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Die Psalmboek 2003 as kommunikasiemiddel in die liturgie van die erediens in die Gereformeerde Kerke in Suid-Afrika : 'n himnologiese studie / J.H. van RooyVan Rooy, Jacoba Hendrika January 2008 (has links)
During services of the Reformed Churches of South Africa (RCSA), certain psalms and Biblical hymns are used frequently, while others are almost never used. The objective of this study is to determine how the Psalter of 2003 can be used optimally. The model of Zerfass is used for the investigation. The final results of the study are presented in the form of a model that can enrich the optimal use of the Psalter 2003 as means of communication in the liturgy of the RCSA.
In Chapters 2 and 3, a basic-theoretical investigation is conducted, with reference to perspectives from Scripture and history. The investigation reveals that music and songs had already played an important role in the church of the Old Testament, and that the Psalms had had a significant influence on the liturgy and the faith. In the New Testament, new hymns are found that supplement those from the Old Testament. The form in which these hymns were composed, was closely connected to the context whence these songs arose. The communication that a hymn effects, is achieved jointly by word and music, in the church of the New Testament and subsequently. Since the Reformation, a degree of separation arose between the songs used in the church and outside, but mutual influences are observed.
In Chapters 4 and 5, attention is paid to metatheoretical perspectives, first in communication science, then in hymnology. It is in their singing that the congregation participates in the worship of a church service. Such singing is indeed the basic form of participation, which promotes communication among members of the congregation. In judging a metrical version of a Psalm, attention should especially be paid to the content, style of the text and the melody.
In the empirical investigation, qualitative and quantitative methods are used. The investigation proceeds in three phases. In the first phase, information is obtained about the hymns that were sung in a number of congregations in the course of a year. In the second phase, a questionnaire was set and sent to ministers, organists and members of congregations. In the final phase, interviews were conducted with ministers and organists from five congregations.
The data show that the hymn occupies an important place in the liturgy. However, the investigation reveals that this point of departure is not fully realised in practice, and some shortcomings are identified. In particular, there is a need for extension of the hymnody, especially by hymns from the New Testament.
In Chapter 7, an indication is given of the factors that constrain the optimal use of the Psalter 2003 as means of worship in the church service. The most important problems are:
• the incomplete utilisation of the full collection of hymns in the Psalter,
• the underuse of the 2001 metrical version,
• the repeated use of a small subset of hymns,
• problems with the melodies and liturgical usefulness,
• limitations in the training of ministers and organists,
• resistance to the 2001 metrical version,
• a lack of proper programmes to practice the new hymns, and
• inadequate support and encouragement by church councils in respect of improving the skills of organists.
In view of these problems, a model is proposed, which identifies the relationships among the role players / elements necessary to promote worshipping through singing:
• the users of the Psalter 2001, viz. Ministers, organists and members of the congregations, together with the role of the church council,
• the Psalter 2003 as hymn book, and
• the possible extension of the current corpus of hymns. / Thesis (Ph.D. (Liturgics))--North-West University, Potchefstroom Campus, 2009.
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Die Psalmboek 2003 as kommunikasiemiddel in die liturgie van die erediens in die Gereformeerde Kerke in Suid-Afrika : 'n himnologiese studie / J.H. van RooyVan Rooy, Jacoba Hendrika January 2008 (has links)
During services of the Reformed Churches of South Africa (RCSA), certain psalms and Biblical hymns are used frequently, while others are almost never used. The objective of this study is to determine how the Psalter of 2003 can be used optimally. The model of Zerfass is used for the investigation. The final results of the study are presented in the form of a model that can enrich the optimal use of the Psalter 2003 as means of communication in the liturgy of the RCSA.
In Chapters 2 and 3, a basic-theoretical investigation is conducted, with reference to perspectives from Scripture and history. The investigation reveals that music and songs had already played an important role in the church of the Old Testament, and that the Psalms had had a significant influence on the liturgy and the faith. In the New Testament, new hymns are found that supplement those from the Old Testament. The form in which these hymns were composed, was closely connected to the context whence these songs arose. The communication that a hymn effects, is achieved jointly by word and music, in the church of the New Testament and subsequently. Since the Reformation, a degree of separation arose between the songs used in the church and outside, but mutual influences are observed.
In Chapters 4 and 5, attention is paid to metatheoretical perspectives, first in communication science, then in hymnology. It is in their singing that the congregation participates in the worship of a church service. Such singing is indeed the basic form of participation, which promotes communication among members of the congregation. In judging a metrical version of a Psalm, attention should especially be paid to the content, style of the text and the melody.
In the empirical investigation, qualitative and quantitative methods are used. The investigation proceeds in three phases. In the first phase, information is obtained about the hymns that were sung in a number of congregations in the course of a year. In the second phase, a questionnaire was set and sent to ministers, organists and members of congregations. In the final phase, interviews were conducted with ministers and organists from five congregations.
The data show that the hymn occupies an important place in the liturgy. However, the investigation reveals that this point of departure is not fully realised in practice, and some shortcomings are identified. In particular, there is a need for extension of the hymnody, especially by hymns from the New Testament.
In Chapter 7, an indication is given of the factors that constrain the optimal use of the Psalter 2003 as means of worship in the church service. The most important problems are:
• the incomplete utilisation of the full collection of hymns in the Psalter,
• the underuse of the 2001 metrical version,
• the repeated use of a small subset of hymns,
• problems with the melodies and liturgical usefulness,
• limitations in the training of ministers and organists,
• resistance to the 2001 metrical version,
• a lack of proper programmes to practice the new hymns, and
• inadequate support and encouragement by church councils in respect of improving the skills of organists.
In view of these problems, a model is proposed, which identifies the relationships among the role players / elements necessary to promote worshipping through singing:
• the users of the Psalter 2001, viz. Ministers, organists and members of the congregations, together with the role of the church council,
• the Psalter 2003 as hymn book, and
• the possible extension of the current corpus of hymns. / Thesis (Ph.D. (Liturgics))--North-West University, Potchefstroom Campus, 2009.
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EXTERNAL PUBLIC PIANO EXAMINATIONS IN MALAYSIA: SOCIAL AND SYMBOLIC SIGNIFICANCERoss, Valerie, kimg@deakin.edu.au 3 October 2002 (has links)
The thesis investigated the social and symbolic significance of acquiring a 'music education' through the taking of piano tuition and external public music examinations. It aimed to discover why the learning of the piano and the certification of musical attainment are so prevalent and revered among Malaysian music students. Its purpose was to unravel the socio-cultural raison d'etre of this approach to music education through the creation of a metatheoretical schema, which is premised upon the theories of symbolic interactionist, George Herbert Mead, music analyst, Heinrich Schenker and social theorist, George Ritzer.
Central to the argument in this instance is the symbolic significance associated with the act of playing the piano. The investigation attempted to determine if this 'act' conveyed a symbolic meaning that is peculiar to a specific cultural vista. It further examined the degree to which this practice represented both a validation and a sense of conformity to social norms in the continuity and stability of an expanding middle class society in Malaysia.
The Associated Board of the Royal Schools of Music (ABRSM) is the largest of the five main external public music examination boards that operate in Malaysia. Since 1948, over one million candidates have enrolled for ABRSM examinations in Malaysia and a team of approximately thirty ABRSM examiners visit Malaysia for three months every year. The majority of the candidates are pianists. Given such large numbers of piano candidates, one might expect a healthy development of musical talent in the country with aspiring pianists eager to demonstrate their musical prowess. However, this does not seem to be the case. On the contrary, there appears to be a curious lacuna between the growing number of students who enrol for external public music examinations and the seemingly lack of interest in public music making and the honing of general musicianship skills. The thesis hence examined the symbolic meaning of this socio-rausicological phenomena.
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External public piano examinations in Malaysia: Social and symbolic significance.Ross, Valerie, mikewood@deakin.edu.au January 2002 (has links)
The thesis investigated the social and symbolic significance of acquiring a 'music education' through the taking of piano tuition and external public music examinations. It aimed to discover why the learning of the piano and the certification of musical attainment are so prevalent and revered among Malaysian music students. Its purpose was to unravel the socio-cultural raison d'etre of this approach to music education through the creation of a metatheoretical schema, which is premised upon the theories of symbolic interactionist, George Herbert Mead, music analyst, Heinrich Schenker and social theorist, George Ritzer. Central to the argument in this instance is the symbolic significance associated with the act of playing the piano. The investigation attempted to determine if this 'act' conveyed a symbolic meaning that is peculiar to a specific cultural vista. It further examined the degree to which this practice represented both a validation and a sense of conformity to social norms in the continuity and stability of an expanding middle class society in Malaysia. The Associated Board of the Royal Schools of Music (ABRSM) is the largest of the five main external public music examination boards that operate in Malaysia. Since 1948, over one million candidates have enrolled for ABRSM examinations in Malaysia and a team of approximately thirty ABRSM examiners visit Malaysia for three months every year. The majority of the candidates are pianists. Given such large numbers of piano candidates, one might expect a healthy development of musical talent in the country with aspiring pianists eager to demonstrate their musical prowess. However, this does not seem to be the case. On the contrary, there appears to be a curious lacuna between the growing number of students who enrol for external public music examinations and the seemingly lack of interest in public music making and the honing of general musicianship skills. The thesis hence examined the symbolic meaning of this socio-musicological phenomena.
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Welche Kompetenz hat Wissenschaftsphilosophie? / What is the Competence of Philosophy of Science?Herrmann, Kay 21 May 2012 (has links) (PDF)
Many prominent scientists have pointed out that philosophy is of no benefit to science. Stephen Hawking asserts: Philosophy is dead!
Sciences use conceptions like natural laws, matter, nature, theories, etc. But science is also confronted with questions such as: "What is a natural law?" "What is nature?" "What is matter?" and "What is a scientific theory?" These (metatheoretical) questions exceed the sphere of competence of science – they are items of the philosophy of science. Philosophy of science is a metatheory of science. The Philosophy of science overlaps epistemology, ontology, and metaphysics by exploring whether scientific results are true, or whether entities like quarks or electrons really exist. More detailed investigations bring various questions into consideration such as: "How do we define the boundaries between different scientific disciplines?" "Is there a relation between the beauty and the truth of a scientific theory?" and "How do we distinguish between science and pseudoscience?" Additionally, the philosophy of science is concerned with ethical problems of modern technology, with the methodological questions, with the reconstruction of the structure and the development of scientific theories, and with revealing of any indoctrination of science.
The optimistic conclusion of this paper is: Philosophy is still alive – but the philosopher has to participate in round-table discussions with scientists. We just want philosophers talking to scientists!
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Welche Kompetenz hat Wissenschaftsphilosophie? / What is the Competence of Philosophy of Science?Herrmann, Kay 24 October 2012 (has links) (PDF)
Many prominent scientists have pointed out that philosophy is of no benefit to science. Stephen Hawking asserts: Philosophy is dead!
Sciences use conceptions like natural laws, matter, nature, theories, etc. But science is also confronted with questions such as: "What is a natural law?" "What is nature?" "What is matter?" and "What is a scientific theory?" These (metatheoretical) questions exceed the sphere of competence of science – they are items of the philosophy of science. Philosophy of science is a metatheory of science. The Philosophy of science overlaps epistemology, ontology, and metaphysics by exploring whether scientific results are true, or whether entities like quarks or electrons really exist. More detailed investigations bring various questions into consideration such as: "How do we define the boundaries between different scientific disciplines?" "Is there a relation between the beauty and the truth of a scientific theory?" and "How do we distinguish between science and pseudoscience?" Additionally, the philosophy of science is concerned with ethical problems of modern technology, with the methodological questions, with the reconstruction of the structure and the development of scientific theories, and with revealing of any indoctrination of science.
The optimistic conclusion of this paper is: Philosophy is still alive – but the philosopher has to participate in round-table discussions with scientists. We just want philosophers talking to scientists!
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The development of working relationships between indigenous and expatriate teachers : a case studyBrown, Byron Alditon 01 January 2002 (has links)
The education reform efforts in Botswana have focused predominantly on teacher
preparation, recruitment and compensation. Recruitment efforts have resulted in a
significant number of expatriates working with indigenous teachers in many schools.
However, as the schools are currently upgraded and restructured, the quality of the
working relationships forged between indigenous and expatriate teachers represents one
vital aspect in the reform effort that has gone almost unattended. Many teachers have
become dissatisfied and concerned about these relationships, despite compensation and
preparation. A decisive first step in attending to these relationships lies in understanding
how they develop. The aim of this exploratory study was to identify and describe factors
related to the development of working relationships between indigenous and expatriate
teachers and illustrate how those factors contribute to the development of these
relationships. The study employed a micropolitical perspective and through
phenomenological interviews, observation and document analysis, indicated that cultural
differences in language and communication, regard for time, handling of student
discipline, work ethics and professionalism along with ambiguity and uncertainty,
professional and interpersonal obligations, indigenous to expatriate teacher ratio and the
interplay of micropolitics are related to the development of these relationships. Results,
however, are specific to one school context and should not be generalized. The study
recommends management strategies such as provision of programmes for cultural
exchange, communication mode standardization, a dean of discipline system, faculty
building and further research to redress the situation. / Further Teacher Education / M.Ed.
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The development of working relationships between indigenous and expatriate teachers : a case studyBrown, Byron Alditon 01 January 2002 (has links)
The education reform efforts in Botswana have focused predominantly on teacher
preparation, recruitment and compensation. Recruitment efforts have resulted in a
significant number of expatriates working with indigenous teachers in many schools.
However, as the schools are currently upgraded and restructured, the quality of the
working relationships forged between indigenous and expatriate teachers represents one
vital aspect in the reform effort that has gone almost unattended. Many teachers have
become dissatisfied and concerned about these relationships, despite compensation and
preparation. A decisive first step in attending to these relationships lies in understanding
how they develop. The aim of this exploratory study was to identify and describe factors
related to the development of working relationships between indigenous and expatriate
teachers and illustrate how those factors contribute to the development of these
relationships. The study employed a micropolitical perspective and through
phenomenological interviews, observation and document analysis, indicated that cultural
differences in language and communication, regard for time, handling of student
discipline, work ethics and professionalism along with ambiguity and uncertainty,
professional and interpersonal obligations, indigenous to expatriate teacher ratio and the
interplay of micropolitics are related to the development of these relationships. Results,
however, are specific to one school context and should not be generalized. The study
recommends management strategies such as provision of programmes for cultural
exchange, communication mode standardization, a dean of discipline system, faculty
building and further research to redress the situation. / Further Teacher Education / M.Ed.
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The resilience of children of HIV positive mothers with regard to the mother-child relationshipVan Dullemen, Ineke 11 October 2010 (has links)
The purpose of this study was to explore and describe themes of resilience in the expressions and behaviours of six-year-old children with regard to the mother-child relationship, where the mothers are infected with HIV&AIDS. Themes of resilience were investigated within the framework of positive psychology. A study of limited scope was conducted from a phenomenological paradigm. I followed a mixed method methodological paradigm based on a case study design. I purposefully selected eleven six-year-old participants whose mothers are infected with HIV&AIDS from a five-year randomised control trail study (Kgolo Mmogo). Qualitative data collection methods included the transcriptions of structured baseline interviews relating to the Kinaesthetic Family Drawing (KFD), as well as the KFD per se. I utilised the scores from the Vineland Adaptive Behavior Scale (Vineland) as uantitative data collection strategy. The transcriptions were analysed by means of an inductive thematic analysis. For the analysis of the KFD I developed and piloted a framework of analysis. The raw scores from the Vineland were compared with the appropriate age norms and compared with themes of resilience identified from the KFD as well as the transcripts of the interviews. I identified both internal and external resources of resilience. The findings of my study illustrate the presence of themes of resilience as well as non-resilience within the participants and the mother-child relationships. More factors of resilience (protective factors) than non-resilience (risk factors) were identified. Secondly, it seems possible to use the KFD with the Vineland when exploring resilience as insights from both mother and child participants are measured. The integrated results from the different data sources indicate that although the results of the KFD and the transcriptions did not correlate with the results obtained from the Vineland, the results from the different data sources supplement one another. The use of the KFD as a measure to generate data related to resilience made it possible to evaluate adaptation and resilience in a specific cultural context unlike the Vineland. The results from the data sources indicate resilience and/or non-resilience in the mother-child relationship in terms of three categories namely, protective factors (Expressive Language Skills, Interpersonal Relationships and Play and Leisure Time), risk factors (Coping Skills and Gross Motor Skills) and a balance between protective and risk factors (Receptive Language, Daily Living Skills, personal and domestic, as well as Fine Motor Skills). It is feasible to use the KFD as a measure to identify themes of resilience and non-resilience when the drawing is accompanied by an interview. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted
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Welche Kompetenz hat Wissenschaftsphilosophie?Herrmann, Kay January 2012 (has links)
Many prominent scientists have pointed out that philosophy is of no benefit to science. Stephen Hawking asserts: Philosophy is dead!
Sciences use conceptions like natural laws, matter, nature, theories, etc. But science is also confronted with questions such as: "What is a natural law?" "What is nature?" "What is matter?" and "What is a scientific theory?" These (metatheoretical) questions exceed the sphere of competence of science – they are items of the philosophy of science. Philosophy of science is a metatheory of science. The Philosophy of science overlaps epistemology, ontology, and metaphysics by exploring whether scientific results are true, or whether entities like quarks or electrons really exist. More detailed investigations bring various questions into consideration such as: "How do we define the boundaries between different scientific disciplines?" "Is there a relation between the beauty and the truth of a scientific theory?" and "How do we distinguish between science and pseudoscience?" Additionally, the philosophy of science is concerned with ethical problems of modern technology, with the methodological questions, with the reconstruction of the structure and the development of scientific theories, and with revealing of any indoctrination of science.
The optimistic conclusion of this paper is: Philosophy is still alive – but the philosopher has to participate in round-table discussions with scientists. We just want philosophers talking to scientists!:I. Über die Kompetenz und Inkompetenz von Philosophie 09
II. Philosophie und Wissenschaft 12
III. Philosophische Rückverweise in den Naturwissenschaften 15
IV. Kompass wissenschaftsphilosophischer Kompetenz 26
01. Ontologische Kompetenz 28
02. Epistemologische Kompetenz 28
03. (Meta-)Methodenkompetenz 29
04. Kompetenz der logisch-begrifflichen Analysen 30
05. Metaphysische Kompetenz 30
06. Begründungskompetenz 31
07. Kompetenz der philosophisch motivierten Antizipation 33
08. Rekonstruktionskompetenz (historisch und systematisch) 34
09. Die Abgrenzungskompetenz 38
10. Grenzziehungskompetenz 38
11. Antinomien- und Krisenmanagement-Kompetenz 39
12. Kooperationskompetenz 42
13. Ethische Kompetenz 42
14. Deideologisierungskompetenz 45
15. Ästhetische Kompetenz 46
16. Inkompetenzdestruktionskompetenz 51
Ausblick 53
Abkürzungen 55
Literatur 55
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