Using person-centred ethnography and narrative analysis, this work provides an account of how 16 same-sex attracted Christian men retrospectively constructed experiences of sexual-moral crisis and healing. The first of its kind to explore such experiences in their entirety and reflect on the relationships between various successes, failures, events, and encounters therein, it outlines a shared narrative structure composed of: 1) early experiences of anomie and difference, 2) the unmaking of self and world with the emergence of same-sex attraction, 3) a phase of personal disintegration and ineffective coping, 4) the quest for new possibilities and engagement with various remedial institutions, 5) personal commitment to particular redressive strategies, 6) experiences of healing; and 7) the call to performance and service in the wake of crisis. The author argues that sexual-moral crisis cannot be solely attributed to religiosity nor resolved through evasive strategies of self-bifurcation and denial. Rather, overcoming this conflict requires a reconstruction of self and world capable of restoring personal integrity and bringing the spiritual, moral, and sexual selves into harmonious alignment. This task is primarily social and entails the appropriation of public symbolic devices – explanatory models, plots, and metaphors - to reconfigure one’s experience of self and world. The author outlines three distinct figures that emerge from this transformative process: the sexual ascetic, the ex-gay man, and the gay survivor. Each is associated with a distinct understanding of self and embodies a unique sexual, moral, social, and spiritual existence. Drawing on theories of reading, the author argues that these divergent approaches reflect four considerations: the persuasiveness of the remedial discourse, its relevance to subjective experience, its socio-political acceptability, and its perceived therapeutic efficacy. Ultimately, participants in all three groups described remarkably similar experiences of healing and characterize their current lives as highly satisfying despite complex experiences of growth, loss, and continued struggle. The work effectively eschews binary approaches to sexual orientation and encourages the reader to recognize a diverse array of sexualities, spiritualties, moralities, and selves present in contemporary North American society. Implications for policy development, ethical debate, and psychological practice are discussed.

Based on sixteen months of anthropological fieldwork with thirteen student organizations on the campus of a large elite university in southern China, this dissertation unravels the complex tensions occurring as students struggle for freedom, moral integrity, and political agency within the educational system of urban China. It documents how aspiring and idealistic young people were disillusioned because of cultural and structural constraints in the university environment and in the larger political context. Through participant observation and through recounting students' narratives of their experiences in extra-curricular organizations, augmented by the results of large-scale questionnaires, my dissertation also shows how their efforts to gain new but elusive freedoms were experienced not only as liberating opportunities but also as burdensome responsibilities. My findings further indicate that the pursuit of self-cultivation and individualistic goals among young people in China do not necessarily indicate individualization and consequently atomization and moral apathy, which many China scholars and observers have claimed. Rather, as these students negotiated novel social roles for themselves as moral citizens in post-reform China, they also carved out a new space in between the public and the private for relatively uncensored experimentation in democratic practices and social activism. Individualization in the Chinese society did not result in a total retreat into the private sphere. Rather, it inspired young adults to imagine and actively cultivate alternative moral universes in which small personal actions and relationships take priority. Using a number of methodologies, my dissertation examines the processes of power contestation, moral negotiation, and political subjectivation occurring in the controlled realm of student organizations. It documents how students eventually adopted attitudes of passivity and indifference to mitigate their disappointment, as they came to see their compromises with and manipulations of institutional bureaucracy as a practical necessity external to any consideration of morality. At the same time, displacement of moral agency paved the way for university students' active reinterpretation of moral personhood and their pursuit of a new style of responsible citizenship in post-reform China. / 2017-05-31T00:00:00Z

The thesis deals with the analysis of biblical and mythological elements in the fantastic series The Chronicles of Narnia. The theoretical part focuses on the life of the writer C. S. Lewis and his sources of inspiration that led him to write his work. These include mainly the medieval romance and mythological characters. The second part analyzes and characterizes biblical and mythological elements that have been found in the stories. The thesis focuses on the moral values of the series and its contribution. The conclusion contains a brief summary of biblical and mythological elements, as well as the moral values.

81 p. / Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2012-12-20T20:22:24Z No. of bitstreams: 1 333.pdf: 551455 bytes, checksum: e1551247a62926dece51c00fd3011dbd (MD5) / Made available in DSpace on 2012-12-20T20:22:24Z (GMT). No. of bitstreams: 1 333.pdf: 551455 bytes, checksum: e1551247a62926dece51c00fd3011dbd (MD5) Previous issue date: 2012 / O objetivo geral é compreender como se processa a ética em relação ao sujeito da pesquisa animal na Fiocruz-Bahia, o que se desdobra nos seguintes objetivos específicos: caracterizar ética e verificar a ética na Fiocruz-Bahia. O referencial teórico trata de ética, moral e cultura. Este referencial, associado às normas regulamentadoras da ética do sujeito de pesquisa, resulta em um modelo de análise estruturado pelo conceito de cultura em relação ao sujeito da pesquisa animal, e as dimensões: normas, práticas, consenso e dissenso entre normas e práticas. Os procedimentos metodológicos utilizados são: pesquisa bibliográfica; pesquisa documental e estudo de caso com informações levantadas por meio de observação e de questionários. Foi verificado que as pessoas envolvidas na pesquisa científica são muito conscientes em relação ao uso dos animais e procuram fazer as suas práticas de forma humanitária, demonstrando ter conhecimento suficiente da legislação que trata do assunto, havendo um consenso entre as normas e as práticas. Essas pessoas vêem a prática do uso dos animais na pesquisa como algo que é indispensável para a obtenção de resultados seguros nos experimentos científicos, que geram medicamentos e vacinas para a melhoria da qualidade de vida da sociedade. / Salvador

Through a tour of the streets of San Jose, Costa Rica, and its territories destined for the sex trade by men for men, we have arrived at the National Park, where this research is produced based on a study of the formation of masculinity between sex workers who go that place. In that sense, we inspired ourselves from the theoretical contributions that come from several aspects of post-structuralism besides theories of gender and "queer" theory of performativity in discourses on the formation of subjectivities, among others. In terms of methodology, we try to approach the contributions of the ethnographic method, operating with interviews with young sex workers themselves, among other places, participant observation, reading news published in newspapers, questioning of speeches and performances on sex tourism in the country, among others. When we investigate a matter that involves the formation of masculinity and sex work, possibly, it is the metaphor of who walk through mined areas, routes through tension, where circulate discourses of hegemonic sexual culture that is fundamentally "heteronormative" and is based on the values of Catholic Christianity and intersect with testimonies of struggle, solidarity, violence, decisions, projects of future life once ends sex work and other experiences that relate to the biographies of the boys who prostitute themselves in the National Park of San José, Costa Rica. / A través de un recorrido por las calles de San José, Costa Rica, y sus territorios destinados para el comercio sexual de hombres para hombres, hemos llegado al Parque Nacional, en donde se produce esta pesquisa basada en un estudio de la formación de masculinidades entre trabajadores del sexo que acuden al lugar. En ese sentido, nos inspiramos a partir de los aportes teóricos que provienen de diversas vertientes del posestructuralismo, además, de las teorías de género y la teoría queer sobre la performatividad en la formación de discursos sobre subjetividades, entre otros. En términos metodológicos, procuramos aproximarnos a los aportes del método etnográfico, operando con entrevistas a profundidad con los propios jóvenes trabajadores del sexo, entre otras poblaciones, observación participante, lectura de noticias publicadas en periódicos, problematización de discursos y representaciones sobre el turismo sexual en el país, entre otros. Cuando investigamos una cuestión que envuelve la formación de masculinidades y el trabajo sexual, posiblemente, sea la metáfora de aquel que anda a través de territorios minados, atraviesa rutas de tensión, en donde circulan discursos de la cultura sexual hegemónica que es fundamentalmente heteronormativa, se basa en los valores del cristianismo católico y se cruzan con testimonios de luchas, solidaridades, violencia, decisiones, los proyectos de vida futuro una vez que acabe el trabajo sexual y otras experiencias que se relacionan con las biografías de los muchachos que se prostituyen en el Parque Nacional de San José, Costa Rica.

Environmental issues such as climate change and habitat loss pose significant challenges to existing political, legal and financial institutions. As these challenges have become clearer in recent years, interest in understanding the psychological, cultural and moral motivators of environmental stewardship has grown. Recent research within the social sciences--particularly psychology, sociology and communications--has revealed numerous intra- and interpersonal processes and mechanisms that shape whether, how and to what extent individuals and communities engage with the environmental problems they face. In this dissertation, I integrate research from these and other fields to examine the role that affect, identity and morality play in driving individual-level concern about and response to environmental challenges. Across three chapters (which present results from eight empirical studies), I attempt to answer a series of core research questions, including: (1) What is the role of affect in motivating active engagement with environmental issues? (2) What factors shape recognition of problems such as climate change as morally relevant? (3) What can we learn by studying the interaction of affect and morality in the context of environmental conservation? (4) What are the limits of the affective and moral judgment systems in motivating environmental concern and action? In Chapter II (`Is climate change an ethical issue?'), I show that relatively few people identify climate change as a moral issue, that such perceptions are shaped in part by individuals' beliefs about the causes of the problem, and that perceived moral obligation predicts behavioral intentions. In Chapter III (`Who cares about the future?'), I further examine the affective roots of environmental moral beliefs and demonstrate that feelings of gratitude towards past generations enhance individuals' perceptions of responsibility towards future generations. Finally, in Chapter IV (`Are pandas like people?'), I find limits to the role of affect in motivating beneficent action on behalf of non-human others. Together, these three chapters provide novel and actionable insights into some of the factors that shape individual-level environmental stewardship. This dissertation includes both previously published sole-authored (Chapter II) and unpublished co-authored (Chapter IV) material.

A concepção dos profissionais da educação sobre desenvolvimento moral pode influenciar na formação cidadã dos seus alunos. Por isso, este estudo tem como objetivo descobrir como profissionais da educação nos dizem agir, e, a partir disso, descobrir a sua concepção têm eles sobre o desenvolvimento moral dos estudantes do IFRS. Para isso, foram realizadas entrevistas baseadas no método clínico piagetiano com profissionais do IFRS – campus Farroupilha. Os resultados revelam três concepções organizadas em categorias: Autoridade Escolar, Obediência à Escola e Autonomia. Na primeira, a escola assume um papel de autoridade e espera-se que os alunos estejam prontos para receber e aceitar as ordens e regras escolares sem qualquer resistência. Na segunda, os profissionais da educação têm expectativa em fazer o estudante compreender que se deve obedecer a uma autoridade e às regras por ela emanadas, e que essa conduta o conduz a seu pleno desenvolvimento moral. Na terceira, a família tem competência inicial para a educação moral, mas, a partir de outros contatos sociais (creche, escola, outros) e de cada nova relação social, o aluno constrói sua moralidade para a cidadania. Por fim, as explicações para o desenvolvimento moral dos alunos são depositadas nas condutas de obediência à autoridade (heteronomia) e nos atos de vontade (autonomia). / The conception of educational professionals about the moral development can influence the citizenship formation of students. Therefore, this study aims to find out how education professionals tell us they act, and, from that, to discover what conception they have about the moral development of IFRS students. For this, interviews were conducted based on the Piagetian clinical method with IFRS professionals - Farroupilha campus. The results reached three conceptions organized into categories: School Authority, School Obedience and Autonomy. In the first, the school assumes a role of authority and expects students to be ready to receive and accept school orders and rules without any resistance. In the second, the school expects to make the student understand that one must obey an authority and the rules emanated from it, and that this conduct leads to its full moral development. In the third, the family has initial competence for moral education, but from other social contacts (day care, school, others) and each new social relation, the student constructs his morality for citizenship. Finally, explanations for the moral development of students are deposited in the conduct of obedience to authority (heteronomy) and acts of will (autonomy).

Uma análise da religiosidade jovem em igrejas da IPB. A primeira parte abrange a pessoa adulta jovem, seus aspectos psicossociais, cognitivos, sua moral e sua fé, a partir das teorias de desenvolvimento. A segunda parte traz uma pesquisa social com jovens visando identificar os estágios em que estes se encontram bem como identificar suas necessidades no âmbito da fé e da moral. A terceira e ultima parte, busca oferecer subsídios para um formato de educação religiosa cristã para jovens a partir das características da idade adulta jovem e os desafios e anseios que este estágio da vida determina para o ser humano. O ensino religioso cristão para a idade adulta jovem, na Igreja Presbiteriana do Brasil deveria ser um espaço seguro e protegido, onde os jovens pudessem questionar a sua fé, sua moral, sua existência e seu grupo religioso. As respostas para estas perguntas não devem soar como verdades sagradas, imutáveis, e sim indicar os caminhos para um encontro reflexivo com o Deus Vivo e Verdadeiro e para abraçar uma moralidade de princípios universais. Desta forma, o jovem estará preparado para a maturidade, para exercer um papel de busca por uma sociedade mais justa e terá a capacidade de uma reflexão crítica sobre sua identidade e suas ideologias. / An analysis of the religiosity of the young peoples in IPB. The first part covers the early adulthood, psychosocial aspects, cognitive, moral and their faith, from the theories of development. The second part brings a social research with young people to identify the stages where they are and identify their needs in the context of faith and morals. The third and last part, seeks to offer grants a christian form of religious education for youths from the characteristics of young adulthood and the challenges and anxieties that this stage of life provides for humans. The Christian religious education to young adulthood in the Presbyterian Church of Brazil should be a safe and protected, where young people might question their faith, their morals, their existence and their religious group. The answers to these questions should not sound like truths sacred, immutable, but indicate the way for a meeting with the reflective True and Living God and to embrace a morality of universal principles. Thus, the couple is ready to mature, to exercise a role in search for a fairer society and have the ability to reflect critically on their identity and their ideologies.

Made available in DSpace on 2015-05-14T12:11:55Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 343399 bytes, checksum: 68d78ee7e3abbdc0679e8b7f53ae08e0 (MD5) Previous issue date: 2013-04-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this dissertation is to analyze the question Consciousness, Freedom and Morality in Descartes . The Cartesian philosophy provides a new view of consciousness, freedom and morality which are the essence of Descartes philosophy. Each one of these three factors are connected to each other in the way a clock gear must be in harmony with its neighbours to function properly. In the unfolding of his philosophy, Descartes shows the role of each one of these factors gradually and continuously. Everything originates in cogito ergo sum and from this famous sentence is developed a new knowledge. The faculty of thinking leads to the knowledge of our own consciousness. It allows the man to be capable of distinguishing true from false. Armed with this capability the man has now the power of choice, free will, which connects directly with morality. / A presente dissertação busca discutir a questão "Consciência, Liberdade e Moral em Descartes". A filosofia cartesiana nos apresenta uma nova visão acerca da consciência, da liberdade e da moral. Esses três fatores se configuram na essência da filosofia de Descartes, de modo que cada fator está conectado um com o outro como a engrenagem de um relógio que precisa estar em harmonia para funcionar bem. No desabrochar de sua filosofia, Descartes mostra o papel que cada um desses fatores tem de forma progressiva e contínua, uma vez que tudo se origina no cogito ergo sum e, a partir dessa tão conhecida frase, desenvolve-se um novo saber. A faculdade do pensar leva ao conhecimento de nossa própria consciência. Ela nos dá a capacidade de distinguir o verdadeiro do falso. De posse dessa capacidade, passamos a ter o poder de escolha, o livre-arbítrio, que se conecta diretamente com a moral.

A concepção dos profissionais da educação sobre desenvolvimento moral pode influenciar na formação cidadã dos seus alunos. Por isso, este estudo tem como objetivo descobrir como profissionais da educação nos dizem agir, e, a partir disso, descobrir a sua concepção têm eles sobre o desenvolvimento moral dos estudantes do IFRS. Para isso, foram realizadas entrevistas baseadas no método clínico piagetiano com profissionais do IFRS – campus Farroupilha. Os resultados revelam três concepções organizadas em categorias: Autoridade Escolar, Obediência à Escola e Autonomia. Na primeira, a escola assume um papel de autoridade e espera-se que os alunos estejam prontos para receber e aceitar as ordens e regras escolares sem qualquer resistência. Na segunda, os profissionais da educação têm expectativa em fazer o estudante compreender que se deve obedecer a uma autoridade e às regras por ela emanadas, e que essa conduta o conduz a seu pleno desenvolvimento moral. Na terceira, a família tem competência inicial para a educação moral, mas, a partir de outros contatos sociais (creche, escola, outros) e de cada nova relação social, o aluno constrói sua moralidade para a cidadania. Por fim, as explicações para o desenvolvimento moral dos alunos são depositadas nas condutas de obediência à autoridade (heteronomia) e nos atos de vontade (autonomia). / The conception of educational professionals about the moral development can influence the citizenship formation of students. Therefore, this study aims to find out how education professionals tell us they act, and, from that, to discover what conception they have about the moral development of IFRS students. For this, interviews were conducted based on the Piagetian clinical method with IFRS professionals - Farroupilha campus. The results reached three conceptions organized into categories: School Authority, School Obedience and Autonomy. In the first, the school assumes a role of authority and expects students to be ready to receive and accept school orders and rules without any resistance. In the second, the school expects to make the student understand that one must obey an authority and the rules emanated from it, and that this conduct leads to its full moral development. In the third, the family has initial competence for moral education, but from other social contacts (day care, school, others) and each new social relation, the student constructs his morality for citizenship. Finally, explanations for the moral development of students are deposited in the conduct of obedience to authority (heteronomy) and acts of will (autonomy).