Extr. de: Dissertazione per il dottorato--Facoltà di Scienze Sociali--Roma--Pontificia università gregoriana, 2005. / Bibliogr. p. 123-153.

This thesis identifies two accounts within David Novak’s Jewish natural law theory. In the earlier account, Novak locates natural law within the Noahide commandments; in the later account, he also locates it within the reasons for the commandments and rabbinic enactments. The change between these accounts is marked by a shift in his description of rationality. The norms of the Noahide code are originally described as known strictly by reference to themselves. As he begins grounding the norms in the imago Dei, that knowledge becomes dependent on a “cultural heritage,” by which Novak comes to mean an explanation based on a doctrine of creation. By comparing the original presentation of the later account with its more developed iteration and highlighting the features that are unique to the earlier and later accounts, it becomes possible to identify components of the later account that are added to his subsequent treatment of the Noahide code and facets of the earlier account that are later added to his discussion of the reasons for the commandments and rabbinic enactments. These efforts at reconciliation include the normative content incorporated into the later account, the metaphysical background added to the later treatment of the Noahide code, the mediating concept of personhood, the phenomenological retrieval of the Noahide commandments, and the argument for minimal and maximal claims. Finally, this thesis analyzes the relationship between Novak’s natural law theory and his view of redemption. Given that as Novak’s natural law theory becomes less dependent on reason and more heavily based on a doctrine of creation, his treatment of redemption changes from being associated with a period of greater human understanding to a time that is characterized by God’s accomplishments on humanity’s behalf, I argue that there is a parallel between those concepts. I then draw on that parallel to show that Novak’s natural law is compatible with, and perhaps inseparable from, his covenantal thought. / Thesis / Doctor of Philosophy (PhD)

A Teoria Educacional de Novak afirma que a aprendizagem significativa integra o pensar, sentir e agir em busca do empoderamento humano para o compromisso e a responsabilidade em aprender. Ela considera o aluno, o professor, o conhecimento, o contexto e a avaliação como elementos fundamentais da educação. A aprendizagem significativa deriva da Teoria de aprendizagem de Ausubel e resulta da relação do novo conhecimento com o existente na estrutura cognitiva. Para que ela ocorra, é necessário conhecimento prévio relevante, material instrucional potencialmente significativo e disposição do aluno em aprender desta forma. Novak e seu grupo de estudos ainda desenvolveram os mapas conceituais com o objetivo de acompanhar e entender como as crianças compreendiam a ciência. Eles são uma ferramenta gráfica de pesquisa, ensino, aprendizagem e avaliação, caracterizados pela estrutura hierárquica e capacidade de buscar e caracterizar ligações cruzadas e exemplos, facilitando a aprendizagem significativa, com vistas ao pensamento criativo. A educação física, no cenário atual, é uma disciplina inserida no currículo escolar brasileiro e vai muito além do ensino de habilidades motoras e melhora das capacidades físicas, integrando os aspectos motor, cognitivo e afetivo. Sendo assim, seu conhecimento precisa ser organizado e sua aprendizagem também pode, e deve, vir a ser significativa. Portanto, tal trabalho teve como objetivo verificar a influência de um planejamento instrucional baseado nas premissas da aprendizagem significativa que utiliza os mapas conceituais e outros recursos didáticos na aprendizagem de conceitos. Para atingir este objetivo, os alunos responderam a um questionário, pré e pós-intervenção, com a finalidade de verificar o avanço na compreensão dos conceitos e fizeram um mapa conceitual, nos dois momentos, para representar como os conceitos estavam organizados na estrutura cognitiva. Os resultados demonstraram que, num total de 49 alunos, 34,69% (n=17) avançaram na questão 1; 24,48% (n=12) avançaram na questão 2; 6,12% (n=3) avançaram na questão 3; 12,24% (n=6) avançaram na quarta questão; 38,77% (n=19) melhoraram na quinta questão; 30,61% (n=15) avançaram na questão 6; na sétima questão houve um aumento da frequência dos exemplos considerados mais refinados e 55,10% (n=27) avançaram na oitava questão. Com relação aos mapas, 32,65% (n=16) melhoram a qualidade dos mesmos em relação ao construído pré-intervenção. Em termos gerais, os resultados permitem concluir que houve melhora na compreensão dos conceitos relativos aos jogos olímpicos após a intervenção, organizada sob os princípios da Teoria Educacional de Novak e que novas ferramentas de ensino e aprendizagem devem fazer parte da educação física escolar / The Novak\'s Theory of Education argues that meaningful learning integrates thinking, feeling and acting in pursuit of human empowerment for commitment and responsibility in learning. It considers the student, the teacher, the knowledge, the context and the assessment as key elements of education. Meaningful learning derives from Ausubel\'s Learning Theory and results from the relationship between the new knowledge with the existing cognitive structure. To occur the meaningful learning; relevant prior knowledge, potentially significant instructional material and and the student\'s desire to learn meaningfully are required. Novak and his group of study also developed concept maps in order to monitor and understand how children understand the science. They are a graphical tool for research, teaching, learning and evaluation, characterized by hierarchical structure and ability to seek and characterize crosslinks and examples, facilitating meaningful learning, aimed at creative thinking. Physical education in the present scenario, it is a discipline inserted in the Brazilian curriculum and goes far beyond the teaching of motor skills and improves physical capacity, integrating the motor, cognitive and affective aspects. Thus, their knowledge needs to be organized and their learning can also, and should prove to be significant. Therefore, this study aimed to verify the influence of an instructional planning based on assumptions of meaningful learning that uses concept maps and other teaching resources in the learning of concepts. To achieve this goal, students answered a questionnaire, pre- and post-intervention for the purpose of checking the progress in understanding the concepts and made a concept map, on both occasions, to represent how the concepts were organized in the cognitive structure. The results showed that a total of 49 students, 34,69% (n=17) improved in question 1, 24,48% (n=12) improved in question 2, 6,12% (n=3) improved in question 3, 12,24% (n=6) improved in the fourth question, 38,77% (n=19) improved in fifth question, 30,61% (n=15) improved in question 6, in the seventh question there was a increased frequency of examples considered more refined and 55,10% (n=27) advanced the eighth question. Regarding maps, 32,65% (n=16) improved their quality in relation to pre-intervention. In general, the results indicate an improvement in the understanding of post-intervention concepts related to the Olympic Games, organized under the Novak\'s Theory of Education principles and that new teaching and learning tools should be part of physical education classes

A Teoria Educacional de Novak afirma que a aprendizagem significativa integra o pensar, sentir e agir em busca do empoderamento humano para o compromisso e a responsabilidade em aprender. Ela considera o aluno, o professor, o conhecimento, o contexto e a avaliação como elementos fundamentais da educação. A aprendizagem significativa deriva da Teoria de aprendizagem de Ausubel e resulta da relação do novo conhecimento com o existente na estrutura cognitiva. Para que ela ocorra, é necessário conhecimento prévio relevante, material instrucional potencialmente significativo e disposição do aluno em aprender desta forma. Novak e seu grupo de estudos ainda desenvolveram os mapas conceituais com o objetivo de acompanhar e entender como as crianças compreendiam a ciência. Eles são uma ferramenta gráfica de pesquisa, ensino, aprendizagem e avaliação, caracterizados pela estrutura hierárquica e capacidade de buscar e caracterizar ligações cruzadas e exemplos, facilitando a aprendizagem significativa, com vistas ao pensamento criativo. A educação física, no cenário atual, é uma disciplina inserida no currículo escolar brasileiro e vai muito além do ensino de habilidades motoras e melhora das capacidades físicas, integrando os aspectos motor, cognitivo e afetivo. Sendo assim, seu conhecimento precisa ser organizado e sua aprendizagem também pode, e deve, vir a ser significativa. Portanto, tal trabalho teve como objetivo verificar a influência de um planejamento instrucional baseado nas premissas da aprendizagem significativa que utiliza os mapas conceituais e outros recursos didáticos na aprendizagem de conceitos. Para atingir este objetivo, os alunos responderam a um questionário, pré e pós-intervenção, com a finalidade de verificar o avanço na compreensão dos conceitos e fizeram um mapa conceitual, nos dois momentos, para representar como os conceitos estavam organizados na estrutura cognitiva. Os resultados demonstraram que, num total de 49 alunos, 34,69% (n=17) avançaram na questão 1; 24,48% (n=12) avançaram na questão 2; 6,12% (n=3) avançaram na questão 3; 12,24% (n=6) avançaram na quarta questão; 38,77% (n=19) melhoraram na quinta questão; 30,61% (n=15) avançaram na questão 6; na sétima questão houve um aumento da frequência dos exemplos considerados mais refinados e 55,10% (n=27) avançaram na oitava questão. Com relação aos mapas, 32,65% (n=16) melhoram a qualidade dos mesmos em relação ao construído pré-intervenção. Em termos gerais, os resultados permitem concluir que houve melhora na compreensão dos conceitos relativos aos jogos olímpicos após a intervenção, organizada sob os princípios da Teoria Educacional de Novak e que novas ferramentas de ensino e aprendizagem devem fazer parte da educação física escolar / The Novak\'s Theory of Education argues that meaningful learning integrates thinking, feeling and acting in pursuit of human empowerment for commitment and responsibility in learning. It considers the student, the teacher, the knowledge, the context and the assessment as key elements of education. Meaningful learning derives from Ausubel\'s Learning Theory and results from the relationship between the new knowledge with the existing cognitive structure. To occur the meaningful learning; relevant prior knowledge, potentially significant instructional material and and the student\'s desire to learn meaningfully are required. Novak and his group of study also developed concept maps in order to monitor and understand how children understand the science. They are a graphical tool for research, teaching, learning and evaluation, characterized by hierarchical structure and ability to seek and characterize crosslinks and examples, facilitating meaningful learning, aimed at creative thinking. Physical education in the present scenario, it is a discipline inserted in the Brazilian curriculum and goes far beyond the teaching of motor skills and improves physical capacity, integrating the motor, cognitive and affective aspects. Thus, their knowledge needs to be organized and their learning can also, and should prove to be significant. Therefore, this study aimed to verify the influence of an instructional planning based on assumptions of meaningful learning that uses concept maps and other teaching resources in the learning of concepts. To achieve this goal, students answered a questionnaire, pre- and post-intervention for the purpose of checking the progress in understanding the concepts and made a concept map, on both occasions, to represent how the concepts were organized in the cognitive structure. The results showed that a total of 49 students, 34,69% (n=17) improved in question 1, 24,48% (n=12) improved in question 2, 6,12% (n=3) improved in question 3, 12,24% (n=6) improved in the fourth question, 38,77% (n=19) improved in fifth question, 30,61% (n=15) improved in question 6, in the seventh question there was a increased frequency of examples considered more refined and 55,10% (n=27) advanced the eighth question. Regarding maps, 32,65% (n=16) improved their quality in relation to pre-intervention. In general, the results indicate an improvement in the understanding of post-intervention concepts related to the Olympic Games, organized under the Novak\'s Theory of Education principles and that new teaching and learning tools should be part of physical education classes

Beschrieben wird die liturgische Musik und deren Merkmale am Beispiel eines Werks von Manfred Novak.

This Master's Thesis deals with the famous work of a Clash of Civilizations by Samuel Huntington. The topic is described to full extent. First of all, there are defined basic terms connected with culture. Afterwards, the conception of a Clash of Civilizations is described in its basic concepts, whereas there are not omitted consequences connected with the author's other works as well as his life. A special chapter is dedicated to the impact that this work caused. This chapter is devided into two parts. In the first part, there are presented general references of several authors. In the other part, there are discussed comprehensive conceptions of certain authors. Concretely, they are represented by Francis Fukuyama, Immanuel Wallerstein, Alvin Toffler and Michael Novak. After description of basic ideas of these big thinkers, there is made a comparison of their conceptions, which is based on the following terms -- universalism, democracy a capitalism, world order and modernization. In the last part of this Master's Thesis, there are deduced conclusions from the comparison of these conceptions that deal with the international system, which makes this issue more clear for both public and academic people.

This dissertation Michael Novak and Patrick Buchanan as Major Representatives of Contemporary American Political Catholicism compares the political thought of two faces of contemporary American political Catholicism represented by the neoconservative Michael Novak and the paleoconservative Patrick J. Buchanan. The first part deals with the context of contemporary political Catholicism and its historical background. The comparison thematizes five problem fields: the issue of democracy and American political system, economic problems, question of foreign policy, the issue of religion and Catholicism and, finally, the conflict over the basis of conservatism. To accomplish the given objective, I analyse the work of both authors, compare their respective ideological positions and set them in the context of other major authors in the given areas and in the context of established political theories. The comparison shows that they both emphasize the significance of the religious and moral aspect of democracy, especially in the American context, however, they do not agree on the universal reach of democratic ideals. In the field of economics, they stand for different views: Novak is an economic neoliberal, while Buchanan a radical economic nationalist. Similarly in relation to foreign policy, Novak...

This diploma thesis deals with the analysis of concept, mind maps and their other forms. The aim is to distinguish concept and mind maps. The other objectives are to create a set of these maps and to verify them in the teaching of physics course on second stage of secondary schools.

The magister thesis is connected with bachelor's thesis, which was concentrated on Piano Sonata in E minor, op. 2 by Slovak composer Alexander Moyzes (1906-1984) and was concerned on it mainly with collected sources. In this thesis we decided to point out its composing work and possible inspiring sources and therefore the focus of this diploma thesis is its introduction into historical context of piano music of the 19th and 20th centuries. Through composite-technical and stylistic analyses of selected piano sonatas and other works, we want to contribute to the closer characterization of Moyzes composer's personality and to complement the literature that Moyzes Sonate has devoted to in minimal terms from composing work and inspiring sources. Selected pieces include: Brahms Sonata f mol, Op. 5 and Variation and Fugue on a Theme by Handel, op. 24 from the point of view of means of piano stylization, Sonata Eroica, op. 24 for piano by Vít zslav Novák because of their mutual interest in working with modality and mutual close relationships (Moyzes's teacher). In addition to these goals, we will also focus on the other piano works of Moyzes by creating a new chronological inventory based on preserved sources. Key words: Alexander Moyzes, Piano Sonata in E minor op. 2, Johannes Brahms, Vít zslav Novák,...

The work presents life and work of Vladimir Jan Amos Novak, it shows his main thoughts unified by the principle of sociogenesis and points at its inspiration in older traditions of german and russian biology. It also concerns his anthropology as related to the principle of sociogenesis and shows some peculiar Novak's contributions, mainly his opinions on progessive neotenization of man and evolutionary tedency for association. It grasps the principle of sociogenesis as a biological and also a political concept and therefore shows its very political consequences presented mainly on his social thoughts. The work also deals with the relations between eastern and western science on Novák's efforts to unify all sciences under one universal evolutionary framework regardless its geographical belonging. Throughout the work is Novak shown in the context of man-animal relations and the principle of sociogenesis as arising from myrmecological studies. There are therefore presented anthropological works of three important myrmecologists A. Forel, W.M. Wheeler and E.O. Wilson as inspired in the study of ants.