Submitted by Maike Costa (maiksebas@gmail.com) on 2016-02-17T14:12:07Z No. of bitstreams: 1 arquivototal.pdf: 1366606 bytes, checksum: cce9cb2c729afbdb51e3579ee9485f42 (MD5) / Made available in DSpace on 2016-02-17T14:12:08Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1366606 bytes, checksum: cce9cb2c729afbdb51e3579ee9485f42 (MD5) Previous issue date: 2015-09-17 / The Hare-Krishna movement, classified as an orthodox Vedantist Hinduism type (also called Vaishnava Movement), is considered of utmost importance in the Western religions, not only because of its rapid growth and influence, but mainly because of its constantly highlighted as exotic appearance. Considered the core of Hinduism, the Movement is being disseminated in almost every country and main cities of the world. Arriving in Brazil on the seventh decade brougth by A.C. Bhaktivedanta Swami Prabhupãda, the "hares"(as they are also called the devotee) had good receptivity from the occidental public. The Movement starts to form small coexistence spaces in São Paulo, Rio de Janeiro and Salvador, after spreading to Recife, where they established the first temple, in the end of the seventh decade. Arriving to Paraíba in the beginning of the eighth decade, years later the group open its temple and, also influenced by the New Conscience Meetings, held in Campina Grande, lately its seminary, this last one being the only one from the Movement in Brazil. / O Movimento Hare-Krishna, classificado como um tipo ortodoxo de hinduísmo vedantista (também chamado de Movimento vaishnava), é tido como de extrema importância junto às religiões no Ocidente devido não somente ao seu rápido crescimento e influência, mas principalmente devido ao seu aspecto constantemente destacado como exótico. Considerado o tronco principal do Hinduísmo, o Movimento atualmente está disseminado em quase todos os países e nas principais cidades do mundo. Chegando ao Brasil na década de setenta trazido por A.C. Bhaktivedanta Swami Prabhupãda, os “hares” (como também são chamados os devotos) tiveram boa receptividade do público ocidental. O Movimento começa a formar pequenos espaços de convivência em São Paulo, Rio de Janeiro e Salvador, se estendendo depois para Recife, onde fundam o primeiro templo, no fim da década de setenta. Chegando à Paraíba no início da década de oitenta, o grupo anos depois abre seu templo e, também influenciado pelos Encontros da Nova Consciência, realizados em Campina Grande, posteriormente o seu seminário, este último sendo o único do Movimento no Brasil.

Orientadores: Guita Grin Debert, Omar Ribeiro Thomaz, Tereza Cruz e Silva / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-06T06:35:31Z (GMT). No. of bitstreams: 1 Jardim_MartaDenisedaRosa_D.pdf: 2168028 bytes, checksum: bcf4701d4ede1d53000631f2ec32d81a (MD5) Previous issue date: 2006 / Resumo: A tese tem como temática a presença indiana (hindu) em Moçambique. Os indianos não estão ausentes dos estudos sobre o país, embora não ocupem um lugar central nas análises. Nestes estudos os indianos são tematizados em suas relações com o Estado. A família indiana (hindu) não foi objeto de estudo, embora tenha sido associada ao sistema de castas e ao hinduísmo. Nesta pesquisa, na cidade moçambicana de Inhambane, junto a aproximadamente 40 Casas hindus, observou-se que também os não indianos (hindus) urbanos consideram que a família hindu pode ser explicada por sua relação com o sistema de castas e o hinduísmo e, assim concebida, é pensada como um mecanismo que reproduz os indianos como endógamos e racistas. A tese critica a coincidência entre o discurso acadêmico e o senso comum urbano moçambicano a respeito da família indiana (hindu) por meio da descrição da dinâmica da reprodução dos seus laços familiares. Na descrição das práticas de cozinhar, adorar e fazer negócios enfatiza-se os processos que dão conta da atualização das Casas hindus em Moçambique / Abstract: This thesis has as its theme the Indian (Hindu) presence in Mozambique. This Indians are not absent in the studies about the country, although they are not central in these analysis. In these studies, the Indians are approached in their relations with the State. The Indian (Hindu) family has not been object of studies, though it has been associated with the caste system and the Hinduism. In the field-work, held in the Mozambican town of Inhambane, on approximately 40 Hindu houses, it was noticed that also the non-Indian urban population think that the Hindu family is explainable by its relation to the caste system and Hinduism and, for being conceived in this manner, it is thought of as the mechanism that reproduces the Indians population as endogamous and racist. The thesis criticizes the similarities between the scholar thinking and the common sense on the Indian (Hindu) family by describing the reproduction dynamics of their family bonds. In the description of the practices of cooking, worshiping and doing businesses, the processes that update the Hindu Houses in Mozambique are emphasized. / Doutorado / Doutor em Antropologia Social

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-08-09T13:07:48Z No. of bitstreams: 1 delanodejesussilvasantos.pdf: 135729870 bytes, checksum: f09e07640964778d2620f484b6a1357b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-09T15:00:19Z (GMT) No. of bitstreams: 1 delanodejesussilvasantos.pdf: 135729870 bytes, checksum: f09e07640964778d2620f484b6a1357b (MD5) / Made available in DSpace on 2017-08-09T15:00:19Z (GMT). No. of bitstreams: 1 delanodejesussilvasantos.pdf: 135729870 bytes, checksum: f09e07640964778d2620f484b6a1357b (MD5) Previous issue date: 2017-07-05 / A presente tese, desenvolvida a partir da perspectiva da mística comparada, analisa alguns elementos históricos, doutrinários e praxiológicos que proporcionam e favorecem o diálogo inter-religioso e inter-civilizacional entre o sufismo da Ordem Chishti na Índia e as tradições hindus. A pesquisa disserta sobre a presença inicial do islã na índia e a importância do sufismo persa para o diálogo com o hinduísmo. Procura-se demonstrar iniciativas de comunicação realizadas pelos primeiros sufis chishtis que se estabeleceram no subcontinente indiano que contribuíram para esse processo de interação. A pesquisa também trata de questões filosófico-teológicas da Ordem Chishti e suas práticas espirituais que servem como eixos de aproximação entre as duas tradições destacando a importância da religiosidade popular na forma de música (qawwãli) e espaços sagrados (dargãhs) que revelam o pluralismo da estrutura religiosa indiana. A tese aponta para um modelo não-ocidental de diálogo inter-religioso vivenciado por esses encontros entre as duas maiores religiões da Índia. Por um lado, esse intercâmbio espiritual entre hindus e muçulmanos é mediado pela mística islâmica, ou sufismo, e por outro pela tradição dos Upanisads. Um traço comum em ambas as tradições é a abertura dialógica e o compromisso com a dignidade humana. / The present thesis, developed from a comparative mysticism perspective, analyzes some historical, doctrinal and practical elements, which provide and favors the inter-religious and inter-civilizational dialogue between the Sufism of the Chishti Order in India and Hindu traditions. The research discusses the initial presence of Islam in India and the importance of Persian Sufism to the dialogue with Hinduism. It seeks to indicate some communicative initiatives taken by the first Sufi chishtis established in the Indian subcontinent who contributed to this process of interaction. The research also addresses philosophico-theological issues of the Chishti Order and its spiritual practices that serve as references for approximation between the two traditions highlighting the importance of popular religiosity in the form of music (qaw-wali) and sacred spaces (dargahs) revealing the pluralism of the Indian religious framework. The thesis points to a non-western model of inter-religious dialogue experienced through these encounters between the two major religious in India. On the one hand, this spiritual exchange between Hindus and Muslims is enriched by the Islamic mysticism, or Sufism, on the other hand by the Upanisadic tradition. A common feature to both traditions is their dialogic openness and commitment to human dignity.

This project delineates a cultural history of modern Hinduism in conversation with contemporary Indian literature. Its central focus is literary adaptations of the Sanskrit epic the Mahābhārata, in English, Hindi, and Bengali. Among Hindu religious texts, this epic has been most persistently reproduced in literary and popular discourses because its scale matches the grandeur of the Indian national imagining. Further, many epic adaptations explicitly invite devotion to the nation, often emboldening conservative Hindu nationalism. This interdisciplinary project draws its methodology from literary theory, history, gender, and religious studies. Little scholarship has put Indian Anglophone literatures in conversation with other Indian literary traditions. To fill this gap, I chart a history of literary and cultural transactions between both India and Britain and among numerous vernacular, classical, and Anglophone traditions within India. Paying attention to gender, caste, and cultural hegemony, I demostrate how epic adaptations both narrate and contest the contours of the Indian nation.

The aim of this work is to understand some basic context of the Buddha's teachings and context in which it arises. At the same time we are trying our understanding at least partially shield the concepts and ideas of European tradition through which Buddhism is usually interpreted unproblematically. The problem of uniting traditions remain open and therefore this work does not aim to eliminate these problems, but we are only at grouping. In this work we are trying to draw attention to europocentrism perception of the Buddhist teachings, and based on this fact, at least in part, to interpret the Buddha's thoughts. Keywords Buddhism, Buddha, Eastern religions, Hinduism, India

M.Ed. (Science Education) / The topic of evolutionary theory is new to the South African Life Sciences curriculum, having only been introduced in 2008 to the grade 12 cohort. A great deal of controversy and discussion surrounds the teaching and learning of evolution in many countries, and since the introduction of the topic, including South Africa. The primary source of this controversy arises from the conflict that many Christian and Muslim people experience between what their respective religions teach them about the act of Creation by God and the biological theory of evolution. As a result of its recent inception into South African school, not much research has been done to explore how this topic is experienced by Hindu secondary school learners and teachers. The aim of this study is therefore to address two gaps, firstly to add to the almost total lack of information about the Hindu perspective of the topic of evolution. Secondly, to add to the knowledge base of the teaching and learning of evolution in secondary schools since the scant information available on the teaching and learning of evolution in South Africa is mainly confined to tertiary education. Literature was reviewed on various aspects relevant to this study such as the PCK, NOS, CCC, Hinduism and the teaching and learning of evolution overseas and locally. In order to investigate the lived experiences of Hindu Life Sciences teachers and learners to the topic of evolution a qualitative study with elements of phenomenology was the chosen research design. This prompted the need to use a series of focus group and individual interviews with the various role-players as laid out by the overarching conceptual framework CHAT, the lens through which this study was viewed. Triangulation of data increased the reliability and validity of this study and was obtained by interviewing a Hindu priest as well as Hindu parents of Life Sciences learners. Interviews were transcribed, coded using the coding model by Saldana (2009) and analysed according to common themes. The main finding of this study was that Hindu teachers and learners experience no conflict with the topic of evolution thus displaying a lack of major tensions linked to the CHAT model. Many Hindus are however ignorant of their religion and scriptures but nevertheless remain accepting of the theory of evolution. Their acceptance could be attributed to three major tenets of Hinduism that link to evolutionary concepts: the cyclical concept of time; the evolution of the soul during reincarnation and the idea that during times of calamity, God manifests on Earth in the form of Avatāras. Misconceptions of evolutionary theory abound among learners and to a lesser extent the parents and teachers, particularly with respect to the notion of common ancestry. The teachers had adequate PCK but their knowledge of the NOS was limited. Recommendations emerging from these findings therefore warrant greater attention to the NOS in both PRESET and INSET teacher training courses. These courses can also use the lack of tensions between the Hindu religion and the topic of evolution as a case in point to show that religion and science can exist in harmony with each other. The concept of a nearest common ancestor (NCA) should also be emphasised in these courses – thereby helping to dispel the misconception that humans descended directly from apes.

No description available.

This paper will came up with a content analysis of two course textbooks used in swedish high school. The question that will be used is as follows: "How are the selected key concepts in religions Hinduism and Buddhism explained in the course Religious Studies Specialization coursebooks " En människa, tusen världar "and" Religionskunskap 1: om mening, värde och tro". The key concepts in Hinduism are: trimurti, atman, samsara, karma, moksha, the varnasystem, dharma, important books, branches and the Indo-Aryans. In Buddhism there are: Buddha, the four noble truths, the noble eightfold path, karma, nirvana, directions, the three jewels, the three baskets, the bodhisattva and the temple life. " It should be said that "En människa, tusen världar" are written by Robert Tuveson and " Religionskunskap 1: om mening, värde och tro " are written by Olof Franck. The method I will use is content analysis. The conclusions reached by this bachelor's thesis are that Hinduism and buddhism chapter in the work "En människa, tusen världar" tells in more detail when it comes to the key concepts than Tuveson's chapters on Hinduism and Buddhism.

Gustav Holst's one-act opera Sāvitri (1908-9) represents a turning point in his compositional style, which came at a significant time in British history. Holst combines a simpler style informed by his work with English folksong with the Wagnerian style that permeated his earlier compositions. Although influenced by a British imperialist view of the world, Sāvitri renders Hindu-Indian culture in positive terms without relying on the purely exotic, offers a perspective on gender relationships that does not depend solely on convention, and presents the commoner as the British ideal rather than romanticizing the aristocracy. The result is an opera subtle in its complexity, approaching the profound themes of love, death, and spirituality with emotional restraint and self-control.

One of the criteriums for the course Religionskunskap 1 in upper secondary school is that the religious education should highlight how world religions express themselves for individuals and groups in the present, in Sweden and abroad. This study aimed to examine how two teaching textbooks that are used in religious education achieve this criterium. The representation and portraying of Hinduism and Buddhism in the textbooks has been analyzed in relation to the previously mentioned criteria. The theoretic framework for the study has been Robert Jackson and his interpretive approach. The study shows that the two textbooks are not enough to fulfill the criteria. Therefor teachers need to look beyond the textbooks to fulfill this specific criterium and use diverse and different teaching tools.