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This is a dissertation about the Halle method, or the visual pedagogies of the Pietist Orphanage as they were developed in the German university town of Halle from 1695 until 1730. A “Pietist” was someone who was affiliated with an evangelical reform movement first initiated by Philipp Jakob Spener in the 1670s. A long and deeply entrenched historiographical tradition has portrayed the Halle proponents of this movement—especially their leader August Hermann Francke—as zealous, yet practical, Lutheran reformers who were forced to directly confront the ideals of early Enlightenment in conjunction with the state-building mandate of Brandenburg-Prussia. This has led to a persistent tendency to see Halle Pietists as “others” who cultivated their collective identity in opposition to so-called Enlightenment intellectuals, like Christian Wolff, at the same time as they exerted a marked influence on these same persons. As a result of this dichotomous portrayal over the years, the impact of the Halle method on educational reform, and on the meanings eighteenth-century Europeans attached to philanthropy more generally, has been misunderstood. I argue that the Pietist Orphanage holds the key to remedying several problems that have impeded our ability to understand the significance of Pietist pedagogy and philanthropy. This was a site specifically designed to introduce children to the conciliatory knowledge-making strategies of the first Berlin Academy of Science members and their associates. These strategies championed the status of the heart as an assimilatory juncture point and were refined in the schools of the Pietist Orphanage, which itself functioned as a visual showplace that viewers could observe in order to edify and improve themselves. It was the material expression of Halle Pietists’ commitment to a “third way” and marked their attempt to assimilate experience and cognition, theology and philosophy, absolutism and voluntarism. The dissertation examines several personalities who had a direct bearing on this conciliatory project: namely E. W. von Tschirnhaus, Johann Christoph Sturm, Leonhard Christoph Sturm, Gottfried Wilhelm Leibniz and Christian Wolff. It also examines how the method was applied in the Halle Orphanage schools and extended elsewhere.

This is a dissertation about the Halle method, or the visual pedagogies of the Pietist Orphanage as they were developed in the German university town of Halle from 1695 until 1730. A “Pietist” was someone who was affiliated with an evangelical reform movement first initiated by Philipp Jakob Spener in the 1670s. A long and deeply entrenched historiographical tradition has portrayed the Halle proponents of this movement—especially their leader August Hermann Francke—as zealous, yet practical, Lutheran reformers who were forced to directly confront the ideals of early Enlightenment in conjunction with the state-building mandate of Brandenburg-Prussia. This has led to a persistent tendency to see Halle Pietists as “others” who cultivated their collective identity in opposition to so-called Enlightenment intellectuals, like Christian Wolff, at the same time as they exerted a marked influence on these same persons. As a result of this dichotomous portrayal over the years, the impact of the Halle method on educational reform, and on the meanings eighteenth-century Europeans attached to philanthropy more generally, has been misunderstood. I argue that the Pietist Orphanage holds the key to remedying several problems that have impeded our ability to understand the significance of Pietist pedagogy and philanthropy. This was a site specifically designed to introduce children to the conciliatory knowledge-making strategies of the first Berlin Academy of Science members and their associates. These strategies championed the status of the heart as an assimilatory juncture point and were refined in the schools of the Pietist Orphanage, which itself functioned as a visual showplace that viewers could observe in order to edify and improve themselves. It was the material expression of Halle Pietists’ commitment to a “third way” and marked their attempt to assimilate experience and cognition, theology and philosophy, absolutism and voluntarism. The dissertation examines several personalities who had a direct bearing on this conciliatory project: namely E. W. von Tschirnhaus, Johann Christoph Sturm, Leonhard Christoph Sturm, Gottfried Wilhelm Leibniz and Christian Wolff. It also examines how the method was applied in the Halle Orphanage schools and extended elsewhere.

This is a dissertation about the Halle method, or the visual pedagogies of the Pietist Orphanage as they were developed in the German university town of Halle from 1695 until 1730. A “Pietist” was someone who was affiliated with an evangelical reform movement first initiated by Philipp Jakob Spener in the 1670s. A long and deeply entrenched historiographical tradition has portrayed the Halle proponents of this movement—especially their leader August Hermann Francke—as zealous, yet practical, Lutheran reformers who were forced to directly confront the ideals of early Enlightenment in conjunction with the state-building mandate of Brandenburg-Prussia. This has led to a persistent tendency to see Halle Pietists as “others” who cultivated their collective identity in opposition to so-called Enlightenment intellectuals, like Christian Wolff, at the same time as they exerted a marked influence on these same persons. As a result of this dichotomous portrayal over the years, the impact of the Halle method on educational reform, and on the meanings eighteenth-century Europeans attached to philanthropy more generally, has been misunderstood. I argue that the Pietist Orphanage holds the key to remedying several problems that have impeded our ability to understand the significance of Pietist pedagogy and philanthropy. This was a site specifically designed to introduce children to the conciliatory knowledge-making strategies of the first Berlin Academy of Science members and their associates. These strategies championed the status of the heart as an assimilatory juncture point and were refined in the schools of the Pietist Orphanage, which itself functioned as a visual showplace that viewers could observe in order to edify and improve themselves. It was the material expression of Halle Pietists’ commitment to a “third way” and marked their attempt to assimilate experience and cognition, theology and philosophy, absolutism and voluntarism. The dissertation examines several personalities who had a direct bearing on this conciliatory project: namely E. W. von Tschirnhaus, Johann Christoph Sturm, Leonhard Christoph Sturm, Gottfried Wilhelm Leibniz and Christian Wolff. It also examines how the method was applied in the Halle Orphanage schools and extended elsewhere. / Arts, Faculty of / History, Department of / Graduate

This thesis focuses on analysis of current problems of so called "South wing countries" of EMU and Ireland (countries which are being called "PIIGS") from the theory of optimum currency area point of view. It uses the static and dynamic version of the theory as a framework for analyzing the problems of internal and external imbalance within those countries and mainly the connection between current accounts deficits, high level of private and public debts, loss of competitiveness in international trade and high percent of unemployment. The thesis comes with a conclusion that the main factors behind the crisis were inflation and inflation expectations which then through different inflation differentials created asymmetric shocks in monetary policy. This inflation differential phenomenon is described in Walters critique and with other theories creates the basis of analytical part. In the appendix it assesses the readiness of Czech Republic for accepting the euro, based on the analysis made in this thesis.

On Dec. 13, 1977, the University of Evansville men's basketball team, its coaches and other university employees were killed in a plane crash at Dress Regional Airport on the city's north side. Months later, a brash outsider named Dick Walters began rebuilding the basketball program. Four years later, he led the Purple Aces to the school's first Division 1 NCAA tournament. This thesis explores the relationship between the town and the team in the years after the crash.

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As political debate over the overexploitation of fish stocks rages on, UBC’s Fisheries Centre is targeting the responsible management of aquatic ecosystems from multiple perspectives.