Congruent with the second wave of feminism and continuing into the 1990s, a group of feminist compositionists felt that argument should not have a major, if any, place in the feminist classroom and began to redefine, revision, and reposition argument. With a rhetorician’s bias, this report looks at one articulation of why they turned away from argument—Sally Miller Gearhart’s claim that “any intent to persuade is an act of violence”—, what they turned to, some critique surrounding their approaches and theories, and how a broader understanding of rhetoric and the role of agonism in rhetoric and education can add depth to the feminist approach. / text

Friendship and hedonism are both major components of Epicureanism. I attempt to relieve the tension that seems to follow from endorsing both of these. I argue that Epicurean friendships require valuing a friend’s well-being in the same way as one’s own and that embarking on such friendships is what David Schmidtz terms a maieutic end – one that is achieved by taking on a new set of ends. This conception fits with other-regarding concern that is espoused throughout the Epicurean texts discussing friendship and, as I argue, remains consistent with other psychological and ethical commitments of Epicureanism.

Friendship and hedonism are both major components of Epicureanism. I attempt to relieve the tension that seems to follow from endorsing both of these. I argue that Epicurean friendships require valuing a friend’s well-being in the same way as one’s own and that embarking on such friendships is what David Schmidtz terms a maieutic end – one that is achieved by taking on a new set of ends. This conception fits with other-regarding concern that is espoused throughout the Epicurean texts discussing friendship and, as I argue, remains consistent with other psychological and ethical commitments of Epicureanism.

Mamelodi is a multi-cultural township located 20kms east of the Tshwane city centre. It is a vibrant and complex place, alive with opportunity, diversity, talent and creativity. It is also however, afflicted by many problems, especially those of a social and economic nature, like unemployment, poverty, poor living conditions, and so on. Mamelodi therefore, is a place where the implementation of appropriate design could make a real difference in the lives of its inhabitants. The University of Pretoria Mamelodi campus, due to its prime location and inherent qualities, has the opportunity to contribute significantly to the upliftment and transformation of the people around it, and to become a place of value and pride. It is however, missing this opportunity for a number of reasons: the isolation and segregation of the campus, its anonymity and lack of local identity, as well as the inaccessibility of the campus to local residents. One possible solution would be the full integration of the campus into the surrounding community, thereby enabling the empowerment of people on both a physical and psychological level. Both of these types of empowerment can be achieved through modifications to the University boundaries and the reworking of the open buffer zone into an area of common ground – a transition zone where the University and the community can come together and be of value to one another. There are two levels of value – quantitative, which can be achieved through the implementation of a cultivated landscape, and qualitative, which is made possible through the creation of a maieutic landscape. In order to achieve a continuous, integrated urban fabric, this study primarily investigates the creation of a large-scale framework design that considers the site in its entirety. The organising element in this regard was the existing storm water system which was also regarded as a missed opportunity. The study then progresses to a more detailed level in an area which was deemed to possess challenging and diverse options. The space chosen is located at the entrance to the UP Mamelodi campus library, in the transition zone between University and community, where it functions as a public square. Both the principles of integration and maieusis were applied here in a bid to create an empowering landscape that is immersed in its context, that is accessible, and that is therefore used and appreciated by many. / Dissertation (ML(Prof))--University of Pretoria, 2008. / Architecture / unrestricted

Made available in DSpace on 2016-04-25T19:20:27Z (GMT). No. of bitstreams: 1 Dionisio Oliveira da Silva.pdf: 1020536 bytes, checksum: 79480eb8bd7272a91b2fcfc61c8cc976 (MD5) Previous issue date: 2013-06-04 / This thesis aims to show that there is a need to overcome old hermeneutic patterns, and renew the Bible reading for the construction of theological dialogue with the modern world, which is relevant given the questions in the day-to-day life for people and communities. The biggest challenges for this are those that involve scientific research, especially in the natural sciences, involving the origin of human life and the universe. We realize that to realize these challenges include the need to respect the theological concern for dialogue beyond the strictly confessional. We conclude that this recovery is necessary, because the world of theological reflection is not unique in terms of culture and science, and is affected like everyone else by the changes. Their own scientific discoveries in the fields of evolutionary biology, genetics affecting seriously the theological construction, not only point to this, as can also be enlightening, facilitators of a new knowledge of God's action in creating and building a theology to legitimize the context in question. The purpose of the thesis is that the reading of revelation using the category of "historical maieutic" the theologian Andres Torres Queiruga, can offer procedures for theological reflection that promotes dialogue between theology and the natural sciences, from their own science content with the opportunity to benefit the construction of knowledge in both fields / Esta tese procura mostrar que há uma necessidade de se superar velhos esquemas hermenêuticos, e renovar a leitura bíblica para a construção do diálogo da teologia com o mundo moderno, que seja relevante diante das questões colocadas no dia-a-dia pelas pessoas e comunidades. Os maiores desafios para isso são aqueles que envolvem as pesquisas cientificas, especialmente das ciências naturais, envolvendo a origem da vida humana e do universo. Percebemos que para dar conta desses desafios é necessário englobar nos referentes do fazer teológico a preocupação com um diálogo além do estritamente confessional. Concluímos que essa retomada é necessária, porque o mundo da reflexão teológica não é exclusivo em termos culturais e científicos, e é afetado como todos os outros pelas mudanças. Os próprios descobrimentos científicos nas áreas da biologia evolutiva da genética que afetam seriamente a construção teológica não somente sinalizam para isso, como também podem ser iluminadores, facilitadores de um novo conhecimento da ação de Deus na criação e na construção de uma teologia legitima para o contexto em questão. A proposta da tese é que a releitura da revelação utilizando a categoria de maiêutica histórica do teólogo Andrés Torres Queiruga, pode oferecer procedimentos para a reflexão teológica que favorece o diálogo entre a teologia e as ciências naturais, com a possibilidade de beneficiar a construção do saber em ambos os campos

La thèse se situe dans le champ de la didactique professionnelle et concerne la formation initiale des sages-femmes qui s’inscrit depuis 2009 dans le cadre européen appelé processus de Bologne. Une première étude quantitative, descriptive concernant l’utilisation du référentiel métier et compétences a permis de considérer l’orientation que chaque étudiant donne à sa formation en fonction de sa motivation initiale et de son projet professionnel. Le référentiel n’est pas privilégié dans l’organisation de la formation initiale en sciences maïeutiques. Une deuxième étude quantitative, descriptive est conduite auprès des équipes enseignantes et des étudiants sur le contenu des enseignements en formation initiale. Les résultats sont paradoxaux. Si les équipes enseignantes utilisent des moyens pédagogiques innovants, elles se servent de leurs expériences personnelles pour proposer des dispositifs de formation, ce qui ne correspond pas forcément aux prérequis des étudiants en formation initiale ; les étudiants font peu de lien entre les connaissances théoriques et leur activité en stage.Une enquête qualitative est alors conduite par entretiens auprès des étudiants. Elle met en évidence que les étudiants s’inscrivent dans un apprentissage par compétences et dans une démarche réflexive. Ils utilisent certains dispositifs mis en place par les équipes enseignantes. L’encadrement en stage qui n’a pas été réformé avec l’universitarisation de la formation (2011) participe à cette démarche réflexive. La thèse précise les chemins de l’apprentissage des étudiants en formation initiale en sciences maïeutiques. Les étudiants utilisent l’autoévaluation pour se situer en formation. / The research is in the purview of professional didactics and concerned the initial training in Maieutic Sciences, that is, since 2009, in the European framework called Bologna process. A first, quantitative, descriptive study about using of the Referencial of Job and Skills take care of the direction that each student gives his training according to its initial motivation and their professional project. This referencial is not privileged in the organization of initial formation in Maieutic Sciences. A second quantitative study, descriptive is undertaken with the teaching staff and students about the content of teaching in initial formation. The results are paradoxical. If the teaching teams use innovative teaching methods, they use their personal experiences to offer training devices, which does not necessarily correspond to the prerequisites of students in initial formation; the students make little link between theoretical knowledge and training in their internship.A qualitative survey is then conducted by interviews with students. It shows that students enroll in a learning skills, as well as a reflective process. They use certain features created by the teaching staff. The coaching during the internship has not been reformed by the 2011 program participate in this reflection process.The thesis has clarified the ways of student learning in maieutic sciences. The students use self-assessment to lie in formation.