that question turns out to be an essential starting point: the norm. From this evidence, to bring the debate to the interior of the philosophical paradigms (with insertion of a fundamental theorem of Hermeneutics Philosophy: the ontological difference) it was possible to discuss the scope of how this fundamental distinction is able to reveal, under another, the distinction between text and standard. Within a "commonground" among “Hermeneutical Critique” and “Structuring Theory”, due to the influential presence of the "Philosophical Hermeneutics", some points were raised (un) meetings between authors observing a fundamental criterion for a theory designating of "Post -positivism ": the confrontation of discretion.

The aim of this thesis is to explore and analyse lived experience of social categorisations such as intellectual disability, gender and age. The following overarching questions will direct the focus of the thesis, on how 13 middle-aged (aged 38-60 years) women and men who receive disability services according to the Act (1993:387) concerning Support and Service for Persons with Certain Functional Impairments (LSS), describe their everyday life practices: - In what way(s) are the social categorisations disability, gender, and age expressed in the interviews? How do the participants relate their lived experience of the social categorisation in relation to arenas such as work, family, and leisure time? How can this lived experience be understood in relation to the structures and conditions that form the institutions within the disability services? With a hermeneutic-phenomenological approach, the thesis is based on repeated audio- and video-recorded qualitative semi-structured interviews and field visits. The altogether 16 participants were divided into two groups: the main group consisted of 13 adults and a reference group, which consisted of 3 younger informants (aged 25-29 years). Despite political ambitions that state that people with disabilities should have opportunity to live like others, this thesis shows that their everyday life is, in fact, conditioned by institutional structures. The structures that conditions the disability services together with the social construction of disability, but also of age and gender, frames leisure time, social networks, family life, practicing partnership, mobility (especially for women), and working life – in short, these conditions their abilities to fulfil the expectations that are imbedded throughout the social construction of adulthood. The relationship with the labour force can be seen as an illustrative example: The ability to be part of a regular working force was central for the interviewees. However, the analysis showed that the work that was available for the participants, is a welfare state effort, that is situated in an intersection where a logic of care meets a logic derived from the open labour market, thereby creating a situation filled with contradictions. On the one hand, the informants felt an obligation to fulfil an almost Protestant work ethic. One the other hand, their work efforts are not acknowledged by society as work. On the one hand, daily activity is a voluntary right, on the other hand; the informants have little opportunity to relinquish this right, depending on the particular organisation of the disability services. The participants also expressed concerns about losing this work, a worry that can be seen as paradoxical in respect of their legislative right to daily activity.  The analysis has highlighted how the participants, in many situations, suffer a disadvantageous position with regard to hermeneutical resources to make sense of their experience. They also face structural obstacles to fully live an adult life. This could be described as experiencing societal norms of what one is expected to live up to, but at the same time be deprived of real opportunities to fulfil these requests – thereby, to live a contradiction. Lived experience of intellectual disability, gender and age, can therefore be considered as being a lived experience of a conditional adulthood.

Daugelyje Lietuvos mokyklų vyrauja tradicinė ugdymo sistema, orientuota į žinių perdavimą. Tačiau šiais spartaus progreso laikais pilnavertis ugdymas negali likti vien tik žinių perdavimu pasyviai jas priimantiems mokiniams. Šiuolaikinis švietimas turi ugdyti proto aktyvumą. Jaunas žmogus privalo išmokti kritiškai mąstyti, žinoti loginio protavimo modelius, išmokti klasifikuoti, gebėti apibendrinti, kelti hipotezes. Pastarieji protavimo ypatumai yra būdingi X – XII klasių mokiniams, kuomet jų mąstymas pereina į formaliųjų operacijų intelekto stadiją. Klasikinės ugdymo sistemos, kurios remiasi žinių perdavimo principu yra taikomos ir meno istorijos pamokose. Pilnaverčiu mokslu ji tampa įgijusi sisteminį, metodinį meno reiškinių aiškinimo ir jų prasmės įžvalgų bei supratimo pavidalą. Meno istorijos X – XII klasių vadovėliai pateikia orientacinių nuorodų į meno istorijos sritį, tačiau nesuteikia informacijos ar pasiūlymų kaip toliau tyrinėti meno kūrinius, neskatina mokinių pasinerti į intelektualinę – kūrybinę veiklą. Būdama aprašomoji ir interpretacinė disciplina meno istorija nuolatos jaučia metodologinių orientyrų stygių. Iš čia kyla tyrimo problema - dailės tyrimų metodai kaip X – XII klasių mokinių meno istorijos pažinimą skatinantis veiksnys bei išskiriamas tyrimo objektas – dailės tyrimų metodų pažinimas, sąlygojantis meno istorijos pažinimą. Dailės tyrimų metodai: formalistinis, ikonografinis – ikonologinis, semiotinis, socialinis istorinis, hermeneutinis, - duoda meno... [toliau žr. visą tekstą] / In many Lithuanian schools a traditional educational system which is oriented towards a conveyance of knowledge prevails. However, in the time of a rapid progress completely developed education cannot be just a conveyance of knowledge to school students who accept it passively. Contemporary education must train mind activity. A young individual must learn to think critically, be aware of models of logical cognition, and learn how to classify, to sum up, and to hypothesize. The latter cognition peculiarities are typical of school students of X – XII grades when their contemplation proceeds to the stage of intellect of formal operations. Classical education systems that are supported by the principle of a conveyance of knowledge are applied in the art history lessons as well. It becomes a completely developed study acquiring a systematic and methodical form of explanation of art phenomena and the insight and understanding of their meaning. Art history textbooks for X – XII grades provide leading references to the field of art history, but they do not provide any information or suggestions on how to analyze works of art, they do not stimulate school students to submerge in intellectual – creative activity. Since art history is a descriptive and interpretative discipline, the lack of methodological guidelines is constantly felt. This is the cause of the problem of the analysis - methods of fine arts analyses as a stimulating factor for knowledge of art history among school... [to full text]

Many people in Western culture experience systemic separation from an intimacy with the natural world and as a result, suffer a disconnection from their own natures. As an educator, my interest in the epistemological and ecological implications of nature-based, reflective learning as a form of initiation into maturity and calling led me to explore how education might create the conditions for consciously turning around the whole human with potential for turning around the whole world. Drawing from insights and wisdom from depth psychology, ecopsychology, mythology, philosophy, the poetic traditions, literature, spiritual practices, and curriculum studies, and by adopting Jung’s psychology of individuation as a theoretical backbone for this body of work, I sought to fully flesh out and discover how we might reclaim and embody our original human wholeness (our individuated natures), and how education might be a catalyst for this. I have organized this study in such a way as to align with three central themes found universally in all rites of passage and that mirror my own heuristic research journey, namely: the separation, the threshold experience, and the return. In the separation stage, I offer an historical perspective for much of Western culture’s current incongruence with nature. In addition, I provide a critique of how contemporary educational practices with their overt focus on profit-making and careerism further reinforce this dualistic thinking. As a counterbalance, at midpoint of this study, I set forth on my own deep phenomenological threshold-crossing immersions into nature. This research became, in effect, a (re)search of self where surprisingly more of my own calling was revealed to me through the hermeneutics of powerful, wild teachings. At the conclusion, as I (re)turn “from the woods”, my findings are shared (in part) as pedagogical examples of life-enhancing, less codified and embodied practices designed with the whole person—body, mind, and soul—(and earth), in mind that may support students (and teachers) in discovering their particular and deeply fulfilling ways of belonging to and contributing toward a living ecology. A symbolic artifact (a ‘body’ of work) accompanies and completes this work (Figure 3). / Graduate / 0727 / 0525 / 0534 / hilaryjl@telus.net

Den schweiziske musikern och pedagogen Emile Jaques-Dalcroze utvecklade under sin livstid den rörelsebaserade musikpedagogiska metod som i dag går under namnet rytmik. Syftet med denna magisteruppsats är att undersöka uppkomsten och den tidiga utvecklingen av Jaques-Dalcrozes ursprungliga rytmik och framför allt solfège – rörelsebaserad gehörsträning – som är ett av dess huvudmoment. För att finna svar på frågan om hur Jaques-Dalcrozes egen historia påverkade hans val av pedagogisk inriktning för hans gehörsundervisning och på frågan om på vilket sätt samtiden påverkade framväxten och mottagandet av solfègen, undersöks Jaques-Dalcrozes liv fram till 1906 samt kulturella, pedagogiska och andra samhälleliga strömningar under 1800-talet. Utgångspunkten är i historisk metod och med ett hermeneutiskt perspektiv och resultatet presenteras i en delvis biografisk form. Undersökningen visar att Jaques-Dalcroze tveklöst influerades av samtiden och påverkades av människor som kom i hans närhet, framför allt hans pianolärare de Senger, Prosnitz och Lussy, violinisten Ysaÿe, psykologen Claparède och Jaques-Dalcrozes kollegor Gorter, Boepple och Chassevant. Pestalozzi, Nägeli och Fröbel var pedagoger vars idéer återspeglas i Jaques-Dalcrozes metod. De olika influenserna i synergi med hans egen personliga historia och förutsättningar var det som ledde fram till utvecklingen av rytmiken. / During his lifetime the Swiss musician and pedagogue Emile Jaques-Dalcroze developed Dalcroze-Eurhythmics, a movement-based methodology in music education. The purpose of the present study is to explore the early development of Jaques-Dalcroze’s original Eurhythmics and especially solfège – movement based aural training – which is one of its main fields. This study aims to fathom Jaques-Dalcrozes life up to the year 1906, as well as the cultural, pedagogical and other societal tendencies during the 19th century to investigate how Jaques-Dalcroze’s personal history influenced his choice of pedagogical emphasis for his aural training, and how contemporary society in his time influenced the development and reception of Eurhythmics and solfège. The methodological basis of the study is historical with a hermeneutic perspective. The result is partly presented in a biographical form. The study shows that Jaques-Dalcroze was without doubt influenced by the world of his time, and was affected by people in his milieu, particularly his piano teachers de Senger, Prosnitz and Lussy, the virtuoso violinist Ysaÿe, the psychologist Claparède and the colleges of Jaques-Dalcroze Gorter, Boepple and Chassevant. Pestalozzi, Nägeli and Fröbel were pedagogues whose ideas were mirrored in the method of Jaques-Dalcroze. These different influences, in synergy with his own personal history and preconditions, led to the development of Dalcroze-Eurhythmics.

For the last two decades Haddon Robinson's homiletic text Biblical Preaching has been a significant influence in evangelical homiletics. In an endeavor to evaluate the homiletic method within it, this study asked the following questions: What is Robinson's theological methodology and how does it affect his homiletical method? What is his hermeneutical methodology and how does it affect his homiletical method? These two questions lead into the main issue of this study expressed in two other questions: Is Robinson consistent with his theological and hermeneutical methodology in his homiletical method? What are the strengths and weaknesses of his ten-stage method? Based on these issues, the purpose of this study was to investigate Robinson's theological and hermeneutical methodology, evaluate his ten-stage method in light of this investigation, and based on any problematic areas, suggest pointers toward new theory and procedure for the enhancement of expository pedagogy. To provide a framework for this study, four homiletical paradigms in contemporary American homiletics were identified and explained. Robinson's method was found to be in one of these paradigms. With this framework in mind, Robinson's theological and hermeneutical methodology was investigated. Following this, his definition of expository preaching with its five components was set forth and investigated. It was found that Robinson's expository methodology as expressed in his view of Scripture, hermeneutics, and definition of expository preaching, is a consistent foundation for his ten-stage method. Nevertheless, several problematic issues were noted. Having investigated Robinson's expository methodology, this study formally evaluated his ten-stage method and found its center of gravity to be on the two center stages dealing with the homiletical idea and purpose statement. Furthermore, this evaluation found the ten stages to be consistent with Robinson's definition of expository preaching in its movement from interpretation to application. In seven of the stages, however, this study found deficiencies due to procedural weaknesses and a lack of theoretical focus. The study concluded with ten pointers based on the problem areas addressed throughout the investigation and evaluation. These pointers suggested a new theory and procedure to enhance expository pedagogy and practice. / Philosophy, Practical and Systematic Theology / D. Th. (Pratical Theology)