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11	An appraisal of theological training for untrained church leaders in Sub Saharan Africa : with particular reference to the training program of Veritas College Wiid, Willem Jacobus 03 1900 (has links) Thesis (DTh)--Stellenbosch University, 2002 / ENGLISH ABSTRACT: This study is an appraisal of the training program of Veritas College as an answer to the training need of the untrained church leaders in Sub Saharan Africa, focusing on the country of Malawi. Partly as a result of the impact of the Church Growth Movement the number of churches in Africa has increased significantly during the last decade. These achievements have created a major training problem. Theological training institutions have been unable to cope with the massive influx of church leaders. Despite remarkable efforts by them, new methods of theological training have had to be developed in order to fulfil the training needs of Africa. The situation in Africa has changed due to many political and historical developments, creating a need for Christians to be trained in how to impact their context. There is a new environment and challenge for theological education in Africa today. Ideally, theological education should develop all levels of Christian leadership, so that leaders become devoted, effective and knowledgeable workers of God. The Church has always tried to provide theological training for these workers, and has created various educational models. Formal and non-formal education are important modes of training, and form, together with the church, an important triangle in the provision of learning services for the body of Christ. Formal as well as non-formal theological training models, however, have various weaknesses, including a tendency to dominate from the top; a fixed curriculum out of context; an over-emphasis on a content approach; the inaccessibility of training for the untrained church leader; the inaffordability of training for the really poor untrained church leaders in Sub Saharan Africa. This creates a need for change in theological training today. Principles for an appropriate theological education for Sub SaharancAfrica should include i) the development of local church leadership within the context, for the context; ii) a holistic approach to theological education; iii) a focus on character formation in leadership training; iv) training in the context of the local congregation; v) the equipping all levels of church leadership; vi) training to practise theology; and vii) the provision of 'basic theological training'. The training model proposed by Veritas College has an education philosophy called "Integrated Leadership Development" (ILD). This training model is integrated into the functioning of the local congregation and the life of the trainee. ILD also promotes an integrated theological practice, where the trainee is taught how to practise theology. Veritas' training program is built around the basic skills of how to do understand, apply and communicate the Bible. An appraisal is done of the training program of Veritas College as presented in the Synod of Nkhoma of the Church of Central Africa, Presbyterian (CCAP) in Malawi. From the perspective of the unique training context of Malawi and the CCAP, the development of this program is described and evaluated in the light of the training needs of Sub Saharan Africa. The potential of the Veritas training model to contribute to the training need of Sub Saharan Africa is evaluated. The model has the ability to i) present technical theological training for a semi-literate church leadership; ii) implement basic theological training for church leaders in the local congregation; iii) offer a theological training program not bound to many theoretical books; iv) help semi-literate church leaders to make use of the only piece of literature they possess, namely the Bible; and v) to teach the illiterate through an oral medium. It would indeed appear that Veritas is able to make a positive contribution to the training needs of Sub Saharan Africa. / AFRIKAANSE OPSOMMING: Hierdie studie beoordeel die opleidingsmodel van Veritas College as 'n antwoord op die opleidingsnood van die onopgeleide kerkleiers in Sub Sahara Afrika, met die fokus op Malawi. Gedeeltelik as gevolg van die Kerkgroei Beweging was daar gedurende die laaste dekade 'n aansienlike groei in die aantal kerke in Afrika. Dit het gelei tot 'n geweldige opleidingskrisis. Teologiese opleidingsinstansies kon net nie voldoen in die aanvraag vir opleiding in die steeds toenemende kerkleierskap nie. Ten spyte van noemenswaardige pogings om in hierdie behoefte te voldoen, was daar 'n besef dat nuwe metodes ontwikkel sou moes word om in die nuwe opleidingsbehoeftes van Sub Sahara Afrika te voldoen. Verder vra die benarde sosio-ekonomiese konteks in Sub Sahara Afrika dat gelowiges toegerus word om iets aan hulle konteks te doen. Teologiese opleiding moet daarna streef om aile vlakke van Christelike leierskap te ontwikkel tot toegewyde, effektiewe en ingeligde werkers van God. Die kerk het nog altyd probeer om in die behoefte vir opleiding van hierdie werkers te voorsien deur in 'n verskeidenheid van opleidingsmodelle te voorsien. Formele en informele onderrig vorm saam met die kerk 'n belangrike driehoek in die voorsiening van opleidingsdienste vir die liggaam van Christus. Formele en informele teologiese opleidingsmodelle toon verskeie tekortkominge, insluitend 'n geneigdheid om voor te skryf van bo af; 'n vasgestelde kurrikulum wat nie konteksgetrou is nie; die ontoeganklikheid van opleiding aan die onopgeleide kerkleier; en duur opleiding vir die arm kerkleiers in Sub Sahara Afrika. Dit alles skep die behoefte aan 'n nuwe benadering in teologiese opleiding vandag. Sekere beginsels word voorgestel vir 'n toepaslike teologiese opleiding in Sub Sahara Afrika vandag, insluitend i) die ontwikkeling van plaaslike kerkleierskap binne die konteks, vir die konteks; ii) 'n omvattende benadering tot teologiese opleiding; iii) 'n fokus op karakterontwikkeling in leierskapsopleiding; iv) opleiding binne die konteks van die plaaslike gemeente; v) die toerusting van aile vlakke van kerkleierskap; vi) opleiding om teologie te kan beoefen; en vii) die voorsiening van 'n 'basiese teologiese opleiding.' Die opleidingsmodel wat Veritas College aanbied se opleidingsfilosofie word saamgevat as "Geinteqreerde Leierskaps Ontwikkeling"'(GLO). Hierdie opleidingsmodel is qemteqreer in die funksionering van die plaaslike gemeente en die lewe van die opgeleide persoon. GLO bied ook 'n qeinteqreerde teoloqiese praktyk aan, waar die student geleer word hoe om teologie te beoefen. Veritas se opleidingsprogram is ontwikkel rondom die basiese vaardighede hoe om die Bybel te interpreteer toe te pas en aan te wend vir effektiewe kommunikasie. Binne die konteks van die Nkhoma Sinode van die Church of Central Africa, Presbyterian (CCAP) in Malawi vertoon die opleidingsprogram van die Veritas College potensiaal. Dit het die verrnoe om i) 'n tegniese teologiese opleiding aan te bied op die bevatlikheidsvlak van die laaggeskoolde kerkleierskap; ii) 'n basiese teologiese opleidingsprogram vir die kerkleiers binne 'n plaaslike gemeente te implementeer; iii) 'n opleidingsprogram wat nie gebind is aan baie handboeke vir die aanbieding van opleiding vir laaggeletterde kerkleiers; iv) laaggeskoolde kerkleiers te help om die enigste boek in hul besit, die Bybel, beter aan te wend; en v) om die ongeletterders mondelings te onderrig. Dit Iyk dus inderdaad of Veritas wei 'n bydrae kan lewer tot die opleiding van die baie onopgeleide kerkleiers in Sub Sahara Afrika. Theology -- Study and teaching -- Malawi Clergy -- Training of -- Malawi Veritas College Training Model Dissertations -- Theology Theses -- Theology
12	Les configurations de la natura dans le Speculum maius de Vincent de Beauvais Frunzeanu, Eduard January 2007 (has links) Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal. Histoire culturelle (Moyen Âge) Europe (XIIe-XIIIe siècles) Encyclopédies Nature Théologie scolastique Philosophie naturelle Droit naturel Théories de la génération Propriété intrinsèque
13	Toward a Novel Gas Cell for X-Ray Spectroscopy : Finite Element Flow Simulation and Raman Characterization Stångberg Valgeborg, Fredrik January 2019 (has links) The new millennium has seen revolutionary advances in photonsource technology. As the newly constructed synchrotron facilityMAX IV in Lund, Sweden, pushes brilliance toward what isphysically possible, low-yield spectroscopic techniques, such asresonant inelastic X-ray scattering (RIXS), open new doors inmolecular and condensed matter research. The VERITAS beamline atMAX IV is designed for high-resolution vibrational RIXS on gases.X-rays interact with flowing molecules inside a window-cappedcell, but the radiation intensity is expected to be large enoughto damage the windows, and cause build-up of photochemicalproducts, which lowers transmission. To address these issues, anovel gas cell design is presented, wherein the distance betweensample gas and window is increased by using a flowing heliumbuffer. The main challenge is maintaining a steep sample gasconcentration gradient within the cell, and to that end, gas flowswere simulated on various geometries by using the finite elementmethod to solve the Navier-Stokes equations. Results were used toconstruct a prototype, and confocal Raman microscopy was used forconcentration characterization. Preliminary measurements revealeda uniform sample gas distribution, and the technique proved to beinefficient for wide scanning of parameter values. This suggeststhat a supplementary experiment is required to find roughestimates of good parameter values, which can then be followed upwith new Raman measurements for fine-tuning of the properparameter space. Real-time visualization of the sample gas flow,using a visible gas under an optical microscope, is one candidatefor this supplementary experiment. gas cell finite element analysis finite element method gas flow simulation x-ray spectroscopy RIXS MAX IV VERITAS synchrotron Accelerator Physics and Instrumentation Acceleratorfysik och instrumentering
14	MDA-VERITAS: uma arquitetura MDA estendida para transformações de sistemas concorrentes preservadoras de semântica. / MDA-VERITAS: an extended MDA architecture for concurrent semantic-preserving systems transformations. BARBOSA, Paulo Eduardo e Silva. 20 September 2018 (has links) Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-09-20T18:52:30Z No. of bitstreams: 1 PAULO EDUARDO E SILVA BARBOSA - TESE PPGCC 2011..pdf: 8460190 bytes, checksum: 711c8b40aaed80c81ec520880038d9b8 (MD5) / Made available in DSpace on 2018-09-20T18:52:30Z (GMT). No. of bitstreams: 1 PAULO EDUARDO E SILVA BARBOSA - TESE PPGCC 2011..pdf: 8460190 bytes, checksum: 711c8b40aaed80c81ec520880038d9b8 (MD5) Previous issue date: 2011-09-08 / MDA é uma tendência de desenvolvimento de software que visa alterar o foco e os esforços dos modelos de desenvolvimento atuais. O método de implementação deixa de ser apenas a produção e código, e passa a também envolver modelos, metamodelos e transformações. Atualmente, essa abordagem tem sido diversiﬁcada com a inclusão de novos paradigmas que vão bem além do uso exclusivo dos padrões da OMG, como proposto originalmente. Contudo, a arquitetura MDA ainda sofre com a falta de formalização de alguns de seus artefatos e processos, levando a vários tipos de questionamentos. Um exemplo pertinente de questionamento se dá sobre o alto grau de ambigüidade dos modelos e transformações, originando problemas de baixa conﬁabilidade. Uma das conseqüências disso é o fato de que atualmente não existe uma maneira de garantir que transformações MDA sejam preservadoras de semântica, e nem que seus modelos envolvidos nas transformações sejam formais o suﬁciente para se permitir o uso de técnicas deveriﬁcação de equivalência, gerando críticas sobre a eﬁcácia dessa abordagem. Esta tese de doutorado propõe lidar com esse problema, incorporando abordagens consolidadas de métodos formais na arquitetura MDA, tendo como contexto especíﬁco o desenvolvimento de software para sistemas embarcados com características de concorrência. Propomos extensões para parte da arquitetura MDA para que se possa construir modelos semânticos que representem aspectos estáticos e dinâmicos, ambos essenciais na semântica dos modelos envolvidos nas transformações e nos mecanismos de veriﬁcação de equivalência desses modelos. Com isso,obtemos a veriﬁcação de equivalência em transformações envolvendo modelos de sistemas concorrentes. Como avaliação do trabalho, provas de conceito, estudos de caso e avaliação experimental seguindo a abordagem GQM, envolvendo parcerias na academia e na indústria através de sistemas reais, foram implementados e avaliados. Veriﬁcamos equivalência entre modelos ao nível de transformações PIM-para-PIM, PSM-para-PSM e PIMpara-PSM como modelos de sistemas concorrentes descritos em redes de Petri e algumas de suas extensões. / MDA is a software development trend that aims to shift the focus and efforts of the current development methodologies. The implementation method changes from only code production to the usage of models, metamodels and transformations. Currently, this approach has been diversiﬁed with the inclusion of new paradigms that go beyond the only use of the MDA standards, as originally proposed. However, the MDA architecture still suffers from the lack of formalization of its artifacts and processes, leading to several sorts of questions. An important example of question is about the high ambiguity levels of models and transformations, originating problems of low reliability. One of the main consequences of this problem is the fact that still there is no way to ensure that MDA transformations are semantics preserving and neither the involved models are formal enough to allow the use of equivalence veriﬁcation techniques, criticizing the effectiveness of this approach. This thesis proposes to deal with this problem by incorporating well consolidated formal methods techniques in the MDA architecture, having as speciﬁc context the software development for embedded systems with concurrent features. We propose extensions to part of the MDA architecture in order to construct semantic models to represent static and dynamic aspects, both essentials in the semantics of the involved models in the transformations and in the veriﬁcation mechanisms of these models. With this, we achieve the veriﬁcation of equivalence in transformations with models of concurrent systems. Asevaluationofthework,conceptualproofs, case studies and an experimental evaluation following the GQM approach, involving partners in the academy and industry, were implmented and evaluated. We verify models equivalence at the level of PIM-to-PIM, PSM-to-PSM and PIM-to-PSM transformations with models of concurrent systems described and inPetri nets and some of its extensions. Ciência da Computação. Arquitetura de software MDA - Arquitetura estendida Transformações de sistemas Sistemas concorrentes Engenharia de software Semântica formal - informática Software Engineering MDA VERITAS Modelos semânticos Transformações MDA Software development
15	ヒエロニュムスの「ヘブライ的真理」の研究 : その聖書翻訳論と旧約引用理解とを手がかりに / ヒエロニュムスノ「ヘブライテキシンリ」ノケンキュウ : ソノセイショホンヤクロントキュウヤクインヨウリカイトオテガカリニ / ヒエロニュムスのヘブライ的真理の研究 : その聖書翻訳論と旧約引用理解とを手がかりに加藤哲平, Teppei Kato 02 March 2017 (has links) ギリシア語訳旧約聖書である七十人訳の擁護者たちに対し、ヒエロニュムス（347–420）はヘブライ語原典の優越性、すなわち「ヘブライ的真理」を主張した。しかし、その聖書翻訳論と旧約引用理解とを考慮すると、ヒエロニュムスが「ヘブライ的真理」と言うとき、彼はヘブライ語テクストと七十人訳との文献学的な問題に留まらず、これら二者と新約聖書における旧約引用との神学的な問題をも解決しようとしていたと言える。 / Against many defenders of the Septuagint, namely, the Greek translation of the Old Testament, Jerome (347–420) claims the superiority of the original Hebrew text. Jerome names this idea Hebraica veritas, or "Hebrew Truth." Considering his theory of biblical translation and his understanding of Old Testament quotations in the New Testament, this study concludes that Jerome's real purpose concerning Hebraica veritas is to solve not only the philological problem between the Hebrew text and the Septuagint, but also the theological problem between these two texts and the Old Testament quotations. / 博士(神学) / Doctor of Theology / 同志社大学 / Doshisha University ヒエロニュムスヘブライ的真理聖書翻訳聖書解釈新約聖書における旧約引用ヘブライ語聖書七十人訳ウルガータオリゲネスアウグスティヌスキケローラビ文学 Jerome Hebraica veritas Biblical Translation Biblical Interpretation The Hebrew Bible The Septuagint The Vulgate Origen Augustine Cicero Rabbinic Literature
16	Technik und Bildung in der verwissenschaftlichten Lebenswelt Lumila, Minna 02 June 2023 (has links) Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective. Seinsphänomenologie Sprung Sein Subjekt-Objekt-Differenz Überwindung des Subjekt-Objekt-Schemas Rationalität Überforderung des Rationalen Weltoffenheit Weltoffenheit des Menschen unhintergehbare Lebenswelt Metaphysikkritik abendländische Metaphysik neuzeitliche Metaphysik Seinsvergessenheit certitudo veritas aletheia Menschenzentriertheit Gegenstand Gegenständlichkeit Vergegenständlichung des Seienden Nichtigkeit Mensch als in die Welt Geworfener mundane Kreation des Daseins Mensch als weltbildend Ek-sistenz das Sein den Menschen das Ekstatische des Menschen Vernehmen als Wahrnehmen In-der-Welt-Sein Weltlichkeit des Menschen das Anwesen des Anwesenden Erde Posthumanismus Mensch als ein werdendes Wesen vormoderne Technik handwerkliche Technik poiesis orthotes Technikkritik Bestand Welt als Inventar Bild Meister Eckhart das Ereignis Denken Philosophie ontologische Differenz Posthumanismus Natur zu Kultur Verhältnis von Mensch und Natur Primäre und sekundäre Qualitäten ursprüngliche Lebenswelt transzendentale Lebenswelt Phänomenologie Quantifizierung Entqualifizierung Entsinnlichung Bedeutungsentleerung Edmund Husserl Martin Heidegger Eugen Fink Koexistentialien Arbeit Herrschaft Liebe Tod Spiel Erziehung Erziehung als Beratung Technische Bildung kosmologische Lebenswelt Vielfalt der lebensweltlichen Praxis Fraglichwerden humanistischer Werte Dualismuskritik kosmologische Differenz menschliche Selbstverständigung Lebenslehre Nachdualistische Sozialphänomenologie Ende des humanistischen Menschen Marginalisierung der Welt Krise der allgemeingültigen Leitbilder Erziehung als Beratung Fragegesellschaft Erziehungswissenschaft als Praxistheorie das Wissen als menschliche Möglichkeit techne Fügsamkeit Einfügung Daseinsorientierung verwissenschaftlichte Welt Schöpfertum des Ingenieurs Die kreative Tätigkeit des Technikers Schöpfungskraft des Kosmos Schöpferkraft der menschlichen Freiheit Prinzipielle Unbestimmtheit des Menschen Theodor Litt Umgang Trias von Subjekt-Objekt-Methode antinomische Lebenswelt Mensch-Welt-Verhältnis Pädagogik Unverdrängbarkeit des Umgangs Freiheit der Wissenschaften Segen der Reflexion Umgangshermeneutik Hermeneutik Mit- und Füreinandersein Umgang mit der Natur zwischenmenschlicher Umgang neuzeitliche Rationalität Natur Geist Subjekt Objekt neuzeitliche Produktionsordnung Bildungsbedeutung der Naturwissenschaft Versachlichung des Weltverhältnisses Arbeitswelt Sache Vielfalt der Sinndeutungen Segen der Reflexion gegenständliches Denken rechnende Naturwissenschaft Mittel-Zweck-Relation Ursache-Wirkung-Relation Subjekt-Objekt-Verhältnis Entpersönlichung des Subjekts Formalisierung des Objekts Reflexivität Leiblichkeit Marginalisierung des Menschen Versachlichung des Menschen Mensch als Funktionär Trennung von Ich und Welt Trennung von Natur und Geist Sinnlichkeit Begegnung mit seinesgleichen Verkümmerung des Umgangs leiblich-seelische Totalität Individualität Unmenschlichkeit des Menschen Menschlichkeit des Menschen Selbstentfremdung Antinomie moderner Menschenbildung Selbstbeaufsichtigung Kultivierung des Umgangs Genealogie der modernen Technik Maschinenwelt Geisteswissenschaften Kultivierung von Sinnvielfalt Menschenwissenschaft Wissenschaften vom Außermenschlichen Schutz der Menschlichkeit Zwängen der Produktionsordnung Bildung als Sacharbeit Helmut Schelsky metaphysische Dauerreflexion Absterben des Staates technischer Staat metaphysischer Nihilismus wissenschaftliche Zivilisation Reales Weltbürgertum Spezialgelehrtentum Fachgelehrtentum Sachzwang Freiheit Sachgesetzlichkeiten Offenheit menschlicher Sinnentwürfe Selbstentfremdung des Menschen wissenschaftlich-technische Zivilisation Objektivierung des Menschen Naturzwang Produktionszwang Sachlogik der technischen Zivilisation Bildung durch Wissenschaft jene Freiheit einer offenen Zukunft Verwissenschaftlichung aller Praxis Vergesellschaftung der Wissenschaft Vergesellschaftung der Universität Wissenschaftlichkeit der Technik Mensch als Wissenschaft und als Arbeit Erziehung zur Wissenschaftlichkeit Überwindung der Wissenschaft Bildung als Ermöglichung von Freiheit Vielfalt des Daseins Grenzen wissenschaftlicher Erkenntnis Synthese der Wissenschaften Fragmentierte Produktion des Menschen Sozialwissenschaften Joachim Ritter Mnemosyne Kompensation von Geschichtslosigkeit Gedächtnis historische Lebenswelt Michel Foucault Genealogische Rekonstruktion Friedrich Nietzsche Aktiver Nihilismus Dietrich Benner Negativität Nicht-Affirmativität Praxeologie Malte Brinkmann fragmentarischer Charakter des Menschen Dualismus-Kritik Egon Schütz Anthropologischer Zirkel C. P. Snow Erziehung und Bildung Technik Lebenswelt Verwissenschaftlichte Lebenswelt Lebenswelt als eine kritische Kategorie phenomenology of being leap being subject-object difference overcoming the subject-object schema rationality openness to the world metaphysical critique occidental metaphysics modern metaphysics Forgetfulness of being certitudo veritas aletheia human-centeredness object objectivity objectification of being nothingness mundane creation of existence human being as world-forming ek-sistence the ecstatic of the human being being-in-the-world worldliness of the human being the presence of the present posthumanism human being as a becoming being pre-modern technology poiesis orthotes critique of technology world as inventory image Meister Eckhart the event thinking philosophy ontological difference posthumanism nature to culture relationship between human and nature Primary and secondary qualities original lifeworld transcendental lifeworld phenomenology quantification de-qualification de-sensualisation coexistentials education education as counselling technical education cosmological lifeworld diversity of lifeworld practice questioning of humanistic values critique of dualism cosmological difference human self-understanding post-dualistic social phenomenology end of humanistic human being marginalisation of the world production of human being by human being education as counselling knowledge as human possibility techne existential orientation scientised world creative activity of the technician creative power of the cosmos creative power of human freedom Umgang triad of subject-object method dual of natural sciences and humanities antinomic lifeworld Umgang as a basis for modern education pedagogy resistance of Umgang to ideologies defense of democracy against fascism phenomenological motifs of Theodor Litt hermeneutics being with and for one another nature spirit subject object modern order of production objectification of world relations diversity of interpretations of meaning cause and effect subject-object relationship depersonalisation of the subject reflexivity marginalisation of the human being objectification of the human being the human being as a functionary separation of the I and the world separation of nature and spirit individuality inhumanity of the human being humanity of the human being self-alienation antinomy of modern education genealogy of the modern technology humanities cultivation of multiplicity of meaning human science advisory function of human science protection of humanity reflection death of the state technical state metaphysical nihilism scientific civilisation real cosmopolitanism specialised scholarship human being in scientific civilisation freedom scientific marginalisation of the world openness of human possibilities loss of function of the humanities self-alienation of the human being scientific-technical civilisation objectification of the human being compulsory production education in scientific civilisation fragmented production of human being Mnemosyne memory historical lifeworld active nihilism genealogical reconstruction negativity non-affirmativity praxeology fragmentary character of the human being critique of dualism anthropological circle education (Bildung) technology technical education lifeworld scientified lifeworld lifeworld as a critical category human being as thrown into the world crisis of universally valid values creatorship of the engineer 370 Bildung und Erziehung DF 3000 ddc:370

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