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Thesis advisor: Frederick G. Lawrence / Johannine literature explains the meaning of Jesus of Nazareth and our relationship with God in terms of logos and agape: the Logos is Theos (Jn 1) and Theos is Agape (1Jn 4). The goal of this dissertation is to relate these two, understanding and love, to develop a master analogy for the revelation of God to human beings. This is elaborated through close reading and commentary on classic texts by two Doctors of the Church, Augustine and Thomas Aquinas, in an attempt to reconcile voluntarist and intellectualist approaches to the question of God by showing how the act of understanding is analogous with the act of love. Augustine would integrate his understanding of Scripture and philosophy into his theory of the inner word (verbum mentis) as the image of the Triune God. This consummate theological achievement is also a meta-analysis of personal communication by a master of the art of rhetoric, defined as “the good man, skilled in speaking” (vir bonus, dicendi peritus) by Cato the Elder in Quintilian’s Institutio Oratoria. The Bishop of Hippo affirms the words of a wise person as the ideal of communication, as perfected in the life of the Christian evangelist. A systematic exegesis of Augustine’s personal, rhetorical, and theological synthesis, the first part of this dissertation is a study of several key texts to explore how the Doctor of Grace relates love with understanding, the words of Scripture with those of the philosophers. Thomas Aquinas develops Augustine’s insights in the theological system of his Summa theologiae, expanding the theory of the inner word into a theoretical synthesis uniting reason and faith, scientia and sapientia, which the Doctor of Grace was not able to achieve. The second part of the dissertation analyzes and complements the reading of Augustine in the first part by testing it in dialogue with Aquinas’ treatment of the same themes—understanding and love—in the First and Second Parts of the Summa as representative of his mature thought. The study of these two figures is intended as an attempt to apply Lonergan’s Method in Theology. By developing the relationship between knowing the truth and loving it, this project expands upon his efforts to sublate the linguistic phenomenology of Heidegger’s hermeneutic revolution within a theological system. Lonergan formulates his own hermeneutic as four levels of knowing: experiencing, understanding, judging, deciding. Having his insight on the centrality of love late in life, however, he would leave his interpreters with the question of how to integrate knowing with loving. The exigencies of publishing Method would also mean leaving the problem of communication as a challenge for his successors. This dissertation seeks to propose a solution with the retrieval of Augustine’s hermeneutic of caritas as a model for communicating Christian self-appropriation through a phenomenology of how we realize the logos. We understand the meaning of a whole by recognizing the order in which all its parts fit together. In this way, judgment operates analogically as a determination of the fittingness of a logical proportion. And so, as Logos, God is the order into which all things fit together, revealed to us as a complementary pattern, which is expressed through analogy. In the Catholic tradition, this pattern of grace is consummated by receiving bread and wine sacramentally, and recognizing in them the essence of our relationship with God as well as one another, as we realize this loving relationship as the form of all our acts. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

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Since Thomas Kuhn's (1962) discussion of scientific revolutions, philosophers of science have defined the appropriate unit of analysis for exploring a research tradition as its macrostructure (Anderson, 1986). This macrostructure is composed of the normative philosophical commitments that are accepted in a research tradition without direct empirical support (Hudson and Ozanne, 1988). While a discussion concerning the normative philosophy of scientific paradigms has been opened in leisure research, the discipline has not yet explored models for making paradigmatic commitments explicit. The primary goal of this dissertation is to illustrate how one such model can be applied to wildland recreation research. Secondary goals are to introduce the normative commitments of an interpretive paradigm (productive hermeneutics) and to outline a hermeneutic research program for exploring leisure experience and relationship to resource. The core of the model of the macrostructure of science is Laudan's (1984) Reticulated Model of Scientific Rationality. This model describes scientific paradigms in terms of three interdependent sets of normative commitments: ontology (assumptions about reality and human nature), epistemology (assumptions about the nature, methods, and limits of knowledge), and axiology (the over-riding goals of a paradi~m). This model can be used to evaluate the "internal consistency" of the various commitments adopted by research programs and to match assumptions about the phenomena being studied to appropriate paradigms. The productive hermeneutic paradigm maintains that studying human action is more similar to interpreting texts than to gaining empirical knowledge of objects in nature. It is best described as a meaning-based model which: portrays humans as actively engaged in the construction of meaning as opposed to sin1ply responding to information that exists in the environment; focuses on idiosyncratic meaning rather than generic personality variables (e.g., past experience); and views experience as an emergent narrative rather than a predictable outcome. Its philosophical commitments are suited for studying phenomena that are unstructured, highly contextual, unpredictable, and characterized by meaning that changes across time and individuals (e.g., behavior linked to expressive, spiritual, and symbolic issues). / Ph. D.

It seems that in our everyday existence, we are bombarded with built in landscapes borne out of what has been referred to as “a functional and problem-solving ethic”. This trend in design has created many landscapes that might be socially beneficial to a point, but that generally lack inspiration. They are straightforward landscapes, neither requiring nor eliciting much interpretive effort. They are often lacking any sense of connection to the earth, to the community, to tradition, or to the individual. These landscapes are typically void of all but the most insincere and uninspired artistic gestures. Unfortunately, the problem-solving practitioner seems to eschew the more difficult issues that are raised if one aspires to practice at the level of art. The current challenge of landscape architecture, and its future obligation, is to create poetic landscapes that spark imagination and emotion; landscapes that possess and communicate meaning with a sensitivity to tradition and culture; landscapes that are undeniably artistic as well as functional. But how do designers create artistic landscapes? What makes a landscape design poetic? Is there a theoretical framework that would help designers to understand how meaningful forms and experiences are created within built landscapes? These questions are central to this thesis, which contends that the rhetorical devices of symbol and metaphor provide excellent vehicles for creating meaningful forms and experiences within the landscape. The intention of this thesis is to clarify the understanding of these two rhetorical devices. Much of this thesis will concentrate on metaphor, which is the most powerful of rhetorical devices. Symbol is discussed in order to clarify the use of metaphor. / Master of Landscape Architecture

Aim:  The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students. Methods:  Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach). Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process. Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.

Made available in DSpace on 2015-03-05T17:40:29Z (GMT). No. of bitstreams: 0 Previous issue date: 7 / Universidade do Vale do Rio dos Sinos / A pesquisa obedece ao movimento do método fenomenológico-hermenêutico de Martin Heidegger e busca a edificação de uma teoria hermenêutica voltada para a compreensão do direito. Analisa o modo como o conhecimento era concebido na antiguidade clássica e a relação da filosofia com outras formas de saber. Mostra como a ciência e a filosofia modernas foram sustentadas pela armação da técnica e como a racionalidade abstrata dominou as concepções jusnaturalistas da época. Analisa, por outro lado, a tradição antropológica do direito moderno e as limitações ao direito positivo impostas pelo direito natural. Levando em consideração o projeto de modernidade e o seu desvirtuamento, identifica as causas de consolidação do positivismo primitivo burguês e a redução do direito ao texto. O método silogístico e a redução do direito ao texto são as marcas do esquecimento do sentido do direito na modernidade. Visando a retomada do ser no direito, após concluir pela insipiência da crítica ao positivismo que se desenvolve no séc.