Die Broschüre informiert kurz und knapp über das Leben des Leipziger Graphikers Rudolph Brabandt und zeigt einige seiner Zeichnungen von Klinga sowie ein Selbstporträt.

In broadest terms, this thesis is concerned to answer the question of whether the view that arithmetic is analytic can be maintained consistently. Lest there be much suspense, I will conclude that it can. Those who disagree claim that accounts which defend the analyticity of arithmetic are either unable to give a satisfactory account of the foundations of mathematics due to the incompleteness theorems, or, if steps are taken to mitigate incompleteness, then the view loses the ability to account for the applicability of mathematics in the sciences. I will show that this criticism is not successful against every view whereby arithmetic is analytic by showing that the brand of "conventionalism" about mathematics that Rudolf Carnap advocated in the 1930s, especially in Logical Syntax of Language, does not suffer from these difficulties. There, Carnap develops an account of logic and mathematics that ensures the analyticity of both. It is based on his famous "Principle of Tolerance", and so the major focus of this thesis will to defend this principle from certain criticisms that have arisen in the 80 years since the book was published. I claim that these criticisms all share certain misunderstandings of the principle, and, because my diagnosis of the critiques is that they misunderstand Carnap, the defense I will give is of a primarily historical and exegetical nature. Again speaking broadly, the defense will be split into two parts: one primarily historical and the other argumentative. The historical section concerns the development of Carnap's views on logic and mathematics, from their beginnings in Frege's lectures up through the publication of Logical Syntax. Though this material is well-trod ground, it is necessary background for the second part. In part two we shift gears, and leave aside the historical development of Carnap's views to examine a certain family of critiques of it. We focus on the version due to Kurt Gödel, but also explore four others found in the literature. In the final chapter, I develop a reading of Carnap's Principle - the `wide' reading. It is one whereby there are no antecedent constraints on the construction of linguistic frameworks. I argue that this reading of the principle resolves the purported problems. Though this thesis is not a vindication of Carnap's view of logic and mathematics tout court, it does show that the view has more plausibility than is commonly thought.

The topic of this thesis is the pedagogy of Rudolf Steiner in the Czech educational system. The theoretical part is divided into three sections. The first chapter is dedicated to the founder of waldorf education Rudolf Steiner, it deals with his life, work and his legacy to the Czech pedagogical environment. The second chapter describes the free school of Rudolf Steiner, its origin, specifications and evolution of Steiner's education. The last chapter of the theoretical part is focused on Steiner's pedagogy in the Czech education system and studies application of the Steiner's pedagogy at each of the levels of the Czech school system. The empirical part deals with describtions of several Czech primary Steiner's schools and compares them from the point of view of chosen areas of origin, evolution and implementation of Rudolf Steiner's ideas. In the last chapter of the thesis the before mentioned areas of Czech Steiner's schools are compared in short with Steiner's schools in the Eindhoven in Netherlands. Keywords Rudolf Steiner, waldorf education, anthroposophy, Czech waldorf schools, Steiner's special education, eurythm

We can consider the sculptural decoration of first Czechoslovak Republic's administrative buildings to be one of the typical manifestations of its time. In its iconography it translated to its contemporaries, as well as to the future generations, the basic ideological motives which the representative, artists and major part of the society considered to be the most important for the existence of the young democratic state. Their message is so clear that even today it can be understood. This thesis discusses in the first chapter the roots of basic iconographical circles (labor, working people) in the Czech art of the end of 19th and beginning of 20th century. Afterwards it focuses on the wider conditions of European art leading to the growing interests in realistic, neo-classical art and new objectivity. Following parts are aimed on arrival of civilism into the Czech interwar art scene and discuss the terms social art, social realism and social civilism and its possible use in the scope of sculptural decoration of administrative buildings. Then continues the overview of the most important iconographical motives which penetrated into the field of the sculptural decoration with special focus on the Czechoslovak pavilion at the International exhibition of decorative arts in Paris 1925. The following...

The aim of the thesis was to introduce the life and work of Rudolf Dušek SJ, so far captured only through shorter interviews, and to use the story of his life as a case study of the persecution of religious orders and congregations during two totalitarian regimes in Czechoslovakia in the twentieth century. These aims have been fulfilled. The research for this thesis revealed previously unknown facts and details, acquaintances and relatives have written down their memories of Rudolf Dušek, and a great deal of material has been discovered in the archives of the Czech province of the Jesuit order. The thesis is thus the most detailed existing account of the life, works, and thought of Rudolf Dušek. In the future, it could be published in expanded form for the benefit of friends and family and the Jesuit order, possibly offered for publication to one of Christian publishing houses in the Czech Republic.

The main aim of the dissertation is to examine the importance of the moment in relation to human experience and to the narrative in the writings of Stig Dagerman (1923-1954), primarily the novels Ormen (The Snake, 1945), De dömdas ö (The Island of the Doomed, 1946), Bränt barn (A Burnt Child, 1948), Bröllopsbesvär (Wedding Worries, 1949), the short stories "Den hängdes träd" (The Hanging Tree, 1945) and "De röda vagnarna" (The Red Wagons, 1946). The dissertation shows the moment as being of crucial importance by serving as the point of time for the fictional character’s critical experience. The moment also functions as a structuring principle for the narrative. In this, the discussion is supported by the theories on the chronotope found in the work of Mikhail Bakhtin. With the ideas of Michael Riffaterre as the principal theoretical basis in the study, the reading of the texts focuses on a matrix common to the works discussed. The reading goes from a description of the primarily profane subject matter of the narrative to an understanding of the religious discourse in the works. This interpretation receives additional support in the theories on religious and mystical experiences found in Rudolf Otto. Finally, the dissertation focuses on man’s sensitivity to, and longing for, a transcendental entity or a God in the broadest sense – a longing which manifests itself in different ways in these texts and is set against the human predicament of being. Man’s desperate religious longing for a transcendental entity or a God are ultimately understood as the significance or principle of unity in the texts under discussion.

This thesis examines the influence the educational theories of John Dewey have had on the development of modern movement education in American schools. / It does this in three parts. Firstly through an examination of the educational writings of John Dewey within the general context of his philosophical writings and as they are directly related to pedagogical principles. Secondly through an examination of the development of movement education with particular reference to the theories of Rudolf Laban. Thirdly by tracing modern American Movement education historically and developmentally. / The third aspect examines the strong theoretical relationship between Laban and Dewey. It also illustrates the link between them as developed by the current theorists and practitioners of movement education.

Univ., Diss.--Oldenburg, 2007.

Thesis (Ph.D.)(Practical Theology))--University of Pretoria, 2009. / Summary in English. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.