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Dissertations / Theses on the topic 'Cypriot culture'
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1
Armosti, Yianna. "Rape myth acceptance : exploring the influences of media and the Greek-Cypriot culture." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7330/.
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The aims of this thesis were to investigate the impact of media on Rape Myth Acceptance (RMA), and to explore the attitudes of Greek-Cypriots toward victims of rape. The systematic review of the existing literature explored whether seven types of media affect individuals’ RMA. The findings show that RMA of male participants exposed to experimental stimuli was significantly higher than male participants exposed to neutral media. This trend did not hold for females. Chapter Three presents a critique of the RMA scale used in the empirical study: the Acceptance of Modern Myths about Sexual Aggression scale (AMMSA; Gerger et al., 2007). The chapter presents methodological issues of existing RMA measures, discusses the rationale for the development of the AMMSA and presents its main strengths and limitations. Chapter Four aimed at examining the RMA of Greek-Cypriots and their attributions of blame in situations depicting sexual violence. The results indicate that males endorse more RMA and tend to attribute more blame to the victim and less to the perpetrator. Older participants and participants not acquainted with victims of sexual assault scored higher on the RMA scale. The final chapter summarises the findings and discusses implications for practice and recommendations for future research.
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Phellas, Constantinos. "Sexual and ethnic identities of Anglo-Cypriot men resident in London who have sex with men." Thesis, University of Essex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265031.
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Solomou, Koula. "Introducing critical literacy through popular culture to a Cypriot third grade classroom : issues and dilemmas." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14423/.
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This classroom based research project examines the introduction of critical literacy through popular culture texts in my third grade Cypriot classroom during the 2012–2013 academic year. My main aim was to illuminate the issues and dilemmas that arise when this is put into practice. It was based on an action research methodology and a qualitative research approach and lasted four months (January 2013 – April 2013). The research participants were my fifteen third grade primary students (8–9 years old), eight parents, the school headteacher, the school inspector and I (the classroom teacher). As research methods I used journal entries (by parents and me), interviews (with the headteacher, the inspector and the parents) and transcripts of classroom discussions. This project made me realise the great impact of popular culture on young people’s lives. My students were highly motivated and participated enthusiastically in the critical literacy lessons. By the end of the research projects their literacy competences were developed holistically. Parents also showed great enthusiasm as their children were working on issues they were very interested in and eagerly shared with their families. Parents also praised the fact that they were given the opportunity to see texts differently. However parents were concerned whether traditional literacy issues like spelling and grammar were neglected. I realised that even though I was the main decision maker, my students influenced my decisions. Besides being a teacher I was also a learner as my students were more knowledgeable on popular culture issues. The school managerial team praised the uniqueness and outcomes of my students’ learning experiences and the importance of critical literacy for the citizen of today. However they appeared to be sceptical about the introduction of popular culture within elementary education and the future of critical literacy in Cypriot schools.
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Sabeth, Ann Elisabeth. "Language, culture and identity : the achievement and aspiratons of Turkish, Kurdish and Turkish Cypriot girls in the north London secondary schools." Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494449.
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The starting point for this research was the gap in performance outcomes at GCSE between Turkish, Kurdish and Cypriot girls and their peers from other ethnic groups. Its aim was to explore possible factors contributing to this underperformance, from three perspectives: that of the girls, their parents and teachers. Predicated on the desire to improve outcomes for this group, the study adopted a critical ethnographic design. Bourdieu's sociology of language and power provided the theoretical underpinning and, in particular, his concepts of habitus and linguistic and cultural capital.
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Prokopiou, Evangelia. "Understanding the impact of Greek and Pakistani community schools on the development of ethnic minority young persons' cultural and academic identities." Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/301621.
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This study investigates the processes through which attendance at a community school affects the development of cultural and academic identities of Greek/Greek-Cypriot and Pakistani ethnic minority young people who live in the United Kingdom. The development of cultural and academic identities by community school students is a relatively underesearched and undertheorized area. The theoretical framework of this study draws on developments in cultural developmental theory (Valsiner, 2000a) and the dialogical self theory (Hermans, 2001 a) to understand the cultural and dialogical nature of the processes through which ethnic minority young people develop their identities in community schools. Both theories are influenced by dynamic perspectives on development and have tried to explain psychological phenomena in relation to the sociocultural context. Episodic interviews, drawings and group work were the tools for data collection and multiple perspectives (students', parents' and teachers') were investigated. This small-scale research took place in a Greek and a Pakistani community school. The pupils, both girls and boys, were adolescents aged 13 to 18 years. The findings suggest that the young people in both groups were moving towards multiple, hybrid identities through a dialogical negotiation of aspects of differences! similarities and belonging within their majority and minority communities as well as living in a multicultural society. This negotiation resulted in a multivoiced hybrid identity which emerged through a constant positioning and re-positioning within their communities and school contexts. For the participants in the Pakistani school this negotiation was a struggle shaped by issues of racism and religious discrimination. In this context, the Pakistani school mainly aimed to increase self-confidence and strengthen the students' sense of minority cultural identity, especially the religious aspect of it, whereas the Greek school mainly aimed to preserve the community's cultural identity which was considered to be threatened by assimilation. In both community schools, a strong academic identity was endorsed which had a double function -to foster the acquisition of both knowledge and skills relevant to community education and those relevant to mainstream and higher education. This study demonstrated the value of examining community schools within contrasting communities, and its findings have implications for Psychology and Education.
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Lampiri, Maria Marisa. "Political Parody on the Cypriot Twitter. : The case of the parody account of the Minister of Justice of the Republic of Cyprus “Lady Emily Kardashian Duchess of Yiolou”." Thesis, Malmö universitet, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44753.
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This thesis examines how a female politician is being represented in a political parody account on Twitter through a thematic analysis of “Lady Emily Kardashian Duchess of Yiolou” (@edPLOgAQvtTQHJc) Tweets, satirizing the Cypriot Minister of Justice & Public Order Ms. Emily Yiolitis. The analysis of both Tweets and official media outlets, during a fixed period of time, demonstrates how a humorous and at the same time critical act of public discourse, can perform as an expression of political action and a form of activism, which can be approached as a branch of the study of anti-fandom.
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Yashin, Mehmet. "Cypriot and Turkish literatures and cultures." Thesis, Middlesex University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568463.
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Because I am a specialist on Cypriot literature, in particular Turkish- Cypriot literature, this has direct implications for the study of Turkish and Greek language literatures, as well as European minor literatures (as defined by Deleuze and Guattari: 1994). Due to the positionality of the Turkish and Greek literary traditions vis-a-vis European literary establishments, and that of Cypriot literature within the Turkish and Greek literary canons, I have studied literary polysystems theory (especially Even-Zohar: 1978 and 1979) and the relations between central and peripheral literatures. One of the central contributions of my work and research is to study the Turkish and Greek languages and literary traditions in the context and framework of 'contact languages' (Weinreich: 1953), in other words, as linguistic-cultural forms which have developed under co-habitation and mutual influence. I also studied 'othering, processes in Greek, Turkish, Greek-Cypriot and Turkish-Cypriot literary traditions within the broader context of orientalism and Eurocentricism in the system of European literatures. My work has brought to the fore the plurality of traditions within the domain of Turkish literature as well as the ancient and ongoing multilingual literary traditions of Cyprus. On the one hand, it enabled the study of different traditions within the same linguistic domain (Turkish) to be studied through different categories, such as Turkish literature and Turkish-Cypriot literature. On the other hand, it also allowed for the study of different language literatures under the same roof, such as the Greek, Turkish, and English language literatures of Cyprus as Cypriot literature.
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Chrysoloras, Nikolaos. "Religion and national identity in the Greek and Greek-Cypriot political cultures." Thesis, London School of Economics and Political Science (University of London), 2010. http://etheses.lse.ac.uk/3026/.
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This thesis investigates the reasons for the idiosyncratic politicization of religion and the Church in Greece and Cyprus, and seeks to account for the production, development and propagation of religious nationalism and the sacralisation of politics in these two countries. It is a study of the birth (1830- 1864), development, and contemporary mutation (1974-2000) of the 'Helleno- Christian' nationalist discourse, which reached its zenith, not in Greece, where it was born, but in Cyprus, immediately before and after independence (1950- 1974). The aim of the project is to explain the political processes whereby this ideology (Helleno-Christianism) attained a hegemonic status in the Greek and Greek-Cypriot political cultures, and to account for the present eminence of this prominent type of Greek nationalism. Hopefully, this thesis fulfils a threefold purpose: firstly, it covers importcint gaps in the relevant historiography on Greek and Greek-Cypriot nationalisms. This 'historical' task is carried out through the analysis of the important role of the Orthodox Church in the consolidation of Greek and Greek-Cypriot national identities. Secondly, this case study is used as a test ground for an alternative theoretical framework in the study of nationalism which may offer solutions to the practical and theoretical problems of the dominant modernist pciradigm. Thirdly, a comparative approach to the study of Greek nationalism in mainland Greece and in Cyprus is adopted- to my knowledge, for the first time- in the following pages. There are two main research questions to be answered by this project: Why and how religion in Greece and Cyprus has been politicized in such manner so that Orthodoxy and nationalism became so closely associated? And, what are the results of this politicization in terms of contemporary Church policy, and national identity awareness in contemporary Greece and Cyprus? In other words, the logic that will be underlying my argument is that in order to understand contemporary Greek nationalism, one has to look back at its formative period.
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Hajimichael, Michael. "Representing Cypriots in Britain (1878-1995) : an analysis of culture, representation and power." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343107.
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Georgiou, Emilia. "Constructions of cultural diversity and intercultural education : critical ethnographic case studies of Greek-Cypriot primary schools." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31060.
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This thesis critically examines constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools. Since 2008 the Cyprus Ministry of Education has officially adopted the Europeanized rhetoric of intercultural education and inclusion as the most effective approach to the increasing diversity in schools. As part of the wider reform of the education system aiming at the creation of the ‘democratic’ and ‘humane’ school, a new curriculum was introduced in 2010 to promote equality of opportunity for access, participation and attainment. Drawing on relevant key theoretical ideas, this study has developed a theoretical framework of intercultural education to assist the critical examination of constructions of intercultural education in Greek-Cypriot primary schools. For the purposes of this study, three-month long critical ethnographic case studies of intercultural education were constructed in three urban Greek-Cypriot primary schools with different profiles. Rich data was generated through in-depth, semi-structured interviews with head teachers, teachers and teachers of Greek as an additional language. The study also engaged in non-participant lesson and school observations, developed participatory methods with children, and undertook semi-participant observations of pupils’ play during breaks and of extra-curricular activities. Relevant policy and school documents were also analysed. The findings of this study reveal that constructions of cultural diversity and intercultural education in Greek-Cypriot primary schools are characterized by contradictions, inconsistencies and a lack of theoretical understanding of issues related to cultural diversity and intercultural education. Different cultures and identities were constructed in different, though mainly, essentialist ways by teachers from the dominant cultural group. This study argues that the concept of cultural diversity needs to be treated with some caution, as it tends to homogenise non-dominant cultures and thus, it may obscure the complexities involved in engagement with and recognition of different Others. Key differences between the two mainstream schools and the ZEP (Zone of Educational Priority) school which participated in this study in terms of the degree of autonomy and financial support officially granted by the Ministry; the school leadership style and the head teacher’s construction of diversity and intercultural education; the composition of the pupil population; and the dominant institutional discourses about diversity affected the extent to which and the ways in which teachers exercised their agency in relation to intercultural education. Moreover, the teachers’ positioning in the Greek Cypriot society and the extent to which they had developed a political literacy and critical consciousness through their life and professional histories also affected their constructions of cultural diversity and intercultural education and the extent to which they perceived and exercised their role as agents of change. In turn, the ways in which cultural diversity and intercultural education were constructed in each class influenced the extent to which and the ways in which bilingual and/or bicultural children used their agency and negotiated their cultural positionings. The findings carry implications for policy and practice. The study highlights the need for a coherent theoretical framework of intercultural education to enable schools and teachers to develop a theoretically-grounded understanding of intercultural education and move beyond fragmented practices that leave structural inequalities and barriers to educational achievement unacknowledged and unaddressed.
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Polycarpou, Charis. "(RE) creating a theatre of myth : pedagogy and cultural heritage in a theatre for Cypriot youth." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3648/.
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This thesis will argue that the contemporary educational system of Cyprus denies young people opportunities to participate in the creation of their culture, which can provide the nest for the exploration and understanding of their individual and collective lives. Culture, in schools, is treated not as a dynamic process in which the young people can play the main role but instead as a static field of knowledge that should be studied and learnt. This approach, however, contradicts the same principles that were the foundations of the ancient culture that the young Greeks have inherited from the past whose performative and participatory nature ascribed to it a proactive and democratic public life that guaranteed everyone the right to speak and act. This thesis argues that the Greek young people of contemporary Cyprus should be entitled to participation in recreating and reconstructing the meanings and values of those stories that have inherited from the past and that bind them together as one people in ways that help them make sense of their contemporary private and public roles. The thesis argues that the myths of the past should be reinterpreted and repositioned again in the present to respond to the immediate social context of the young people in a participatory and democratic way so as to enable a progress of this culture and a connection between the past, the present and the future. The thesis shows that culture is under continuous reconstruction taking on the example of fifth century BC Athens where theatre and public life fed one another and developed to respond to the current socio-historical context of the time. Throughout, the thesis shows in what ways theatre can provide the means for the investigation of the inherent meanings in the myths of the past and also its significance in playing the role of the social agent that can enable transformation and progress. The thesis consists of an introduction, eight chapters and a conclusion. In the Introduction I identify the problem that exists in the contemporary educational system of Cyprus concerning the way that the field of culture is approached and present the conceptual framework that provides the foundation for proposing a new Theatre of Myth. Chapter one provides a critical reflection on and analysis of the oral culture of Homer to the democratic fifth century BC Athens and the birth of tragedy. Chapter two studies, both from the ideal and the material aspect, the social role of the Athenian tragic theatre and its polis during the fifth century. Chapter three seeks to base the arguments made in the thesis of the educational and political role of the fifth century theatre through a critical analysis of its form and content. Chapter four identifies and supports the principles of the proposed Theatre of Myth, drawing from the twentieth century developments in Modem Drama whilst chapter five shows how the Drama-in-Education tradition attempts to bridge the practices in the Modem Drama paradigm to come closer to the proposed theatre model. Chapter six provides the methodology followed for a pilot case study that attempts to transfer the Theatre of Myth into practice, which is the preoccupation of chapter seven. Chapter eight discusses and analyses the findings of the case study to inform the theoretical lines of the model of the Theatre of Myth. Some conclusions are discussed concerning the potential and the limitations of the Theatre of Myth in the end of the thesis.
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Georgiou, Maria. "Attachment influences on understanding of self and others : a cross-cultural study of British and Cypriot college students." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/2299/.
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The main purpose of the studies conducted in this thesis was to explore relations between attachment representations and individuals' understanding self and others. The first two studies focused on young adults, whereas Study Three involved a sample of children aged between 4 and 6 years. Study One investigated how (a) cultural differences in caregiving practices related to young adults' perceptions of their parents as being caring versus overprotective, (b) perceived parenting and culture impacted on attachment style in relationships with peers, and (c) representations of relationships with parents and peers related to individuals' self- esteem. Cypriot college students (n = 236) were compared with British university undergraduates (n = 168). Compared with their British counterparts, the Cypriot participants perceived their parents to have been more overprotective and were less likely to report secure attachment style in their relationships with peers. Regardless of culture, higher perceived parental care and secure or dismissing attachment style with peers were independently associated with higher self-esteem. The results of Study Two on a sample of 73 Cypriot college students showed that similar relations were observed between attachment representations and self- esteem when attachment was assessed in terms of unconscious internal working models (IWMs) of parental attachment relationships using the Adult Attachment Interview (AAI). Individuals classified as secure or dismissing on the AAI reported higher self-esteem than those in the preoccupied group. Study Two also addressed how attachment representations related to adults' theory of mind abilities, and investigated whether such abilities mediated the relation between attachment and self- esteem. Preoccupied attachment as assessed either by the AAI or self-reported attachment style with peers was associated with slower processing on an adult theory of mind task. However, there was no evidence for theory of mind abilities mediating the relation between attachment and self-esteem. Study Three investigated inter-relations between attachment representations, theory of mind, emotion understanding, and self-view in a sample of 80 Cypriot children with a mean age of 61.5 months. Secure attachment representations were associated with superior theory of mind and emotion understanding, but much weaker relations between attachment representations and self-view were found compared with the results on the adult samples in Studies Two and Three. Moreover, the one significant relation observed between attachment and self-view appeared to be indirect, and was mediated by children's emotion understanding. The results are discussed in terms of (a) the influence of perceived parental attachment on relationships with peers, (b) the discriminant validity of the IWM construct, and (e) the tendency of adults and children to use their mentalising abilities in interpreting and explaining other people's behaviour.
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Barraclough, Aglaia. "The extent and significance of cultural retention among Greeks and Greek Cypriots in Great Britain." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392548.
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Markidou, Tereza. "An exploration of the ways cultural values are reproduced, negotiated and transformed through art education practice in Cypriot primary schools." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020658/.
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Cyprus is currently at a transitional point of its societal history, due to rapid demographic alterations alongside other economical and political changes that inexorably affect the country's educational system. Simultaneously, education and schooling are currently undertaking major reform as they struggle for balance between discourses of monoculturalism and monolingualism, nationalism and ethnocentrism as opposed to multiculturalism, Europeanization and globalisation. All these complex processes of resistance and acceptance, interchange and transformation between society and education bring to the fore discussions about culture and tradition and how they influence the construction of contemporary, individual and relational values and identities. Grounded in primary education and influenced by the field of Cultural Studies, the present research is concerned to understand how Cypriot teachers and their pupils manifest their cultural values through the discipline of art education and whether they relate their teaching and learning processes accordingly, to tradition, multiculturalism and the current circumstances which occur in their nation state. This research is in agreement with Vygotsky's (1978) notion that thinking is social in origin and that culture and history are inevitably involved in this 'social' perspective of thinking and learning that takes place within institutional education environments. By incorporating an interpretative methodological framework, influenced by visual semiotics and hermeneutics, I provide an analysis of 'learning instances' that occur during three diverse art practices, focusing on the ways that cultural values are reproduced, negotiated and transformed according to related discourses. To do so, I draw on the theoretical work of Barthes (1972), Foucault (1984) and Bourdieu and Passeron (1990) as well as on the work of contemporary theorists such as Atkinson (2002; 2011) and Kress (2011) and their concepts of 'pedagogised identities' and 'recognition' respectively. _ The findings of this research underline the urgent need for implementing an intercultural approach to art education, aiming to develop Cypriot teachers' and children's awareness and understanding regarding their own and others' cultural identities, thus enabling them to become not only critical and creative learners but also equitable democratic citizens.
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Hjichristou, Christakis Antonaki. "The roles of the architect and client in the production of the contemporary Cypriot house as a social and cultural identity." Thesis, University College London (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252449.
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Leontidou, Eleni. "The reception of Cyprian of Carthage in early medieval Europe." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268102.
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This doctoral thesis deals with the transmission and reception of the works of Cyprian of Carthage in the early Middle Ages. The process of research combined the study of the manuscript transmission of Cyprian’s works with the study of texts that were (in an immediate way or not) influenced by these writings. The connections between the transmission of Cyprian’s writings and the publishing activities of various groups, from the Donatists in fourth-century North Africa to Carolingian priests, is a central part of the thesis. The appropriation of the Church Father by different groups, including Arian writers in the aftermath the Council of Aquileia, proves not only the sense of authority Cyprian’s works invoked but also the, often liberal, way in which ancient works were used or interpreted. In addition, Cyprian was the first Latin Church Father to connect the concept of the unity of the Church with the office of the bishop. He was therefore influential in medieval ecclesiological thought and in the shaping of episcopal identities throughout the early Middle Ages. The thesis examined how Cyprian’s works functioned as tools of legitimisation for the causes of ninth-century bishops, such as Hincmar of Reims; invocations of priestly and episcopal identity, which were often based on Cyprian’s contribution to Catholic theology, enabled influential bishops to affirm their place in a Christian society as major players in ecclesiastical and secular politics.
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Guerry, Fatma Narman. "Educational challenges facing Turkish immigrant communities in London." Master's thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/12524.
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Mestrado em Línguas, Literaturas e CulturasThis dissertation aims to explore what challenges second generation Turkish immigrants face in the UK education system, specifically in London, which has a high multicultural mix. When addressing Turkish immigrants one has to keep in mind Turkish immigrants consist of three different origins namely Turkish Cypriots, Turkish immigrants from mainland Turkey and Kurdish Turkish immigrants. In this study, these three types of second generation immigrants have been analysed and their problems have been addressed, namely: underachievement, language, low expectations, bullying, gang involvement, identity crisis and parental issues. Solutions have been proposed in order to tackle the challenges that Turkish immigrants face in the UK.
Esta dissertação tem como objetivo explorar o que desafia a segunda geração de imigrantes turcos a enfrentarem o sistema de ensino do Reino Unido, principalmente em Londres, mistura multicultural. Ao abordar os imigrantes turcos, tem de se ter em mente que há três origens diferentes, ou seja cipriotas turcos, turcos da Turquia continental e curdos. Neste estudo, estes três tipos de imigrantes de segunda geração foram analisados e os seus problemas foram resolvidos, nomeadamente: insucesso, língua, baixas expectativas, o bullying, envolvimento com gangues, crise de identidade e questões parentais. As soluções foram propostas, a fim de enfrentar os desafios que os imigrantes turcos enfrentam no Reino Unido.
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Josephson, Hesse Kristina. "LATE BRONZE AGE MARITIME TRADE IN THE EASTERN MEDITERRANEAN: AN INLAND LEVANTINE PERSPECTIVE." Thesis, Uppsala University, Department of Archaeology and Ancient History, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-124045.
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This paper emphasizes the nature of trade relations in the EasternMediterranean in general and from a Levantine inland perspective inparticular. The ‘maritime’ trade relation of the ancient city of Hazor, located in the interior of LB Canaan is a case study investigating the Mycenaean and Cypriot pottery on the site. The influx of these vessels peaked during LB IIA. The distribution and types of this pottery at Hazorpoint to four interested groups that wanted it. These were the royal andreligious elites; the people in Area F; the religious functionaries of theLower City; and the craftsmen of Area C. The abundance of imports inArea F, among other evidence, indicates that this area might havecontained a trading quarter from where the imports were distributed toother interested groups.A model of ‘interregional interaction networks’, which is a modified world systems approach, is used to describe the organization of trade connections between the Levant, Cyprus and the Aegean and even beyond. The contents of the Ulu Burun and Cape Gelidonya ships, wrecked on the coast of south Turkey, show that luxury items were traded from afar through Canaan via the coastal cities overseas to the Aegean.Such long-distance trade with luxury goods requires professional traders familiar with the risks and security measures along the routes and with the knowledge of value systems and languages of diverse societies. These traders established networks along main trade routes and settled in trading quarters in particular node cities. The paper suggests that Hazor, as one of the largest cities in Canaan, located along the main trade routes, possessed such a node position. In this trade the Levantine coastal cities of Sarepta, Abu Hawam,Akko and possibly Tel Nami seem to have played important roles. These main ports of southern Syria and northern Palestine were all accessible to Hazor, although some of them in different periods of LB.
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Zangre, Justin. "Les rites funéraires dans l'Afrique du Nord chrétienne du 3e au 5e siècle : à la lumière des œuvres de Tertullien, Cyprien, Lactance et Augustin." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAK013/document.
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Tous les peuples et toutes les cultures célèbrent leurs morts. Les rites funéraires président à la quête de sens face à la mort. Nous sommes intéressé par la question des rites funéraires dans les premiers siècles de l'Afrique du Nord chrétienne. D'où la formulation de notre sujet qui nous guidera tout au long de notre réflexion: "Les rites funéraires dans l'Afrique du Nord chrétienne du 3e siècle au 5e siècle. A la lumière des œuvres de Tertullien, Cyprien, Lactance et Augustin". Comment les chrétiens célébraient-ils leurs morts aux premiers siècles du Christianisme dans un environnement à dominante païenne ? Quel regard les premiers écrivains chrétiens de l’Église d'Afrique ont-ils eu sur les funérailles des païens, et quelle contribution ont-ils apportée face au culte rendu aux morts par les chrétiens ? Concernant l'Afrique du Nord au début de notre ère et pendant l'Empire romain, les célébrations funéraires étaient d'abord l'affaire des familles. Avec Augustin, nous assistons à une évolution du culte des morts que Tertullien, Cyprien et Lactance attestaient déjàAll people and culture celebrate the death for peace of the dead persons and the living one. We are interested in the question of the funeral rites in the first centuries of christian Church of the North Africa. That is why we entitled our subject :" The funeral rites of Early Christian North Africa of the 3rd in the 5th century. In the light of Tertullian, Cyprian, Lactantius and Augustine's works". We try to understand the contents of the funeral rites which presided over the Christian celebrations in honor of the dead in the christian environment of the North Africa. How did the Christians celebrated the death in the first centuries? What are the points of view of the first christian writers in the Africa Church on the pagan funeral that the Christians went on celebrating, and what is their contribution about the cult of dead in the Christian area? About the North Africa at the beginning of our era and during Roman Empire, the funeral celebrations first concerned the families. Thanks to Augustine, at the end of the 4th century and at the beginning of the 5th one, we can notice an important evolution of celebrations in honor of the dead that Tertullian, Cyprian and Lactantius had already initiated.They also acquire at this moment an ecclesial dimension, especially with the cult of the martyrs and their relics. To throw light on the funeral subject in the north Africa, it is necessary to understand the history of the pagan cult of the 3rd to 5th century
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Kruger, Hendrik Gerhardus Stefanus. "Cyprianus se kerkbegrip." Thesis, 1995. http://hdl.handle.net/10500/17138.
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Summaries in Afrikaans and EnglishText in Afrikaans
Die tema van hierdie studie toon die kerkbegrip van Cyprianus aan as 'n spanning tussen die kerk as instituut en die kerk van die Gees. Hoofstuk een skets die invloed van Tertullianus as leermeester op Cyprianus. Tertullianus se kerkbegrip getuig self van spanning wat die produk is van 'n verandering van lidmaatskap vanaf die Katolieke kerk na die Montaniste. Tertullianus se kerkbegrip word vanuit twee perspektiewe belig. Eerstens vanuit 'n Katolieke, met 'n fokus op die fundering van die ware kerk en die mag van die kerk om sondes te kan vergewe. Tweedens vanuit 'n Montanistiese, wat die def iniering van die ware kerk en die mag van die kerk om sondes te kan vergewe eksklusief geestelik begrond. Hoofstuk twee skets die milieu waarbinne Cyprianus gearbei het. Dit sluit in 'n biografie van Cyprianus en die Afrika-religie en bevolking. Tweedens word die Europese invloed op Cyprianus se kerkbegrip aangedui. Die invloed van die Romeinse staatkundige model kan duidelik waargeneem word. Die grootste invloed was egter die Roomse kerklike model, weens die dinamika van die Roomse kerk. Hoofstuk drie skets die ekklesiologie van Cyprianus. Die spanning tussen die kerk as 'n instituut en die kerk van die Gees word aangedui deur 'n bespreking van die episkopaat; die betekenis van die biskop; Cyprianus se gesagsbegrip en sy perspektief op die primaat. Cyprianus se Bybelse verbintenis, sowel as die twee historiese lyne, naamlik die Pauliniese lyn en die Petruslyn, plaas sy uitspraak salus extra ecclesiam non est in perspektief. Cyprianus se kerkbegrip is primer 'n ekklesiologie van die Gees. In sy strewe na die eenheid van die kerk vind hy die kerk as instituut egter onontbeerlik. Spanning onstaan in sy poging om 'n sintese tussen die twee te vorm.
The theme of this study reveals the tension to be found between the church as institution and the church of the Spirit, in the ecclesiology of Cyprian. Chapter one shows the influence which Tertullian, as tutor, exerted on Cyprian. The ecclesiology of Tertullian also reveals the tension which is produced by the change of membership from Catholicism to Montanism. Tertullian's ecclesiology is highlighted from two different perspectives. Firstly from a Catholic view, with the focus on the fundamentals of the true church, and the authority and power of the church to forgive sins. Secondly, a Montanist view is proposed, which defines the true church, and the power it yields in forgiving sins, as being exclusively spiritual in nature. Chapter two describes the environment in which Cyprian worked. This includes a biography of Cyprian, as well as the African religion and people. Secondly the European influence is shown on Cyprian's ecclesiology. The influence exerted by the Roman state model is also clearly seen. The major influence though, was exercised by the Roman church model, on account of the dynamics of the Roman church. Chapter three describes Cyprian's ecclesiology. The tension between the church as institute and the church of the Spirit is revealed in a discussion on the episcopacy; the significance of the bishop; Cyprian's view on authority and his perspective on the primacy. Cyprian's biblical connection, as well as the two historical lines, namely the Pauline and Petrine lines, put his salus extra ecclesiam non est pronouncement in perspective. ecclesiology the unity of Cyprian's view is primarily that of a of the Spirit. In his striving towards the church though, he finds the church as institute to be indispensable. Tension develops in his endeavor to form a synthesis between the two.
Christian Spirituality, Church History and Missiology
D. Th.