Through this thesis, the perception of humanist culture and history in the Early Republican Turkey is examined in the context of the process of building national identity. The main assumption of this study is that humanism that ascends to being the main axe of official cultural policies and predominant cultural and intellectual movement of the period between 1938 and 1950 provide basis for building of national imagined community through its historical and territorial emphasis as a &ldquo / civilizationist nationalist&rdquo / fabrication. Humanism is a project of a &ldquo / returning to essence&rdquo / which is cultural and civilization-based. Besides, it constructs national identity and culture with a Westernist-universalist approach. The perception of humanism is brought to agenda within the framework of some ruptures and continuities which in the sphere of nationalism and cultural policies. In this sense, it means construction of a &ldquo / new imagination&rdquo / complying with the requirements and priorities of the new regime with v its political and cultural tendencies. Therefore, humanism not only reinforced the emphasis of Turkish History Thesis on Anatolia but also ceases the Central Asianist and ethnicist tendencies of Turkish History Thesis. Therefore, as the territorial basis of the national identity, it embraces cultural heritage of Anatolia including the Classical and Byzantium Ages. In this way, humanism is forged as a patriotism that underlines western civilization and territorial bonds. In this thesis, the perception of humanism is analyzed from a viewpoint of the interactions of culture and politics. In this respect, perception of humanism addressed within a binary perspective. While art, philology and translation are in the first part, history and archaeology studies are in the second part. In this sense, it is presented three prominent intellectuals which are concerned with numerous fields of the perception of humanism: Hasan-&Acirc / li Y&uuml / cel, Hilmi Ziya &Uuml / lken and Arif M&uuml / fit Mansel. At this point, the dissertation elaborates how these intellectuals reconstitute the relations among the categories like peculiarity, nativity, civilization and universality. Furthermore, while analyzing, it indicates that the contradictions and semantic shifts are located in the definitions and characterizations of these humanist intellectuals, especially concerned about West and nationality.

The purpose of this thesis is to investigate the often-ignored inherent philosophical connection between Charles Taylor¡¦s ontological argument (philosophical anthropology) and his political scheme. Taylor articulates a moral realist understanding of the plurality of values and an ontological statement of human agency, and tries to demostrate a possibility of reconciliation between essentially conflicting values and cultures. In Taylor¡¦s view, ¡§the many¡¨ does not necessarily entail tragical choices among values, as Isaiah Berlin famously asserted, but can be possibly mediated through the common human agency with the hope that we can eventually reach one true consensus. Based on this uniquely Taylorian understanding of human condition, Taylor¡¦s political scheme can be seen as an effort to ameliorate the deep-rooted malaise within Western modernity, and find a common ontological ground among community members and citizens by which deliberations can be facilitated. The thesis will go on to examine Taylor¡¦s two most inspiring political assertions, namely, the polilics of recognition and civic humanism, in detail. I will argue that although Taylor optimistically believes that a common moral and cultural understanding can help forming and be transformed into a common political common good within a given community, the connection between these two levels of commonality is fairly weak. Moreover, what liberals object is precisely Taylor¡¦s attempt to equate cultural common understanding with a form of political common good.

<p>Examensarbetet behandlar frågan om värdegrunden i skolans vardag, vad värdegrunden bygger på och hur den gestaltas i pedagogik och annan verksamhet i skolan. Arbetet baseras dels på en litteraturstudie som syftar till att undersöka skolans historia, framför allt dess kristna påverkan och läroplansutvecklingen, samt en begreppsdefinition. Dels baseras det på en kvalitativ intervjustudie av 10 lärare i grundskolan. Intervjustudiens syfte är att undersöka lärares uppfattningar av vad värdegrunden handlar om och hur den kommer till uttryck i den dagliga verksamheten.</p>

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 324-349).

Thesis--Toulouse-le-Mirail, 1974. / Includes bibliographical references.

My dissertation examines how study abroad transformed education and society in early modern Europe. My works centers on Poland, a region often considered peripheral by contemporaries and scholars alike. Through combining three case studies of representative individuals with a database of Polish students, I examine how study abroad in Italy and northern Europe in the sixteenth century inserted Polish humanists into the Republic of Letters. Their close personal and scholarly ties with prominent figures like Erasmus, Philipp Melanchthon, Paolo Manuzio, and Justus Lipsius not only nurtured their scholarly interests in classical learning, but also advanced their courtly, ecclesiastical, and academic careers after their return to Poland. Patterns of study, publication, and alumni networks united foreign-educated Polish humanists into a community of intellectuals at home and abroad. Education played a particularly important role in the intellectual and social life of middling nobles and burghers. The Polish political system of a nobles' democracy allowed elites to enjoy disproportionately greater political power, religious freedom, and economic control than their peers in Western Europe. Middling nobles and burghers used study abroad to acquire the intellectual tools and cultural capital to achieve social mobility and greater political participation in sixteenth-century Poland. These Poles used their humanist education abroad to transform a political environment in which they played second fiddle to nobles whom they considered intellectually inferior. The students achieved this by redefining the meaning of nobility itself. Like Renaissance humanists before and after them, these Poles used the concept of virtus (personal excellence) to argue that learning was a constituent part of true nobility alongside birth. Besides reconceiving nobility, these humanists sought to reform and establish educational institutions within Poland to solve political infighting and the religious strife caused by the Reformation. To capture the myriad dimensions of study abroad, I combine the qualitative methods of intellectual and cultural history with quantitative approaches like social network analysis and prosopography, drawing on my database of all Polish students who studied abroad in the sixteenth century. My work thus both reinserts Poland into early modern history and provides new perspectives on the historical phenomenon of study abroad. / History

This thesis inquires into anti-humanist trends in Lebanese literature of the civil war and post-war period by examining the limit concept of the animal in three novelistic works: Beirut Nightmares [Kawābīs Bayrūt] (1976) by Ghādah Sammān, Yalo (2002) by Elias Khoury, and The Tiller of Waters [Ḥārith al-miyāh] (1998) by Hudá Barakāt. Marking a departure in previous critical work done on this body of literature, which has been dominated by trauma theory as an analytical framework, this thesis employs an innovative synthesis of narrative theory and affect theory to describe how the authors utilize narrative to humanize the war experience, thereby mitigating the effects of contingency and fragmentation on the narrative subject. After the collapse of the state, the human being is separated from its political form, leaving it perilously exposed to acts of violence. It may also, however, carry out aggressions on its fellow man with impunity. Both of these terrible aspects of man’s nature in wartime are understood conventionally as exposing a beast within man, since they radically undermine the precepts of moral value and self-sovereignty that constitute the pillars of humanism. Through acts of “composition” the first person narrators of these novels strive to insulate their affective core from participating in ambient currents of violence, which are viewed as a kind of contamination understood as “becoming-animal.” While implicating the subject in a participation that is other-than-human, these animal becomings are also, following Deleuze and Guttari, ways of attaining a new vitality and escaping the hierarchical symbolic power of logos. Use of this animal figure allows the authors to rethink the human in ways that does not assume a fixed humanist ontology. For Sammān, the animal represents a principle of vitality that allows her protagonist to overcome human sources of inertia, such as melancholic memories or ingrained habit, thereby preserving the authentic voice of the writerly self. For Khoury and Barakāt, the animal permits them to foreground the figure of the subaltern who stands in a minoritarian relation to logos. They also propose a post-humanist ethos of co-presence based on the affective subject’s receptivity and vulnerability; its capacity to both affect and be affected. / text

Magistro darbe, tema „Subjekto problema modernioje ir postmodernioje ugdymo filosofijoje“, yra mėginama išryškinti subjekto problema modernios ugdymo filosofijos kontekste. Taip pat atskleidžiama ir analizuojama perskyra tarp modernios ir klasikinės ugdymo filosofijų. Aptariama ugdymo principų ir standartų istorinė, teorinė bei mokslinė raida, akcentuojant, kokią filosofiniai principai darė įtaką tam tikrų edukologinių principų atsiradimui bei vystymuisi. Šiame darbe daug dėmesio yra skiriama vaiko objektyvizavimo problemai klasikinėje ugdymo sistemoje bei subjektyvizavimo problemai modernioje ugdymo sistemoje. Modernioje ugdymo sistemoje išryškėja patyrimo bei refleksijos svarba, sąmonės intencionalumas, kuris parodo fenomenologijos reikšmę. Šiame darbe yra aptariamos sąšaukos tarp fenomenologijos, pragmatizmo ir egzistencializmo idėjų ugdyme. Daugiausiai yra analizuojami egzistencializmo atstovo P.Freire‘o darbai. P.Freire savo ugdymo filosofijoje labiausiai akcentuoja žmogaus laisvės problemą, humanizmo ugdyme svarbą. Taip pat yra analizuojama pragmatizmo atstovo J.Dewey ugdymo sistemoje išryškinama individo patyrimo svarba, šio patyrimo refleksija bei praktinis pritaikymas. Daugiausiai yra akcentuojami demokratiškumo ir humanizmo principai, kaip pagrindiniai ugdymo principai. Šiame darbe klasikinė ugdymo sistema yra parodoma kaip dehumanizuojanti individą, išryškinami jos trūkumai. O moderni ugdymo sistema, atvirkščiai - kaip humanizuojanti, išlaisvinanti individą. / The Master's thesis "The problem of Subject in Modern and Post-modern Philosophy of Education," is an attempt to highlight the problem of the subject in the context of modern philosophy of education. The present work describes and analyzes the distinction between modern and classical education philosophies as well. The historical, theoretical, and scientific development of the principles and standards of education are also dealt with focusing on philosophical principles that influenced the emergence and development of certain educational principles. The paper pays attention to the problem of child objectivisation in the system of classical education and the problem of subjectivisation in modern education. The modern education system highlights the importance of experience and reflection, intentionality of consciousness, which show the relevance of phenomenology. This work discusses the interplay of the ideas of phenomenology, pragmatism, and existentialism in education. Mostly the works of the representative of existentialism P.Freire are analyzed. P.Freire stresses the problem of human freedom and humanistic education in his educational philosophy. The paper also analyzes the importance of individual experience, its reflection and practical application in the educational system of the representative of pragmatism J.Dewey. Mostly the principles of democracy and humanism as the basic educational principles are emphasized. This paper presents the classical education system as... [to full text]

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal / Pour respecter les droits d'auteur, la version électronique de cette thèse ou ce mémoire a été dépouillée, le cas échéant, de ses documents visuels et audio-visuels. La version intégrale de la thèse ou du mémoire a été déposée au Service de la gestion des documents et des archives de l'Université de Montréal.

Living in harmony with nature is a pervasive ideology, or cultural blueprint, of how a "sustainable future,” a "good society,” and a "fulfilled life" would look like. However, this notion of harmony with nature is highly paradoxical, as consumers often want and even must dominate and control nature. The current thesis explores consumers’ desires of living in harmony with nature through a post-human analysis of how backcountry hikers negotiate tensions between utilitarian and romantic discourses of nature vis-à-vis their experience of material forces of nature. Through conceptualizing nature as an active actor in a symmetric assemblage of material and cultural entities (i.e., nature agency), this thesis contributes to our understanding of the human/nature relationship, materialism, and sustainable consumption. Findings are presenting through three interrelated themes. The first theme highlights how hikers appropriate romantic discourses by seeking harmony in a nature that is perceived as external to civilization. Noting the contradiction that hikers’ quest for being in harmony with a “romantic nature” oftentimes exposes them to higher physical dangers in material nature, the subsequent themes explore how harmony can arise when hikers have to struggle with physical dangers of nature. Focusing on physical dangers that are experienced in material nature, theme 2 finds that hikers’ relationship with nature is highly ambivalent: They strive to experience “more nature and less civilization”, but also “more civilization and less nature.” The third theme explores how meanings of nature and technology emerge from fluidly shifting assemblages, finding that the same technological resources can both distract from and enable feelings of harmony with nature. These findings contribute to consumer research by broadening our understanding of the human/nature relationship and by challenging previous notions (Canniford and Shankar 2013) that technology and civilization must always betray consumers’ experiences of “romantic nature.” Furthermore, the notions of nature agency and that no single actor can unilaterally shape the assemblage of heterogeneous entities contribute to the emerging material turn in consumer research. Finally, this post-human analysis of consumers’ relationships with nature offers theoretical and practical implications for sustainable consumption and sustainable marketing. / Thesis (Ph.D, Management) -- Queen's University, 2014-01-31 14:58:31.326