Philosophy, Practical and Systematic Theology / D.Litt. et Phil. (Philosophy)

Det har konstaterats både i globala och nationella styrdokument att skolan har en viktig roll i att undervisa för hållbar utveckling. Förenta Nationernas (FN) globala hållbarhetsmål, delmål 4.7 handlar exempelvis om att säkerställa att alla elever förvärvar kunskaper och färdigheter för att främja hållbar utveckling. Komplexiteten som hållbar utveckling innefattar kan däremot leda till att lärare finner det svårt att närma sig ämnet praktiskt i undervisningen. Även styrdokuments oprecisa karaktär utgör en risk att hållbar utveckling inte undervisas på ett sätt som optimerar elevers lärande om ämnet, vilket i sin tur kan minska deras möjligheter att ta hållbara beslut. Nuvarande forskning visar hur olika ämneslärare förstår och undervisar om hållbarhet i helhet men få studier har inriktat sig på ett specifikt skolämne och undersökt hur varje enskild dimension av hållbar utveckling får plats. Därför har denna studien fokuserat på hur miljömässig hållbarhet inkluderas i geografi och samhällskunskap. Syftet med studien var att få förståelse för hur den miljömässiga dimensionen av hållbar utveckling behandlas inom samhällsorienterade ämnen på gymnasiet samt hur undervisningssätt hos lärare inom samhällsorienterade ämnen resonerar med principer inom lärande för hållbar utveckling (LHU). Studien baserades på en kvalitativ metod, där åtta gymnasielärare intervjuades i Skåne, Sverige. En induktiv tematisk analys användes för att analysera intervjuerna. Resultatet av studien visade att samhällskunskap och geografi har olika ämnesinnehåll och undervisningsmetoder kopplade till miljömässig hållbarhet och LHU. Miljömässig hållbarhet hade en mer primär roll i geografiämnet, jämfört med i samhällskunskapen där det inkluderades ur ett mer sekundärt perspektiv. Resultatet visade även hur kompetensutveckling inom LHU är en utvecklingsmöjlighet för att lärare ska få större förståelse och genom det större intresse att använda LHU men också inkludera miljömässig hållbarhet i deras undervisning. Dessa utvecklingsmöjligheter måste dock ske från en högre nivå än lärarna själva men lärarna har också en roll i att kommunicera dessa behov. / Schools have been identified in both global and national policy documents as having an important role in educating about sustainable development. For example, the United Nations (UN) Sustainable Development Goal (SDG) 4.7 aims to ensure that all students acquire the knowledge and skills to promote sustainable development. However, the complexity of sustainable development can lead teachers to find it difficult to approach the subject in their teaching. The imprecise nature of policy documents also poses a risk that sustainable development is not taught in a way that optimizes students' learning about the topic, which in turn may reduce their ability to make sustainable decisions. Current research shows how different subject teachers understand and teach sustainability as a whole, but few studies have focused on a specific school subject and examined how each individual dimension of sustainable development is addressed. Therefore this study focused on how environmental sustainability is included in geography and civics. The aim of the study was to gain an understanding of how the environmental dimension of sustainable development is treated in social studies at upper secondary school and how the teaching methods of social studies teachers resonate with the principles of education for sustainable development (ESD). The study was based on a qualitative method, where eight upper secondary school teachers were interviewed in Skåne, Sweden. An inductive thematic analysis was used to analyze the interviews. The results of the study showed that civics and geography have different subject content and teaching methods related to environmental sustainability and ESD. Environmental sustainability had a more primary role in the geography subject, compared to civics where it was included more indirectly. The results also showed how professional development in ESD is a development opportunity for teachers to gain greater understanding and through that greater interest in using ESD but also including environmental sustainability in their teaching. However, these development opportunities must come from a higher level than the teachers themselves, but the teachers also have a role in communicating these needs.

Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: On entry to medical school, students are confronted with a worldview that can be typified as materialistic monism. The student progressively becomes a materialistic monist, not only because of the teaching, but also because medical schools fail to address the question of suffering. One would expect the biopsychosocial model to surmount the limitations of the biomedical model, but it in itself has to deal with both suffering and materialistic monism. Suffering cements the collapse into materialistic monism in the way the student practises medicine. What life strategies would transcend this materialistic monism? This thesis examines potential educational interventions that might help the student to analyse the philosophy of medical school and find ways of dealing with the question of suffering. / AFRIKAANSE OPSOMMING: Met toelating tot mediese skool word studente gekonfronteer met ’n wêreldsiening wat as materialistiese monisme beskryf kan word. Die student verander progressief in ’n materialistiese monis, nie slegs as gevolg van die onderrig nie, maar ook omdat mediese skole nie daarin slaag om die kwessie van lyding aan te spreek nie. ’n Mens sou verwag dat die biopsigies-sosiale model die beperkinge van die biomediese model sou oorkom, maar instede moet dit self beide lyding en materialistiese monisme aanspreek. Lyding moedig die verval in materialistiese monisme in die wyse waarop die student geneeskunde beoefen aan. Watter soort lewensstrategieë is nodig om hierdie materialistiese monisme te transendeer? Hierdie tesis ondersoek die opvoedkundige intervensies wat die student kan help om die mediese skool se filosofie te analiseer en wyses te vind om die kwessie van lyding te hanteer.

The theme was chosen on the basis of their own experience, when new treatments, tools and nurses appear in the workplace, which are also required to constantly improve the quality of nursing care. The state approach to the patient forms the philosophical basis of nursing care. To give nurses of quality pastry about the bio-psycho-social and spiritual needs of the patient, it is necessary to have the knowledge, conditions and personal relationship to provide holistic care. At present, it is not possible that these are health and safety risk factors. Aims, research questions and hypotheses: The subject of the research is to find out the interest of nurses to apply a holistic approach in practice considering the current situation in nursing. Three objectives were set based on the subject of the research. Goal 1: Find out, if nurses are interested in providing modern nursing care based on patient needs. Goal 2: Identify nurses' personal views on providing holistic care. Goal 3: Determine the satisfaction level among nurses about the nursing care provided with regard to the current situation in practice. Methods and research file: Quantitative data collection method was used for the research. Anonymous questionnaire was distributed to nurses in selected healthcare facilities (Liberec Hospital, Turnov Hospital, Jablonec nad Nisou Hospital). The survey sample size is 180 respondents. Findings and conclusion: It follows from the research, that more than half of the respondents have already encountered the concept of holistic nursing care and they also understand what needs should be met by patients/clients and how to satisfy them. Some of them have already used the help of a social service or psychologist. However, it has turned out, that more than half of the responding nurses are not interested in spiritual needs. It has not been confirmed, that nurses' interest in providing this modern nursing care based on patient needs would depend on capacity of staff. The survey also shows, that the holistic care is provided in their hospitals according to one third of responding nurses. Nevertheless, the respondents think, that a holistic approach cannot be applied in their workplace because of lack of time, lack of staff and time consuming administration. Based on the results of Hypothesis 2, we can confirm, that nurses' opinion on the implementation of noursing care provided is influenced by the workload of nurses. The holistic approach moderately affects the job satisfaction level of nurses according to the survey. However, more than half of the responding nurses are satisfied with care they provide at their workplace, because they can see satisfied patients/clients. Hypothesis 3 has not proved any relationship between the satisfaction level of nurses and current situation in health care, where a holistic approach can be effectively applied. There will be a seminar for general nurses within the lifelong learning of nurses focusing on holistic care as an outcome of this diploma thesis.

Proponents of moral particularism have often sought support for their negative claim about moral principles in a doctrine called holism in the theory of reasons. According to holism, a feature that is a reason in one case may be no reason at all, or even the opposite reason, in another. The aim of this thesis is to investigate and elucidate the supposed connection between holism and particularism. This is done by considering the particularistic position embraced by Jonathan Dancy in his book Ethics without Principles and the arguments against the argument from holism recently put forth by Sean McKeever and Michael Ridge in their book Principled Ethics: generalism as a regulative ideal. In conclusion it is argued that holism does provide at least some support for the form of particularism which Dancy defends.

The current period is characterized by profound scientific and technological progress not only in the medicine but also in the field of nursing, which is now based more on scientific knowledge than ever before. Nursing as a science requires professionally trained nurses providing high quality nursing care. Therefore, the development of modern medicine, particularly in the field of cardiology, justifies the need to change the perception and status of nurses with respect to patient care together with strengthening the prestige and status of nurses in society. The main research intention of the dissertation was to determine how the nursing behaviour in connection with the procedure of radiofrequency catheter ablation (RFA) due to atrial fibrillation (AF) is perceived by nurses and patients, what is the impact of the RFA on the life quality of patients with AF, and what is the level of education in patients with AF. To meet these goals the research, the empirical part was divided into two phases. In the first phase, a non-standardized questionnaire was used, role of which was to assess the needs of patients with AF before and after RFA comparing baseline and 1 year follow-up data. In the second phase, which only examined the conditions 1 year after the RFA, a standardized questionnaire CBI - 24 (Caring Behaviour Inventory) was additionally used together with another form with questions investigating education of patients. Further data were obtained from nurses taking care for patients during the medical intervention. The research results show that quality of life of patients with AF before ablation was reduced. Patients´ most common problem areas included pain, physical and mental problems. Our research also showed that if we compared meeting patients´ physical and mental needs, meeting physical needs was evaluated better. Another area under consideration was the education of patients. Evaluated results showed the fact that education was focused on its content rather than its form. Evaluation of the perception of nursing care from the perspective of patients and nurses was the last part of the research. The results of the survey showed that nurses evaluated technical competence better than the humanistic approach to patients. It was also discovered that patients evaluated areas focused on performance of nurses better than creating a relationship of security and safety for patients. Finally, the results indicated that communication is also problematic area. We managed to meet the set goals and gain both theoretical and practical recommendations. Analyzing the results, we found out that there is a need to support humanistic approach in nursing care for cardiac patients, communication and education.

Este trabalho enfoca a importância da educação ambiental, a partir de diversas correntes. O objetivo é o de desenvolver um espírito crítico a partir destas correntes, demonstrando a crise de concepções na atualidade. Questiona-se o dualismo entre as concepções antropocêntricas e ecocêntricas visando encampar uma ética voltada para o holismo. Muitas das correntes de educação ambiental não têm sido tão profícuas com os seus objetivos e resultados propostos. Daí que o tema deve ser enfrentado com um viés sistêmico a fim de contribuir, se possível, com a efetivação do Direito Ambiental. Adota-se a interpretação lógico-sistemática dos textos legais utilizados a fim de buscar uma visão integradora evitando-se uma postura positivista da realidade. Revela-se urgente aprender e reaprender conceitos de educação ambiental, como forma de buscar a unidade do conhecimento, conjugada com a multiplicidade dos saberes. Abordar-se a Lei n° 9.795, de 27 de abril de 1999 (lei de educação ambiental) que, ao tudo indica, não é capaz de, por si só, educar o ser humano em sociedade ante às exigências e complexidades da atualidade. Enfoca-se a teoria sistêmica como forma de compreensão do fenômeno social, concebido o Direito Ambiental como subsistema do sistema social e sua relações com a educação ambiental. Questiona-se sobre qual a relação possível entre a educação de uma comunidade e a efetivação da norma do direito ambiental e como ocorre o processo da constituição pedagógica sob a ótica sistêmica. Discorre-se sobre os princípios jurídicos de proteção do meio ambiente em face do art. 225 da Constituição Federal. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-15T16:49:27Z No. of bitstreams: 1 Dissertacao Ezequiel Martins.pdf: 544970 bytes, checksum: d467bb7ba0f0674f59c11b772ceec1a5 (MD5) / Made available in DSpace on 2014-05-15T16:49:27Z (GMT). No. of bitstreams: 1 Dissertacao Ezequiel Martins.pdf: 544970 bytes, checksum: d467bb7ba0f0674f59c11b772ceec1a5 (MD5) / This work focuses the importance of the environmental education, starting from several currents. The objective is it of developing a critical spirit starting from these currents, demonstrating the crisis of conceptions at the present time. The dualism is questioned between the conceptions antropocêntricas and ecocêntricas seeking encampar an ethics gone back to the holismo. Many of the currents of environmental education have not been so profícuas with its objectives and proposed results. Of there that the theme should be faced with an inclination sistêmico in order to contribute, if possible, with the efetivação of the Environmental Right. The logicalsystematic interpretation of the used legal texts is adopted in order to look for a vision integradora being avoided a posture positivista of the reality. It is revealed urgent to learn and reaprender concepts of environmental education, as form of looking for the unit of the knowledge, conjugated with the multiplicity of the you know. To approach the Law n° 9.795, of April 27, 1999 (law of environmental education) that, to the everything indicates, it is not capable of, by itself, to educate the human being before in society to the demands and complexities of the present time. The theory sistêmica is focused as form of understanding of the social, conceived phenomenon the Environmental Right as subsistema of the social system and its relationships with the environmental education. It is questioned on which the possible relationship between the a community's education and the efetivação of the norm of the environmental right and as it happens the process of the pedagogic constitution under the optic sistêmica. Discorre-if on the juridical principles of protection of the environment in face of the art. 225 of the Federal Constitution.

Este trabalho enfoca a importância da educação ambiental, a partir de diversas correntes. O objetivo é o de desenvolver um espírito crítico a partir destas correntes, demonstrando a crise de concepções na atualidade. Questiona-se o dualismo entre as concepções antropocêntricas e ecocêntricas visando encampar uma ética voltada para o holismo. Muitas das correntes de educação ambiental não têm sido tão profícuas com os seus objetivos e resultados propostos. Daí que o tema deve ser enfrentado com um viés sistêmico a fim de contribuir, se possível, com a efetivação do Direito Ambiental. Adota-se a interpretação lógico-sistemática dos textos legais utilizados a fim de buscar uma visão integradora evitando-se uma postura positivista da realidade. Revela-se urgente aprender e reaprender conceitos de educação ambiental, como forma de buscar a unidade do conhecimento, conjugada com a multiplicidade dos saberes. Abordar-se a Lei n° 9.795, de 27 de abril de 1999 (lei de educação ambiental) que, ao tudo indica, não é capaz de, por si só, educar o ser humano em sociedade ante às exigências e complexidades da atualidade. Enfoca-se a teoria sistêmica como forma de compreensão do fenômeno social, concebido o Direito Ambiental como subsistema do sistema social e sua relações com a educação ambiental. Questiona-se sobre qual a relação possível entre a educação de uma comunidade e a efetivação da norma do direito ambiental e como ocorre o processo da constituição pedagógica sob a ótica sistêmica. Discorre-se sobre os princípios jurídicos de proteção do meio ambiente em face do art. 225 da Constituição Federal. / This work focuses the importance of the environmental education, starting from several currents. The objective is it of developing a critical spirit starting from these currents, demonstrating the crisis of conceptions at the present time. The dualism is questioned between the conceptions antropocêntricas and ecocêntricas seeking encampar an ethics gone back to the holismo. Many of the currents of environmental education have not been so profícuas with its objectives and proposed results. Of there that the theme should be faced with an inclination sistêmico in order to contribute, if possible, with the efetivação of the Environmental Right. The logicalsystematic interpretation of the used legal texts is adopted in order to look for a vision integradora being avoided a posture positivista of the reality. It is revealed urgent to learn and reaprender concepts of environmental education, as form of looking for the unit of the knowledge, conjugated with the multiplicity of the you know. To approach the Law n° 9.795, of April 27, 1999 (law of environmental education) that, to the everything indicates, it is not capable of, by itself, to educate the human being before in society to the demands and complexities of the present time. The theory sistêmica is focused as form of understanding of the social, conceived phenomenon the Environmental Right as subsistema of the social system and its relationships with the environmental education. It is questioned on which the possible relationship between the a community's education and the efetivação of the norm of the environmental right and as it happens the process of the pedagogic constitution under the optic sistêmica. Discorre-if on the juridical principles of protection of the environment in face of the art. 225 of the Federal Constitution.

This study was prompted by the need the author experienced for the rethinking of many practices in music teaching and her interest in achieving transformation in individual music teaching and learning. An eclectic approach was adopted for the research. Despite much existing ‘fuzzy’ terminology, ‘broader’ or ‘less fixed’ meanings were sought of terms including Holism, intelligence, learning, Modernism, perception, personality, Postmodernism, teaching, temperament and whole-brain learning. The reader is presented with a palette of ideas, open for further exploration, in order to stimulate creativity and different viewpoints in music teaching and learning. The study has a student-centred approach, taking into account different types of learners and how to adapt teaching styles to connect with students in their learning environment. Challenges teachers may encounter are how the meanings of many terms relate with music teaching practice, themselves and their pupils. The research explores the interaction and relation of terms with one another in order to reconsider and expand teaching methods. Inter, intra and multidisciplinary aspects of teaching are touched upon as being valuable in cutting across several traditional fields of study and also referring to knowledge seen as a coherent whole within one subject area. Experiences of ‘flow’ and transformative learning are explored in order to challenge students’ and teachers’ ‘fixed’ thinking methods. The whole-brain model is considered where the brain is seen in four quadrants, each quadrant displaying distinctive strengths of value in music teaching. The importance of Emotional Intelligence in developing other intelligences is investigated and its link with Inter and Intrapersonal Intelligences in order to equip teachers to connect effectively with pupils in a learning context. There is no “one size fits all” teaching strategy, learning style or framework that can apply to the myriad needs of individual music teachers and pupils. The research, however, demonstrates the importance for music teachers to be receptive in enlarging their thinking patterns. In so doing a path can be set for shifting focus in teaching strategies to a ‘moving forward’ ideal in perception and understanding of teaching and learning in the 21st century. / Thesis (DMus)--University of Pretoria, 2010. / Music / unrestricted

This thesis will revisit the debate between moral particularists and moral generalists in the field of meta-ethics. The general aim of this project will be to come to a better understanding of the status and role of moral principles in a reasons-holistic moral landscape. The specific aim will be to develop a viable position within the particularism-generalism debate that will combine elements from both theories. My central argument will be threefold: (a) I will argue that, in a reasons-holistic moral landscape, exceptionless moral principles are not sufficient to ground the possibility of moral thought and judgement; (b) that the possibility of moral thought and judgement depends in part on a determinate set of exceptionless moral principles and an indeterminate set of defeasible moral principles; and (c) that moral principles are insufficient to codify all or most moral truths in finite and manageable terms. My position therefore is a modified version of Principled Particularism. In this thesis, despite defending a version of particularism, I will not shy away from employing generalist terminology or from accepting certain generalist assumptions. Furthermore, unlike some particularists, I will stress the necessity and utility of moral principles. This thesis will also incorporate research about moral thought and judgement from the fields of moral psychology, cognitive science, and neuroscience.