La civilisation de l’Indus marque les esprits par une apparente uniformité de la culture matérielle sur la totalité de son territoire (environ 1 million de km carré) durant sa période d’apogée (2600-1900 av. J.-C.). Cette étude cherche à tester deux hypothèses qui pourraient expliquer cette homogénéité : 1) Un pouvoir centralisateur contrôlant la production artisanale; et 2) Un vaste réseau d’échanges et de distribution de la production. Dans ce but, la grande majorité des publications accessibles portant sur la production artisanale d’objets en céramique, en pierres semi-précieuses, en coquillage et en métal ont été inventoriées et analysées. Axée sur la spécialisation du travail artisanal, l’étude a identifié quelques objets dits de prestige (perles classiques harappéennes, bracelets en grès cérame) très probablement liés à une élite. La nature de cette élite est ensuite examinée et un nouveau modèle d’organisation sociopolitique de cette civilisation est proposé. / The Indus civilization puzzles archaeologists in that it shows a seeming uniformity in its material culture during the period from 2600 to 1900 BC and over its huge geographical extent (approximately 1 million square km). In this study two hypotheses are tested: 1) This uniformity in material culture is due to a central political force monitoring craft production; or 2) This uniformity results from an extensive trade and distribution network of craft production. In order to assess these, all available data concerning the craft production of ceramic, lapidary, shell-working and metal artefacts were inventoried and analyzed. A study of craft specialization identified a few wealth items (long carnelian beads, stoneware bangles), which were most probably related to an elite. After reassessing the nature of this elite, a new model of sociopolitical organization for this civilization is proposed.

Cette recherche a eu pour objectif d’explorer les postures d’animateurs et d’animatrices scientifiques quant au dialogue « sciences en/et société » et les moyens qu’ils utilisent pour assurer ce dialogue à travers leurs interventions pédagogiques dans le cadre d’ateliers scientifiques hors scolaires. Six animateurs scientifiques ont été interviewés. Ces entretiens ont permis de recueillir des données riches sur leur compréhension de la nature des sciences, leurs postures pédagogiques en tant que transmetteur, guide ou médiateur du développement de l’alphabétisation scientifique chez les jeunes dans les espaces hors scolaires, ainsi que sur la manière dont ils perçoivent le rôle de leurs interventions pédagogiques dans le cadre du développement de l’alphabétisation scientifique chez les jeunes et de la compréhension qu’ils ont des sciences comme outil d’action sociopolitique, tel qu’entendu dans le dialogue « sciences en/et société ». Les postures épistémologiques, pédagogiques et sociales identifiées sont d’une grande diversité et révèlent des tendances qui s’inscrivent dans des spectres allant de l’empirisme au constructivisme, du divertissement à l’empowerment et de la valorisation de la place des sciences en société à la critique de sa primauté. Plusieurs animateurs scientifiques de notre échantillon ont ainsi eu des postures hybrides et parfois conflictuelles, ce qui met en évidence la valeur potentielle d’interventions éducatives qui donnent aux animateurs scientifiques l’occasion de questionner et de réexaminer de manière critique leurs pratiques. / The purpose of this study was to explore informal science educators’ position on the “science in/and society” dialogue and the means whereby they ensure that dialogue through their pedagogical interventions in out-of-school settings. Six informal science educators were interviewed, leading to rich data in terms of their understanding of the nature of science, their pedagogical positions as transmitters, constructors and mediators of children’s development of science literacy in out-of-school settings, and the manner they perceive the role of their pedagogical interventions in children’s science literacy development and understanding of science as a tool for socio-political action, as called for by a science in/and society dialogue. The epistemic, pedagogical and social positions identified range from empiricism to constructivism, from entertainment to empowerment, and from recognition of the value of science in society to a critique of its pre-eminence, suggesting great diversity among the educators studied. Many of the sampled educators held hybrid and at times conflicting positions, suggesting the potential value of educational interventions that offer a means for informal science educators to question and critically re-examine their current practices.

Cette recherche vise à élaborer une mariologie sociale en Afrique. Sa problématique tourne autour de trois questions principales : le culte marial est-il vécu comme une pratique libératrice au service de l’engagement pour la justice sociale ? La figure de la Vierge Marie constitue-t-elle une source d’inspiration qui permette aux chrétiens et aux chrétiennes catholiques romains de s’engager au niveau sociopolitique en Afrique ? Les engagements des chrétiens et des chrétiennes, épris de vertus mariales, participent-ils à l’avènement d’une société de justice, de paix et du vivre-ensemble harmonieux ? Ces questions sont posées dans un contexte large, celui de l’Afrique subsaharienne où plusieurs pays font face aux crises multiformes et, dans un cadre plus restreint, celui de la République Démocratique du Congo où quatre mouvements marials, basés à Kinshasa, ont fait objet d’études de terrain. Cette thèse prétend déconstruire et reconstruire la conception et le vécu des pratiques mariales afin que celles-ci deviennent un ferment qui pousse les chrétiens et les chrétiennes catholiques africains en général et congolais en particulier à s’engager dans la résolution des problèmes majeurs de leur société notamment au niveau de la justice, de la paix et de la question des femmes. Cette thèse cherche à dépasser deux types de mariologies produites en Afrique : la mariologie coloniale, qui concerne l’histoire de l’arrivée de la Vierge Marie à travers l’action des missionnaires qui ont évangélisé le continent africain et une certaine mariologie inculturée qui se limite à corréler des catégories culturelles africaines avec des thèmes classiques de mariologie. La réflexion épouse la voie d’une approche de mariologie sociale qui, mise en application par les Africains et les Africaines, peut aider à relever le défi lié aux multiples problèmes au niveau économique, politique, social et culturel que rencontre la majorité de pays africains. La recherche est abordée dans une perspective des théologies africaines de la libération et de la reconstruction à travers une démarche de contextualisation, de décontextualisation et de recontextualisation. La thèse comprend quatre parties. La première partie fait un état des lieux de la mariologie africaine. Elle situe cette dernière dans le parcours historique de la théologie africaine, analyse la dévotion mariale en Afrique à travers l’action missionnaire, étudie la question de l’inculturation de quelques mystères marials et se penche sur le lien entre la mariologie et les problèmes de société en Afrique. La seconde partie examine la question de la mariologie sociale en Amérique Latine. Elle étudie l’aspect sociopolitique de la dévotion mariale, l’anthropologie et l’herméneutique de la réflexion et des apparitions mariales, les dogmes marials dans une perspective sociale et la place occupée par la Vierge Marie et le culte marial dans le combat féministe en Amérique Latine. La troisième partie explore le rapport entre la pratique de la dévotion mariale et l’engagement sociopolitique de quatre mouvements marials (Légion de Marie, Communauté du Magnificat, Groupe de l’Arbre Desséché ou Nzete Ekauka et École de prière Notre-Dame Vierge Puissante) à Kinshasa. Elle jette un regard sur le contexte de naissance et d’évolution des mouvements d’action catholique dans leur ensemble et fait une analyse critique des pratiques mariales et de l’engagement sociopolitique de ces mouvements. La quatrième partie tente une recomposition du discours de mariologie sociale en Afrique à partir d’une lecture du Magnificat. Elle fait une actualisation de ce cantique pour enrichir la pratique du culte marial et présente trois axes sur lesquels peut porter une mariologie sociale en Afrique. / This research aims at developing a social Mariology in Africa. It deals with three main questions: Is Marian devotion lived as a liberating practice in view of a commitment for social justice? Is the figure of the Virgin Mary an inspiration which allows Roman Catholic Christian men and women to involve themselves at the sociopolitical level in Africa? Do the commitments of Christian men and women who love Marian virtues take part in the advent of a society of justice, peace and harmonious coexistence? Those questions are asked in a broad context, that of Sub-Saharan Africa, where many countries are facing multifaceted crises and, in a more limited context, that of the Democratic Republic of Congo, where four marials Movements, based in Kinshasa, were the objects of field studies. This thesis claims to deconstruct and reconstruct the concept and the lived-out experience of Marian practices, so that those practices may become a ferment leading African Catholic Christian men and women in general, and Congolese Catholic Christian men and women in particular, to commit themselves in the resolution of the major problems of their society, particularly in terms of justice, peace and women's issues. This thesis seeks to go beyond two types of Mariology produced in Africa: colonial Mariology, dealing with the history of the arrival of the Virgin Mary through the work of the missionaries who evangelized the African continent, and some kind of an acculturated Mariology, which limits itself to setting a correlation between African cultural categories and some classical themes of Mariology. This reflection takes a stand for a social Mariology, that is, an approach which, implemented by African men and women, can help them meet the challenges created by the many economic, political, social and cultural problems that most of the African countries are faced with. This research work is done in the perspective of the African theologies of liberation and in the perspective of a reconstruction, through a process of contextualization, de-contextualization and re-contextualization. This thesis is made up of four parts. The first part presents an overview of African Mariology. It sees it through the historical journey of African theology, it analyses Marian devotion in Africa through the works of missionaries, it studies the question of acculturation of a few Marian mysteries, and it focuses on the relationship between Mariology and the social problems in Africa. The second part examines the issue of social Mariology in Latin America. It studies the sociopolitical aspect of Marian devotion, the anthropology and the hermeneutics of the Marian reflection and of the Marian apparitions. It studies the Marian dogmas from a social perspective, and the place of the Virgin Mary and of Marian devotion in the feminist struggle in Latin America. The third part explores the relationship between the practice of Marian devotion and the sociopolitical commitment of four Catholic Action Movements that are present in Kinshasa: The Legion of Mary, the Magnificat Community, the Group of "l'Arbre Desséché" (Dried Tree Group) or Nzete Ekauka, and the Prayer School "Notre Dame, Vierge Puissante" (Our Lady, Powerful Virgin). It takes a look at the general context of the birth and evolution of those Catholic Action Movements, and it makes a critical analysis of the Marian practices and of the sociopolitical commitment of those movements. The fourth part attempts a reconstruction of the social discourse of Mariology in Africa, starting from a reading of the Magnificat. It makes an actualized reading of that song in view of enriching the practice of Marian devotion, and it presents three aspects on which social Mariology in Africa can rest.

This thesis examines whether and how historians’ reliance on medical treatises has limited the historiography of contagion as it relates to fourteenth through sixteenth century England. It analyses the context, contents, audience, and codicology of six English tractates, four on the plague and two on the sweating sickness. Before the early seventeenth century, most English tractates were translations/adaptations of Continental works, with ‘uniquely English’ content added. Although the plague dominates studies of pre-modern disease, focusing on the plague hinders comparative analyses that can reveal much about contemporary understanding of contagion. The socio-political-professional contexts in which the tractates were written and disseminated affected their contents, circulation and, ultimately, audiences. Although largely ignored by historians, the tractates’ prefatory dedications, together with their codicology, reveals that the texts were likely accessible to non-elite audiences. Rather than being limited to its medical sense, contagion formed part of the larger discourse about the human condition.

Cette recherche a eu pour objectif d’explorer les postures d’animateurs et d’animatrices scientifiques quant au dialogue « sciences en/et société » et les moyens qu’ils utilisent pour assurer ce dialogue à travers leurs interventions pédagogiques dans le cadre d’ateliers scientifiques hors scolaires. Six animateurs scientifiques ont été interviewés. Ces entretiens ont permis de recueillir des données riches sur leur compréhension de la nature des sciences, leurs postures pédagogiques en tant que transmetteur, guide ou médiateur du développement de l’alphabétisation scientifique chez les jeunes dans les espaces hors scolaires, ainsi que sur la manière dont ils perçoivent le rôle de leurs interventions pédagogiques dans le cadre du développement de l’alphabétisation scientifique chez les jeunes et de la compréhension qu’ils ont des sciences comme outil d’action sociopolitique, tel qu’entendu dans le dialogue « sciences en/et société ». Les postures épistémologiques, pédagogiques et sociales identifiées sont d’une grande diversité et révèlent des tendances qui s’inscrivent dans des spectres allant de l’empirisme au constructivisme, du divertissement à l’empowerment et de la valorisation de la place des sciences en société à la critique de sa primauté. Plusieurs animateurs scientifiques de notre échantillon ont ainsi eu des postures hybrides et parfois conflictuelles, ce qui met en évidence la valeur potentielle d’interventions éducatives qui donnent aux animateurs scientifiques l’occasion de questionner et de réexaminer de manière critique leurs pratiques. / The purpose of this study was to explore informal science educators’ position on the “science in/and society” dialogue and the means whereby they ensure that dialogue through their pedagogical interventions in out-of-school settings. Six informal science educators were interviewed, leading to rich data in terms of their understanding of the nature of science, their pedagogical positions as transmitters, constructors and mediators of children’s development of science literacy in out-of-school settings, and the manner they perceive the role of their pedagogical interventions in children’s science literacy development and understanding of science as a tool for socio-political action, as called for by a science in/and society dialogue. The epistemic, pedagogical and social positions identified range from empiricism to constructivism, from entertainment to empowerment, and from recognition of the value of science in society to a critique of its pre-eminence, suggesting great diversity among the educators studied. Many of the sampled educators held hybrid and at times conflicting positions, suggesting the potential value of educational interventions that offer a means for informal science educators to question and critically re-examine their current practices.

This thesis provides a framework for viewing socio-political contexts and how these relate to interventionist projects. The framework draws on and combines strands from international relations and sociological perspectives of social interaction. The central question becomes how intervention and existing social contexts interact to produce unintended outcomes. It applies the analysis to two separate wider contexts: Afghanistan and Somalia, with a particular focus on the self-declared independent Somaliland as an internally generated and controlled transformational process. Unlike abstract directions of theoretical development the framework seeks to provide a platform that sets aside ideological assumptions and from which interventionist projects can be observed and evaluated based on literature, field observations and interviews. Drawing on such diverse influences as fourth generation peace and conflict studies, Morphogenetics, and social forces theory, the framework explores conditions and interest formations to capture instances of local agency that are part of a continuity of local realities. It views social interaction without imposing Universalist value assumptions, but also without resorting to relativism or raising so many caveats that it becomes impractical. It exposes the agency of local interest formations hidden beneath the discourses of ideologically framed conflicts. These social agents are often dismissed as passive victims to be brought under the influence of for example the state, but are in reality able to subvert, co-opt, constrain or facilitate the forces that are dependent on them for social influence. In the end, it is the modes of mobilisation that emerge as the most crucial factor for understanding the relevant social dynamics.

This research report focuses on the origin and development of the Medingen Mission Station, near Ga-Kgapane in the Limpopo Province, and the provision of education at this station since its establishment in 1881. After an account of missionary endeavours in South Africa during the second half of the nineteenth century (with the emphasis on the activities of the Berlin Missionary Society), an explanation is provided of how missionaries became involved in the weal and woes of the Balobedu tribe. This is followed by an indication of how Reverend Fritz Reuter took the initiative to provide basic education to the inhabitants of Ga-Kgapane and how education provision developed at Medingen since then. Reasons are advanced for the prominence Medingen Primary School currently enjoys and the study concludes with the assertion that Medingen Mission Station can be regarded as an important, though not exclusive source of the Balobedu’s present-day identity. / Educational Foundations / M.Ed. (History of Education)

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2017-06-20T19:36:17Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ludmila Tese de doutorado revisão final.pdf: 3144553 bytes, checksum: 1af12dc7d18da92bf9d7ec87825fa2cc (MD5) / Made available in DSpace on 2017-06-20T19:36:17Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Ludmila Tese de doutorado revisão final.pdf: 3144553 bytes, checksum: 1af12dc7d18da92bf9d7ec87825fa2cc (MD5) Previous issue date: 2013-11-29 / A presente pesquisa teve, por objetivo, analisar o modelo de educação a distância, praticado na Universidade Pública Brasileira, como dinâmica de uma política educacional à luz dos conceitos de autoformação e autovalorização no contexto do capitalismo cognitivo; e, também, apontar os desafios e as possibilidades de inclusão da dimensão autonomia como vetor de transformação social e potência biopolítica nas dinâmicas de educação a distância. Realizou-se uma pesquisa de natureza descritivo-analítica, que compreendeu três dimensões: política pública educacional; motivação e expectativas dos alunos e o processo de institucionalização da educação a distância na Universidade Pública. Efetuou-se um levantamento de caráter quanti-qualitativo, a partir dos dados de relatórios institucionais da UNIRIO no período de 2011 e 2012, agrupados e analisados no capítulo sobre os marcos normativos, programas, planos e ações do Governo Federal e em dois estudos de caso: o estudo 1, denominado Motivação dos Alunos, e o estudo 2, Dimensão Institucional. Para a sistematização dos materiais da pesquisa empregou-se o método de análise de conteúdo e seus procedimentos. A análise dos enunciados permitiu identificar uma semântica social, isto é, um quadro de características relacionadas à autonomia no contexto da educação a distância e desta com as dinâmicas de autoformação e autovalorização, como fenômeno qualitativo. Sugeriu-se também a importância de efetuar mudanças nas práticas educativas, bem como os limites que deverão ser enfrentados na área da gestão pública. Elencaram-se diversos impasses e desafios no campo das relações poder-saber com a autonomia universitária e a inclusão social. Finalmente, afirmou-se que não há modelo ou caminho de mão única para vencer os obstáculos e desafios que foram identificados; e que a autonomia como elemento da dimensão política-produtiva da vida é uma construção dinâmica de interações subjetivas não subjugável por mecanismos hierárquicos de centralização e controle que perpassam as políticas públicas educacionais e seus focos em pressupostos econômico-financeiro. / This doctoral research intended to study the brazilian e.learning model implemented at public universities. It studies and analyses the dynamics of the educational policies regarding the aspects of self-formation and self valorization in the context of cognitive capitalism. It approaches the challenges as well as the possibilities for incluing the autonomy dimension as an important vector for social change and biopolitics in the dynamics of e.learning. It is an analytical-descriptive research encompassing three main dimensions:.a) the educational public policies; b) the students motivations and expectations and c) the processes of e.learning institution building in the brazilian Public Universities. It has a quanti-qualitative character and searches data from UNIRIO oficial reports in 2011 and 2012, which are presented in the chapter that discusses the govenmental regulations, plans and programmes for e.learning. It also contains two Case Studies, related to student motivations and institutional dimensions. The content analysis methodology was used to systematize the data and other research materials. The analysis of expressions enables the identification of important aspects of social semantic, i.e, a set of characteristics related to autonomy in the context of e.learning and its relation with the dynamics of self-formation and self-valorization as qualitative phenomena. The research at the end does not present a conclsive character. But it highlightes the circuntances under which the subjectivation phenomena may occurr in the e.learning processes. It also suggests the importance of changing educational practices as well as the limits that have to be dealt with in the area of public management. It lists several impasses and challenges which need to be faced regarding the power-knowledge relations which are blocking the Universities autonomy as well as the processes of social inclusion in a broader sense. Finally, it states that there is no model or one way road to overcome the obstacles and challenges which were identified; the autonomy as an element of the political–productive life is a dynamic construction of subjective interactions which cannot be submitted to hierarchical mechanisms of centralization and control which perpasses the educational public policies and its focus on financial and economic assumptions.

In the wake of a steady flow of child migrants attempting to cross borders and states’ efforts to restrict immigration, various public controversies have arisen about the rights of asylum-seeking children. The ‘moral gap’ between the outcome of democratically enacted laws and the aim of controlling immigration, on the one hand, and public calls to protect the universal rights of asylum seeking children, on the other, have created a political challenge for Western democracies. This thesis sets out to examine two particular settings in which norms about the rights of asylum-seeking children and immigration control have been established and contested over the years: the Swedish Migration Court of Appeal and Sweden’s largest morning paper, Dagens Nyheter. It combines empirically oriented analysis with theoretical enquiry, and it brings the issue of the rights of asylumseeking children into dialogue with the contemporary political-philosophical debate about membership, rights and borders. / I kölvattnet av en stadig ström av barn som migrerar över statsgränser har medial rapportering, protester och offentliga diskussioner aktualiserat frågor om asylsökande barns rättigheter. Det ”moraliska glappet” mellan tillämpningen av demokratiskt stiftade lagar i syfte att reglera invandringen,å ena sidan, och offentliga krav på att skydda universella rättigheter för asylsökande barn, å andra sidan, har växt fram som en samtida utmaning för demokratiska stater att hantera. I denna avhandling undersöks två specifika arenor där normer om asylsökande barns rättigheter och immigrationskontroll har etablerats och ifrågasatts under de senaste åren; den svenska Migrationsöverdomstolen och Sveriges största morgontidning, Dagens Nyheter. Avhandlingen kombinerar empiriska analyser med teoretiska undersökningar om asylsökande barns rättigheter i dialog med en samtida politisk filosofisk diskussion om medlemskap, rättigheter och gränser.

The research conducted was done on the basis of providing an initial platform or starting point for insight and discussion into what a strategic transcultural model of leadership might look like which was relevant to the early 21st Century Christian context in the cities of Southern Africa. A strategic transcultural leader is essentially a transformational leader who exhibits an ability beyond the norm in being able to cross socio-political barriers and thus inspiring the multicultural dynamic, while also honouring the individual cultures represented. In order to study strategic transcultural leadership models a strong leadership angle was taken, which employed investigating six leaders, three political and three Christian as to the structures, styles, values, transcultural abilities and Christian/political beliefs and/or philosophies they employed. The thesis poses the problem of urban unrest in the cities of Southern Africa. The problem of an influx into the cities, of the many different ethnicities and tribes from throughout Southern Africa and the pressures this has caused is briefly alluded to. This problem has been further exacerbated in South Africa by the arrival of many peoples from throughout Africa, south of the Sahara seeking their fortune without having to leave the African Subcontinent, and in Zimbabwe by the political policies of the Zimbabwean government, over land and in clearing away her unapproved urban high-density housing, and her informal business and white farming sectors of the economy. With these issues in mind, there is a need for strategic transcultural leadership to address these and other issues of unrest. The examples of Mandela and De Klerk as transformational leaders, inspire hope, that the vacuum of strategic transcultural leadership seen in Africa at large and specifically in relation to Southern Africa can be met, as is noted by the progress made in recent years in the arena of transformational leadership which the Group of eight and the United Nations and others allude to. While this is true, there are still problems in relation to the political decision-making within South African, as seen by Mbeki’s stance in the past on HIV-AIDS, and Zimbabwe’s woes. The stage is set from a missiological and historical perspective by looking at multicultural models of leadership in the Early Church with specific reference to Paul and the Antiochan model he used as a prototype. The Jerusalem Church is mentioned as a bi-cultural model, which has significant use outside of large urban environs. However it was the Pauline-Antiochan model that provided a platform, in the later use of a synthetic-semiotic model, to deduce or synthesis a transcultural model. Paul’s model of leadership was analysed specifically in relation to the five elements already noted (structures, styles, etc.) and is particularly useful as a model as Paul himself provides firstly an insight into a man of bi-cultural heritage yet someone who was empire-conscious. Paul was able to uphold both the cultural distinctive or uniqueness of both the Greek and Jew (noting Paul’s use of both Hebraic and Hellenistic styles of the diatribe for example) as well as the universal, in that he was empire-conscious which played into his Kingdom perspective. Secondly he provides a reasonable grounds for understanding that if the belief system of the individual is changed on one of its most fundamental levels – allegiance – then given time the macro-cultural identity of a nation, even empire can be significantly altered. He was able to do this primarily because the Graeco-Roman Empire had a common linguafranca in Greek, and the Christian community – as the followers of the Way became known as – had an ethos of reconciliation, enhancing the multicultural and one also of inclusivity (for example a worship style that encompasses both Jewish and local expressions) enhancing the particular. In declaring the One God of Israel and Jesus Christ – Messiah, as the only true Kyrios, Paul replaced the Emperor and the whole Greek pantheon of the Gods with the one true God and Father of us all, and his one and only Son.< /p> The three political leaders – Moshoeshoe, Smuts and Mandela – and the three Christian leaders – Mutendi, Cassidy and Tutu – are investigated in terms of the five elements (structures, styles, values etc.) that comprise the model of leadership. Each of these leaders in turn made a lasting contribution to national and/or tribal change. After looking at the six leadership models an initial conceptual framework for a multicultural model of leadership is outlined. However, in order to bring significant current postmodern/neo-African/tribal/multicultural paradigms of thought and the associated socio-political forces and philosophies of the day, to bear on the evolving model, these were specifically highlighted and brought into the process of synthesizing a model. Lastly once all these inputs are brought together in a tabulated framework, and the evolving multicultural model is screened against three known working scenarios, and further synthesized such that the refined model was then called a strategic transcultural model of leadership. Before this can be achieved however, various North American multicultural models posited were looked at in a literary review, which served to reinforce the understanding of the need to balance the universal and the particular aspects of culture. In refining a strategic transcultural model, the thesis next attempted to address the problem of developing a national macro-cultural identity. A strict delineation in a postmodern era between Church and State was considered to be not only unnecessary but a modern myth, also noting that the State mirrors the Church in many of the problems of community and identity. Thus the meso-level of the Church provided key insights into the macro-level of the State. An argument all along was posed for not just orchestrating a macro-culture based on multiculturalism, nor in just upholding the micro-cultural individual identities at the expense of participation in a national framework and beyond this the global village, but an argument was made for a both/and scenario. In doing this the thesis sought to address both the macro-cultural and individual cultural identities at every level and in every element of the model of leadership. The plausibility of the argument for today was based on the prevalence of a language of choice – in most cases English – and an ethos of reconciliation and inclusivity for which Madiba and Tutu among others have set the standard. A final picture of a community based on both was posited for reflection, a picture that John paints where the great heavenly host (mirroring the macro-level of the Kingdom) is contrasted with the micro-level of a people made up “from every tribe and language and people and nation” (Rev 5:9). / Thesis (PhD (Science of Religion and Missiology))--University of Pretoria, 2007. / Science of Religion and Missiology / PhD / Unrestricted