A presente tese tem por objetivo investigar junto a professores da educação profissional o desenvolvimento de criticidade a partir de práticas pedagógicas que utilizam as ferramentas fórum e editor de texto coletivo. O estudo se desenvolveu sobre uma base composta de quatro eixos: humanismo, crítica, educação profissional e recursos tecnológicos. O foco do primeiro eixo está na educação humanista. O segundo eixo dá destaque às diferentes compreensões de crítica que perpassam a história. O cenário da educação profissional é o foco do terceiro eixo. No quarto eixo são tratados os recursos tecnológicos, com ênfase nas ferramentas fórum e editor de texto coletivo. A pesquisa é desenvolvida em uma abordagem qualitativa a partir da estratégia de pesquisa estudo de caso. Com o fim de coletar dados, foram realizados três cursos de extensão na modalidade semipresencial. As fontes de pesquisa utilizadas foram: entrevista e observações das ações e dos registros dos sujeitos participantes da pesquisa nas ferramentas fórum, editor de texto coletivo e editor de texto Word. O estudo mostra que o entendimento de crítica é uma construção que envolve a inserção de três aspectos: sentido político, função de julgamento, e análise, questionamento e reflexão. Estes aspectos, em diferentes graus e formas, já estavam presentes na compreensão dos sujeitos acerca de crítica. Contudo, as evidências indicam que as práticas pedagógicas dialógicas podem ter contribuído para a inserção de novos elementos. Com relação a um alinhamento com as concepções hegemônicas e contra-hegemônicas, os dados apontam três diferentes possibilidades: professores que apresentam traços de uma e outra concepção; professores com discurso mais alinhado à concepção hegemônica; e professores com discurso mais alinhado à concepção contra-hegemônica. A pesquisa indica ainda que o modelo de competências e o viés utilitarista da educação profissional estão naturalizados, ou seja, são aceitos e não questionados, contribuindo para que a concepção hegemônica mostre sua força e presença na educação. Os dados confirmam o caráter dialógico das ferramentas fórum e editor de texto coletivo, e indicam que, devido as suas diferentes características, podem ser utilizadas com diferentes propósitos e em diferentes momentos das práticas pedagógicas. O estudo conclui que se desenvolve criticidade na medida em que elementos/aspectos que compõem um entendimento de crítica se inserem na compreensão e nas ações dos sujeitos até o ponto em que crítica seja transformadora da realidade. Assim, o fato de não haver evidências de uma fase inicial de criticização pode sugerir que a criticidade pode ser desenvolvida em diferentes contextos, inclusive os educacionais, mas não somente. Para esta pesquisa, havendo a intenção docente, práticas pedagógicas dialógicas que utilizem o fórum e editor de texto coletivo podem contribuir para que aspectos de crítica se insiram na compreensão e na ação crítica dos alunos. A ausência destas práticas em contexto de educação profissional pode, por outro lado, contribuir para a perpetuação de uma hegemonia que mantém seus interesses por meio de um professor, uma escola e um aluno não críticos. / The present Ph.D. dissertation aims to investigate, alongside teachers of professional education, the development of criticality from teaching practices that employ tools such as forum and collective text editor. This research is conducted upon four branches: humanism, criticism, professional education, and technological resources. The focus of the first branch lies on the humanistic education. The second branch sheds lights on the different interpretations concerning criticism throughout history. The context of professional education is the point of the third branch. In the fourth branch, technological resources are addressed, with emphasis on tools such as forum and collective text editor. This inquiry is carried out from a qualitative approach based on the research strategy known as case study. Three extension courses in blended mode have been offered with the purpose of data collection. The research sources that have been utilized were interviews and observations of the actions and records related to the subjects participating in the study in the following tools: forum, collective text editor and Word text editor. The exploration shows that the understanding of criticism is a construction involving three aspects: political sense, judgment function, and analysis, questioning and reflection. When it comes to the awareness of criticism, theses aspects had already been conceived by the subjects to certain degrees and forms. Nevertheless, evidence indicates that dialogic teaching practices may have contributed to the insertion of new elements. Regarding an alignment with hegemonic and counter-hegemonic conceptions, the data reveal three different possibilities: teachers who have traits of one and other conception; teachers whose discourse is more aligned to the hegemonic conception; and teachers whose discourse is more aligned to the counter-hegemonic conception. This study demonstrates that the competency model and the utilitarian perspective of professional teaching are naturalized. In other words, they are accepted and not questioned, optimizing the force and presence of the hegemonic conception towards education. The data also confirm the dialogic character of the previously mentioned tools, forum and collective text editor, and signal that they may be utilized for different purposes and on diverse moments of the teaching practices due to their various features. This research remarks that criticality is developed as the elements/aspects composing an understanding of criticism are included in the comprehension and actions of the subjects until criticism transforms reality. Thus, the fact that there is no evidence of an introductory phase of criticalization may suggest that criticality can be developed in different contexts, including the educational framework, but not only this one. In terms of the present study, given pedagogical purposes, dialogic teaching practices that employ forum and collective text editor may enable criticism aspects to be inserted in the comprehension and critical action of students. The absence of such practices in a professional education context might, on the other hand, strengthen the perpetuation of a hegemony that keeps its interests by means of noncritical teachers, schools and students.

Despite the advances of humanistic concepts in business research and practice, and the paradigmatic shift from economicism to humanism, existing leadership theory is insufficiently suited to provide solutions for a new humanistic economy as it adheres to an evidently non-humanistic logic. Therefore, this study first provides an overview of humanistic advances in business, as it aims at building a comprehensive leadership theory that is grounded in humanism. Our notion and definition of humanistic leadership is then contrasted against conventional leadership theo-ries to illustrate how they are concerned with the human person and how they oppose fundamen-tal humanistic leadership principles. Through abductively researching an in-depth case study of a firm with a humanistic organizational culture, we gather an understanding of how humanistic leadership works. By applying a summarizing qualitative content analysis, we identify the themes, dimensions and peculiarities of humanistic leadership. Finally, we provide a graphical model of humanistic leadership, which interconnects these themes and illustrates how humanistic leaders exercise self-leadership, how they approach and interact with employees, how they arrange the organizational environment, and that they are ultimately aiming for enabling employees’ self-leadership and fostering human evolvement. Hence, this study contributes to the research fields of humanism in business and leadership and offers vast possibilities for future research to further investigate how leaders can lead in a humanistic manner.

With this dissertation, firstly, I address the issue of Friedrich Nietzsche’s (1844-1900) so-called ‘immoralism’. When he calls himself an ‘immoralist’ and even ‘the first immoralist’ (EH Destiny 2), he seems to be the first philosopher to consider morality as something negative, something we had better got rid of. Yet, he favours ‘noble morality’ and ‘higher moralities’ which he insists ought to be possible (BGE 202). I shall interpret Nietzsche’s explicit claim of ‘immoralism’ and his ‘campaign against morality’ as a rejection of a particular kind of morality ¾ Christian morality ‘that has become prevalent and predominant as morality itself’ (EH Destiny 4). His ‘immoralism’ does not reject the idea of an ethical life. Nietzsche favours a ‘supra-moral’ version of life (GM II 2&BGE 257). The move from a moral to a supra-moral orientation to life implies a kind of self-overcoming, a process which has both a ‘negative’ (‘destructive’) and a ‘positive’ (‘productive’) side. Firstly, I shall give an account of the ‘negative’ side, which involves Nietzsche’s genealogical critique of morality. In his Genealogy, Nietzsche criticizes the man of ressentiment, the metaphysical two-worlds distinction: ‘true world’ and ‘apparent world’, and the ascetic ideal of the will to truth, which he considers as a will to nothingness (GM III 28). His notion of perspectivism advocates a plurality of values and perspectives as opposed to any notion of an absolute truth. Then, I shall look into his ‘positive’ ethic, as exemplified in the figures of Zarathustra and the Übermensch, and the paradox of the Übermenschas ‘the annihilator of morality’ (EH Books 1) and as ‘the designation of a type of supreme achievement’ (EH Books 1). By proclaiming a process of ‘self-overcoming of morality’ (BGE 32), I believe that Nietzsche proposes an experimental morality in order to improve mankind. He considers morality as a pose, as progress (BGE 216), and ‘mere symptomatology’ (TI ‘Improvers’ of Mankind 1). Morality is the effect, or symptom of a continuous improvement within an individual. Nietzsche seeks to make us become aware of our continuous self-improvement, that we should invent our own virtue (A 11) in order to become what we are. Nietzsche envisions the possibility of evolving a magnanimous and courageous human type who is capable of giving style to his character (GS 290), the supreme human achievement ¾ the Übermensch. His idea of the Übermensch implies a never-ending struggle for self-perfection and self-fulfilment. There are affinities between Nietzsche’s philosophy and Buddhism, such as emphasizing practice, the recognition of the transient nature of human existence, and an emphasis on impermanence. Buddhist teachings show various feasible ways to attain enlightenment and buddhahood. The path to enlightenment and buddhahood can be shown to share some features with Nietzsche’s process of self-overcoming, which leads to self-transformation and self-perfection. The emphasis on the practice of the spirit of Bodhisattva by Humanistic Buddhism seems to lend itself as complement to Nietzsche’s philosophy, a notion I explore in the concluding chapter of the dissertation. / Dissertation (MA (Philosophy))--University of Pretoria, 2005. / Philosophy / unrestricted

Arts and humanities programming is becoming increasingly incorporated in the medical school, balancing the biomedical paradigm, and nurturing human and emotional qualities and understandings in medical students. Music is often listed among these arts and humanities disciplines; yet there exists an acknowledged gap in the literature pertaining to musical activities and programming in the medical school, despite the prevalence of choirs, a cappella groups, small instrumental ensembles, and musical theatre programs in medical schools. Literature on choirs, musical ensemble, and community music suggests that choral singing can cultivate many of the intra and interpersonal skills that medical humanities programming encourages, such as empathy, cooperation, self-awareness, and human connection. Within the medical humanities, music has been tied to metaphors of “medicine as a performing art” or “the art of listening,” but very little literature exists delving into the actual musical experience of medical students. Drawing from medical humanities, community music, and education theory, and shaped by the metaphor of musical and emotional ‘resonance,’ this phenomenological study explores the relationships between choral singing and medical scholarship. Through semi-structured interviews, the primary goal of this inquiry was to develop in-depth understandings of the experiences of medical students singing as members of a musical community of practice: an extra-curricular medical school choir at a Canadian university. Findings indicate that choir is an informal, non-medical venue where students can engage with their musical identity during medical school; that choral singing can offer a means of stress-relief and creative outlet, mitigating symptoms of student burnout; and that engagement in the choir builds meaningful relationships and a supportive, connected community. Moreover, this study describes the role of music and choral singing in medical humanities and medical education, as well as suggests how involvement in a medical school choir may influence a medical student’s professional identity formation.

The concept of teacher-activism is not new, but activism has generally been framed as human actions or characteristics. This study frames activist practices as non-material affective bodies, defined broadly as something with the power to affect and be affected by other bodies. This power to affect and be affected is what imbues a body with agency. Thus, activist practices are non-material bodies that have agency. The purpose of this study was to explore how the affective bodies of activist practices move across cultures, spaces, and places, and how the practices exert agency as they move. Using multisensory ethnographic methods, this study followed three teacher-activists in their classrooms and at other activist endeavors, in order to sense the effects each teacher’s activist practices had as they exerted their agential powers. Undergirded both by humanist ethnographic methods and post-humanist theories of affect that highlight the ordinary, this study acknowledges the need for the human, even as non-human bodies are the focus. Using an analytical process of rhizomatic mapping the affective forces of the activist practices, this study explored what the practices do to and for each teacher-activist. Information sources for this mapping process included ethnographic fieldnotes, observations and interviews, writing exercises, and voice memos. The findings of this study suggest that considering affects in teacher education for an activist identity may provide a more expansive definition for who constitutes a teacher-activist, spaces in which activism operates, and what actual activist practices can be. It also suggests that attention to affects may make tangible the intangibles of teaching; specifically, the ways in which students are moved by things that seem inconsequential, such as fleeting emotions, ideas, pedagogies, curricula, and classroom decorations. Methodologically, this study adds to an increasing body of empirical studies that support the notion that humanist and post-humanist methods can coexist, and that the contradictions can open, rather than foreclose, possibilities for thinking about what data can do

Magister Artium - MA / This mini-thesis makes an argument for the significance of a female-dominated hidden tradition of experimental ethnographic writing in British social anthropology. It argues that the women anthropologists who experimented with creative forms of ethnography were doubly marginalised: first as women in an androcentric male canon in British social anthropology and American cultural anthropology, and second as creative writers whose work has been consistently undervalued in sombre scholarly circles. The study proposes that Hilda Beemer Kuper (1911-1995) and Edith Turner (1921-2016) should be regarded as significant in a still unexcavated literary tradition or subgenre with Anglo-American anthropology.

Genius Loci and its Role in Tourism Abstract The aim of this diploma thesis is to explain the issue of genius loci, both generally and in the context of tourism. The methodology lies in the study of available literature. The interest in this theme is an appropriate response to current trends in the focus of the geography of tourism. Other objectives were defined in order to determine the position of genius loci in geographical research and its role in tourism. The diploma thesis is theoretically framed by humanistic geography (the concept of place introduction) and by the geography of tourism (the concept of sustainable development, psychological and sociological aspects of tourism). The case study demonstrates how genius loci is screened in three different types of tourism destinations - in Deštné v Orlických horách, in Litomyšl and in Potštejn - and how is perceived by local residents. Key words: genius loci, tourism, humanistic geography, place, geography of tourism

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This study utilized a correlational research design to investigate the relationships that may exist between teacher empathy, attitudes, and levels of self-efficacy. In particular, the study was designed to (a) determine whether attitudes towards trauma-informed care mediated the relationship between teacher empathy and teacher self-efficacy related to classroom management and (b) uncover what teachers find most challenging in their efforts to support students experiencing trauma. An online survey, completed by 146 American teachers, included items from three established measures: the Empathy Scale for Teachers (Wang et al., 2022); the Underlying Causes of Problem Behaviors and Symptoms subscale of the Attitudes Related to Trauma- Informed Care (ARTIC-35) (Baker et al., 2016); and the Classroom Management subscale of the Teacher Sense of Self-Efficacy scale (Tschannen-Moran & Woolfolk Hoy, 2001). Multiple regression was used to analyze the quantitative data and thematic analysis was used to uncover themes from responses to an open-ended item on the survey. The following six themes emerged from the thematic analysis of descriptions provided by teachers of the biggest challenge they face in their efforts to support students experiencing trauma: The most common response involved difficulty recognizing and responding to trauma. This study found higher levels of teacher empathy to be associated with more positiveteacher attitude towards trauma informed care, as measured by the underlying causes of problem behaviors and symptoms subscale of the ARTIC-35. Additionally, these positive attitudes (consistent with trauma-informed care) were associated with more efficacious feelings in teachers regarding their classroom management. The results indicate that attitude towards trauma-informed care serves as an indirect-only mediator to explain the impact of empathy on level of teacher self-efficacy related to classroom management. Although caution is urged when drawing causal conclusions from correlational studies, the results highlight the potential importance of cultivating teacher empathy so trauma-informed practices can flourish in creating positive, safe classroom environments that increase learning opportunities for all students while possibly reducing departures from the teaching profession.

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