Academic literature on the topic 'Active Contemplation'
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Journal articles on the topic "Active Contemplation"
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Perniola, Mario, and Christine Piot. "Religion et esthétique : la contemplation active." Ligeia N°29-32, no. 1 (1999): 98. http://dx.doi.org/10.3917/lige.029.0098.
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Lingner, Christian. "Toward a Holistic Contemplative Vision:." Lumen et Vita 10, no. 1 (2019): 9–17. http://dx.doi.org/10.6017/lv.v10i1.11971.
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Ignatian spirituality is characterized by an emphasis on contemplation as a means of discernment, an approach that highlights the unity of the interior and ethical dimensions of the Christian life. Yet Ignatius’ Spiritual Exercises are also defined by the modus operandi of the contemplative method outlined therein, one that highlights the imagination’s role in a receptive and interactive engagement with the person of Christ as depicted in the Gospels. Though 20th century German Catholic philosopher Josef Pieper is most commonly associated with his popular works on Aquinas and the cardinal virtues, there is a contemplative undercurrent throughout his writing that corresponds with the thought of St. Ignatius of Loyola. Pieper defines contemplation as “a visual perception prompted by loving acceptance,” stressing both the receptive posture of the individual but also the intrinsic pairing of contemplation and ethics in an active response of embracing existence. Much as Ignatius believes the imagination, the inner capacity that links creativity and memory in an individual, to be pertinent to spiritual development, so Pieper asserts that an imaginative representation of Being through the creation of art and participation in communal worship proceeds from love and cultivates the individual’s capacity to perceive lovingly.
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Katz, Steven T. "Mysticism and Ethics in Western Mystical Traditions." Religious Studies 28, no. 3 (1992): 407–23. http://dx.doi.org/10.1017/s0034412500021752.
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Having considered the role of ethics in Indian mystical teachings in a previous, related, essay I would like to consider the same question in its western religious contexts in the present paper, beginning with the Christian mystical tradition. As is the case with Asian traditions charges of moral unconcern are widely directed at Christian mystics, but they are false. Christian mystics are not indifferent to morality nor do they disconnect morality from an intrinsic relationship to their mystical quest. Augustine would already teach that the story of Leah and Rachel was an instructive allegory in which the active life represented by Leah was intrinsic to the contemplative life represented by Rachel while Gregory the Great would unambiguously assert: ‘We ascend to the heights of contemplation by the steps of the active life’, defining the active life as: ‘to dispense to all what they need and to provide those entrusted to us with the means of subsistence’. These representative early samples of the salience of ethical behaviour to the life of contemplation could be multiplied at great length, and almost without exception in the teaching of the major Christian mystics. This historical exegetical exercise, however, is in the present circumstances, both out of place and I hope unnecessary. Instead, the more general, more enigmatic, more repercussive, issues raised by the place and significance of morality within the Christian mystical tradition need attending to.
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Prior, David. "Organ of Corti: A Listening Device." Leonardo Music Journal 22 (December 2012): 55. http://dx.doi.org/10.1162/lmj_a_00094.
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Berria, Juliane, Davi Monteiro Teixeira, Giseli Minatto, and Edio Luiz Petroski. "Stages of Behavior Change for physical activity and associated factors among technicaladministrative servers of a federal university." Brazilian Journal of Kinanthropometry and Human Performance 18, no. 4 (2016): 471. http://dx.doi.org/10.5007/1980-0037.2016v18n4p471.
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DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n4p471 The benefits that the regular practice of physical activity (PA) provides to health and its importance in preventing and fighting chronic diseases. The aim of this study was to identify the Stages of Behavior Change (SBC) for PA among technicaladministrative servers and its association with sociodemographic and health risk factors. This cross-sectional study investigated 622 technical-administrative servers (337 women) from a Brazilian federal university. SBC for PA, sociodemographic information (gender, age, marital status and educational level) and health risk factors (inadequate eating habits, excessive alcohol consumption, smoking, commuting and PA at work) were collected through questionnaires. Multinomial regression with adjustment for the hierarchical level was applied and significance level of 5% was adopted. The distribution of technical-administrative servers in SBC for PA identified prevalence of 9.1% and 6.5% in the pre-contemplation stage, 24.6% and 33.5% in contemplation, 33.3% and 22 6% in preparation, 5.6% and 12.2% in action and 27.4% and 25.2% in maintenance stages between men and women, respectively. Lower odds ratio of being in the preparation stage was identified among women (OR=0.62; CI95%=0.41; 0.93) while those with inadequate eating habits were more odds to be in the “pre-contemplation + contemplation” (OR=2.77; CI95%=1.85; 4.15) and preparation stages (OR=1.75; CI95%=1.12; 2.70). Over 60% of technical-administrative servers are insufficiently active (pre-contemplation, contemplation and preparation stages) and factors associated with SBC were female sex and inadequate eating habits.
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Pelegrini, Andreia, Diego Augusto Santos Silva, Herton Xavier Corseuil, João Marcos Ferreira de Lima Silva, and Edio Luiz Petroski. "Stages of change in physical activity-related behavior in adolescents from a Brazilian state capital." Motriz: Revista de Educação Física 19, no. 4 (2013): 770–75. http://dx.doi.org/10.1590/s1980-65742013000400015.
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The purpose of this study was to investigate the stages of change in physical activity-related behavior (EMCRAF) and their association with gender and age. A total of 1108 high school students of both sexes, from Florianópolis, State of Santa Catarina, took part in this study. A questionnaire was used to assess EMCRAF. A higher proportion of boys were in the maintenance stage (48.1%) and a higher proportion of girls were in contemplation (24.7%) and pre-contemplation (6.4%) stages. Gender factor male and age range 17-18 were protective factors, which increased the likelihood of physically active behavior. Girls aged 17-18 were twice as likely to be in the contemplation stage than boys. It is important to expand knowledge about EMCRAF in adolescents and their associations with gender and age because a considerable number of behaviors established during this period of life can last into adulthood.
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Andrade, Bernardo Portilho. "Freedom and Praxis in Plotinus’s Ennead 6.8.1-6." Revista Archai, no. 30 (October 4, 2020): e03031. http://dx.doi.org/10.14195/1984-249x_30_31.
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In this paper, I argue that Plotinus does not limit the sphere of free human agency simply to intellectual contemplation, but rather extends it all the way to human praxis. Plotinus’s goal in the first six chapters of Ennead 6.8 is, accordingly, to demarcate the space of freedom within human practical actions. He ultimately concludes that our external actions are free whenever they actualize, in unhindered fashion, the moral principles derived from intellectual contemplation. This raises the question of how the freedom of practical actions might relate to the freedom of intellectual contemplation. After considering two previously offered models – a model of double activity, and an Aristotelian model of practical syllogism – I offer a third alternative, namely a model of moral attunement, according to which our rational desires assume a kind of ‘care of the soul’ through active supervision. Practical life is thus imbued with freedom to the extent that the soul supervises its actions to conform to its will and choice of the good.
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Oliveira, Jacilene Guedes de, João Paulo dos Anjos Souza Barbosa, Breno Quintella Farah, et al. "Stages of health behavior change and factors associated with physical activity in patients with intermittent claudication." Einstein (São Paulo) 10, no. 4 (2012): 422–27. http://dx.doi.org/10.1590/s1679-45082012000400005.
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OBJECTIVE: To analyze, in people with intermittent claudication, the frequency of individuals who are in each of stages of health behavior change to practice physical activity, and analyze the association of these stages with the walking capacity. METHODS: We recruited 150 patients with intermittent claudication treated at a tertiary center, being included those >30-year-old-individuals and who had ankle-arm index <0.90. We obtained socio-demographic information, presence of comorbidities and cardiovascular risk factors and stages of health behavior change to practice physical activity through a questionnaire, they being pre-contemplation, contemplation, preparation, action and maintenance. Moreover, the walking capacity was measured in a treadmill test (Gardner protocol). RESULTS: Most individuals were in the maintenance stage (42.7%), however, when the stages of health behavior change were categorized into active (action and maintenance) and inactive (pre-contemplation, contemplation and preparation),51.3% of the individuals were classified as inactive behavior. There was no association between stages of health behavior change, sociodemographic factors and cardiovascular risk factors. However, patients with intermittent claudication who had lower total walking distance were three times more likely to have inactive behavior. CONCLUSION: Most patients with intermittent claudication showed an inactive behavior and, in this population, lower walking capacity was associated with this behavior.
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Viviers, Hendrik. "GARDENS AS “PARTNERS” IN CONTEMPLATION: READING THE STORIES OF THE FIRST EDEN (GENESIS 2–3) AND A RESTORED EDEN (SONG OF SONGS) THROUGH THE LENS OF ATTENTION RESTORATION THEORY." Journal for Semitics 25, no. 1 (2017): 347–70. http://dx.doi.org/10.25159/1013-8471/2542.
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It is well known that gardens have always been inspiring for great thinkers of the past, for instance Greek and Roman philosophers, Confucian thinkers, Desiderius Erasmus, Isaac Newton and Arnold Toynbee, to name but a few. Why is this so? Attention Restoration Theory, developed by environmental psychologists Stephen and Rachel Kaplan, explains how both wild (e.g., reserves) and cultivated nature (e.g., parks, gardens) can assist in replenishing our cognitive and emotional coping capacities, and uplift us. Nature is not only a setting but an active agent/“partner” in sustaining human well-being, inter alia when contemplating or reflecting on the meaning of life. In order to achieve this the human/nature relationship needs to meet the properties of “being away”, “compatibility”, “‘soft’ fascination” and “extent”. Shining the light of these insights on two “Edens” in the Old Testament, the one lost (Gen 2–3) and the other revived (Song of Songs), nature’s role in evoking contemplation especially, whether on human fate or human delight, will be highlighted.
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André, Nathalie, and Nounagnon Frutueux Agbangla. "Are Barriers the Same Whether I Want to Start or Maintain Exercise? A Narrative Review on Healthy Older Adults." International Journal of Environmental Research and Public Health 17, no. 17 (2020): 6247. http://dx.doi.org/10.3390/ijerph17176247.
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To help older adults begin or adhere to regular physical exercise, several studies have endeavored to identify barriers to active behavior. However, there is a lack of information about barriers for active older people. In addition, most of the reviews of the literature compare only active people to inactive or sedentary people without examining in detail the barriers with respect to the degree of commitment to behavioral change. Finally, there is no consistency in the results of studies investigating the effects of barriers on the relationship between stages of change and exercise behavior. The first aim of this narrative review is to compare barriers that affect exercise stages of change from those that affect levels of exercise behavior in a healthy older population and the factors that can lead to relapse or dropout; the second aim is to identify the extent to which barriers hinder the relationships between stages of change and exercise behaviors. The results showed that barriers are well identified in sedentary people and in the first two stages of change (pre-contemplation and contemplation) compared to active seniors and other stages of change (preparation, action and maintenance). Consistency between the formulations of the different stages in comparison with the transtheoretical model and the definition of barriers and the limitations of measuring physical activity in the different studies are discussed. Finally, novel perspectives of research are proposed to address the flaws in the reviewed studies.
Dissertations / Theses on the topic "Active Contemplation"
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McConchie, Daniel S. "Redefining the active/passive euthanasia debate introducing new categories to aid proper moral contemplation /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Chadan, José Paulo Coelho Faradji. "Misticismo e apofaticidade em A Nuvem do Não-Saber de um escritor anônimo do século XIV." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/11635.
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Previous issue date: 2013-09-27<br>The dissertation wich the reader has in its hands concerns my master dissertation about
the contemplation in the Cloud of Unknowing. The Cloud of Unknowing belongs to the late
medieval period (XIV century), and was probably written by a cartusian monk, as a method of
teaching a young man, probably around twenty-four years old, about the contemplative life. In
his writing, the author compares the contemplative life to two important biblical figures. First
he compares it to Mary, that having received Jesus in her house, listens to him patiently,
unlike Martha, her sister, that goes about preparing his supper. Next the author compares
contemplative life, to Moses, wich with a lot of effort, climbs to the top of the mountain and
sees a great cloud.
Mary´s passage reports to the gospel according to Luque chapter 10, verse 38-42.
Moses passage belongs to the book of Exodus, chapter 24. Mary is compared to her sister
Martha. The first one represents the contemplative life, while the second one represents an
active life. Moses is compared to Aaron, the last one representing a person wich with little
effort and by divine grace contemplates the lord, while the first one is only capable of the
same with a lot of effort. We approach the degrees of ascension to the contemplative life: the
purgative path; the progressive and the contemplative one. The first degree refers to the active
life while the second one refers to the active and contemplative lifes. In its turn the third level
relates only to the contemplative life. The active life, being the path lived according the works
of mercy and charity, as well as contemplation. Is the search of the spirit becoming closer to
God through silence, solitude and loving desire<br>O trabalho que o leitor tem em mãos, trata da minha dissertação de mestrado acerca do
tema da contemplação na Nuvem do Não-Saber. A Nuvem do Não-Saber é uma obra que data
do medievo tardio (séc. XIV), tendo sido escrita provavelmente por um monge cartuxo, como
modo de ensinar a um jovem em torno de vinte e quatro anos, acerca da vida contemplativa.
Na obra, o autor compara a vida contemplativa a duas importantes personagens bíblicas: em
primeiro lugar, compara-a a Maria, que tendo recebido Jesus em sua casa, senta-se a fim de,
paciente e atenciosamente, ouvi-lo, diferentemente de Marta (sua irmã), que se apressa em
preparar-lhe a refeição. Em segundo lugar, mas tão importante quanto, compara a vida
contemplativa a Moisés que, com muito esforço, sobe ao cume do monte e vê ali, uma grande
nuvem.
A passagem de Maria reporta-se ao Evangelho de S. Lucas, no capitulo 10, versos 38-
42, já a passagem de Moisés reporta-se ao livro do Êxodo, no capítulo 24. Maria é contraposta
a sua irmã Marta. Esta, representando a vida ativa, e aquela, a vida contemplativa. Já Moisés é
contraposto a Aarão. Este, representando a pessoa que, sem muitos esforços e por divina
graça, chega à perfeita contemplação assim que o quer, e aquele, só o consegue depois de
muitos esforços. Abordamos então, os três graus de ascensão à vida contemplativa: a via
purgativa, a via progressiva e a via contemplativa ou apofática. O primeiro grau, respectivo à
vida ativa, e o terceiro grau, respectivo à vida contemplativa, sendo o segundo grau,
intermediário (partícipe) tanto da vida ativa quanto da vida contemplativa. A vida ativa, sendo
a vida vivida segundo as obras corporais de misericórdia e caridade e a vida contemplativa,
sendo a busca do espírito em unir-se a Deus, por meio do silêncio, da solidão e do desejo
amoroso
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Panciera, Elena. "L'officina di Speroni : trasmissione del sapere e vita contemplativa." Paris 8, 2012. http://octaviana.fr/document/181110210#?c=0&m=0&s=0&cv=0.
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Sperone Speroni (1500-1588), philosophe padouan, élève de l’aristotélicien Pietro Pomponazzi, est l’auteur de plusieurs oeuvres; sa production la plus connue est celle dialogique, mais il est aussi auteur de discours et de harangues. Notre travail est composé de trois parties, une partie pour chacun des ouvrages dont on a préparé l’édition critique: les deux "Discorsi del modo di studiare" (Discours de la façon d’étudier), le "Dialogo della vita attiva e contemplativa" (Dialogue de la vie active et contemplative), et l’"Orazione per la morte di Pietro Bembo" (l’Oraison funèbre pour Pietro Bembo). Ces trois écrits diffèrent par leur genre et leur fortune critique, mais ils ont en commune le thème de l’interrogation sur le problème de la vie active et de la vie contemplative. Speroni, par sa naissance, ne pouvait pas participer activement à la vie politique de la République de Venise, qui était destinée seulement aux gentilshommes vénitiens, et cela influencera toute la vie du padouan. Il écrit les "Discorsi", le "Dialogo" et l’"Orazione" pendant la première partie de sa vie (jusqu'aux années 1550), et il propose des solutions pour agir politiquement dans le monde. On présente, pour chaque oeuvre, une introduction critique et une note philologique, dans lesquelles on étudie l’histoire et le milieu où elles sont nées, et on essaie d’entrer dans l’atelier d’écrivain de Speroni, en reconstruisant ses habitudes d’écriture, avec une attention particulière à la graphie et à l’aspect matériel des textes<br>Sperone Speroni (1500-1588) was a philosopher from Padua, pupil of the aristotelian Pietro Pomponazzi and he is the author of many works; his most famous ones are the Dialogi, but he also wrote speeches and orations. Our work is formed by three parts, one for every text of which we prepared the critical edition: the two "Discorsi del modo di studiare" (Speeches on the Way of Studying), the "Dialogo della vita attiva e contemplativa" (Dialogue on Active and Contemplative Life), and the "Orazione per la morte di Pietro Bembo" (the Oration for Pietro Bembo's Death). These three writings are different in genre and critical fortune, but one thing they have in common is the theme of reasoning about the problem of active and contemplative life. Speroni could not -by birth- participate actively in the political life of the Venetian Republic, which was only destined to Venetians gentlemen but which will nevertheless influence the whole life of the Paduan. He wrote the "Discorsi", the "Dialogo" and the "Orazione" during the first part of his life (until the 50's of the 16th century), in which he suggested some ideas for combining study and contemplation with political action. We present, for each work, a critical introduction and a philological note in which we examine the history and the literary circles where this works were born and we try to enter in Speroni's ‘writer’s workshop’ by reconstructing his writing habits with a particular attention to the handwriting and the material aspects of the texts
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AZEVEDO, Guilherme. "Elementos e processos da montagem na arte pernambucana: a obra de Montez Magno." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/18309.
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Previous issue date: 2015-10-23<br>CNPq<br>O presente estudo de caso discute os reflexos da técnica da montagem vanguardista, tal como
Peter Bürger teorizou, e a sua aplicabilidade na produção artística de Montez Magno.
Segundo Bürger, principal teórico da vanguarda, a montagem teria sido a técnica por meio da
qual artistas do princípio do século XX intencionaram o fim da instituição arte e, por
conseguinte, o fim da autonomia da arte e seu retorno à práxis vital. Em Pernambuco, Montez
Magno, que iniciara seus trabalhos em 1957, posterior aos anos de maior influência da
vanguarda europeia, refletia, a seu modo, os preceitos defendidos pelos artistas europeus que
se propagavam pelo mundo inteiro. Esta dissertação utiliza como base para seu referencial
teórico o livro Teoria da Vanguarda, de Peter Bürger, e analisa cinco obras de Montez Magno,
selecionadas, a saber: Caixas (1967), Conservas (1972), a Série Mondrian (1994), Catedral
(2001) e a Série Buchas (2015). A pesquisa, de abordagem qualitativa, se propõe a investigar
as semelhanças e as diferenças da arte de Montez com a vanguarda europeia a partir do debate
sobre o grau de aderência da montagem realizada pelo artista àquela empregada e preconizada
pelos artistas da vanguarda na Europa. O trabalho sugere uma ambiguidade na obra do artista,
pois o mesmo apresenta características que ora o aproximam e ora o distanciam dos ideais
vanguardistas, e expõe as principais diferenças valendo-se do que foi chamado de
Contemplação Ativa, um objetivo do artista na produção de sua arte. Um traço marcante nas
obras analisadas que resultavam na tentativa de Montez Magno em atingir o interior daquele a
quem se destina a sua obra.<br>This case study discusses the technique of reflections of avant-garde assembly, as Peter
Bürger theorized, and its applicability in artistic production of Montez Magno. According to
Bürger, the main theorist of the avant-garde, the assembly would have been the technique
through which artists of the early twentieth century aimed the end of art as an institution and
therefore the end of the autonomy of art and his return to life praxis. In Pernambuco, Montez
Magno, which started his work in 1957, after the years of greatest influence of European
avant-garde, reflected in its own way, the precepts defended by European artists who
propagated worldwide. This work uses as a basis for their theoretical reference, the book
Theory of Avant-Garde, by Peter Bürger, and analyzes five works of Montez Magno, selected
from 588 observed, namely: Caixas (1967), Conservas (1972), Mondrian Series (1994 ),
Catedral (2001) and Buchas Series (2015). The research with a qualitative approach is
suposed to investigate the similarities and differences of Montez Magno Art with the
European avant-garde from the debate on the state of the appication degree of the assembly
made by Moontez Magno and that one helded and defended by the artists of the avant-garde
in Europe. The work suggests an ambiguity in the artist's work, because it has characteristics
that sometimes approaches and sometimes apart it from the ideal avant-garde, and outlines
main differences making use of what was called Active Contemplation, a goal of the artist in
his Art production. A striking feature in the analyzed works that resulted in an attempt of
Montez Magno to reach the interior of the one whom is his work to.
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Furquim, Anali Cristina. "Olhares devotos." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/283985.
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Previous issue date: 2007<br>Resumo: Broto vital de açucena nascido do imo das entranhas dos elementos imaginais e corporais, após longo período de dormência e boa luta. Testemunho árduo e alegre de um processo criativo artístico - e de vida espiritual - empreendido, resultando no curta metragem em vídeo Natura fulgens, como parte dos frutos, após intensa dedicação e cultivo das paisagens anímicas, aqui trilhados via Imaginação Ativa 1 e Orações Contemplativas 2. O Cântico Espiritual de São João da Cruz e as amorosas qualidades da Virgem Maria Santíssima como Stella Maris, Pulchra ut Luna e Domus Dei 3 foram inestimáveis fontes de inspiração, estrelas guias. Participaram do processo a improvisação em dança, práticas de consciência corporal e a escrita poética de livre curso que reuniu as imagens emergidas. Na produção em vídeo, o tema da jornada da alma em busca do retorno à Presença Divina, verdadeira fonte de Água Viva, labora juntamente com a assunção do corpo criativo, como domus 4 do Coração de Deus no tempo. Nas incursões teóricas, o tema da cruz e da redenção - do humano olhar, das imagens produzidas, e da imaginação - antecede e ilumina a realização. A trama dos Instantes Fecundos de Significado, poéticos, divinos, em imagem e som, revelados aos devotos olhares da alma-e-coração, constituíram o cerne da pesquisa.<br>Abstract: Vital lily bud born in the inmost entrails of the imaginal and body elements, after long period of dormancy and good fight. Arduous and joyful testimony of an artistic - and spiritual life - creative process undertaken, resulting in the short film on video Natura fulgens, as part of the fruits, after intense dedication and cultivation of the psychic landscapes, here performed via Active Imagination 1 and Contemplative Prayer 2. The Spiritual Canticle of St. John of the Cross and the loving qualities of the Blessed Virgin Mary as Stella Maris, Pulchra ut Luna and Domus Dei 3 have been invaluable sources of inspiration, guiding stars. Improvisation in dance, body awareness practices and free course poetic writing, which gathered the images emerged, were parts of the process. In the short film, the theme of the soul's journey in search of a return to the Divine Presence, true source of Living Water, works together with the assumption of the creative body, like domus 4 of the Heart of God in time. In the theoretical incursions, the theme of the cross and redemption - of the human look, of the produced images, of the imagination - precedes and illuminates the realization. The web of Instants Fertile of Meaning, poetic, divine, in image and sound, revealed to the pious eyes of soul-and-heart, formed the core of the research.<br>Mestrado<br>Mestre em Multimeios
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Vogl, Wolfgang. "Aktion und Kontemplation in der Antike : die geschichtliche Entwicklung der praktischen und theoretischen Lebensauffassung bis Origenes /." Frankfurt am Main : P. Lang, 2002. http://catalogue.bnf.fr/ark:/12148/cb40058761k.
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Rombach, Ursula. "Vita activa und vita contemplativa bei Cristoforo Landino /." Stuttgart : B. G. Teubner, 1991. http://catalogue.bnf.fr/ark:/12148/cb35694182c.
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Sikora, Michael. "Politische Stiftungen - vita activa der Parteienpolitik oder vita contemplativa der politischen Erkenntnis? /." Bochum : Brockmeyer, 1997. http://www.gbv.de/dms/spk/sbb/recht/toc/272299421.pdf.
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TAMANINI, ALBA REGINA LOREDO GAMA. "CONTEMPLATING THE RESEMANTIZATION OF INTERACTION IN EFL CLASSROOM SETTING: AN ACTION RESEARCH." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23883@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Muitas das práticas construídas na sala de aula convencional não falam mais ao aluno de hoje e, por conseguinte, não motivam sua participação. Para essa geração, acostumada aos discursos altamente semiotizados e interativos das telas de TV e do computador, a escola convencional parece ser pouco atraente e nada desafiadora. Este estudo nasce a partir da associação desse panorama à falta de interesse e engajamento de muitos alunos nas aulas de inglês como língua estrangeira (ILE) no contexto onde atuo - uma instituição federal situada no Rio de Janeiro. Este trabalho traz reflexões sobre os efeitos da instauração de um programa de ações pedagógico-discursivas, norteado pela perspectiva dos multiletramentos, em uma turma de nível intermediário, do nono ano do ensino fundamental, utilizando a metodologia da pesquisa-ação. Com base em uma visão sociointeracional de ensino-aprendizagem e dialógica de linguagem, tem-se como objetivo contribuir para uma melhor compreensão de como a referida proposta pode favorecer a ressignificação da interação na aula de ILE, com vistas a promover um ambiente de ensino-aprendizagem mais colaborativo e com uma participação mais espontânea e efetiva daqueles alunos. Os dados foram gerados ao longo do ano letivo de 2010, por meio de gravações em áudio das conversas sobre textos midiáticos. À luz das contribuições da Análise da Conversa e da Sociolinguística Interacional, foram identificados quatro movimentos característicos do jogo interacional. A análise indicou que a construção de uma sala de aula participativa se dá em conjunto e demanda mudanças nas ações, práticas e regras típicas que regem a interação e a comunicação entre professores e alunos. Apontou ainda que os aprendizes se tornam menos passivos ao serem estimulados a participar do processo de gerenciamento das atividades, principalmente com tarefas que envolvam interação em pares ou em pequenos
grupos e a discussão de temas instigantes ou relacionados à sua realidade. Constatou-se que as atividades realizadas contribuíram de forma efetiva para a solidificação dessa prática mais cooperativa, possibilitando não apenas a expansão de repertório de sentidos e esquemas de conhecimentos dos alunos, mas, sobretudo, levando-os a ter uma postura crítico-reflexiva. Esta investigação mostrou, por fim, que o uso de textos variados, em particular, vídeos do YouTube pode ser um caminho para chegar ao aluno e motivá-lo a participar de forma mais ativa, iniciando um processo de reconfiguração dos papéis de professor-alunos e contribuindo para uma reversão paulatina do modelo de interação da sala de aula. Isso se dá pela gama de temas atuais que o Youtube oferece e pelo fascínio que as telas exercem sobre os jovens. Dentre as principais mudanças observadas, destacam-se a ampliação da participação e a colaboração entre os aprendizes, dando-lhes um papel mais ativo e autônomo - o de colaborador ativo na interação -, confirmada pela tomada de turno, autosseleção e retroalimentação dos turnos de fala e pela atenção à fala dos colegas. Quanto ao professor, observa-se a solidificação de uma prática mais descentralizadora na condução da aula, expressa na redução de sua dominância discursiva e no exercício do papel de mediador ou observador do processo interacional.<br>Many of the practices constructed in conventional classroom settings no longer speak to the students of today, and thus don t trigger their participation. For this generation, accustomed to the highly semiotized discourses and the interactivity of the TV and computer screens, the conventional school seems to be neither appealing nor challenging. This research arises from the association of this scenario with the lack of interest and engagement of many students in the classes of English as a foreign language (EFL), in the context in which I work - a federal institution located in Rio de Janeiro. By means of an action research, this study raises reflections upon the effects of the implementation of a set of pedagogical and discursive procedures, guided by the perspective of multiliteracies, in a ninth-grade class of intermediate level of English from a junior high school. Based on a dialogical conception of language and a sociointeractional view of teaching-learning, it is intended to contribute to a better understanding of how this proposal can favor the redefinition of interaction in the EFL class. Such proposal envisages the promotion of a more collaborative teaching-learning environment as well as a more spontaneous and effective participation of those students. The data were generated throughout the year of 2010 by means of audio recordings of media text talk. In light of the contributions of the Conversation Analysis and Interactional Sociolinguistics, four defining movements of the interactional game have been identified. The analysis pointed out that the achievement of a participatory classroom is a joint construction and demands changes in actions, practices and typical rules that lead interaction and communication between teachers and students. It also emphasized that learners take a more active role when encouraged to participate in the management of the activities, mainly tasks that involve peer or small group interaction and discussions of thought-provoking themes more
related to their reality. It was noticed that the activities performed contributed in an effective manner to the consolidation of a more cooperative practice, which allowed not only the expansion of the students repertoire of meanings but also their knowledge schemata, taking them to develop a more reflective and critical attitude. This research finally showed that the use of different texts, particularly, videos from YouTube may be a way to approach the students and motivate them to participate more actively, and thus triggering a process of redefining the teacher-students roles and contributing to the gradual redescription of the classroom interaction model. This happens due to the array of current themes offered by YouTube coupled with the fascination that screens exert on the young. Within the main changes observed, the ones that stand out are the broadening scope of participation and cooperation among learners, giving them a more active and autonomous role, that is, the one of active participants in the interaction, which is confirmed by turn-taking, self-selection and back-channeling of the turns of talk and by the attention driven to classmates talk. As to the teacher s role, it has been observed the consolidation of a more decentralizing class management, expressed by the reduction of his discursive dynamics and his role as a mediator or observer of the interaction process.
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Svensson, Manfred. "Theorie und Praxis bei Augustin eine Verhältnisbestimmung." Freiburg, Br. München Alber, 2007. http://d-nb.info/993646514/04.
Full textBooks on the topic "Active Contemplation"
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Pilgrimage of a soul: Contemplative spirituality for the active life. IVP Books, 2010.
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Centre international d'art contemporain de Carros, ed. Contemplation active: Parcours d'un architecte : textes, dessins, photographies de l'auteur. L'Ormaie, 2002.
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A lever and a place to stand: The contemplative stance, the active prayer. HiddenSpring, 2012.
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Aguilar, Mario I. Thomas Merton: Contemplation and political action. SPCK Pub., 2011.
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Contemplation and action: The other monasticism. Leicester University Press, 1995.
Find full textBook chapters on the topic "Active Contemplation"
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Walker, Claire. "Active in Contemplation: Spiritual Choices and Practices." In Gender and Politics in Early Modern Europe. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230595545_6.
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McGinn, Bernard. "Love: Active, Contemplative, Essential." In Disputatio. Brepols Publishers, 2013. http://dx.doi.org/10.1484/m.disput-eb.1.100311.
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Grant, Marcus. "From Contemplation to Action." In Treating Addictive Behaviors. Springer US, 1986. http://dx.doi.org/10.1007/978-1-4613-2191-0_3.
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Richardson, S. J. William J. "Contemplative in Action." In Amor Mundi. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3565-5_7.
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Allen, Michael. "The Active and Contemplative Life." In Aquinas Among the Protestants. John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781119265955.ch9.
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Lines, David A. "Action and Contemplation in Renaissance Philosophy." In Encyclopedia of Renaissance Philosophy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-02848-4_181-1.
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Danzer, Gerhard. "Hannah Arendt – Vita activa und contemplativa." In Europa, deine Frauen. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44232-6_23.
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Reimers, Fernando M. "Learning from Teaching Graduate Students How to Design Climate Change Education Programs." In Education and Climate Change. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_7.
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AbstractThis chapter discusses lessons learned engaging my graduate students in education policy analysis at the Harvard Graduate School of Education in designing climate change education curricula in partnership with educational institutions around the world. Studying those programs developed by my students, I draw out seven cross-cutting themes about what such an approach yields for students, for the educational institutions they partnered with and for my own institution, while drawing parallels between those curricula and the graduate course in comparative education policy analysis in which these curricula were developed. In addressing those themes the chapter revisits some of the central arguments presented in the introductory chapter about the urgency and the challenges of enhancing the effectiveness of climate change education, and some of the key conclusions of critical reviews of the literature on education and climate change about the limitation of existing approaches to the subject.Those themes are: Educating students to address climate change is about engaging them in active problem solving, not contemplation. While learning from doing is valuable, to advance the field of climate change education, it is necessary to conceptualize and theorize practice. The need to think broadly about learning outcomes in climate change education The power of contextually situated learning A Signature project-based pedagogy to Change Climate through Education Augmenting the capacity for climate change education among teachers and schools The limitations of infusing climate change education in existing courses The chapter concludes examining some blind spots in the climate change curricula presented in the book and drawing parallels between the education response to the COVID-19 Pandemic of 2020 and the education response to Climate Change.
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Zuzanek, Jiri. "Thomas Aquinas: vita activa or vita contemplativa?" In Time, Leisure and Well-Being. Routledge, 2020. http://dx.doi.org/10.4324/9781315619170-10.
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Bell, Lorraine. "From thought to contemplation to preparation to action." In Helping People Overcome Suicidal Thoughts, Urges and Behaviour. Routledge, 2021. http://dx.doi.org/10.4324/9781003098805-5.
Full textConference papers on the topic "Active Contemplation"
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Matte, Hélène. "Desseins : le dessin comme posture performative où la contemplation s’avère aussi une forme d’action." In Action radicale, sujet radical : racines, représentations, symboles et créations = Radical action, radical subject : roots, representations, symbols and creations. Éditions de l'Université de Sherbrooke, 2015. http://dx.doi.org/10.17118/11143/8376.
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Hoshiyama, Masaki, and Asagi Hoshiyama. "Heart rate variability associated with walking Zen meditation Kinhin: Towards ‘contemplatio actione’." In 2015 Computing in Cardiology Conference (CinC). IEEE, 2015. http://dx.doi.org/10.1109/cic.2015.7411029.
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Vittoria, Paolo, Mariarosaria De Simone, and Maria Rosaria Strollo. "“CONTEMPL-ACTION”: CONTEMPLATIVE PEDAGOGY AND CRITICAL PEDAGOGY AS REFLEXIVITY PRACTICES PROMOTING EDUCATION FOR SOCIAL ACTION." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1206.
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Glier, Michael W., Joanna Tsenn, Julie S. Linsey, and Daniel A. McAdams. "Evaluating the Directed Method for Bioinspired Design." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71511.
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Bioinspired design, the practice of looking to nature to find inspiration for engineering design, is becoming an increasingly desired approach to design. It allows designers to tap a wealth of time-tested solutions to difficult problems in a domain rarely considered by designers. Only recently have researchers developed organized, systematic methods for bioinspired design. These methods include BioTRIZ, an extension of functional modeling for bioinspired design, engineering-to-biology keyword translation tools, and specialized design tools like DANE and SAPPHIRE. These organized methods are currently active research efforts. Traditionally, however, bioinspired design has been conducted without the benefit of any organized method. Without the support of formal methods, designers have relied on the “directed method” of bioinspired design. The directed method approach simply directs designers to consider how nature might approach a problem in order to help designers find solutions. This paper presents an experiment to explore the impact upon idea generation of simply contemplating how nature would solve a design problem. This experiment is foundationally important to bioinspired engineering design method research. The results of this experiment serve as a fundamental baseline and benchmark for the comparison of more systematic, and often more involved, bioinspired design methods. A group of 121 novice designers are given one of two design problems and instructed to either generate solutions using the “directed method,” considering how nature would solve the problem, or to generate solutions without being prompted to use any method. Based on the findings presented here, the directed method offers designers no advantage in the average number of non-redundant ideas the designers can produce, the average quality of their solutions, the average solution novelty, or the variety of solutions proposed. Overall, this investigation finds no significant difference in idea generation between the directed method and the control condition. In conclusion, systematic and organized methods for bioinspired design should instead be sought to effectively leverage nature’s design knowledge.
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Darwich, Rosângela Araújo, Maíra de Cássia Evangelista de Sousa, and Ana Letícia de Moraes Nunes. "ALTERNATIVES TO DISENCHANTMENT? AN INTERNET-MEDIATED RESEARCH DURING THE COVID-19 PANDEMIC." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact050.
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"Over the past three decades, extraordinary changes have taken place in the daily lives of families with sufficiently high purchasing power to guarantee access to digital devices and internet connection. Nowadays people have access to nearly unlimited information on their digital, mobile and ubiquitous devices and are themselves information to be accessed from anywhere in the world. Not only does the internet connect people to machines, but also to other people through social networks, online games, blogs / websites and the most diverse digital platforms, such as Facebook, Google, Uber, Ifood, Netflix, Tinder and Spotify. The notions of time and space are transformed, and we start to live in a hybrid space, where real and virtual coexist. In parallel with the use of digital platforms, balance and health started to be sought, more and more, by means of psychotropic drugs, whose consumption starts in childhood and makes us wonder what this world is, which saddens, shakes, bewilders, and disenchants. It is in this sense that people seem to be adapting to a new historical moment in which a large part of thoughts and feelings disturbs them. By struggling against those, human beings struggle against their own humanity. Some other problems came to light with the COVID-19 pandemic: the physical contact restriction confined people to their homes, where they often found even more discomfort and, in many cases, violence of all kinds. On the other hand, digital technologies have enabled social isolation to be circumvented, given the countless possibilities for interaction that they offer. Therefore, this study aims to reflect on the possibilities of personal and social action in the face of challenging situations, towards the construction of assertive and respectful, non-coercive relationships. To this end, based on Behavior Analysis concepts, we attempt to clarify the extent to which the same circumstances that cause pleasure can justify an increasing difficulty in dealing with frustrations, boredom and other emotions identified as being negative, taking into account consideration the internet use during the COVID-19 pandemic. To illustrate this perspective, we present an internet-mediated research, developed this year with ten families, aiming the creation of spaces for dialogue and reflection between a child and its mother or father, favoring the quality of the relationship between them and the child’s self-esteem. We point out that participants, as well as us all, can reinvent contemplative activities alongside greater proactivity."