Philosophiae Doctor - PhD / A political arrangement is an arrangement for persons. Political arrangements are assessed in terms of the extent to which they manage the affairs of persons, which includes protecting their interests and entitlements. Political arrangements which are unable to protect the interests of its citizens, or a group of citizens, are deemed unacceptable, and where appropriate, alternative arrangements which do protect the interests and entitlements of its citizens are sought. In this thesis I argue that the political arrangement of John Rawls is unable to protect the interests and entitlements of the severely cognitively disabled who are regarded as full citizens by advanced political arrangements in the world today. I argue that it is the contract nature and conception of the person in Rawls’s system which excludes the severely cognitively disabled. This exclusion goes against our widely-held intuitions about the rights and entitlements of the severely cognitively disabled. I look to the Person Life View of Marya Schechtman, a conception of the person that includes the severely cognitively disabled, to see if a conception of the person that includes the severely cognitively disabled is able to solve the gap in Rawls’s system. I argue that it is not able to do so. I then propose a new way of approaching questions of personhood and appeal to the Aristotelian conception of the soul as the basis, arguing that membership of a type of organism typically considered a person is enough to be a complete member of that type and therefore a person.

Observations show that antagonising and depressing relationships among individuals and communities are being experienced. In this regard, against the background of a cursory description of the Hindu life-view, the research examines a Hindu perspective on the pedagogic significance of the relationship structure by means of the phenomenological, exemplaric and historical methods. Since man is always in a situation in the world, which influences his being in the world, an attempt to analyse features of modern society in order to establish their effect on the actualisation of authentic Hindu relationships has been undertaken. Examples of these features are materialism; narcissism and hedonism; egalitarianism and globalism; technocracy; secularism and nihilism; violence and also pessimism. In order to properly understand the Hindu life-view and its relevance with regard to the child's authentic relationships, the relationship between the child and significant others, such as parents, family/relatives, other fellow human beings, educator/teacher, community, himself, objects and God, is presented from a Hindu perspective. An analysis of these relationships reveals that a pedagogic relationship structure can be identified. Relevant components of this structure, such as communication, understanding, trust, authority and religiosity are explained from a Hindu perspective. The thesis demonstrates that authentic (Hindu) relationships make it possible to determine sound education principles. In fact, it is demonstrated that authentic relationships and sound education principles are but two sides of the same coin. As such the vital role, which authentic relationship(s) plays with regard to the actualisation of education principles, is discussed from a Hindu perspective. In concluding the study, several recommendations are made. In the final analysis, it is suggested that poor and meaningless relationships can to a certain extent be seen as a response to disregard particular life-views and focus on the promotion of a global society. Sound relationships, on the other hand, can only be established and maintained by identifying norms and values in a world which has contradictory and confusing values. This means that adults and children ought to obey the demands of their life-view, especially because the relationship structure becomes pedagogically significant in terms of a particular life-view. / Educational Studies / D. Ed. (Philosophy of Education)

Observations show that antagonising and depressing relationships among individuals and communities are being experienced. In this regard, against the background of a cursory description of the Hindu life-view, the research examines a Hindu perspective on the pedagogic significance of the relationship structure by means of the phenomenological, exemplaric and historical methods. Since man is always in a situation in the world, which influences his being in the world, an attempt to analyse features of modern society in order to establish their effect on the actualisation of authentic Hindu relationships has been undertaken. Examples of these features are materialism; narcissism and hedonism; egalitarianism and globalism; technocracy; secularism and nihilism; violence and also pessimism. In order to properly understand the Hindu life-view and its relevance with regard to the child's authentic relationships, the relationship between the child and significant others, such as parents, family/relatives, other fellow human beings, educator/teacher, community, himself, objects and God, is presented from a Hindu perspective. An analysis of these relationships reveals that a pedagogic relationship structure can be identified. Relevant components of this structure, such as communication, understanding, trust, authority and religiosity are explained from a Hindu perspective. The thesis demonstrates that authentic (Hindu) relationships make it possible to determine sound education principles. In fact, it is demonstrated that authentic relationships and sound education principles are but two sides of the same coin. As such the vital role, which authentic relationship(s) plays with regard to the actualisation of education principles, is discussed from a Hindu perspective. In concluding the study, several recommendations are made. In the final analysis, it is suggested that poor and meaningless relationships can to a certain extent be seen as a response to disregard particular life-views and focus on the promotion of a global society. Sound relationships, on the other hand, can only be established and maintained by identifying norms and values in a world which has contradictory and confusing values. This means that adults and children ought to obey the demands of their life-view, especially because the relationship structure becomes pedagogically significant in terms of a particular life-view. / Educational Studies / D. Ed. (Philosophy of Education)

This thesis studies the optimization of diagnosis defects of the photovoltaic cells in the darkroom by the help of new operating software for the used CCD camera. First the present situation and the possible solutions are analyzed. Then the attention is paid to the theory of light-sensitive CCD sensors, their construction, their principles of operation and the theory of scanning images. The thesis also focuses on the analysis of the function of the operating libraries which were provided by the equipment producer. The key part is the development of the application for the camera G2-3200 of the "Moravske pristroje" company which significantly accelerates the work with the camera in the darkroom.

The thesis contributes to the research field of education, or more specific to the field of religious education. The aim of the thesis is to interpret how young adults of today describe and understand their lives, with a specific focus on existential themes, and furthermore, to develop useful concepts that can help us understand individual meaning-making in a social and cultural context. The meaning-making of young people and how they explore and develop their understanding is, in the thesis, seen both as an individual process and at the same time something socially shared. The theoretical understanding of the social context takes its point of departure in Berger and Luckmann’s theory about the social construction of reality. The methodological approach is empirical and the study is based on 21 deep-interviews with men and women between 19-29 years old. Their statements are analyzed using a hermeneutic - interpretive method. The thesis gives a picture of the young adults’ understanding of death and the meaning of life. But the study also addresses vital existential themes for the young adults around the questions: who am I, what do I want to choose and where am I heading. Still another important theme is insecurity. One important contribution of the thesis is the development of new concepts that describe the young adults’ understanding of their lives, in terms of personal and shared configurations. In the material I have seen three different kinds of shared configurations and I speak of those in terms of: life-views, taken for granted perspectives and institutions. The dynamics that the personal configurations give examples of can be understood both in light of the shared configurations but also in light of the personal agency that the young adults show signs of.

Francis Schaeffer presented a Christian world and life-view encompassing the totality of reality as an alternative to a fragmented view of reality. Refinements of dualism are examined from within a theological context giving substance to his understanding of modern world and life-view trends. Dualisms may be traced from the dawn of history of religion. It was Thomas Aquinas who profoundly influenced Western thought into a secular compartment through a synthesis of Christian dogma with Aristotelian presuppositions. The reign of the sacred diminished and a predominantly secular pathway may be traced through disciplines such as philosophy, arts, science and theology. This dissertation suggests that a dualistic analysis of reality is limited in its application. A model is suggested which traces all of reality to its ultimate source, God. The Fall brought about a dialectic which is found within the totality of a Christian world and life-view. / Philosophy, Practical & Sytematic Theology / M. Th. (Systematic Theology.

Francis Schaeffer presented a Christian world and life-view encompassing the totality of reality as an alternative to a fragmented view of reality. Refinements of dualism are examined from within a theological context giving substance to his understanding of modern world and life-view trends. Dualisms may be traced from the dawn of history of religion. It was Thomas Aquinas who profoundly influenced Western thought into a secular compartment through a synthesis of Christian dogma with Aristotelian presuppositions. The reign of the sacred diminished and a predominantly secular pathway may be traced through disciplines such as philosophy, arts, science and theology. This dissertation suggests that a dualistic analysis of reality is limited in its application. A model is suggested which traces all of reality to its ultimate source, God. The Fall brought about a dialectic which is found within the totality of a Christian world and life-view. / Philosophy, Practical and Sytematic Theology / M. Th. (Systematic Theology.

Summaries in English and Afrikaans / Daar is gepoog om 'n omvattende, algemeen geldige maatstaf te vind waarmee enige opvoeding vir outentisiteit geevalueer kan word. Die moontlikheid dat die "essensiestruktuur van behoorlike volwassenewees en van opvoedingsdoel" (ES) hieraan voldoen, is ondersoek. Die genoemde essensiestruktuur (ES) is in 'n modeldiagram CESM) saamgevat. Dit bevat die volgende essensies: 'religiositeit', die 'etiese', 'affektiwiteit', 'liggaamlikheid'. 'nasionaliteit' (insluitende 'kulturaliteit'. 'historisiteit' en die 'politiese'), die 'estetiese'. 'individualiteit'. 'sosialiteit'. die 'ekonomiese'. 'vryheid'. 'gesag'. 'taal' en 'redelikheid'. asook die sewe normbeelde wat 'n substruktuur van die 'etiese' is. 'Religiositeit' is hierargies die mees belangrikste essensie. gevolg deur die 'etiese'. Aldie ander essensies verkeer op 'n derde niveau van belangrikheid. Om outentiek te wees behoort 'n opvoedingseksemplaar aan boge noemde hierargie te voldoen. Elk van die genoemde essensies is verduidelik, asook hulle samehangende verbandhoudendheid binne die ESM. Die harmonie binne hierdie gestruktureerdheid is van deurslaggewende belang vir die begryping van outentisiteit by opvoeding. 'n Evalueringsmetode. bekend as ''essensiestruktuur-analise" (ES-analise). is uit bogenoemde deur die navorser ontwikkel. 'n Uiteensetting van mikro-. meso- en makro ES-analise is oak verstrek. Beskrywings van eksemplare van opvoeding en van aanverwante opvoedingsaangeleenthede word in die lig van die ESM geanaliseer. Hoe meer 'n opvoedingseksemplaar ooreenstem met die ESM hoe nader beweeg dit aan outentisiteit. en omgekeerd. Ter illustrasie van die toepassingsmoontlikhede van ES-analise is die mensbeskouing van C.K. Oberholzer. die kindbeskouing van J.C. Coetzee. die Christelike lewensopvatting, die wereldbeskouing van Albert Schweitzer en die opvoedingsleer van die Klassisisme aan ES-analises onderwerp. Die Christelike lewensopvatting kon as outentiek geevalueer word, terwyl die mensbeskouing van Oberholzer. die kindbeskouing van Coetzee en die wereld beskouing van Schweitzer naby aan outentisiteit beweeg. Die opvoedingsleer van die Klassisisme vertoon heelparty essensie-diskrepansies. Die hipotese, dat ES-analise 'n betroubare evalueringsmaatstaf vir outentieke opvoeding kan wees, is bevestig. Derhalwe kon die aanwending vanESanalise oar 'n wye spektrum aanbeveel word. byvoorbeeld by histories opvoedkundige eksemplare, godsdienslere. skoolstelsels en meegaande kurrikula en by die ontwikkeling van opvoedingsprogramme. Die huidige opvoeding en kon temporere leefwyse kan in die toekoms verbeter word indien ES-analise daadwerklik toegepas sou word. / An effort was made to find a universally valid criterion to evaluate any education for authenticity. The "essence-structure of proper adulthood and of education-aim" (ES) was investigated in this regard. This essence-structure (ES) was condensed in a model diagram (ESM). It includes the fo 11 owing essences: · re 1 i gi ousness · , the · ethi ca 1 ' , · affec tiveness'. 'bodiliness'. 'nationality' ('culturality'. 'historicity' and the 'political'), the 'aesthetical'. 'individuality', 'sociality·. the 'economical'. 'freedom·. 'authority'. 'language' and 'rationality'. as well as the seven norm images - a substructure of the 'ethical'. Hierarchically 'religiousness· is the most important essence. followed by the 'ethical·. All other essences exist on a third 1 eve 1 of importance. To qualify as authentic an exemplar of education ought to comply with the above-mentioned hierarchy. Each of the essences and their interrelatedness within the ESM were discussed. The harmonious co-existence within this structuredness is of paramount importance in understanding educational authenticity. Emanating from the above-mentioned an evaluation method. known as "essence structure-analysis" (ES analysis). was developed. Micro. meso and macro-ESanalysis were also explained. Descriptions of exemplars of education and of educationally related matters are analysed using the ESM as the criterion. The more an exemplar corresponds with the ESM. the more it re sembles authenticity, and vice versa. To demonstrate the application potential of ES analysis C.K. Oberholzer's view of man. J.C. Coetzee's view on childhood. the Christian life-view. Albert Schweitzer's world-view and the educational doctrine of the Classicism were subjected toES analyses. The Christian life-view could be evaluated as authentic. while Oberholzer's view of man. Coetzee's view on childhood and Schweitzer's world-view are resembling authenticity closely. The educational doctrine of the Classicism revealed several essence discre pancies. (viii) The hypothesis. that ES analysis can be a reliable evaluation criterion for authentic education. was confirmed. It could thus be recommended that ESanalysis be implemented over a broad spectrum. for example when studying historico-educational exemplars. doctrines of religion. school systems and curricula and assisting in developing educational programs. The contemporary education and way of life can be ameliorated in the future if ES analysis is applied actively. / Educational Studies / D.Ed. (Philosophy of Education)

<p>The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational Perspective</p><p>The overriding aim of this dissertation is to examine the understanding of life that young people /re/construct, and in this sense learn, in the discursive practices of school, and to describe how such a /re/construction takes place.</p><p>The theoretical frame of the study is a critical theory perspective. Potentially problematic aspects and findings are therefore given priority over good examples. The three main concepts used were generated through the interaction of theory and empirical material. These conceptual tools are: ‘understanding of life’, ‘discursive practice’, and ‘language’. The first concept refers to the young learners’ collectively /re/constructed perceptions of how life works and of what gives life value and meaning. Discursive practice is the concept used for the context and the way in which learning takes shape. Language is an important resource in the shaping of the collective interpretation, negotiation and /re/construction of an understanding of life.</p><p>Two empirical studies are presented, a main study and a complementary one. The main study, which is regionally limited, is a group interview with 51 youths from five schools divided into ten groups. The second is a study of the most frequently used high school Religion textbook, Religion and Life, and the analysis draws on the results from the group interview study.</p><p>The institutional frames, the large-sized schools, and the tasks of school to educate pupils and to differentiate between them, are risk factors that may lead to stereotypical, instrumental, and competitive relationships in education. The group interview study indicates that there are grounds for concern since it shows that victimization works as a teaching tool in the /re/construction of a hegemonic discourse of understanding life. The empirically identified hegemonic discourse of understanding life is termed “Life as adjustment for the benefit of individual competition”. Victimization is shown to be both the cause and effect of this discourse. The hegemonic life discourse also lends contextual legitimacy to victimization. The study of the school textbook suggests that the subject Religion may reinforce such a hegemonic understanding of life if it fails to balance the book’s objective and descriptive accounts of abuse of power.</p>

The Hard Lesson of Life: A Study of /Re/construction of Life in School from a Religious Educational Perspective The overriding aim of this dissertation is to examine the understanding of life that young people /re/construct, and in this sense learn, in the discursive practices of school, and to describe how such a /re/construction takes place. The theoretical frame of the study is a critical theory perspective. Potentially problematic aspects and findings are therefore given priority over good examples. The three main concepts used were generated through the interaction of theory and empirical material. These conceptual tools are: ‘understanding of life’, ‘discursive practice’, and ‘language’. The first concept refers to the young learners’ collectively /re/constructed perceptions of how life works and of what gives life value and meaning. Discursive practice is the concept used for the context and the way in which learning takes shape. Language is an important resource in the shaping of the collective interpretation, negotiation and /re/construction of an understanding of life. Two empirical studies are presented, a main study and a complementary one. The main study, which is regionally limited, is a group interview with 51 youths from five schools divided into ten groups. The second is a study of the most frequently used high school Religion textbook, Religion and Life, and the analysis draws on the results from the group interview study. The institutional frames, the large-sized schools, and the tasks of school to educate pupils and to differentiate between them, are risk factors that may lead to stereotypical, instrumental, and competitive relationships in education. The group interview study indicates that there are grounds for concern since it shows that victimization works as a teaching tool in the /re/construction of a hegemonic discourse of understanding life. The empirically identified hegemonic discourse of understanding life is termed “Life as adjustment for the benefit of individual competition”. Victimization is shown to be both the cause and effect of this discourse. The hegemonic life discourse also lends contextual legitimacy to victimization. The study of the school textbook suggests that the subject Religion may reinforce such a hegemonic understanding of life if it fails to balance the book’s objective and descriptive accounts of abuse of power.