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Perinetti, Dario. "Hume, history and the science of human nature." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38509.
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This thesis sets out to show that a philosophical reflection on history is, in the strongest possible way, an essential feature of Hume's project of a science of human nature: a philosophical investigation of human nature, for Hume, cannot be successful independently of an understanding of the relation of human beings to their history. Hume intended to criticize traditional metaphysics by referring all knowledge to experience. But it is almost always assumed that Hume means by "experience" the result of an individual's past sense perception or personal observation. Accordingly, Hume's criticism of traditional metaphysics is taken to lead to an individualistic conception of knowledge and human nature. In this thesis I claim that this picture of Hume's "empiricism" is simply wrong. He is not a philosopher who reduces "experience" to the merely private happenings within a personal psychology. On the contrary, Hume has a wider notion of experience, one that includes not only personal observation and memory, but, fundamentally, one that includes implicit knowledge of human history. Experience, so understood, brings about what I term a historical point of view, namely, the point of view of someone who seeks to extend his experience as far as it is possible in order to acquire the capacity to produce more nuanced and impartial judgments in any given practice. It is precisely this historical point of view that enables us to depart from the individualistic perspective that we would otherwise be bound to adopt not only in epistemology but, most significantly, in politics, in social life, in religion, etc.<br>Chapter 1 presents the historical background against which Hume elaborates his views of history's role in philosophy. Chapter 2 discusses and criticizes the individualist reading of Hume by showing that he had a satisfactory account of beliefs formed via human testimony. Chapter 3 presents a view of Hume on explanation that underscores his interest in practical and informal explanations as those of history. Chapter 4 provides a discussion of Hume's notion of historical experience in relation both to his theory of perception and to his project of a "science of man."
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Staley, David John. "In whose image? : knowledge, social science and democracy in occupied Germany, 1943-1955 /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848531364928.
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Furlong, Claire Rosemary. "Bodies of knowledge : science, medicine and authority in popular periodicals, 1832-1850." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18117.
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Over the course of the 1830s and 1840s, a professional scientific and medical community was coming into being. Exclusive membership, limits to the definition of science, and separation of the professional from the popular sphere became important elements in the consolidation of scientific authority. Studies exploring Victorian scientific authority have tended to focus on professional journals and organs of middle-class culture; this thesis takes a new approach in exploring how this authority is reflected and negotiated across the content of the popular mass-market periodicals which provided leisure reading for working- and lower-class men and women. It uses as examples Chambers's Edinburgh Journal, Reynolds's Miscellany and the Family Herald. The readers of these publications were consumers of scientific information, participants in popularised science and beneficiaries and subjects of new research, but were increasingly excluded from the formal processes of developing scientific theory and practice. Examining representations of anatomy and of mesmerism, health advice and theories of class and gender, the thesis argues for an expanded understanding of mass-market periodicals as communicators of scientific ideas, showing how such material widely informs the content of these publications from fiction to jokes to full-length factual articles. However, the role of the periodicals is much wider than simply the transmission of received ideas, and the thesis reveals a plurality of positions with regard to science and medicine within the popular press. The periodicals engage with modern science in complex and varied ways, accepting, modifying and challenging scientific theories and methods from different positions. The form of the periodical is key, presenting multiple sources of knowledge and ways in which readers may be invited to respond. Chambers's broad support for scientific progress is informed by its useful knowledge identity but tempered by its founding editor's own ambivalent relationship to the scientific establishment. The Herald, influenced by both the periodical's commercial character and its editor's adherence to a spiritual, anti-materialist view of existence, is strongly resistant to modern science, while Reynolds's incorporates it alongside other forms of knowledge in its aim to educate, entertain and empower readers from a socialist perspective.
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Duvall, Timothy Joesph 1966. "Becoming comfortable on unsteady ground: Knowledge, perspective, and the science of politics." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282333.
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This dissertation critically appraises the scientific identity of the discipline of political science. In it, I argue that in spite of the proclamations indicating the death of positivism, the spirit of positivism still reigns in the discipline's construction of science. The positivist state of the discipline carries with it, among other things, a belief in a world "out there" to be studied, understood and known completely. This entails faith that fact and value, subject and object, knower and known can all be reliably separated and that neutral and objective knowledge can build on itself in a progression toward the truth of political affairs. Mainstream political scientists, the bulk of the discipline's members, I contend, still embrace this positivist view of the world, a view that includes ontological and epistemological presuppositions that I find to be untenable. In support of my conviction I appeal to the hermeneutic perspective that Heidegger and Gadamer encourage and connect it to the critical theory approach of Habermas and Fay, to the postmodern approach of Derrida and Foucault and to various feminist perspectives. My goal is to (re)construct the scientific identity of the discipline in ways that are epistemologically and ontologically more tenable for what I take to be a complicated social and political world. Ultimately, I settle on Donna Haraway's notion of "situated knowledges" as the most useful alternative (re)construction of science for the discipline of political science. Situated knowledges grasp and embrace the complex nature of the world. They deny the existence of any of the dichotomies that positivism holds dear, they insist on the interpretive and contextual nature of knowledge, and they demand that we understand knowledge to be partial, perspectival and contestable. In these ways, situated knowledges compel us to take responsibility for our knowledge claims and to become accountable for how those claims are used. These are vital issues for a discipline such as political science, a discipline that professes, in these "postbehavioral" days, to be relevant for contemporary political practices.
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Duvall, Timothy Joseph. "Political science : quests for identity, constructions of knowledge /." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-03302010-020627/.
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Hsiung, Hansun. "Republic of Letters, Empire of Textbooks: Globalizing Western Knowledge, 1790-1895." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493605.
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This dissertation seeks to answer two overarching questions: what was “Western knowledge” in the nineteenth century, and how did it become a global knowledge form? I do so by sketching a transnational history of the networks and practices that moved “Western knowledge” into Japan, the first non-Western country to putatively “modernize,” from the period roughly preceding the Napoleonic Wars until the end of the First Sino-Japanese War. Using archival materials from four countries and in seven languages, I contend the following: 1) that “Western knowledge” globalized primarily through the form of cheap educational print, represented by the modern textbook, rather than through major canonical works; 2) that Japan’s access to and understanding of these textbooks was mediated by multiple sites of print production across South, Southeast, and East Asia; 3) that the constant mediation of these textbooks through circulation transformed “Western knowledge” into something utterly different by the time it reached Japan. The dissertation is thus both a rehabilitation of textbooks as dynamic epistemic tools, and a deconstruction of “Western knowledge” as a series of global movements and transformations in print, thereby transcending any easy binary of knowledge “Eastern” and “Western.” In the process, I intervene in ongoing debates in intellectual history, book history, and the history of science, bringing them together in a reevaluation of the history of modernity at large.
Chapter 1 begins by examining the case of a popular Dutch educational periodical as it traveled from the Netherlands, through colonial Java, and into Japan. I highlight the material transformations undergone by books during the course of their circulation, and demonstrate how the integrity of “Western knowledge” was destabilized by the fragility of the physical artifacts that carried it.
Chapters 2 and 3 then examine the role of Chinese port towns in the circulation of textbooks to Japan. In Chapter 2, I trace the movement of a British textbook for deaf students to Hong Kong then into Nagasaki. The function of textbooks may be to teach, but the globalization of textbooks is often, I argue, a story of how disparate audiences give radically different answers to the question of what content, exactly, is actually being taught. At the same time, as I demonstrate in Chapter 3, there are also cases of unexpected convergence between ideologically opposed actors. Textbooks, for instance, functioned as a site of convergence between Christian missionaries in China, and the nominally anti-Christian shogunate in Japan.
Chapter 4 switches narrative strategies to move away from textbooks themselves, and instead focus on the lives of key actors in the textbook economy. Specifically, I recover two forgotten figures of the early Meiji period instrumental to the history of textbook circulation: John Hartley, a British bookseller in Yokohama, and Jakob Kaderli, an itinerant Swiss adventurer and textbook author in Edo-Tokyo. Finally, Chapter 5 turns to mid- and late Meiji in order to examine why textbooks, despite their importance, vanished from the record of Japanese modernity, leading to the rise of a new paradigm of Western knowledge.<br>East Asian Languages and Civilizations
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PETROVICH, EUGENIO. "THE FABRIC OF KNOWLEDGE. TOWARDS A DOCUMENTAL HISTORY OF LATE ANALYTIC PHILOSOPHY." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/613334.
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The dissertation aims at presenting an innovative approach (called «documental history») to the study of the history of contemporary philosophy, focusing on the case of Late Analytic Philosophy (LAP). The methodological innovation consists in the application of citation analysis techniques, drawn from the field of scientometrics, to the analysis of the structure and the dynamics of LAP. The main empirical results are presented in four scientometric analyses of LAP, which focus, respectively, on the scientometric distributions of LAP, the co-citation mapping of LAP, the epistemological function of citations within LAP, and the aging of LAP literature. The main theoretical result is the «feedback hypothesis», according to which the «documental space» of LAP shapes the intellectual behavior of analytic philosophers. Thus, the documental space of LAP should be accounted as a factor of philosophical change, besides the traditional intellectual and sociological factors.
A key aspect of the dissertation is the interdisciplinary integration of distant fields, such as scientometrics, history of philosophy, and philosophy of science.
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Baudry, Jerome. "The Order of Technological Knowledge. Crafting a New Language for Technology in France, 1750-1850." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467229.
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THIS DISSERTATION EXAMINES the evolution of representations of technology in France between 1750 and 1850. It proposes a history of ways of representing technology and of inscribing technical objects within texts and especially images. The periodization that I introduce starts in the mid-18th century, with the publication of the Encyclopédie and of the Description des arts et métiers, which were the first large-scale attempts to collect, codify and systematize technological knowledge in France. It ends in the mid-19th century, with the blossoming of a specific engineering culture and the triumph of a new patent system. Instead of investigating the traditional sites of technological knowledge, such as the Academy of Sciences, the École Polytechnique, and the Conservatoire des Arts et Métiers, I adopt an oblique perspective and successively look at five different ways of not only thinking about, but also of interacting with, technology: judging, classifiying, owning, rationalizing and imagining.
This dissertation argues that, during this century, a new language for technology emerged, which is indicative of changing conceptions, or epistemes, of technology. Representations of technical objects moved from humanist to geometric, from realist to schematic, and from reproductive to generative. By the mid-nineteenth century, texts and images no longer represented technical objects, but directly produced them.<br>History of Science
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Bucher, Angie Marie. "A Survey of Instruments to Assess Teacher Content Knowledge in Science." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245688657.
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Belhachmi, Zakia. "Al-Sa'dawi's and Mernissi's feminist knowledge with/in the history, education and science of the Arab-Islamic culture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ52127.pdf.
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Kelly, Janet Arlene. "From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278865/.
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The purpose of this study was to identify and analyze secondary science education curriculum and instruction trends for the period 1953-1992 by using the technique of content analysis to examine a representative portion of journal articles and policy statements in secondary science education. Two major science publications, The Science Teacher and Science Education, were selected for analysis.
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Macauley, William. "Picturing knowledge : NASA's Pioneer plaque, Voyager record and the history of interstellar communication, 1957-1977." Thesis, University of Manchester, 2010. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529240.
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In the late twentieth century, science and technology facilitated exploration beyond the Solar System and extended human knowledge through messages comprised of pictures and mathematical symbols, transmitted from radio telescopes and inscribed on material artifacts attached to spacecraft. ‘Interstellar communication’ refers to collective efforts by scientists and co-workers to detect and transmit intelligible messages between humans and supposed extraterrestrial intelligence in remote star systems. Interstellar messages are designed to communicate universal knowledge without recourse to text, human linguistic systems or anthropomorphic content because it is assumed that recipients have no prior knowledge of humankind or the planet we inhabit. In addition to tracing and examining the history of interstellar communication during the period 1957-1977, I present an overview of scientific research on ‘interplanetary communication’ with the supposed inhabitants of Mars and other planets in the Solar System during the first half of the twentieth century. I show that it was not until the late 1950s that space exploration research provided the resources for humans to engage in systematic attempts to contact extraterrestrial civilizations in other star systems. My thesis focuses on two interstellar messages incorporated on specially designed material artifacts –NASA’s Pioneer plaque and Voyager Record—dispatched from Earth on board space probes during the 1970s. I critically examine how scientists designed and mobilized interstellar messages both to convey meaning and simultaneously support rhetorical claims about the universality of science and mathematics. I analyze how situated practices, craft skills and graphical technologies associated with scientific research on interstellar messages were deployed by scientists to produce and disseminate knowledge and support the claim that science and mathematics are universal. I examine the histories of technologies linked to space exploration including radio astronomy, television, communication satellites and space probes, tracing how knowledge practices and discourse associated with these technologies are enmeshed with the history of interstellar communication. In particular, I explain how and why television and other display technologies were appropriated by researchers working on interstellar communication to create visual representations of knowledge. I argue that televisual displays and radio telescopes constitute graphical technologies or ‘inscription devices’ deployed by scientists, media producers and others to translate natural objects, agency and culture into legible forms constituted in and through inscriptions, predominantly pictures and mathematical symbols, that convey knowledge within communication networks.
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Korta, Jeremie Charles. "The Aesthetics of Discovery: Text, Image, and the Performance of Knowledge in the Early-Modern Book." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17467521.
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How does the book-object in early modernity participate in the representation of scientific knowledge? How was the reader meant to approach the book and to comprehend its contents? This project starts from the contention that scientific knowledge is not a product simply to be deposited into unmarked containers and transmitted unproblematically. On the contrary, the book, whether literary or scientific, actively shapes and invents objects of scientific knowledge. Sensory, affective and cognitive ways in which the reader is expected to approach the book and its contents are implicit in its formatting of text and image, not to mention margins, presentational material and indices.
This project draws from literary and natural scientific traditions of the French and Italian Renaissance in order to study how the early-modern book forms and performs scientific knowledge in various ways. Compelling the reader to interrupt his or her reading and to explore the book’s text and images as if they were objects in their own right, the book-object strives to imitate the experience and method of scientific discovery for the early-modern reader. To this end, touch, appetition, and bodily awareness become as important as sight and critical reasoning in a procedural approach and apprehension of knowledge in and of the book-object. An “aesthetics of discovery”, formed by the book and performed by the reader, is implicit in the book’s careful articulations of text and image.<br>Romance Languages and Literatures
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Nader-Esfahani, Sanam. "Knowledge and Representation through Baroque Eyes: Literature and Optics in France and Italy ca. 1600-1640." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493303.
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The scientific discoveries and inventions of the early seventeenth century, which include Johannes Kepler’s inverted retinal image, the refinement of lenses, and the invention of the telescope, transformed the status of vision in the acquisition of knowledge, thus modifying the nature of what is known and even challenging how things are known. Rather than focus on philosophical oppositions between seeing and looking, or on artistic practices such as linear perspective or anamorphosis in literature’s engagement with vision, this study privileges instead a dialogue with early modern optics. Deriving a theoretical framework from the scientific debates about vision and its instruments, which brings attention to the historically charged concepts of mediated perception, the visible and the invisible, and natural and mechanical sight, I examine how French and Italian authors in the early seventeenth century engaged with ocular and optical motifs to question the sense of sight and its authority.
My corpus describes vision as indispensable to the observation and knowledge of the world, although the texts also expose the vulnerability of the sense of sight to error because of natural limitations or an inability to recognize the true form behind deceitful appearances. As such, they elucidate a crisis of knowledge and representation that characterizes the earlier decades of the seventeenth century. Based on the dynamics between the eye and visual aids as they appear in the scientific community, I identify two distinct visual modes in the literary texts, which correspond to the natural eye and the instrumentalized one, assisted and enhanced by a lens. The authors considered here, which include Béroalde de Verville, Traiano Boccalini, Agrippa d’Aubigné, and the writers involved in the polemics around Giambattista Marino’s L’Adone and Pierre Corneille’s Le Cid, present the two visual modes as existing in tension, which I define as “baroque vision.” The analyses of the literary texts demonstrate how the integration of lenses, be it through explicit references to optical devices or through more abstract portrayals that parallel the operations of the eye and the instrument, becomes emblematic of other concerns, from debates regarding discontent about dissimulation to discussions of poetic practice.<br>Romance Languages and Literatures
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Högberg, Sverker. "Differentiation of the history of ideas and delineation of the history of knowledge in Sweden 2015 - 2020." Thesis, Stockholms universitet, Institutionen för kultur och estetik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-193563.
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This essay analyses the development of field and discipline formation in Sweden. A specific case is presented regarding the differentiation of the history of ideas, idéhistoria, and the delineation of the history of knowledge, kunskapshistoria, between 2015 and 2020. The distinction and differentiation between these disciplines has been contested by academics in related fields, who have questioned whether and what is new or distinct in the study of the history of knowledge and what prior disciplines and fields of study it draws on. The aim of this study is to examine how the relationship between the two research fields is undertood by the academics that work in these fields themselves. The research question is: How is the interaction between the history of ideas and the history of knowledge described by Swedish scientists in papers published between 2015 and 2020? The study is based on scientific papers, anthologies, and book reviews written by Swedish scientists and mainly published in Swedish academic journals. The study shows that both research fields are developing towards eclecticism and internationalisation, both striving to participate in a broader international academic discourse. In both fields more publications are now written in English and fewer in Swedish. However, the predomination of English-language publications is more apparent in the new field of the history of knowledge. With respect to the history of ideas, the formative effects of institutionalisation as well as the importance of academic due due diligence i.e. engaging with the research in near-adjacent fields of study such as the study of the history of science, the history of medicine, and environmental history is apparent in the academic literature. The study indicates that Sweden has a potential of becoming a new research arena of some significance for generative and cooperatiion in humanistic science and thus of a general interest.<br>I studien analyseras samspelet mellan idéhistoria och kunskapshistoria i Sverige 2015 - 2010. Undersökningen berör generella frågeställningar om hur forskningsfält och discipliner skapas och påverkar varandra. Medan idéhistoria funnits i Sverige i snart ett hundra år har kunskapshistoria etablerats i Sverige först under de senaste fem åren. Detta ämne har av sina företrädare förklarats vara ett nytt oberoende forskningsfält med långt gående ambitioner ambitioner som sträcker sig över disciplingränserna. Dessa uttalanden ifrågasattes av forskare inom idé- och vetenskapshistoria om vad som var nytt inom det nya forskningsfältet och på vems axlar detta stod på. Syftet med denna studie var att analysera hur forskare från de två forskningsfälten upplevt påverkan mellan dem. Forskningsfrågan var hur påverkan mellan idéhistoria och kunskapshistoria framgått och beskrivits i publikationer skrivna av svenska forskare inom ämnena under perioden. Materialet som använts var uppsatser, antologier, recensioner och institutionernas utbildningsmaterial från denna tid, huvudsakligen publicerade i svenska tidskrifter. Studien visade att bägge forskningsfälten breddat sig och visat ökad ambition att delta i det internationella vetenskapliga samtalet. Här fanns dock en gradskillnad mellan ämnena. En möjlig inlåsningseffekt av att använda sig av svenska som språk diskuteras som en konsekvens av den äldre svenska forskningstraditionen. Fler publikationer inom idéhistoria skrivs dock numera på engelska och färre på svenska medan kunskapshistoria redan från början haft ett utpräglat internationellt fokus. Betydelsen av institutionalisering och de förmåner detta medför understryks. Studiens resultat visar att påverkan mellan kunskapsfälten under den studerade perioden generellt var liten. Ett undantag har varit den ovan nämnda kritiken från forskare inom idé- och vetenskapshistoria mot de anspråk som framförts av företrädarna för kunskapshistoria på att nu presentera ett verkligt nytt forskningsfält. Enligt kritikerna har man därvid bortsett från den utveckling som skett inom närliggande områden under de senaste åren. Vikten av akademisk due diligence har lyfts fram som en viktig princip inom forskning.<br><p>By distance (Zoom)</p>
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Bonnin, Thomas. "Knowledge and knowers of the past : a study in the philosophy of evolutionary biology." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34361.
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This dissertation proposes an exploration of a variety of themes in philosophy of science through the lens of a case study in evolutionary biology. It draws from a careful analysis and comparison of the hypotheses from Bill Martin and Tom Cavalier-Smith. These two scientists produced contrasted and competing accounts for one of the main events in the history of life, the origin of eukaryotic cells. This case study feeds four main philosophical themes around which this dissertation is articulated. (1) Theorizing: What kind of theory are hypotheses about unique events in the past? (2) Representation: How do hypotheses about the past represent their target? (3) Evidential claims: What kind of evidence is employed and how do they constrain these hypotheses? (4) Pluralism: What are the benefits and the risks associated with the coexistence of rival hypotheses? This work both seeks to rearticulate traditional debates in philosophy of science in the light of a lesser-known case of scientific practice and to enrich the catalogue of existing case studies in the philosophy of historical sciences.
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Somerset, Richard. "Sciences : a selective study of forms of knowledge about the world." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267079.
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Jo, Sokhyo. "Topics on the History of Tibetan Astronomy With a Focus on Background Knowledge of Eclipse Calculations in the 18th Century." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493606.
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The eclipse calculations in Tibet feature religious implications. One religious issue is Buddhist chronology (bstan rtsis). With Kālacakra calculational bases, Tibetan Kālacakra astronomers have tried to synchronize with the Buddhist texts, stating that the Buddha’s enlightenment occurred during a lunar eclipse of the full moon. The concept is called “backward calculation” (yar log gi rtsis).
Another religious issue is the rite of poṣadha (gso sbyong). At some point in Tibet, the idea of ūnarātra (zhag mi thub) in the Abhidharma literature was used to argue the accuracy of the weekday (gza’) value of the skar rtsis for the performance of gso sbyong. However, the decision of the accurate day for the gso sbyong during the 18th century Amdo became an issue. At stake was the conjunction with the occurrence of the solar eclipses, whose dates occasionally matched up with the Qing Chinese calendar, not with the skar rtsis calendar. Upon these cases, one of the possible solutions was to perform gso sbyong in conformity with region (yul bstun gso sbyong) according to the Chinese date.
Under the situation that an eclipse is closely tied to the religious chronology and practice, Tibetan astronomers made great efforts to produce the eclipse calculation results which were in accordance with direct experience (mngon sum). However, they have been confronted with the incongruity between their calculations and the real phenomena of an eclipse. Inevitably, the non-Kālacakra methods and knowledge, including observation, empirical data, debates, criticism, research into other traditions, etc. have been incorporated into the skar rtsis system based upon the Kālacakra.
Technically, adding a correction (nur ster), the correction of residual (rtsis ’phro), the correction of a Great Conjunction at the zero point (stong chen ’das lo), etc., within the conceptual and methodological framework of the Kālacakra, have been used to tally calculations with the real phenomena of an eclipse. Also, the non-Kālacakra Chinese Lixiang kaocheng system (later known as Mā yang rgya rtsis), which was based upon modern geometric and trigonometric knowledge, was used.<br>Inner Asian and Altaic Studies
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Thorn, Louise Elizabeth. "Knowledge transfer in action : a study in the selection and interpretation of themes from history of science scholarship for museum exhibition." Thesis, Imperial College London, 2010. http://hdl.handle.net/10044/1/11928.
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Konovalov, Alexander. "Predicting Knowledge Base Revisions from Realtime Text Streams." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu153200096922783.
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Yen, Hsiao-pei. "Constructing the Chinese: Paleoanthropology and Anthropology in the Chinese Frontier, 1920-1950." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10240.
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Today’s Chinese ethno-nationalism exploits nativist ancestral claims back to antiquity to legitimize its geo-political occupation of the entire territory of modern China, which includes areas where many non-Han people live. It also insists on the inseparability of the non-Han nationalities as an integrated part of Zhonghua minzu. This dissertation traces the origin of this nationalism to the two major waves of scientific investigation in the fields of paleoanthropology and anthropology in the Chinese frontier during the first half of the twentieth century. Prevailing theories and discoveries in the two scientific disciplines inspired the ways in which the Chinese intellectuals constructed their national identity. The first wave concerns the international quest for human ancestors in North China and the northwestern frontier in the 1920s and 1930s. Foreign scientists, such as Pierre Teilhard de Chardin, Amadeus Grabau, Roy Chapman Andrews, and Davidson Black, came to China to search for the first human fossils. With the discovery of Peking Man, they made Beijing one of the most prestigious places for the study of human paleontology and popularized the evolutionary Asiacentric theory that designated Chinese Central Asia and Mongolia as the cradle of humans. Inspired by the theory and the study of the Peking Man fossils, Chinese intellectuals turned Peking Man into the first Chinese and a common ancestor of all humans. In the second wave, from the late 1930s to the early 1950s, Chinese anthropologists like Rui Yifu, Cen Jiawu, Fei Xiaotong, and Li Anzhai made enormous efforts to inscribe the non-Han people of the southwestern frontier into the genealogy of the Chinese nation (Zhonghua minzu). Their interpretations of the relationship between the Han and the non-Han and between the frontier and the center were influenced by various Western anthropological theories. However, their intensive studies of the southwestern non-Han societies advocated the ethnic integration and nationalization of China’s southwestern frontier. By linking the two waves of scientific endeavor, this dissertation asserts that the Chinese intellectual construction of modern Chinese ethnogenesis and nationalism was not a parochial and reactionary nationalist “invention” but a series of indigenizing attempts to appropriate and interpret scientific theories and discoveries.<br>History
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Hall, James Robert. "Serpents of Empire : moral encounters in natural history, c.1780-1870." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/287635.
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This dissertation examines encounters between humans and snakes from the 1780s to the 1860s, principally focusing upon Britain and British India, to reassess the production and circulation of natural historical knowledge. Serpents were at once familiar and ambiguous in nineteenth-century Britain and its empire, present at every level of society through Scripture, works of natural history, and imperial print culture. They appeared across literary genres - in works of art, as dead specimens in museums, and living attractions in shows and menageries - and their material and figurative presence in London was dependent upon British imperial networks. Snakes loomed disproportionately large in the imperial imaginary, where they were entangled in a discourse of difference. The practices of the natural history of snakes were harnessed to personal ambition and colonial exigencies. By analyzing scientific books and papers, newspapers and periodicals, taxidermy and cartoons, travel accounts, and government archives from Britain and India, this study provides a connected account of how snakes were collected, transported, described, experimented with, and used for a variety of ends. Following an animal around, whether as material, textual, or visual representation, reveals a more comprehensive picture of how people engaged with animals in the nineteenth century, not confined by disciplinary or institutional boundaries at a time when these were being constructed. The cultural and emotive power of snakes makes visible the heterogeneous nature of those contributing to the production of natural historical knowledge. This thesis shows how the moral character of snakes was implicated in how they were encountered and understood by a range of actors, from museum naturalists to imperial agents, and Indian snake-charmers to working-class visitors to the zoo. The chapters examine different but overlapping modes of encounter with snakes: collecting, preserving, and presenting them in museum settings; the imbrication of anthropocentric concerns in attempts to classify and anatomize them; the mechanisms and motivations behind attempts to produce authoritative 'useful knowledge' incorporating vivisectional experiments in the Madras Presidency in the late eighteenth century; Orientalist representations of non-European interactions with snakes in nascent print culture; and the emotional economy of educational displays of living snakes in metropolitan Britain, especially with the emergence of new spaces for natural history, notably the first reptile house at the Zoological Gardens in Regent's Park. The approach brings together insights from from history of science, animal history, and new imperial histories to recover an affective dimension of natural history in imperial encounters.
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Ali, Salari Gholam. "INTELLECTUAL CAPITAL OF DEMOCRATISATION IN IRAN:Reframing the Implications of Knowledge of History, Philosophy and Socio-political Science in the Prospect of Democratisation in Iran." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/384287.
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The original contribution of this study resides in its exploration of the way in which various traditional and modern tangible and intangible factors have contributed to Iran’s intellectual and political transformations from past to present. The focal question of this thesis is: “which factors have played the dominant role in Iran's intellectual orientations and political transformations, in general, and democratisation in particular? And can these factors be explained methodically and theoretically?” This thesis claims that Iranians, in order to proceed with a genuine home-grown democratisation1, need to enhance their intellectual capital of democratisation (ICOD)2. To this end, Iran's intellectuals need to overcome their shortcomings in the three key areas of historical consciousness3, understanding of modernity, and undertaking democratic orientation.
This study employs a qualitative approach and a textual analysis method to provide a multi-principled (history, philosophy, and socio-political science), multi-causal (tangible and intangible) explanation of the multidimensional state of Iran’s tradition, modernity and prospect of democratisation. While taking into account a multi-task of modern, secular and democratic orientation; it is conducted from both insiders and outsiders' perspectives. The proposed method of explanation employs the algebraic term of factorisation to classify the dominant contributing factors to Iran’s intellectual and political transformations from both phenomenological (into tangible and intangible factors) and chronological (into traditional and modern) orders. The traditional tangible factors include geography, climate and invention of Qanats4 that have played vital roles in the success of Persian civilisation in the past. The critical modern tangible factors in Iran’s modern history include discovery of oil, colonial powers interventions, modernisation programs and communication technology. While ancient Persians benefited from the traditional intangible factors effectively and successfully (by establishing the first multicultural (tribal, ethnic, and religious) empire, these achievements were forsaken as soon as the rulers inclined toward tribal, ethnic and religious preferences. The subsequent ethnic/religious systems then have imposed various types of discrimination, which have led to internal conflicts and made the society susceptible to external influence, intervention or occupation (Saleh, 2013, pp. 111-113).
It is discussed throughout this thesis that colonial powers, conservative Shiite Ulama and local tyrant rulers have almost cooperatively prevented the prospect of democratisation. To challenge these powerful forces and in the absence of democracy, Iranian intellectuals have found radical ideological orientations. They have inclined toward various ideological paradigms including Westernisation, constitutionalism, nationalism, modernism, socialism and Islamism. Only during the last two decades, have a great majority of Iranian intellectuals found a democratic orientation (Azimi, 2008, p. iX). This phenomenon has played a crucial role in accelerating the pace and scope of a non-violent civil resistance movement for democratic change. The extent of popular and intellectual support for this paradigm, such as the Green Movement in 2009, reflects the promising achievement of the society in the road of democratisation (Khosrokhavar, 2011, pp. 48-58). It can be argued that despite the presence of a considerable number of internal and external obstacles, the society has gained a promising level of intellectual capacity and popular support to proceed with a genuinely inborn democratisation. It is, however, anticipated that for succeeding with democratisation in Iran, in addition to intellectual capabilities, other socio-economic, cultural and political parameters are necessary, which their detailed explanation requires further studies.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Griffith Law School<br>Arts, Education and Law<br>Full Text
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Hayes, Emily Jane Eleanor Rhydderch. "Geographical projections : lantern-slides and the making of geographical knowledge at the Royal Geographical Society c.1885-1924." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23096.
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This thesis is about the mobilities of geographical knowledge in the material form of lantern-slides and the forces exerted on these by technological and human factors. Owing to its concern with matter, human- and non-human, and its circulation, the thesis addresses the physics of geographical knowledge. The chapters below investigate the Royal Geographical Society’s (RGS) ongoing tradition of telling stories of science and exploration through words, objects and pictures in the final quarter of the nineteenth century and as geography professionalized and geographical science developed. These processes occurred within the context of a plethora of technological innovations, including the combination of the older medium of the magic lantern and photographic lantern-slides, integral to a wide range of entertainment, scientific and educational performances across Britain. In 1886 the RGS began to engage with the magic lantern. Via this technology and the interactive lecture performances in which it featured, I argue that the Society embraced the medium of photography, thereby engendering transformations in methods of knowledge making and to the RGS collections. I study how these transformations influenced the discipline of Geography as it was re-established at the University of Oxford in 1887. I demonstrate the evolution of the RGS’s Evening, Technical and Young Persons’ lectures, their contingent lantern-slide practices and, consequently, how these moulded, and were moulded by, the RGS Fellowship between c. 1885 and 1924. The chapters below explore how these innovations in visual technologies and practices arose, how they circulated knowledge and their effect on geographies of geographical knowledge making. By harnessing the lantern the RGS attracted an expanding and diversifying audience demographic. The thesis demonstrates the interactive nature of RGS lantern-slide lectures and audiences' important role in shaping the Society’s practices and geographical knowledge. The chapters below argue that it was via the use of the lantern that geography was disseminated to new places. The thesis therefore brings additional perspectives and dimensions to understandings of the circulation of geographical knowledge.
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Levine, Ethan Czuy. "Studying Rape: The Production of Scientific Knowledge about Sexual Violence in the United States and Canada." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/502951.
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Sociology<br>Ph.D.<br>In 1987, statistics transformed rape from a rare and personal concern into an epidemic in popular consciousness. Mary Koss and colleagues conducted victimization surveys with thousands of college women, 1 in 4 of whom reported completed or attempted rape. This finding received tremendous attention in the 1980s, and continues to influence activists and state officials. Notwithstanding the importance of this and other scientific facts, scholars have rarely explored the role of scientists in shaping perceptions of and responses to sexual violence. This project addresses that gap in the literature, via the following questions: (1) how have scientists conceptualized sexual violence among adults; and (2) what social mechanisms enable, constrain, and otherwise influence scientific research on sexual violence? Drawing on insights from feminist science studies, I approach sexual violence as an intra-active phenomenon, and regard objects of study (sexual violence) as inseparable from agencies of observation (research instruments, researchers). Data came from three sources: content analysis of journal abstracts (N=1,313), in-depth assessment of texts in different subfields (N=84), and interviews with researchers (N=31). Ultimately, I argue that sexual violence research has been dominated by psychological inquiries, as well as gendered assumptions regarding who is most capable of perpetrating and experiencing rape. Scientists have produced a tremendous body of knowledge regarding the individual-level causes, individual-level outcomes, and prevalence of men’s sexual aggression toward women. Systemic forces and sexual violence that deviates from this particular gendered pattern remain underexamined. I further argue that scientific research on sexual violence is shaped by a range of social mechanisms that are particular to fields associated with questions of social morality and social movements including feminism(s).<br>Temple University--Theses
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Ray, Rabindra. "The Naxalites and their ideology : a study in the sociology of knowledge." Thesis, University of Oxford, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670404.
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Hanna, Bridget Corbett. "Toxic Relief: Science, Uncertainty, and Medicine after Bhopal." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11346.
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This dissertation is a study of science and medicine after the gas disaster in1984 in Bhopal, India. It looks at the discourses, debates, suspicions, and entangled events that have shaped the narratives of causality following the catastrophe, and the ways that ideas about relief, treatment, and illness have been constructed by experts, lay activists, and survivors. In it I address the issues of suspicion, research, and power by looking at the "cyanide controversy" in the early years after the disaster, and at the ways that the consequences of uncertainty affect patients and doctors within the hospital system designed to provide "gas relief" in the aftermath. I also describe the range of ways gas survivors have categorized and produced as subjects and citizens through an analysis of epidemiological, legal, and political discussions. I take on the history of medical research after the event, and show how a vast corpus of scientific work has remained dispersed and underutilized, leaving room for sometimes-dangerous narratives of certain illness or death. Finally, I look at the consequences of this indeterminacy for care and healing. I assess access to treatments, the diversity of medical care, the undermining of the status of the gas exposed, and the ways that detoxification has been approached through notions of dosage, potency, and traditional medicine. I produce a sociology of knowledge about the catastrophe and contribute to literatures on the problem of epistemic uncertainty and risk after disasters, the production of medicalized subjects, and the politicization of knowledge. I argue that interventions that have tried to encompass the disaster within a unitary framework have been persistently inadequate, and illustrate how attempts to reduce or subsume the consequences of the disaster - through recourse to scientific indeterminacy, under reductionist legal mechanisms, by imprecise categorization schema, within flawed research methodologies, and among hollow medical infrastructures - have not only failed to meaningfully represent it but also resulted in predictable forms of reductionist violence and social suffering, through obfuscation as often as through action.<br>Anthropology
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Roberts, Jody Alan. "Instruments and Domains of Knowledge: The Case of Nuclear Magnetic Resonance Spectroscopy, 1956-1969." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42766.
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In this thesis, I traced the development of Nuclear Magnetic Resonance (NMR) Spectroscopy through the pages of the Journal of Organic Chemistry (JOC) from the year 1956 to 1969 to understand how organic chemists and Varian Associates?the makers of the first commercial NMR spectrometers?negotiated the identity of the NMR spectrometer. The work of the organic chemists was examined through their publications in the JOC. Examining the abstracts from the JOC between the years 1956 and 1969 developed an understanding of the ways in which organic chemists used the instrument. To understand the role Varian Associates played in the development of NMR, I examined the company?s advertisements in the JOC. I traced the changes in advertising style and format in order to see how Varian Associates expected their instruments to be used. I drew three conclusions from this work: 1) organic chemists and Varian Associates together determined what an NMR spectrometer was and how it could be used; 2) the identity of the instrument was negotiated by these two groups, and the novel use of the instrument by the organic chemists and new schemes in advertising on the part of Varian Associates were attempts to shift this identity; 3) NMR spectroscopy was a domain of knowledge that was embodied in the NMR spectrometer, and that could only be accessed through the instrument.<br>Master of Science
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Berg, Mikael. "Historielärares ämnesförståelse : Centrala begrepp i historielärares förståelse av skolämnet historia." Doctoral thesis, Högskolan Dalarna, Historia, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-15470.
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This thesis focuses on four different aspects of history teachers’ comprehensiveunderstanding of the school subject history. More specifically, the aim is tostudy the comprehension of the subject as perceived by individual historyteachers. Special emphasis is placed on identifying the concepts of the field ofhistory that are central to the teachers’ understanding of the school subject history.The first aspect studied is the teachers’ biographical changes. In a life historyperspective it seems as if the teachers’ subject conception changes from anunproblematic and tentative approach to a more complex and confident understandingof the subject. The second aspect treated is the rationale behind theirgrasp of the purpose and content of the subject. Three major positions areidentified, namely educational (bildung) orientation, critical orientation, andidentity orientation.The third aspect studied is the teachers’ interpretation of a curriculumnew to them. The teachers placed the curriculum in the field of tension betweenan education policy position, emphasizing more precise knowledge, onthe one hand, and a history science position, emphasizing concepts of historicalconsciousness. The fourth aspect studied is five different conceptual tools displayedin the teachers’ remarks on having completed the teaching of a newcourse. These are termed ‘history as narrative’, ‘history as time-space’, ‘historyas explanation’, ‘history as perspective taking’, and ‘history as skills’At the general level the study shows not only that subject conception is ofimportance to the teachers’ understanding of their obligation as teachers of historybut also how it is formed and constantly transformed by many differentfactors. In this process it is clear that the concepts used by the teachers, althoughvariously defined, can be seen as specific to the school subject historyand essential to the construction of history as a school subject.<br>Vad är syftet med skolämnet historia och vad ska det innehålla? Det här är en doktorsavhandling där fokus sätts på lärares förståelse av skolämnet historia. Mer precist avgränsas syftet till att undersöka ämnesförståelsen hos nu verksamma historielärare. Särskild vikt läggs vid att identifiera centrala begrepp i lärarnas ämnesförståelse. Undersökningen bygger både på enkäter och intervjuer och tar sin utgångspunkt i fyra olika aspekter av historielärarnas ämnesförståelse som redovisas i separata studier. Den första aspekten är ämnesbiografisk och tar fasta på de faktorer lärarna menar har påverkat utvecklingen av deras ämnesförståelse. Den andra aspekten har sitt fokus på lärarnas förståelse av historieämnets övergripande syfte och innehåll. Den tredje aspekten handlar om hur lärarna tolkar inriktningen och innehållet i den nya ämnesplan som infördes i gymnasieskolan 2011. Den avslutande aspekten fokuserar på de ämnesredskap som blir synliga i de utsagor lärarna gör om innehållet i gymnasieskolans kurs Historia 1b.
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Wilson, Peggy Coleman. "An assessment of health history, behavior and knowledge related to cardiovascular disease risk factors and health beliefs for African- American and white female pre-Health Science students /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844485894957.
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Patel, Krishna D. "Knowledge, perception, and risk reducing behaviors among female college students with family history of osteoporosis." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1477915310965904.
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Eychenne, Bertrand. "Le Colegio Militar de Bogota (1848-1884). La mise en place d'un enseignement supérieur scientifique et technique après l'indépendance de la Colombie." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS176.
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Lorsque la Colombie s’émancipe de la Couronne d’Espagne en 1819, elle doit consolider son indépendance et faire face à divers obstacles qui s’opposent à l’instauration d’un enseignement scientifique et technique stable. En prenant en compte ce contexte postcolonial et en se concentrant sur le Colegio Militar de Bogota, une école d’ingénieurs civils et militaires, entre 1848 et 1884, ce travail retrace le processus ayant conduit à la mise en place d’un tel enseignement et suit son évolution au cours de la deuxième moitié du XIXe siècle. L’influence du pouvoir s’avère alors constante et fait ressortir des caractéristiques de l’établissement telles que l’enseignement mixte, militaire et civil, la recherche d’utilité ou l’absence de sélection. Par ailleurs l’étude du curriculum du Colegio Militar indique dans quelle mesure la vision institutionnelle influencée par les idéologies des partis transparait dans les enseignements. Elle fait apparaître également la capacité des différents acteurs à modifier à leur niveau ce curriculum et parvient à suivre son histoire dans sa continuité, malgré l’hétérogénéité de ces interventions.L’analyse des notions scientifiques et techniques transmises par ce curriculum, montre également comment, en s’adaptant au contexte, la mise en place d’une diffusion des savoirs s’accompagne d’une production scientifique. Le décentrement du regard qu´implique cette étude, nous invite à aborder la question du transfert de connaissances, en montrant comment l’étude d’une institution éducative permet d’appréhender ces mécanismes dans leur complexité. Ces circulations seront considérées à différentes échelles au niveau local en lien avec la fonction régulatrice de l’établissement dans le champ éducatif, au niveau du continent sud-américain et vers les centres de production scientifiques d’Europe et d’Amérique du Nord. Enfin, ce travail permet d’apporter des éclairages sur la constitution et l’émergence en Colombie d’un groupe professionnel – les ingénieurs civils – étroitement lié à celui des enseignants de sciences. En suivant le parcours des anciens élèves du Colegio Militar, il révèle les stratégies adoptées par ce groupe social pour faire reconnaître à la fois sa profession et sa légitimité à l’exercer<br>As Colombia becomes emancipated from the Spanish Crown in 1819, it has to strengthen its independence and is thus faced with a number of obstacles which come in the way of a stable scientific and technical education. By taking into account this postcolonial context and by focusing on the Colegio Militar of Bogota, a school of civil and military engineering between 1848 and 1884, this study describes the process which led to the foundation of such teachings and follows its evolution during the second half of the 19th century. The influence of power proves to be constant at the time and brings out such specificities as its mixed education curriculum, military and civil, its quest for utility or the absence of a selection process. Furthermore, the study of its curriculum reveals how its institutional vision influenced by party ideology shows through the teachings. It also demonstrates the ability of the various players to alter, at their level, this curriculum and manages to establish the continuity of its history despite the heterogeneity of their actions. Similarly, the analysis of the scientific and technical notions conveyed by this curriculum illustrates how, by adapting to the context, the diffusion of knowledge comes with scientific production. The decentralization entailed by our study leads us to consider the issue of transfer of knowledge, by showing how the study of an educational institution allows to tackle these mechanisms in their complexity. These circulations will be considered on different levels, locally with the regulating function of the school in the educational field, within the South American continent and toward the main hubs of scientific production in Europe and North America. Finally, this study sheds some light on the constitution and emergence of a professional group in Colombia namely, civil engineers, which is tightly linked to that of science teachers. By following the trail of former students of the Colegio Militar, we become acquainted with the strategies they adopt to ensure that both their profession and the right to practise it is acknowledged
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Miller, William J. "Citizens' Trust in European Union Institutions." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1276308801.
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Jacobson, David William. "A Comparison of the Effectiveness of Traditional U.S. History Instruction Versus U.S. History Instruction Integrated with Decision Training on Content Knowledge and Decision-Making Competence." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11539.
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xiii, 139 p. : ill. (some col.)<br>The purpose of this study was to explore the effectiveness of training in decision-making on U.S. history content knowledge and on decision-making competence. All sophomores (<italic>n</italic> = 387) in one Pacific Northwest high school were randomly assigned for two trimesters to one of two groups: (a) U.S. history instruction integrated with decision training or (b) traditional U.S. history instruction. During the study, Experimental Group participants were trained to use a decision-making tool to sort, process, and analyze the facts, events, and concepts of history in the context of solving a historically relevant problem. By applying the decision-making tool to problems and decisions of the past, students utilized a schema for critical, analytical, and creative thinking about U.S. history content. Students also analyzed current problems and decisions they face. Dependent measures were (a) NAEP U.S. History questions, (b) Decision-Making Competence Index (DMC), (c) NAEP item analysis using knowledge forms and intellectual operations, and (d) Experimental Group follow-up interviews. Results indicated statistically significant differences between groups favoring the Experimental on both the NAEP U.S. History test and on the DMC. Experimental Group participants scored higher on NAEP items requiring concept or principle knowledge forms and on items requiring summarization or illustration. Follow-up interview scores positively correlated with DMC posttest scores. Results are discussed in terms of (a) the application of NAEP and DMC scores to curricular interventions and (b) item analysis and interviews in relation to the environmental and physical constraints of the current high school structure.<br>Committee in charge: Dr. Gerald Tindal, Chairperson;
Dr. Keith Hollenbeck, Member;
Dr. Paul Yovanoff, Member;
Dr. Jean Stockard, Outside Member
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Houghton, Caryn C. "Looking for pleasure or knowledge? Dissecting the narcissistic medical gaze of William Hunter (1718-1783)." Thesis, California State University, Dominguez Hills, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1526311.
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<p> The images of dissected pregnant women in William Hunter's atlas <i> Anatomia Uteri Humani Gravidi</i> published in 1774 were among the first realistic, highly detailed illustrations of fetal development and pregnant female physiology. Commissioned by Hunter, the images established scientific truth about female reproductive anatomy, a previously misunderstood field, and aided in the elevation of the work of male-midwives to that of respected obstetricians. The fetal image he presented, like a Lacanian mirror, also opened the door into the psyche of William Hunter. Driven by his passion for anatomical research, Hunter pursued the uncharted territories of female anatomy and fetal development in a narcissistic path of self-aggrandizement. The thesis herein compares Hunter's images to historical images to examine Hunter's unique and innovative qualities. Hunter's images demystify the Jungian maternal archetype and reflect his desire to create artful images. The ethical use of the human body in the arts is also discussed.</p>
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Bian, He. "Assembling the Cure: Materia Medica and the Culture of Healing in Late Imperial China." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11449.
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This dissertation examines the intersection between the culture of knowledge and socio-economic conditions of late Ming and Qing China (1550-1800) through the lens of materia medica. I argue that medicine in China during this time developed new characteristics that emphasized the centrality of drugs as objects of pharmacological knowledge, commodities valued by authenticity and efficacy, and embodiment of medical skills and expertise. My inquiry contributes to a deeper understanding of the materiality of healing as a basic condition in early modern societies: on the one hand, textual knowledge about drugs and the substances themselves became increasingly available via the commoditization of texts and goods; on the other hand, anxiety arose out of the unruly nature of potent substances, whose promise to cure remained difficult to grasp in social practice of medicine.<br>History of Science
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Schneider, Ulrich Johannes. "Wissensgeschichte, nicht Wissenschaftsgeschichte." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-149223.
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Foucault als Wissenschaftshistoriker und -theoretiker anzusehen, ist
für die frühe Phase seines Werkes möglich, selbst wenn er selbst seine
erste große Studie Wahminn und Gesellschaft (1961) nicht als "Vorgeschichte" der Psychiatrie verstanden wissen wollte, ebensowenig
wie seine Arbeit zur Geburt der Klinik (1963) als Beitrag zur Geschichte der Medizin. Erst in Die Ordnung der Dinge (1966) tritt Foucault identifizierbar als Wissenschaftshistoriker auf, denn er versucht hier eine "Archäologie der Humanwissenschaften". Mit dem daran anschließenden Werk Archäologie des Wissens (1969), dem letzten Werk der frühen Phase, endet jedoch Foucaults Beschäftigung
mit den "Wissenschaften", die zugleich gegenüber der traditionellen Wissenschaftsgeschichte eine grundlegende Themenverschiebung
vornahm: hin zum Wissen, weg von der Wissenschaft im Sinne einer
theoretischen Einheit.
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Santos, Marígia Mádje Tertuliano dos. "Do impresso ao Google." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/13312.
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Made available in DSpace on 2016-04-28T14:16:22Z (GMT). No. of bitstreams: 1
Marigia Madje Tertuliano dos Santos.pdf: 2097946 bytes, checksum: 96ffa3b15b78aa7b128b9c8f64fdd696 (MD5)
Previous issue date: 2015-03-25<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The ongoing transformations lead us to several questions. As stated by Beltran et al (2010), although studies on the relationship between science, art and technology have sought to understand and describe their nature, little has been done regarding the transmission of knowledge, as well as discussed about the media in which such knowledge are aired and its implications in the development of new scientific, technical and technological knowledge. This fact stresses the importance of seeking other sources for analysis in the history of science as expand the possibilities for a new look into the history of science and present it as an area of knowledge, with well-defined contours. Thus, one realizes that expands access to many works by digital means, but it is not clear that there is convergence between print and digital and that has solved the limitations in the production and distribution of knowledge, what justifies the proposal this work, which is to present the results of research conducted with students and teachers in a Private Institution of Higher Education, area of Exact Sciences, glimpsing the analysis of the use of Web 2.0 tools and services in the construction of knowledge<br>As transformações em curso nos levam a vários questionamentos. Como afirmam Beltran et al (2010), embora os estudos sobre a relação ciência, técnica e tecnologia tenham buscado compreender e descrever a sua natureza, pouco se tem feito a respeito da transmissão desses conhecimentos, bem como discutido acerca dos suportes nos quais tais conhecimentos são veiculados e suas implicações no desenvolvimento de novos conhecimentos científicos, técnicos e tecnológicos. Esse fato reitera a importância de se buscar outras fontes para análise em História da Ciência, pois ampliará as possibilidades para um novo olhar dentro da história da ciência e apresentá-la como área de conhecimento, com contornos bem definidos. Assim, percebe-se que se amplia o acesso às muitas obras, pelo meio digital, mas não se percebe que haja convergência entre o impresso e o digital e que se tenha sido resolvidas as limitações na produção e distribuição do conhecimento, o que justifica a proposta deste trabalho, que é apresentar os resultados de pesquisa realizada com alunos e professores de uma Instituição Privada de Ensino Superior, da área das Ciências Exatas, vislumbrando a análise do uso de ferramentas e serviços Web 2,0 na construção do conhecimento
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Å, kerberg Sofia. "Knowledge and pleasure at Regent's Park : the gardens of the Zoological Society of London during the nineteenth century." Doctoral thesis, Umeå universitet, Historiska studier, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-59811.
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The subject of this dissertation is the Zoological Gardens of the Zoological Society of London (f. 1826) in the nineteenth century. Located in Regent s Park, it was the express purpose of the Gardens (f. 1828) to function as a testing-ground for acclimatisation and to demonstrate the scientific importance of various animal species. The aim is to analyse what the Gardens signified as a recreational, educational and scientific institution in nineteenth-century London by considering them from four different perspectives: as a pan of a newly-founded society, as a part of the leisure culture of mid-Victorian London, as a mediator of popular zoology and as a constituent of the Zoological Society's scientific ambitions. After an introduction which describes the devlopment of European zoos, Chapter two recapitulates the early years of the Society and the Gardens. The original aims of the Society—science and acclimatisation located in a museum and zoological garden—as stated in various prospectuses, are examined. The implications of acclimatisation, it being a problematic practice, are outlined and the connections between acclimatisation, the Society, the Gardens and the British Empire are also briefly considered. The founding of the Gardens is extensively described as well as how the animals were obtained and how exhibits were arranged. Chapter three is based primarily on the popular response to the Gardens in the 1850s when, after a period of decline, the institution once again became a common London visiting-place. The most important questions of this chapter concern the public and how it reacted to the Gardens of this period. The financial problems preceding the five years between 1850 and 1855 ^ described as well as how the Society managed to regain its popularity. This process was closely linked to the decision in 1847to let non-members of the Society enter the Gardens, and the implications of this resolution are discussed. As a background to the Gardens' popularity, two other London recreations are also described: the Colosseum Panorama and the Surrey Zoological Garden. The Surrey Zoological Garden especially is interesting, as it was a rival of the Society's Gardens, and the different attractions of these establishments are considered. Chapter four focuses on the official and non-official guidebooks to the Gardens and the implications of these as mediators of popular zoology. The historical and cultural connection between the guidebooks and travel handbooks is oudined and also how the genre as a whole is constructed. The progress and development of the Society's guidebooks during the nineteenth century is described and the differences between these guidebooks and the non-official ones are examined. Finally, with the aid of Victorian children's books, I argue that the guidebooks can literally be considered as travel handbooks since a visit to the Gardens may be regarded as a journey of knowledge. Chapter five is an in-depth study of the zoological science of the Gardens. The scientific work of the Society is briefly described, starting with the Committee of Science and Correspondence, and the Proceedings of the Zoological Society of London. The Proceedings reports that base their findings on animals in the Gardens are then described together with minor detours into the history of taxonomy and morphology.<br>digitalisering@umu
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Karlsson, Lennart. "Aristoteles och cyberspace : Kunskaper, färdigheter och insikter i hypertextens föränderliga värld." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7103.
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The purpose of this thesis is to deepen the understanding of our contemporary description of digital literacy using the perspective on knowledge from the Nicomachean Ethics by Aristotle. I have chosen to deal with the problem using a hermeneutic approach. The method of inquiry is based on close reading of the selected literature. The selection itself has been made after a strategic selection regarding perspective on knowledge and digital literacy. It appears in the thesis that there are substantial differences but also similarities between our contemporary description of digital literacy from Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning and the perspective on knowledge from the Nicomachean Ethics by Aristotle.Still, the result has been possible to use for the purpose of the thesis since the problem has an answer and a deepened impression of the understandings of digital literacy.
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Ives, Christopher K. "Knowledge and strategy operational innovation and institutional failure, U.S. Army Special Forces in Vietnam 1961-1964 /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101160767.
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Thesis (Ph. D.)--Ohio State University, 2004.<br>Document formatted into pages; contains 294 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 Nov. 23.
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Otaviani, Márcia Cristina. "Chrestomathia: arte e ciência para Jeremy Bentham." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13276.
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Made available in DSpace on 2016-04-28T14:16:16Z (GMT). No. of bitstreams: 1
Marcia Cristina Otaviani.pdf: 608442 bytes, checksum: 6c7ed43d487fe9f7600f8083734e76b0 (MD5)
Previous issue date: 2012-10-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Jeremy Bentham (1748-1832) was an English philosopher who lived
during the eighteenth and nineteenth centuries, a period when major events
occurred in the world, not only on philosophical grounds, but also in economic
and apart from being entitled as the "founder" utilitarian school, and suggest
new ideas about moral issues and legislation, Bentham also brought new
perspectives and solutions to issues such as education.
In the book named Chrestomathia, Bentham exposes your beliefs
about how teaching should be done in a standard school, the School
Chrestomathia as its name. The main function of the school would be to
promote greater quantity and better quality of knowledge and, consequently,
wellness for all involved. It is in this work that he presents he believed to be
the more correct way to categorize and divide the different areas of
knowledge.
In this work we aim to show how the Tree of Knowledge that he
proposed is built, showing the intimate connection with teaching, and also
trying to analyze the ideas behind their proposals, as well as the criticism that
the author makes to the current way of classifying the human knowledge<br>Jeremy Bentham (1748-1832) foi um filósofo inglês que viveu durante
os séculos XVIII e XIX, em um período em que grandes acontecimentos
ocorreram no mundo, não só no campo filosófico, mas também no
econômico, e além de ser apresentado como o fundador da escola
Utilitarista, e de sugerir novas idéias para assuntos sobre moral e legislação,
Bentham buscou, também, trazer soluções e novas perspectivas para
assuntos como educação.
No livro Chrestomathia, Bentham expõe suas convicções sobre como
o ensino deveria ser feito em uma escola padrão, a Chrestomathia School,
conforme sua denominação. A principal função da escola seria a de promover
a maior quantidade e melhor qualidade de conhecimento e, em
conseqüência, de bem-estar para todos os envolvidos. É nessa obra que
Bentham apresenta o que acreditava ser a maneira mais correta de
categorizar e dividir as diferentes áreas do saber.
Nesse trabalho de Doutorado procuraremos mostrar a maneira como
está construída a Árvore do conhecimento de Bentham, proposta numa
íntima ligação com o ensino, buscando analisar as idéias por trás de suas
propostas, bem como as críticas que o autor faz à maneira vigente de
classificar o conhecimento humano
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Persson, Peter. "Elevmotivation utifrån ett historielärarperspektiv (Motivation of students from a History Teacher’s perspective)." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35144.
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Syftet med denna intervjustudie är att med en vetenskapligt kvalitativ metod undersöka hur motivation hos elever skapas utifrån yrkesverksamma historielärares perspektiv, samt hur detta skapande förhåller sig till motivationsteorier. Sju lärare fördelat på två grundskolor och ett gymnasium, har intervjuats. Svaren från intervjuerna har bearbetats separat och sedan analyserats utifrån motivationsteorier. Resultatet visar att lärarna ser egenskaperna i rollen som lärare vara den primära faktorn i skapandet av motivation hos eleverna. Dessa är att vara en god berättare, engagerad, ha goda ämneskunskaper och ha förmåga att kunna beröra elever. Elever i denna ålder befinner sig på en rad olika mognadsnivåer, vilket uttrycktes som betydande för möjligheter och användande av metod, i skapandet av elevmotivation. I frågan om ämnet historia har några unika motivationsfaktorer, så kan inget enhetligt svar påvisas. Det nämndes av en lärare att det hos vissa individer, oftast pojkar, förekommer ett starkt intresse för krig och väpnade konflikter. Detta skulle kunna användas av läraren i historieundervisningen genom att utgår från liknande händelser och utvidga dessa till historiska samband.<br>The purpose of this interview study is to examine, by scientific method, how motivation should be created from the perspective of professional working teacher’s of history, and how this creating stands in relation to motivation theories. Seven teachers divided into two nine-year compulsory schools and one upper secondary school have been interviewed. The answers from the interviews have been adapted separately and then analysed from motivation theories. The result show that the teachers consider that the primary factors for creating motivation of students is the qualities that the role of a teacher has. These qualities are to being a good storyteller, being absorbed in the matter, have good subject knowledge and a power to touch students mind. Students in this age find oneself in different maturity level, which expressed as important factor for the possibilities and for methods used when creating motivation of students. No homogeneous answer was given for the question if the subject of history has unique factors for motivation. It was mention by one teacher that a strong interesting for war and armed conflicts could occur in some individuals; in the most cases these were boys.The teacher when teaching in history could use this, by using similar events from the history and by expanding these to a history relation.
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Vogel, Robert Allan. "Richard Whately's theory of argument and its influence on the homiletic theory and practice of John Albert Broadus." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3665.
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In his Treatise On the Preparation and Delivery of Sermons, the Southern Baptist preacher and educator of the latter nineteenth century, John A. Broadus, acknowledged the influence of classical and contemporary theorists upon his work. Among those named, particularly with regard to notions of argument, was Richard Whately, the Anglican Archbishop and rhetorical theorist of the early nineteenth century. The research task involved in this thesis was to determine whether and to what extent Whately's theory of argument was employed in Broadus's homiletic theory and practice.
The writer gathered his data using methods of documentary research. Most of the sources were available at local libraries. Others, however, were obtained from the Universities of Kansas, Iowa, and Michigan. Materials by and concerning Broadus were obtained from various Baptist historical agencies.
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Crastes, Clément. "Les enseignants du supérieur et l'écoulement interne d'un fluide : modélisation et contextualisation dans différentes disciplines et filières de formation en France et aux Etats-Unis." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS401.
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Réseau d'eau, circulation sanguine, montée de la sève, sont quelques-uns des phénomènes dont la compréhension repose sur celle du mouvement des fluides. Notre travail porte sur l’enseignement de l’écoulement interne d’un fluide au niveau du premier cycle de l’enseignement supérieur. Inscrit dans le champ de recherche de la NOS (Nature of Science) et ayant pour thème la modélisation, notre travail est centré sur les enseignants. Nous explorons une des dimensions introduites pour caractériser leurs pratiques dans le cadre des PCK (Pedagogical Content Knowledge), celle relative au savoir enseigné, notamment aux stratégies d’enseignement adoptées. Nous analysons la structure des modèles introduits et les contextes empiriques retenus, le recours à l’expérimental proposé et les démarches de modélisation mises en œuvre. Nous étudions également les contextes pédagogiques mobilisés, en particulier le recours à l’histoire des sciences, et l’influence éventuelle de la discipline d’enseignement et de la filière de formation. Réalisé selon une méthodologie mixte, combinant analyse qualitative et semi-quantitative, notre travail est exploratoire. Nous avons conduit 39 entretiens semi-directifs d’enseignants de deux disciplines (physique, biologie) travaillant au sein de différentes filières de formation post-baccalauréat (généraliste-ingénierie, technique, biologie-médecine) de deux pays (France et Etats-Unis). Nous avons sélectionné les 23 entretiens les plus riches et en avons réalisé une analyse de contenu thématique à l’aide d’une grille multidimensionnelle que nous avons préalablement élaborée et affinée. Nous avons cherché à dégager les dimensions institutionnelle et individuelle des pratiques en examinant les ressemblances et différences se manifestant au sein des différents groupes de population. Nous mettons en évidence une homogénéité de la population « médecine-Biologie » et une hétérogénéité de la population « généraliste-physique » en termes de pratiques de modélisation et de contextualisation et ce indépendamment du pays d'exercice de l'enseignant. Nous avons utilisé des questions et des situations non prototypiques afin d’étudier l’expertise des enseignants. Nous mettons en évidence également une faible présence du recours à l'expérimental et à l'histoire des sciences<br>Water network, blood circulation, sap flow in a tree are three phenomena studied in different disciplinary fields but all linked with an internal fluid flow. Our work deals with the teaching of such phenomena in undergraduate courses at the university level. Our work is situated within the Nature of Science (NOS) research field and deals with modeling and teachers. We use Pedagogical Content Knowledge (PCK) as our theoretical framework in order to explore the knowledge teachers teach, particularly the strategies dimension. We analyze the structure of the models they introduce, and the empirical contexts and the modeling processes they propose. We also study the pedagogical contexts, especially the use of the history of science and the potential influence of the types of discipline and of training course on the practices. We use a methodology mixing qualitative and semi-quantitative analysis in this exploratory. We made 39 semi-structured interviews of Physics and biology teachers working in different training courses (generalist-engineering physics, technical physics and bio-medical) from 2 countries (France and the USA). We selected the 23 most structured interviews and we analyzed their responses using a grid that we created and refined. We tried to identify the institutional and personal dimensions of the teachers’ way of teaching by examining the similarities and differences among teachers’ families. We show that the ‘Biomedical’ family is homogene in terms of modeling and contextualizing contrary to the ‘generalist-engineering physics’ family and reveal no difference according to the country. We also show that authentic experiments and history of science are rarely introduced in teaching. Questioning teachers about unusual situations helped us to study their expertise
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Spiegel, Rachel Hannah. "Drowning in Rising Seas: Navigating Multiple Knowledge Systems and Responding to Climate Change in the Maldives." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pitzer_theses/76.
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The threat of global climate change increasingly influences the actions of human society. As world leaders have negotiated adaptation strategies over the past couple of decades, a certain discourse has emerged that privileges Western conceptions of environmental degradation. I argue that this framing of climate change inhibits the successful implementation of adaptation strategies. This thesis focuses on a case study of the Maldives, an island nation deemed one of the most vulnerable locations to the impacts of rising sea levels. I apply a postcolonial theoretical framework to examine how differing knowledge systems can both complement and contradict one another. By analyzing government-enforced relocation policies in the Maldives, I find that points of contradiction between Western and indigenous environmental epistemologies can create opportunities to bridge the gap between isolated viewpoints and serve as moments to resist the dominant climate change discourse.
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Rusque, Dorothée. "Le dialogue des objets : fabrique et circulation des savoirs naturalistes : le cas des collections de Jean Hermann (1738-1800)." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG017.
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Dans le sillage des problématiques posées par l’anthropologie historique du savoir et par les travaux sur la matérialité des pratiques savantes, la thèse questionne la dimension cognitive des collections d’histoire naturelle de Jean Hermann (1738-1800). Dès 1762, le naturaliste crée un riche cabinet ouvert aux trois règnes de la nature. Il est associé à une bibliothèque et à un jardin botanique dont il a la charge en tant que professeur de botanique de l’université de Strasbourg. Les trois formes de collections lui servent d’équipement pour la recherche et pour l’enseignement. L’objet de l’enquête est de cerner le rôle des objets dans la production et la circulation des savoirs naturalistes. Il s’agit également d’observer la construction sociale d’une figure savante. Le travail met au jour l’importance de l’économie d’échange des objets dans la constitution des collections et le rôle du dialogue des objets - échantillons, livres, images – dans le processus d’observation. Le dispositif visuel qu’est le cabinet est au centre de la fabrique du savoir. Les collections contribuent aussi à l’émergence d’une science publique, elles sont des supports d’enseignement et elles attirent de nombreux visiteurs<br>Following the issues raised by the historic anthropology of the knowledge and the material turn, the thesis questions the cognitive dimension of the collections of natural history of Jean Hermann (1738-1800). From 1762, the naturalist created a rich cabinet composed of objects from the three kingdoms of nature. The cabinet was associated with two other forms of collections: a library and a botanical garden, which he managed as professor of botany of the university of medicine from 1783. All three forms of collections were used as his equipment for research and teaching. The investigation shall determine the role of objects in the production and the circulation of the naturalistic knowledge. Its objective is also to observe the social construction of a learned figure. The study points out the importance of the economy of exchange of objects in the constitution of collections and the role of the dialogue between objects - samples, books, images – in the visualization process. The visual device of the cabinet is at the core of the process of knowledge making. Collections contributed to the emergence of a public science; they were media of teaching and attracted numerous visitors
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Allen, C. "On theory, knowledge and practice in housing and urban research : a phenomenology of conflict and reconciliation." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/7787/.
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One year before my academic life began, Jim Kemeny published a book called ‘Housing and Social Theory’ (Kemeny 1992). This book has had a major impact within European housing and urban research over the last two and a half decades, not least by crystalizing its epistemic divisions into ‘mainstream’ and ‘critical’ (Webb 2012). In the face of Kemeny’s critique, ‘mainstream’ housing and urban researchers have remained wedded to ‘policy oriented’ empiricist approaches about which they have been defensive. In fact, it could even be argued that policy oriented housing researchers have been emboldened during this period. On the other hand, some housing and urban researchers have spent the last 25 years exploring the relationship between housing and social theory with a view to developing a more ‘critical’ understanding of housing and housing policy. My own work falls into this latter category and can be broken down into three phases (represented in the three parts of this thesis) which all bear the hallmarks of Kemeny’s influence, to greater or lesser degrees. Kemeny’s influence is most obvious in part I of the thesis. This contains a series of papers that represent my attempts to develop a sociology of housing and housing research. Although my initial contributions to the literature focussed on the social construction of housing problems and policy, my subsequent interventions recognise that it is not enough to focus ‘critical’ theoretical attention on policy issues alone; the context of research practice, itself, requires the same critical theoretical attention. This recognition set me on an intellectual track that resulted in published contributions to the sociology of knowledge literature, within the entrepreneurial context of the contemporary university. These contributions examine how entrepreneurial contexts shape academic subjectivities and the sociological episteme. If part I of the thesis finds sociology useful in illuminating housing policy and housing research practice then part II contains a book and two papers that call it into question. The origins of this ‘hostile turn’ towards sociology are in two pieces of research (into the lives of heroin users and visual impaired children) where sociology had hindered my attempts to develop an adequate knowledge of the phenomena under the microscope. The publications in this part of the thesis embrace phenomenology to make theoretical sense of the limits of the sociological episteme and to develop a more adequate understanding of the lives of heroin users and visual impaired children. They also set me on an intellectual path that led to my theoretical development of a more fundamental critique of housing and urban research and, eventually, a constructive and reconciliatory resolution to what I have argued are its epistemic limitations. The book and two papers contained in part III of the thesis were produced in conditions of acute conflict. The book and ‘fallacy paper’ were written in response to the controversial housing market renewal programme but were contextualised within my wider intellectual concerns about the fundamental problems of housing and urban research. They represent a full-frontal intellectual ‘attack’ on the professional enterprise of housing and urban research and its social consequences. The ‘impact’ paper was written and published 5 years later, following a ‘career break’ during which I had reflected on the fundamentally conflictual nature of housing and urban research and sought nonviolent alternatives to such conflict. It outlines a reconciliatory approach to housing and urban research that is true to the intellectual argument in the ‘fallacy paper’ whilst seeking to outline and advance the possibilities for collaboration between housing and urban researchers and their constituencies.
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Andrews, Jean Marie Shady. "“So Here I Am:” An Eyewitness Account of the Beginning of the Wayne National Forest in Appalachian Ohio as told by Ora E Anderson." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1121272350.
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Mörschbächer, Melina. "A ciência e a política da ciência : pluralismo intelectual e diversidade profissional na ciência política norte-americana." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/184594.
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A Ciência Política norte-americana tem grande relevância em sua área disciplinar, visto a dimensão da sua comunidade de pesquisadores, a organização das suas instituições acadêmicas e o impacto dos seus estudos. Desde cedo, estabeleceu uma tradição de pesquisa e debates sobre a sua própria trajetória, o que fez com que leituras divergentes fossem atribuídas a ela: por um lado, existem fortes críticas à área e à organização profissional naquele país em relação ao dogmatismo expresso em seus espaços de produção e reprodução do conhecimento; por outro, se argumenta que existe uma ciência plural e nela convivem diferentes subcomunidades de pesquisa. Em que medida, portanto, pode-se afirmar que a Ciência Política nos Estados Unidos é dogmática ou plural? Compreendo que é difícil que uma comunidade disciplinar encontre-se em um desses extremos, visto que a imposição de um único ideal de ciência exigiria significativo consenso entre os seus membros. Desse modo, espera-se que ela se situe dentro do contínuo entre os polos, demonstrando-se mais ou menos coesa ao longo da sua trajetória. A minha proposta é averiguar a posição da Ciência Política nos Estados Unidos diante no debate de hierarquias do conhecimento na ciência, enfocando seus graus de pluralismo e diversidade. Trata-se de uma problemática complexa que possui variáveis, espaços de expressão e graus de intensidade distintos. Portanto, estruturo a pesquisa em torno de dois eixos, quais sejam: 1. produção intelectual; e 2. representatividade profissional. Em ambos, observam-se distintas hierarquias que se referem a predileções sobre temas, teorias e métodos; e a visibilidade profissional de determinados grupos de pesquisadores em detrimento de outros, com enfoque nas variáveis de gênero, raça e localidade. Neste sentido, defendo a tese de que a Ciência Política norte-americana estrutura-se por diversas manifestações de desigualdades persistentes no tempo e resistentes aos discursos de mudança. Trata-se, portanto, de examinar como se faz Ciência Política e quais perspectivas prevalecem em seus espaços de produção e reprodução do conhecimento. Em termos metodológicos, a análise se concentra na American Political Science Association, tendo como material empírico os discursos proferidos pelos presidentes da associação, os artigos publicados em suas revistas e os seus encontros anuais, de 1990 até 2016. A abordagem recorre à reconstrução histórica, análise documental e classificação tipológica dos textos. Do ponto de vista teórico, a tese se insere nos debates sobre hierarquias do conhecimento, reconhecendo o próprio fazer científico como uma atividade também política.<br>American Political Science has great relevance in its disciplinary area, considering the size of its community of researchers, the organization of its academic institutions and the impact of its studies. From its early days, it has established a tradition of research and debate on its own trajectory, which led to divergent understandings about its development: on the one hand, there are strong criticisms about the area and the professional organization in the United States of America in respect to the dogmatism expressed in its spaces of production and reproduction of knowledge; on the other hand, it is argued that there exists a plural science, where different research subcommunities coexist. To what extent, then, can one say that Political Science in the United States is dogmatic or plural? I understand that it is difficult for a disciplinary community to fall into one of these extremes, since the imposition of a single ideal of science would require significant consensus among its members. Thus, American Political Science is expected to be located within the continuum between these extremes, being more or less cohesive throughout its trajectory. My goal is to ascertain the position of Political Science in the United States in the debate of hierarchies of knowledge in science, focusing on its degrees of pluralism and diversity. It is a complex problem that displays different variables, spaces of expression and degrees of intensity. Therefore, I structure the research around two axes, namely: 1. intellectual production; and 2. professional representativeness. In both axes, various hierarchies that refer to predilections on themes, theories and methods; and the professional visibility of certain groups of researchers to the detriment of others, with a focus on the variables of gender, race and region operate. In this sense, I advance the thesis that US Political Science is structured by several manifestations of persistent inequalities in time, which are resistant to discourses of change. I examine how Political Science is done and what perspectives prevail in its spaces of production and reproduction of knowledge. In methodological terms, the analysis focuses on the American Political Science Association, resorting as empirical material to the speeches given by the presidents of the association, articles published in their journals and annual meetings, from 1990 to 2016. The approach draws on historical reconstruction, documentary analysis and typological classification of texts. From a theoretical standpoint, the thesis is based on the debates on hierarchies of the knowledge, recognizing the own scientific endeavour as an academic activity, but also political.