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Surgener, Kirk. "Neo-Kantian constructivism and metaethics." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3298/.
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Christine Korsgaard has attempted to defend a distinct approach to metaethics – Neo-Kantian Constructivism. Not only does she present a positive case for her own view, she also attacks existing metaethical positions and even the disctinctions that metaethics has traditionally relied on. This thesis is a sustained examination of this position. I consider whether Korsgaard can legitimately claim to be offering a metaethical position at all, providing her with some defence against the scepticism of some metaethicists. I also examine her attacks on traditional metaethical positions (in particular moral realism and expressivism). I argue that her attack on moral realism can be avoided if the realism on offer takes a particular form. In the case of expressivism I claim that Korsgaard’s attack, though not fully developed in her work, motivates an examination of contemporary hybrid-expressivist theories. I argue that these are, as of yet, no advance over their non-hybrid cousins. Finally I examine Korsgaard’s own position, attempting to make it clearer by combining her claims with a framework developed by Crispin Wright for judgement-dependent qualities. This gives Korsgaard her best chance of a distinctive metaethical position. Ultimately, though, the Neo-Kantian approach to morality fails.
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Meyer, Lukas H. "Extending liberal political philosophy : international and intergenerational relations." Thesis, University of Oxford, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295810.
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Hagen, Kurtis G. "Confucian constructivism a reconstruction and application of the philosophy of Xunzi /." Thesis, University of Hawaii at Manoa, 2002. http://proquest.umi.com/pqdweb?index=0&did=765044331&SrchMode=2&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1209404499&clientId=23440.
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Kurtulmus, A. Faik. "Justice, constructivism, and the egalitarian ethos : explorations in Rawlsian political philosophy." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:2d9cde4b-a7fd-4c39-9e6b-dd10d81d6ff4.
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This thesis defends John Rawls’s constructivist theory of justice against three distinct challenges. Part one addresses G.A. Cohen’s claim that Rawls’s constructivism is committed to a mistaken thesis about the relationship between facts and principles. It argues that Rawls’s constructivist procedure embodies substantial moral commitments, and offers an intra-normative reduction rather than a metaethical account. Rawls’s claims about the role of facts in moral theorizing in A Theory of Justice should be interpreted as suggesting that some of our moral beliefs, which we are inclined to hold without reference to facts, are, in fact, true, because certain facts obtain. This thesis and the acknowledgement of the moral assumptions of Rawls’s constructivism help to show that Rawls does not, and does not need to, deny Cohen’s thesis. Part two defends the characterization of the decision problem in Rawls’s original position as a decision problem under uncertainty. Rawls stipulates that the denizens of the original position lack information that they could use to arrive at estimates of the likelihood of ending up in any given social position. It has been argued that Rawls does not have good grounds for this stipulation. I argue that given the nature of the value function we should attribute to the denizens of the original position and our cognitive limitations, which also apply to the denizens of the original position, their decision problem can be characterized as one under uncertainty even if we stipulate that they know that they have an equal chance of being in any individual’s place. Part three assesses the claim that a true commitment to Rawls’s difference principle requires a further commitment to an egalitarian ethos. This egalitarian ethos is offered as a means to bring about equality and Pareto-optimality. Accordingly, I try to undermine the case for an egalitarian ethos by challenging the desirability of the ends it is supposed to further or by showing that it is redundant. I argue that if primary goods are the metric of justice, then Pareto optimality in the space of the metric of justice is undesirable. I then argue that if the metric of justice is welfare, depending on the theory of welfare we adopt, an egalitarian ethos will either be redundant or will have objectionably paternalistic consequences.
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Allen, William St Michael. "In Defense of Rawlsian Constructivism." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/philosophy_theses/18.
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George Klosko attempts to solve a problem put forth by Rawls, namely how to create a persisting, just and stable liberal democracy in light of pluralism. He believes Rawls has failed at this task through the employment of political constructivism. Klosko claims that since Rawls does not utilize actual views within the existing public to form principles of justice, his method would fail to reach an overlapping consensus. As an alternative, Klosko proposes the method of convergence, which utilizes actual societal views to find overlapping concepts that inform the principles of justice. My argument is that Klosko misconstrues the method and aims of political constructivism. Klosko seems to incorrectly believe that stability is primary to establishing a liberal democracy, whereas it is secondary to the achievement of justice. Because of this error, Klosko’s method of convergence potentially has the consequence of creating a society which is stable but unjust.
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Wu, Jing, and 吴静. "The logic of difference in Deleuze and Adorno: positive constructivism vs negative dialectics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44758340.
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Wilson, Paul Anthony. "Constructing numbers through moments in time: Kant's philosophy of mathematics." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1246.
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Among the various theses in the philosophy of mathematics, intuitionism is the thesis that numbers are constructs of the human mind. In this thesis, a historical account of intuitionism will be exposited- - from its beginnings in Kant's classic work, Critique of Pure Reason, to contemporary treatments by Brouwer and other intuitionists who have developed his position further. In chapter II, I examine the ontology of Kant's philosophy of arithmetic. The issue at hand is to explore how Kant, using intuition and time, argues for numbers as mental constructs. In chapter III, I examine how mathematics for Kant yields synthetic a priori truth, which is to say an informative statement about the world whose truth can be known independently of observation. In chapter IV, I examine how intuitionism developed under the care of Brouwer and others (e.g. Dummett) and how Hilbert sought to address issues in Kantian philosophy of mathematics with his finitist approach. In conclusion, I examine briefly what intuitionism resolves and what it leaves to be desired.
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Cameron, Jonathan. "Some philosophical refections on the "essentialist" v/s "constructivist" debate as it stands to the philosophical analysis of mystical experience." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=165861.
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‘Essentialism’ and ‘constructivism’ are two epistemological perspectives that have been used in the philosophical analysis of mystical experience. ‘Essentialism’ attempts to establish mystical experience as a distinct category of experience, cutting across cultural boundaries. ‘Constructivism’ attempts to establish mystical experience as unique to its various cultural contexts. The two viewpoints are variously held in opposition. ‘Constructivism’ often appears as something of an assumed perspective and is rarely, if ever, defended (in any depth) by the individuals whose views it apparently represents. Recent ‘essentialist’ thinkers (‘non-constructivists’) have taken issue with this tendency to assume ‘what is to be proved’, and have reasoned in attempts to establish ‘constructivisim’ as inappropriate to certain experiences that appear to be found recurring in reports of mystical experiences across cultures. However, those analyses have been concerned to recommend their own (‘essentialist’ / ‘non-constructivist’) position and have, therefore, operated with a certain amount of bias, despite elements of commendable intent. Indeed it is in virtue of these commendable elements i.e. by exploring the epistemological assumptions of authors who attempt to make mystical experience culture specific, that ‘essentialists’ posit and provide justification for the classification of ‘constructivism’ as a distinct philosophical approach to the data of enquiry. ‘Constructivists’ (so-called), on the other hand, tend to emphasise the importance and role of context in their discussions, and in some cases reject the classification of their views as particularly ‘constructivist’. The thesis examines the reasonable defensibility of ‘nonconstructed’ mystical experience from three perspectives: ‘essentialist’, ‘constructivist’ and ‘contextualist’ – outlining considerations for anyone approaching the material via each, and addressing the relevant issues of diversity at tension between these recognisable philosophical viewpoints.
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Bankovsky, Miriam Ann History & Philosophy Faculty of Arts & Social Sciences UNSW. "Social justice after Kant: Between constructivism and deconstruction (Rawls, Habermas, Levinas, Derrida)." Publisher:University of New South Wales. History & Philosophy, 2009. http://handle.unsw.edu.au/1959.4/41494.
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This thesis examines the relation between two contrasting approaches to justice: the constructive and reconstructive projects of Rawls and Habermas on the one hand, and the deconstructive projects of Levinas and Derrida on the other. First, I identify the central difference between the two projects, reconstructing each account of justice as it develops in relation to Kant??s practical philosophy. I then argue that the two projects are complementary. [New Paragraph] Whilst Rawls and Habermas emphasise the possibility of objectively realising Kant??s idea of an impartial standpoint among autonomous persons, Levinas and Derrida defend the impossibility of determining the content of justice. Rawls and Habermas subscribe to the ??art of the possible??, rendering Kant??s impartial standpoint by means of the ??original position?? (Rawls) or the ??procedures of discourse ethics?? (Habermas). By contrast, Levinas argues for justice??s failure, discovering, in Kant??s moral law, a principle of responsibility for the particular other which conflicts with impartiality. Distinguishing himself from both the reconstructive tradition and Levinas, Derrida affirms, in part through his readings of Kant, the ??undecidability?? of the critical function of justice. Committed to the possibility of justice, Derrida also acknowledges its impossibility: no local determination can reconcile responsibility before the other with impartiality among all. [New Paragraph] Having identified the central difference between the two traditions, I then defend their complementarity. ??Reasonable faith?? in the possibility of justice must be supplemented by the acknowledgment of its impossibility. Conversely, attesting to justice??s failure is unsatisfactory without commitment to the possibility of constructing just social forms. Distancing myself from the liberal critique whereby deconstruction withdraws from the political (Fraser, McCarthy, Benhabib, Gutmann), I instead add my voice to a dissenting group (Young, Cornell, Mouffe, Honig, Honneth, Patton, Thomassen) which affirms that deconstruction can productively engage with the constructive tradition. Deconstruction is at home in Rawls?? view that ??the ideal of a just constitution is always something to be worked toward??.
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Brown, Joseph C. "A case study of a school implementing a constructivist philosophy." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001765.
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Hubbard, Charles David. "Architecture derived from constructivism : an abstract narrative at the intersection of the cave and the market place." Thesis, Georgia Institute of Technology, 1987. http://hdl.handle.net/1853/33450.
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Debaise, Didier. "Un empirisme spéculatif: construction, processus et relation chez Whitehead." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211371.
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Sanders, Bryan Philip. "Toward a Unified Computer Learning Theory: Critical Techno Constructivism." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/901.
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Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today?
This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own.
This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies.
The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom.
We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.
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Mathisen, Per Inge. "Moral constructivism and the appeal to autonomy : An investigation into the moral philosophy of Christine Korsgaard." Thesis, Norwegian University of Science and Technology, Department of Philosophy, 2007. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-5433.
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Pardàs, Lluïsa. "Constructivism and Collaborative Learning in Music Teaching." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34619.
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The lessons from Catalonia and Sweden, based in instrumental or vocal music performance, are analysed taking into account the respective teachers’ goals and practices. The implications of the two different methodologies used, top-down big ensemble and collaborative small groups, and their relationship to constructivist pedagogies are discussed.
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Drumm, Thierry. "Si c'est vrai, qu'est-ce que ça change ?William James :fabrique des savoirs, fabrique philosophique." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209258.
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La tentative menée ici consiste à s’adresser au travail de William James (1842-1910) afin d’y chercher des moyens pour répondre à un problème qui nous concerne intensément :celui du décret séparant la connaissance et le changement. James nous rend en effet sensibles à la manière dont les conceptions habituelles avaient constamment maintenu un point de vue qui interdisait en principe qu’une idée puisse faire une différence. Il nous permet également de sentir à quel point ces conceptions ne peuvent qu’être profondément désespérantes. Cinq moments vont se succéder. Dans un premier temps, il s’agira, avec James, de nous connecter à la situation déconnectée, de saisir cette situation dans les dispositifs mêmes qui y creusent un gouffre séparant « la pensée » d’une « réalité » qui lui semble étrangère. Cette « saisie » s’efforce de remédier à l’anesthésie face à des conceptions qui produisent le désespoir et l’indifférence (« Se connecter / Situer »). Dès lors qu’est, au moins partiellement, levée la sidération qu’entraînent les versions rationalistes des connaissances, il devient possible de ré-épaissir ce que James appelle les « trois départements » de l’intelligence, ces modes d’expériences qui nourrissent les pratiques concrètes de connaissance. Pour commencer, c’est « agir » qui n’apparaît plus comme une incongruité quand il est question de connaître. La quête de certitudes indifférentes n’est pas tenable :connaître requiert la culture d’une confiance active et collective capable de rendre vraies des idées non-garanties (« Faire confiance / Agir »). Ensuite, c’est à propos des sensations que l’on s’aperçoit combien rien ne justifie de les vider de toute activité et de toute capacité. Cinq contraintes jamesiennes (épaissir, particulariser, pluraliser, relativiser, machiner) sont convoquées pour explorer les possibilités ouvertes à cet égard par un empirisme radical (« Faire le plein / Sentir »). Mais, les sensations ne se distinguant des conceptions que d’un point de vue pratique, les premières ne retrouvent pas des couleurs sans que les secondes n’en fassent autant. Les conceptions sont libérées de l’obligation qui leur était faite de seulement « copier » une réalité supposément toute faite ;prises concrètement, elles apparaissent comme pouvant désigner ces opérations délicates qui permettent aux mondes de déplier de multiples versions. C’est toute une agitation que de concevoir (« Faire des histoires / Concevoir »). Ces opérations jamesiennes (« se connecter », « faire confiance », « faire le plein », « faire des histoires ») ne visent aucunement la révélation d’une « nature » qui définirait la « pensée », mais, au contraire, elles visent l’activation de possibilités inattendues d’inventer des connaissances significatives, particulières et intéressantes. Il apparaît que ces possibilités – c’est l’hypothèse de James – avaient été tout spécialement limitées par l’omission des expériences concrètes de relation. Cette omission s’était accompagnée de la constitution tout à fait effective d’une pensée « privée » (« privée » à plus d’un titre). Il s’agit alors de relayer encore cette autre opération jamesienne – qui irriguait toutes les autres mais qui exige pour finir une attention spécifique –, celle qui consiste à restaurer les expériences de relation et à intensifier l’importance des « marges » et des « radicelles » (« S’associer / Agirpâtir »).Doctorat en Philosophie
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Ransom, Stephen M. "The impact of ubiquitous computing on a teacher's practice : factors and conditions affecting the operationalizing of a constructivist teaching philosophy." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263893.
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The purpose of this study was to explore the impact of how ubiquitous computing would affect an elementary teacher's ability to more fully operationalize her existing constructivist teaching philosophy.Research on computing technologies in K-12 schools has documented that there are numerous important barriers to technology integration in the classroom, one of which is access to computer technologies. In addition, the research documents that new technologies can act as a catalyst toward teacher change of instructional practices over time when using such technologies for teaching and learning. The literature also suggests that a teacher's use of computing technologies may contribute to a shift toward more constructivist teaching practices. Ubiquitous computing technologies are becoming more and more prevalent in K-12 schools and are removing the barriers of sufficient access and related issues of infrastructure, making it increasingly feasible to study the impact of computer-saturated environments on teaching and learning.This qualitative single case study investigated the impact of full-time in school computer ubiquity via wireless laptops for every student and the teacher in a fifth grade classroom during the 2002-2003 school year. Qualitative methods were used in the gathering and analysis of multiple forms of data.Findings1.Key enabling conditions of ubiquitous technology-supported constructivist practices were (i) peer support and collaboration, (ii) ubiquitous access to information, curriculum, and tools, (iii) time to plan, implement, and assess inquiry-based instruction, (iv) technical support, technical knowledge, and reliable hardware, and (v) software to support student construction of knowledge and projects.2. This teacher's preexisting pedagogical beliefs positively impacted her ability to implement and sustain a shift toward more constructivist teaching practices.3.Computing ubiquity facilitated this teacher's (i) planning for inquiry-based learning activities, (ii) ability to remain flexible and spontaneous, (iii) desire and motivation to pursue her own professional inquiry, (iv) it reduced the amount of risk required to make and sustain changes of pedagogy coupled with high technology use, and (v) it accelerated the time required to assume ownership of a technological innovation.This study concludes with the suggestion for a new model of ubiquitouscomputing based upon the findings of this study.Department of Elementary Education
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Jacoby, Brian Arthur. "The extent and relevance of instrumentalism, constructivism and critical realism in high school physical science textbooks : a critical study." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/22588.
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Instrumentalism is a philosophy of science which holds that scientific theories are merely useful fictions for making computative predictions. Its pragmatic purpose of 'saving the appearances' downgrades the role of theory in science. Realists, on the other hand, take the implications of theories seriously. This study investigates the attributes of both instrumentalism and realism, taking theory as its point of departure. It is pointed out that constructivism is closely related to instrumentalism, both being forms of pragmatism. Since both tend to concoct and relinquish theories too easily, they tend to be relativist and subjectivist. It is therefore concluded that neither instrumentalism, nor constructivism, nor empiricism is sufficient for a rounded science education. What is needed is a type of realism which acknowledges both the empirical physical world 'out there' and the constructivist nature of scientific knowledge. The naive (empiricist) realism so prevalent in school science textbooks cannot do this. It is contended that critical realism, and especially that of Bernard Lonergan, can meet this requirement. Reality is more than what is given in sensory experience. Therefore, in order to help solve the problem of relativism and subjectivity inherent in constructivism, we need to revise our notion of reality and objectivity. Twenty-three selected British, American, South African, and African Third World high school physical science textbooks were examined in detail to determine the extent of an instrumentalist philosophy in them. They were subjected to several textual analyses, including one especially devised for this study. The results reveal that our high school physical science textbooks do indeed contain a high degree of instrumentalism. This study postulates that this instrumentalism may be used to help pupils move towards realism. However, this needs to be augmented by a full-blooded critical realist approach which takes theoretical entities seriously. One way of doing this is through the use of suitable material in the preface of every textbook. Not only should the dangers of instrumentalism (and naive constructivism) be pointed out, but the role of theory in science should be emphasised. This may be achieved by simulations to encourage growth of models and theories, historical case studies involving theory-development, and additional reading of scientists in action. Some examples of these are provided.
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Tranchant, Thibault. "Raison et création : le constructivisme et l’institutionnalisme postmétaphysiques de Cornelius Castoriadis." Thesis, Rennes 1, 2019. http://www.theses.fr/2019REN1S040/document.
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L'objet de cette thèse doctorale est la réponse poïétique et institutionnaliste offerte par Castoriadis au problème de la constitution d'une universalité pratique dans un contexte post-métaphysique. La thèse s'ouvre sur une définition de la philosophie politique comme projet d'objectivation institutionnelle de la raison et sur l'exposition du problème, pour cette discipline, engendré par la critique de la métaphysique et l'émergence d'une conception procédurale de la raison lors de la modernité. La thèse est ensuite divisée en deux parties. La première porte sur la philosophie de Castoriadis, c'est-à-dire sur sa critique de la pensée métaphysique, son ontologie et sa théorie de la connaissance. Nous y défendons la thèse interprétative que sa philosophie est un « pluralisme ontopoïétique constructiviste ». La seconde porte sur sa conception de la raison pratique, que nous interprétons comme « institutionnalisme post-métaphysique ». Nous concluons en explicitant les nouvelles médiations établies par Castoriadis entre philosophie et politique, sa conception de l'universalité pratique, et, par conséquent, la place qu'il occupe dans le temps long de l'histoire de la philosophie politique. Une perspective comparative a été privilégiée tout au long de notre argumentaire. Nous apprécions la singularité castoriadienne en la comparant avec des philosophies ayant partagé des problèmes communs et certains horizons thétiques, notamment l'héritage hégéliano-marxien et les philosophies de la différenceThe purpose of this doctoral thesis is to expose Castoriadis’ poïetical and institutional answer to the following question: how can we constitute a practical universality in a postmetaphysical context. Starting with a definition of political philosophy as the progressive and institutional objectification of reason, I first show how the modern radical critic of metaphysical thoughts and the modern emergence of a procedural conception of reason were both problematic for political philosophy. The thesis is then divided into two parts. The first part is devoted to Castoriadis’ philosophy and presents his own critics of metaphysical thinking, his ontology and his theory of knowledge. I then follow the interpretative thesis according to which Castoriadis’ philosophy can be characterized as an ''ontopoïetical pluralistic constructivism'' The second part is about his conception of practical reason, which I interpret as a “postmetaphysical institutionalism”. I conclude by showing that Castoriadis offers not only new mediations between politics and philosophy but also an original conception of practical universality in the history of political philosophy. Using a comparative method, I put forward Castoriadis’ thoughts through a comparison with other philosophies that share common problems and thesis, e.g. the Hegelian-Marxian tradition and the philosophies of difference
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Neubauer, P. B. "Towards terminology research as a practical philosophy of information : the terminology of radical constructivism as a case in point." Thesis, University of Salford, 2014. http://usir.salford.ac.uk/30756/.
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The thesis presents a perspective on the possibility of harnessing sociocognitive terminology and related practices to the aim of describing philosophical terminology. In this case, the terminology of the radical constructivist philosopher Ernst von Glasersfeld is surveyed as a starting point. The experimental terminological records produced are re-incorporated into the theoretical basis constituted by the thesis. Therefore, its aim can be seen as twofold; the description of philosophical terminology also entails theory construction. The practice described can be seen as regenerative theory construction. It incorporates elements of formulation and of codification/ language engineering in terms of contemporary computational possibilities. In terms of its theoretical basis, the project extends not only to the terminology used in the corpus texts but also to concepts and terms needed to understand these in the first place. The outlook can be described as heuristic and experimental. The approach breaks down to the following sub-problems. Each can be seen as characteristic for terminology description in the human sciences: (1) The idea of conceptual entities and concept description needs to be adjusted to the field of experience. This starts from sociocognitive terminology and incorporates the anthropological view of concept analysis. (2) The conceptual entity of stereotype has to be accounted for, as the variance of the descriptions of immaterial objects suggests that they can only be apprehended in a radically simplified manner. (3) The application of prototype theory employed as by sociocognitive theory and the Aristotelian concept theory of (post-)classical terminology research needs to be adapted to the description of ideal types. This is compressed into the concept of scientificity. (4) The principles developed need to be compressed into the conventional categories of principle and approach. These categories need to be set in relation to both philosophical concepts and experience. (5) This design of a possible practice needs to be adapted to existing procedures. The existing procedures may be in need of clarification or redefinition against the background of their usage in non-standard contexts. (6) To facilitate this mutual adaptation, peculiarities of the context of philosophical terminography are explored and compressed under the concept of disciplinarity. To this, there is a declarative aspect and a procedural one. (7) The procedural approach to disciplinarity develops an understanding of the intentional aspect of agenda and interest. These orient the development of potential consensus about disciplinarity within the constraints of context and therefore the apparent identity of (sub- (sub-))cultures inside the context. (8) Following these observations, the overall theoretical and methodological construct is tested against exemplary cases. To conclude, a practice for implementing these considerations is suggested. It includes the use of text fragments as units for textographic philosophical terminography and an understanding of computational information management practices appropriate to its principles.
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Oswald, Rikus. "Constructing Africa(ns) in international relations theory: bridging a theoretical abyss." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/4066.
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Thesis (MA (Political Science))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: Africa(ns) are currently marginalised within the discipline of International Relations. This thesis explores the possibility that employing a constructivist approach could facilitate the inclusion of Africa as an object of study and Africans as potential agents of IR knowledge within the discipline by bridging a theoretical abyss. Two discourses, namely the rationalist and Africanist, are identified. They frame the sides of the theoretical abyss to which Africa(ns) have been marginalised within IR. These discourses adhere to the opposing analytical approaches which constitute the Third Debate, namely rationalism and reflectivism. This thesis proposes two theoretical reconstructions that can facilitate the bridging of this theoretical abyss. The theoretical reconstructions are explicated by employing different research stances. The researcher is situated within the intellectual space afforded by the boundaries of the discipline in order to propose the first reconstruction. The second theoretical reconstruction is proposed by problematising the boundaries the discipline of IR. This study found that constructivism facilitates the process of establishing the middle ground between rationalism and reflectivism and in so doing could include Africa as an object of study. It also found that the intervention of constructivism facilitated a necessary change in the culture of the discipline to create the possibility of extending the notion of engaged pluralism and re-imagining the discipline as a disciplinary community of difference. This leads to the opening up of the necessary dialogical space to include Africans as potential agents of IR knowledge. Constructivism is therefore the mutually constituting link between the two proposed theoretical reconstructions as they are made possible by its intervention in the discipline.
AFRIKAANSE OPSOMMING: Afrika(ne) word huidiglik gemarginaliseer binne die dissipline van Internasionale Betrekkinge. Hierdie tesis ondersoek die moontlikheid dat die gebruik van ‘n konstruktiwistiese benadering die insluiting van Afrika as ‘n onderwerp van studie of Afrikane as potensiële agente van IB kennis deur die oorbrugging van ‘n teoretiese kloof kan fasiliteer. Twee diskoerse, naamlik die rasionalistiese and die Afrikanistiese, word geïdentifiseer. Hierdie diskoerse stel die sye van die teoretiese kloof voor waarin Afrika(ne) gemarginaliseer word binne IB. Hulle hou verband met die twee opponerende analitiese benaderings van rasionalisme en reflektiwisme wat die Derde Debate uitmaak. Hierdie tesis stel twee teoretiese rekonstruksies voor wat die oorbrugging van die teoretiese kloof kan fasiliteer. Hierdie teoretiese rekonstruksies word ontvou deur verskillende navorsingsposisies in te neem. Die navorser plaas homself binne die intellektuele spasie wat deur die grense van die dissipline toegelaat word om sodoende die eerste rekonstruksie voor te stel. Die tweede rekonstruksie word voorgestel deur die problematisering van die grense van die dissipline. Hierdie studie het gevind dat konstruktiwisme die proses van die opstelling van ‘n middelgrond tussen rasionalisme en reflektiwisme fasiliteer en sodoende Afrika as ‘n onderwerp van studie kan insluit. Die studie het ook gevind dat die toetrede van konstruktiwisme die nodige verandering aan die kultuur van die dissipline veroorsaak het wat die moontlikheid skep dat die begrip van ‘engaged pluralism’ uitgebrei en die hervoorstelling van die dissipline as a dissiplinêre gemeenskap van diversiteit kan word. Hierdie hervoorstelling lei tot die skepping van die nodige dialogale spasie om Afrikane as potensiële agente van IB kennis in te sluit. Konstruktiwisme is dus die onderliggende skakel wat die twee voorgestelde teoretiese rekonstruksies moontlik maak deur die benadering se toetrede tot die dissipline.
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Macdonald, Iain Ezra. "Two sources of moral reasons." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/981.
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One of the core questions in contemporary metaethics concerns the nature and status of moral claims. However, this question presupposes that morality is unified, and that a single metaethical account will suffice. This thesis aims to challenge that presupposition. In particular, I argue that there is a substantial theoretical payoff to be had from combining two distinct metaethical theories – realism, on the one hand, and constructivism, on the other – whilst limiting the scope of each. In the realist case, the discourse aims to describe a particular feature of reality; in the constructivist case, the discourse aims to solve some of the coordination problems faced by people as social beings. We have, therefore, two distinct sources of moral reasons. The resulting ‘hybrid’ theory is appealing at the metaethical level, but also yields an attractive picture at the applied level. Specifically, it retains the core intuition underlying utilitarianism, whilst incorporating a broadly contractarian account of morality. On this account, our reasons for not harming other persons are at least the same as our reasons for not harming animals – but we have additional reasons to refrain from harming persons. Chapter One establishes a moderate presumption in favour of moral realism, understood as the claim that moral discourse aims to represent the world, deals in objective truths, and yields statements capable of truth or falsity. Chapter Two addresses arguments for moral antirealism: these arguments can be met by restricting the scope of moral realism. Chapter Three explores the content of the resultant moral realism: specifically, realism about the intrinsic value of hedonic states. Chapter Four deals with that part of morality which is unaccounted for by restricted moral realism, and offers an outline form of contractarian constructivism. Chapter Five investigates the consequences of the hybrid metaethical theory for applied ethics.
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Gul, Arzu. "CONSTRUCTIVISM AS A NEW NOTION IN ENGLISH LANGUAGE EDUCATION IN TURKEY." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467823376.
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Lai, Ho Lun Ellen. "The impact of Taiwanese consciousness on cross-strait relations : a constructivist perspective." HKBU Institutional Repository, 2005. http://repository.hkbu.edu.hk/etd_ra/674.
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Spash, Clive L. "Ecological Economics and Philosophy of Science: Ontology, Epistemology, Methodology and Ideology." WU Vienna University of Economics and Business, 2012. http://epub.wu.ac.at/3472/1/sre%2Ddisc%2D2012_03.pdf.
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Ecological economics has been repeatedly described as transdisciplinary and open to
including everything from positivism to relativism. I argue for a revision and rejection of this
position in favour of realism and reasoned critique. Looking into the ontological
presuppositions and considering an epistemology appropriate for ecological economics to
meaningfully exist requires rejecting the form of methodological pluralism which has been
advocated since the start of this journal. This means being clear about the differences in our
worldview (or paradigm) from others and being aware of the substantive failures of orthodox
economics in addressing reality. This paper argues for a fundamental review of the basis
upon which ecological economics has been founded and in so doing seeks improved clarity as
to the competing and complementary epistemologies and methodologies. In part this requires
establishing serious interdisciplinary research to replace superficial transdisciplinary rhetoric.
The argument places the future of ecological economics firmly amongst heterodox economic
schools of thought and in ideological opposition to those supporting the existing institutional
structures perpetuating a false reality of the world's social, environmental and economic
systems and their operation. (author's abstract)Series: SRE - Discussion Papers
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Kjellman, Arne. "Constructive Systems Science - the Only Remaining Alternative?" Doctoral thesis, KTH, Computer and Systems Sciences, DSV, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3577.
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The opposition between the realists and the anti-realists isas old as Western science. The question as to whether thefurniture of the worldwe call thethingsis to be considered real or not hasconsistently been at the forefront in the debates about scienceand philosophy. This urgent interest is motivated by the closeconnection to another questionnamely that of scientificobjectivity - an issue that seldom receives proper treatment.Objectivity has rather been taken for granted in thetraditional Newtonian paradigm with its well-known slogan: Thedetached observer is the objective one and the rational mind ofclarity.
It was impossible to continue with this dictum, which isresponsible for the cleft between the natural and socialsciences and still presents a ban on human feelings inscientific endeavours, after the findings of quantum mechanicsat the beginning of the 20th century. However the penetratingpower of this important insight has been astonishingly weak andwith the emergence of computer science in the middle of thecentury, Newtonian sciences self-assumed status ofobjectivity has been apprehended as both very doubtful and asevere hindrance in other areas outside the quantum domain ofscientific activity. The efforts of computer modelling andsimulation analysis revealed a pronounced observer-dependencyregarding investigation.
For these reasons this thesis will scrutinise the activityof science and the art of modellingproposing the use ofa 2-step model of modelling (metamodel) to clarify andemphasize the involvement of the observer in the process ofobservation. This approach reveals that the object-orientedapproach (OOA), which has been the prevailing one since thedawn of Western science and is one of the basic tenets of theNewtonian paradigm, makes science unable to describe itsobjects of discourse in an observer-independent manner. Such ascience is at risk to be considered inconsistent, incompleteand non-objective and for that reason unfit for consensualscientific use.
The main claim of this thesis is that the object-orientedapproach is responsible for the genesis of Cartesian dualismand other inconsistencies, which are met in present dayscience. Such a claim is not novel however, but I will arguethat when science is dressed up as the Subject-orientedApproach to Knowledge (SOA) a long row of embarrassing andbewildering situations encountered in classical humanconceptualisation will vanishin a way that, as far as Iknow, has never been explicitly explained before. This approachalso promises a unification of the different disciplines ofsciences so that e.g. the social sciences can be treated on anequal footing with the natural sciencesand thus thisembarrassing gulf of human knowledge can be removed. This is aprofound shift of paradigm in science and the re-orientation ofhuman thinking required is both considerable andtime-consuming.
For this reason this thesis is not a systematic presentationof the SOA, but rather tries, in Part 1, to pave the way for anunderstanding of this approach by an introductory discussionabout the means and scope of science and the essential role ofsymbolic modelling in this endeavourand in particularthe way these activities will be influenced by the anticipatedchange of paradigm. Some historical aspects of this particularSOA are also given as a background and this section iscompleted by a brief survey of the modern trends in scientificmodelling.
Part 2 is collection of papers dealing with the principlesof modelling and simulation, and, rather more importantly, asequence of papers reflecting how the ideas of the SOA havedeveloped throughout the years due to the inconsistencies metwith in these and adjacent areas. To my mind they prove -beyond the point of any consensual doubtthat therealists position in science cannot be defended anylonger and that thethings of the worldby thescientific community must be considered merely privateallusions.
More important however is the insight that the Newtonianparadigm is unable to produce an observer-independentdescription of this world with its conceived things and theonly way out of this embarrassing dilemma seems to be theacceptance of the SOAwith its hitherto strictly bannedfeature of subjectivity. Using this approach, we claim, sciencecan be given a consensual and consistent foundationandthe price to pay is the loss of scientific ontology. As alreadypointed out this thesis merely hints at the new path to takeinstead concentrating on the reasons for the impendingdemise of scientific realism and need of a constructive systemsscience.
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Forrester, Patricia A. "A novice primary school teacher's attempt to teach mathematics for understanding : a self-study." Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/35416.
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The emergence of constructivist epistemology, as the dominant educational philosophy, has been very influential on the current movement to improve the quality of education. NSW has seen the establishment of the NSW Institute of Teachers (NSW Government, 2004a), the development and publication of a generic set of standards for teaching (NSW Institute of Teachers, 2005a) and the implementation of the NSW Quality Teaching model of pedagogy since 2003. In mathematics education, philosophies of mathematics and mathematics teaching that are consistent with constructivism, are reflected in current and previous NSW syllabus documents as well as the standards document published by the Australian Association for Mathematics Teachers in 2002. Within the context of these documents this research project investigated my efforts, as a novice teacher of primary school mathematics, to implement quality mathematics teaching. This research evolved from a Bachelor of Education honours project, which found that despite recently graduating from university preservice teaching courses which advocate teaching pedagogy based on constructivist learning theories, beginning teachers, along with their more experienced colleagues, use largely traditional methodologies in their mathematics teaching. From the narrative and analysis of my experience, it is my aim to demonstrate ways in which support might be implemented for beginning teachers in the subject area of mathematics. While the research literature has investigated beginning teachers, it has not done so in this unique and evolving context. In this thesis the components of effective mathematics teaching were identified from the mathematics education literature, with a particular focus on the work of Doug and Barbara Clarke (Clarke and Clarke, 2004; Clarke, 1997) and linked to the more generic elements of the NSW model of pedagogy (NSW Department of Education and Training, 2003e). The resulting picture of the quality teaching of mathematics was then used to analyse the data collected in video-taped lessons as well as the issues that emerged from my teaching diaries, daybook and programs, utilising the NVivo 2 (QSR, 2002) computer program. The first year of teaching was undertaken on a part-time basis teaching only mathematics to a Year 2 class. The second year involved teaching a Year 4 class on a full-time basis. The impact of teaching full-time had an immediate impact on the time available to focus on mathematics teaching. Efforts to implement elements of best practice were subjugated by my need to survive the crushing workload associated with undertaking the programming, planning, teaching, assessing and reporting of all KLAs, each involving significant content. In considering the implications of the findings of this self-study project it is important to consider the implications, not only for the support of novice teachers but also for the students they teach. Despite the positive experience of having taught part-time, improving on the skills developed in previous professional placement and casual teaching experiences including classroom organisation, behaviour management and programming, taking on a full-time teaching load with a new grade was overwhelming. Implications regarding the types of support that would have been of benefit in assisting my efforts to do more than survive the early experiences of full-time teaching, and improve the quality of mathematics education experienced by my students are drawn. These include suggestions of how university courses might assist in bridging the gap between the vision of quality and the realities of teaching; reduced workload to allow significant opportunities for lesson preparation; formal mentoring, from someone other than a supervisor, and structures to support the establishment of collegial partnerships; preservice and inservice courses that move the teacher from an image of reform to identifying and developing a specific component in their own teaching; and the provision of innovative mathematics programs to support both beginning and experienced teachers in improving the quality of their mathematics teaching. Recommendations for further research are made.
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Gérardin-Laverge, Mona. "Le langage est un lieu de lutte : la performativité du langage ordinaire dans la construction du genre et les luttes féministes." Thesis, Paris 1, 2018. http://www.theses.fr/2018PA01H223/document.
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Comment penser la construction et la déconstruction du genre dans le langage ? Je montre que la philosophie du langage ordinaire — et notamment la théorie austinienne des actes de parole — peut soutenir une approche constructiviste et éclairer le rôle du langage dans la construction sociale du genre. La naturalisation du genre repose à la fois sur une représentation du langage — comme simple reflet du réel et comme « capacité » inégalement partagée — et sur des pratiques linguistiques ordinaires et scientifiques. Penser cela implique de dépasser la stricte dichotomie de l’idéologique et du matériel, pour analyser ensemble la construction et la représentation du genre dans des pratiques discursives et non-discursives. La théorie butlerienne de la « performativité du genre » permet de penser à la fois la construction du genre et sa contingence, sa possible déconstruction. Mais quel est notre pouvoir transformateur ? Si montrer qu’un phénomène n’est pas naturel ne suffit pas à le détruire, analyser sa force ne nous réduit-il pas à l’impuissance ? Pour répondre à ces questions, j’étudie des pratiques discursives de lutte. Je montre le pouvoir transformateur de pratiques de subversions et d’actes de parole insurrectionnels, qui font usage de la performativité du langage pour transformer les conditions sociales encadrant l’efficacité des discours. Je montre que ces pratiques déconstruisent le genre et produisent des collectifs de lutte, pour insister sur ce qu’une approche radicalement constructiviste du genre ouvre comme possibles pour le féminisme et l’action collectiveHow is gender constructed and deconstructed in ordinary practices of language? First of all, I demonstrate that ordinary language philosophy – and more specifically the austinian theory of speech acts – can lay the ground for a constructivist approach and help to understand the role of language in the social construction of gender. I show that gender is naturalized both by our representation of language itself – as a mere reflect of reality and as an unequally shared “capacity” – and by ordinary and scientific practices of language. Understanding this idea involves going beyond the dichotomy of ideological and material, in order to analyze construction and representation of gender together in both discursive and non-discursive practices. Butler’s theory of gender performativity makes it possible to understand both construction and deconstruction, or the contingency of gender. But does not highlighting the strength of this construction lead to deny our power and agency? To answer this question, I study feminist discursive practices. I highlight transformative power of subversions and insurrectional speech acts. I analyze discursive practices of denaturalization that challenge both social and discursive orders, and practices that use language performativity to change the social conditions that give power to speech acts. These practices deconstruct gender and produce political and collective subjects: a radical constructivist approach to gender thus opens rich perspectives for feminism and collective activism
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Ruiz, Andres C. "Evolutionary Debunking Arguments and Their Challenges to Human Knowledge." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1366735577.
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Cano, Soler Marcel. "Cosmovisión, metarrelato y forma de vida. Los límites de nuestro mundo." Doctoral thesis, Universitat de Barcelona, 2020. http://hdl.handle.net/10803/670331.
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La presente tesis doctoral realiza un recorrido que, partiendo del concepto de cosmovisión, llega hasta el análisis de nuestra forma de vida contemporánea y, sobretodo, sus límites. El uso que aquí se hace del concepto de cosmovisión se aleja de los usos tradicionales en filosofía, próximos a la metafísica. Se pretende establecer una nueva base para dicho concepto, base sustentada en diferentes disciplinas, desde la paleoantropología y la evolución humana hasta la antropología y la neurociencia. No obstante, el pilar fundamental en el que se sustenta es el análisis de las bases lingüísticas de la construcción cultural de la realidad, lo que nos llevan hasta la idea de cosmovisión aquí presentada. Desde un punto de vista filosófico el autor central sobre el que reposa esta tesis es Ludwig Wittgenstein, especialmente el llamado “segundo Wittgentein”. Así pues, se propone analizar la idea de “forma de vida” desde una perspectiva lingüístico-cultural, asentada sobre una certeza simbólica – un “suelo rocoso” siguiendo el concepto que Wittgenstein desarrolla en Sobre la certeza – al rededor de la cual adquieren sentido el pensamiento y la acción.
A partir de este recorrido el texto se dirige hacia el análisis de los orígenes de nuestra cosmovisión occidental contemporánea, asentados sobre una visión del mundo que no es capaz de conocer límite alguno. Esto la lleva hacia el colapso ecosistémico, social e individual, dado que no es capaz de reconocer nada fuera de la cosificación y cuantificación de lo real, con el objetivo de acumularlo bajo la forma de dinero – lo que se presenta como la máxima expresión de dicha cosificación y cuantificación –. Ante tal perspectiva se proponen dos maneras de acercarnos a un necesario cambio cosmovisional. La primera propuesta consiste en edificar una ética basada en la autonomía contextual, una apuesta por la construcción colectiva de las condiciones de posibilidad de una relación ética equilibrada entre lo individual y lo colectivo. La segunda se centra en la bioética y la sostenibilidad como las dos disciplinas que, señalándonos los límites de nuestro mundo, nos indican el camino a seguir en la construcción de formas de vida alternativas a la dominante desde el inicio de la Modernidad occidental.This doctoral thesis makes a journey that, starting from the concept of worldview, reaches the analysis of our contemporary way of life and, above all, its limits. The use made here of the concept of worldview is far from traditional uses in philosophy, close to metaphysics. It is intended to establish a new basis for this concept, based on different disciplines, from paleoanthropology and human evolution to anthropology and neuroscience. However, the fundamental pillar where it is based is the analysis of the linguistic bases of the cultural construction of reality, which leads us to the idea of the worldview presented here. From a philosophical point of view, the central author referred in this thesis is Ludwig Wittgenstein, especially the so called “second Wittgenstein”. Thus, it is proposed to analyze the idea of "way of life" from a linguistic-cultural perspective, based on a symbolic certainty - a "rocky ground" following the concept that Wittgenstein develops in On certainty - around which thought and action acdquire meaning. From this journey the text goes towards the analysis of the origins of our contemporary Western worldview, based on a vision of the world that is not capable of knowing any limit. This leads it towards ecosystemic, social and individual collapse, since it is not capable of recognizing anything outside the reification and quantification of the real, with the aim of accumulating it in the form of Money, which is presented as the maximum expression of said reification and quantification -. Faced with such a perspective, two ways of approaching a necessary change of world-vision are proposed. The first proposal consists of building an ethic based on contextual autonomy, that is to say a commitment to the collective construction of the conditions of possibility of a balanced ethical relationship between the individual and the collective. The second focuses on bioethics and sustainability, as the two disciplines that, pointing out the limits of our world, show us the way forward in the construction of alternative ways of life to the dominant one since the beginning of Western Modernity.
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Malverde, Escobar Rodolfo A. "Réalisme, néologicisme et constructivisme arithmétique." Paris 1, 1995. http://www.theses.fr/1995PA010509.
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Il s'agit d'un examen de quelques themes a propos de la controverse entre le realisme et le constructivisme en philosophie de la logique et des mathematiques d'apres la nomenclature a ce sujet employee entre autres par m. Dummett, g evans etc. Dans les chapitres 1,2 et 3 j'examine d'un point de vue critique la semantique de s. Kripke pour la logique intuitioniste du premier ordre. J'affirme le caractere ideal de la construction intuitioniste connue comme "suite de choix illimiee". Je developpe aussi les fonctions recursives generales que j'ai nomme "fonctions-j". Dans les deux derniers chapitres je critique le programme neo-logiciste du philosophe c. Wright tel que ce programme est developpe dans le livre frege's conception of numbres as objetcs. J'affirme que les distinctions etablies par c. Wright ne sont pas tout a fait categoriques et qu'il faut avoir une perspective historique a propos du degre de la connaissance methematique par rapport a laquelle les distinctioins conceptuelles et les constructions mathematiques ont lieuThe thesis is an examination of some issues within the controversy between realism and constructivism in the philosophy of logic and methematcis. In the first three chapters i examine, from a critical point of view, the so called kripke semantics for intuitionistic firs-order logic. I assert that the intuitionistic construction known as "free-choise sequence" is an example of an ideal construction. I also develop the general recursive functions which i have elsewhere named "j-functions". In the last two chapetrs i criticise the neologicist programme for the natural numbers of the philosopher c. Wright, as this programme is presented and explained in his frege's conception of numbers as objects. I assert that some of wright's distinctions are not as categorical as he seems to claim and that it is necessary to appreciate these distinctions as well as the constructions of mathematical nature as determined by the degree of mathematical knowledge used in establishing them
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Hudgens, Jennifer L. "Perspectives on Perspectivism: Nietzsche and His Commentators." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-08032007-104110/.
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Thesis (M.A.)--Georgia State University, 2007.Title from file title page. Jessica Berry, committee chair; Sebastian Rand, Andrew J Cohen, committee members. Electronic text (62 p.) : digital, PDF file. "Copyright by Jennifer Lynn Hudgens Brown"--P. 3. Description based on contents viewed Jan. 16, 2008. Includes bibliographical references (p. 61-62).
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Stormats, Karen. "Flipp i tal och handling : En fallstudie om undervisningsmetoden flipp i tre gymnasielärares tal och handling." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-74666.
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Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed.Denna licentiatuppsats handlar om hur gymnasielärare som flippar uppfattar och tillämpar undervisningsmetoden. I studien undersöks vilka syften lärarna har med att flippa, vilka roller lärare och elever har när man flippar och i vilken mån flipp kan bidra till att individualisera undervisningen. Tre verksamma gymnasielärare har deltagit i studien och de har intervjuats och observerats vid flera tillfällen. Flipp beskrivs av lärarna som har deltagit i studien som en undervisningsmetod som kan bidra till att de kan göra undervisningen mera individualiserad och flexibel. Studien visar även att den omdisponering av tid, som flipp syftar till, innebär att lärare ger elever ansvar för att på egen hand arbeta med grundläggande kunskapsinhämtning, vilket i kombination med andra bärande element i flipp, kan missgynna elever som av olika anledningar har svårigheter i skolan. Karen Stormats är verksam som lärarutbildare vid Högskolan Dalarna. Hon har tidigare erfarenhet av undervisning i historia och samhällskunskap på gymnasiet. Under tiden som forskarstuderande har Karen ingått i forskarskolan Skolnära, ett samarbete mellan Pedagogisk utveckling Dalarna (PUD), Högskolan Dalarna och Karlstads universitet.
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Courtois, Fleur. "Arts de la ruse: pour une expérimentation tactique des sciences humaines à partir de Michel de Certeau." Doctoral thesis, Universite Libre de Bruxelles, 2009. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210363.
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A travers l'oeuvre de Michel de Certeau, les manières de dire et de faire d'une part, dans le quotidien d'autre part dans les sciences humaines sont travaillées pour rendre compte d'une philosophie de la ruse. Sont mobilisés à cette occasion le constructivisme (Latour, Stengers), le pragmatisme (James), le structuralisme (Lacan, Barthes) et les philosophies de Deleuze et Foucaut.Doctorat en Philosophie
info:eu-repo/semantics/nonPublished
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Nazar, Jo. "As the world turns an emerging worldview, an emerging view of God /." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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White-Fredette, Kimberly. "What is Mathematics? An Exploration of Teachers' Philosophies of Mathematics during a Time of Curriculum Reform." unrestricted, 2009. http://etd.gsu.edu/theses/available/etd-05232009-112403/.
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Thesis (Ph. D.)--Georgia State University, 2009.Title from file title page. David W. Stinson, committee chair; Pier A. Junor Clarke, Jennifer Esposito, Brian A. Williams, committee members. Description based on contents viewed Nov. 12, 2009. Includes bibliographical references (p. 196-217).
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Jaworski, Barbara. "Interpretations of a constructivist philosophy in mathematics teaching." Thesis, n.p, 1991. http://ethos.bl.uk/.
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Evanshen, Pamela, and Mary Myron. "Learning Environments of Five Teachers Who Embrace the Constructivist Philosophy." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4390.
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Jakobsson, Emma. "How can we know anything in questions of morality? : A Critical Assessment of Rainer Forst’s Theory of Justification." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351659.
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When discussing any question in which a human being has a moral claim or a moral choice to make we need to address the justification of those claims and actions. Hence one can ask the question whether we can discuss a justification of moral judgments without having any specific knowledge about any corresponding fact or if it is possible to justify a moral judgment without having that kind of knowledge. This thesis has critically assessed Rainer Forst’s justification theory in relation to moral epistemology, aiming at clarifying his position on the matter. The study shows that Forst’s position is one of a cognitivist nature with a form of rational constructivism. The thesis suggests an alternative approach to Forst’s justification theory. Forst should take on an empiricist explanation when it comes to justifying moral judgements and therefore an epistemology that is not rationalism. Therefore, I suggest a form of realism when it comes to the discussion of his ontology.
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Liliequist, Bengt. "Ludwik Flecks jämförande kunskapsteori." Doctoral thesis, Umeå University, Philosophy and Linguistics, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-58.
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The focus of this study is the opposition of Ludwik Fleck to the logical positivism. The main interest focuses on the mutability of knowledge and the inherent problems of incommensura-bility, as well as on Fleck´s notion of reality. Fleck emphasizes a rational and continuous de-velopment of knowledge, in contrast to Thomas Kuhn´s discontinuous and irrational devel-opment, and rejects all forms of reality independent of human beings.
Fleck´s monograph Entstehung und Entwicklung einer Tatsache is a rich and multifac-eted inquiry into the nature of knowledge, emphasizing the social and historical aspects of the epistemology of science at the expense of certain logical precepts. With his concepts thought style and thought collective, Fleck is generally acknowledged as a precursor to Kuhn´s con-cepts of paradigm and scientific community. Fleck maintains a relativistic view of science and develops a comparative epistemology which challenges the logical positivists in many re-spects. He dismisses every form of reality and has therefore been regarded as an idealist, al-though there are certain aspects to his epistemology which point toward an implicit ontology based upon his idea of the passive components of knowledge.
The chief epistemological works of Fleck and his contemporary Karl Popper were published within a year of each other, 1934 and 1935, respectively, by which Popper had left the Continent to eventually become one of the leading British philosophers, while Fleck spent several years during the Second World War as a prisoner in Nazi camps. Both were firmly opposed to the logical positivism, one as a critical rationalist, the other as a sceptical relativist. Fleck was also a forerunner to the constructivist ideas and the Strong Programme.
The word ”incommensurability” has been ascribed Kuhn but the term had already been used by Fleck in 1927. The ”incommensurability thesis” dominates Kuhn´s notion of scientific revolutions and is accordingly the reason why scientific progress is considered an irrational process. The debate on the incommensurability thesis has continued to interest epistemologists and philosophers of science and many solutions have been suggested, some in line with the one proposed by Fleck.
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Zahar, Alexander. "The constructivist conception of language and its function in science." Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362730.
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Franciulli, Paula. "O percurso do pensamento de Rudolf Steiner e seu possível lugar no espaço psicológico." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/47/47132/tde-12112015-161312/.
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A psicologia é uma atividade cultural humana de construção do conhecimento (Simão, 2004) e, assim sendo, sabemos da importância de estudar os aspectos históricos e filosóficos que envolvem sua construção. Acompanhamos, portanto, o seu fazer-se ciência, nos colocando diante de uma psicologia que se contextualiza em uma teia de teorias ora conexas ora desconexas, segundo critérios de cientificidade. Esse espaço psicológico se sustenta em dinâmicas tanto de rupturas - devido à diversidade teórica que pode resultar em um campo de dispersão, conforme propõe Figueiredo (2012) - como de unificação da psicologia. Ciente da pluralidade teórica e metodológica existente na psicologia, vejo, portanto, a necessidade de refletir sobre as escolhas do psicólogo por certas correntes, que, como veremos nesta pesquisa, estão intimamente relacionadas às suas experiências cognitiva-emocionais. A proposta neste trabalho foi analisar as bases do pensamento do filósofo Rudolf Steiner (1861-1925), - criador de uma proposta filosófica, a antroposofia, que trata de temas centrais abordados pela psicologia. Para isso, buscou-se a interlocução entre alguns aspectos histórico-culturais da própria construção de conhecimento desse pensador e o fazer da psicologia, procurando situar o espaço ocupado por Steiner dentro daquilo que se compreende como espaço psicológico, segundo Figueiredo (2007). Foram analisados os relatos autobiográficos de Steiner, chamados nesta pesquisa de experiências cognitivo-emocionais, e como tais aspectos podem ter modulado o percurso do seu pensamento. Entre essas experiências está seu diálogo muito próximo com as ideias do poeta e romancista J.W. Goethe, que também recebeu destaque nesta pesquisa, visto que há um interesse na retomada ao pensamento goethiano na atualidade, principalmente no que toca a importância da intuição no desenvolvimento do ser humano. O processo desta pesquisa requereu movimentos de aproximação e distanciamento em especial em relação ao envolvimento da autora com seu objeto de pesquisa (os pensamentos de Steiner), para que se atingisse uma melhor compreensão dos aspectos envolvidos tanto na configuração do psicológico (no sentido de Figueiredo, 2007) como no percurso de Steiner. Tal análise proporcionou à pesquisadora um aprofundamento a respeito de alguns aspectos relativos à escolha por certas correntes de pensamento em psicologia - neste caso, às matrizes compreensivas de inspiração românticas e pós-românticas - e, que são reflexos das experiências histórico-culturais do profissional, orientando-o no espaço contemporâneo tanto para sua prática em consultório como em pesquisaPsychology is a human activity of knowledge construction (Simão, 2004) and saying that we become aware of how important it is to study the historical and philosophical aspects which permeate its construction. We follow thus, its self-making process, putting ourselves before a psychology which contains a variety of theories either connected or disconnected to it regarding to scientific criteria This psychological dimension holds itself in a dynamic of ruptures which Figueiredo (2012) calls as dispersion field or sometimes even into the idea of the unifying psychology. Knowing that theoretical and methodological plurality I see the necessity for a deeper thinking regarding the psychologist´s choice or empathy towards a certain theory or stream. I believe that such choices are intrinsically connected to his or her cognitive-emotional experiences through life. The proposal of this work was to analyze the fundamental thoughts of Rudolf Steiner (1861-1925), who was the founder of anthroposophy philosophy which deals with some core themes of psychology. A dialogue was sought between some historical-cultural aspects which involved his own path of knowledge construction and the psychology-making. The proposal of this work was to make an attempt to place Steiner´s thoughts into the so called psychology space according to Figueiredo (2007). Steiner´s self- reported episodes were analyzed from his autobiography which I referred here as cognitive-emotional experiences and how those aspects may have shaped his way of thinking. One of those aspects is his very close dialogue with J. W. Goethe´s ideas which also deserved prominence in this research. Nowadays there is a new light upon Goethe´s thinking, mainly in regards to his conception of intuition, so, that is why psychology is also interested and concerned with how intuition can influence human development. Perhaps this will be the contemporaneity of this paper. It was required approximation and distancing movements from the researcher in special to her previous knowledge about Steiner, and in doing so, it has given her a better comprehension about both: psychology construction and Steiner path. As a result, there was a better understanding on how the process of making choice takes place when a psychologist decides on one or the other stream to conduct his professional approach, noticing that there are historical-cultural aspects which lead the psychologists to choose, guiding them either to counseling practice or in the research field
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Penalva, Buitrago José. "La identidad del educador. Referentes de identidad constitutivos de la profesión educativa." Doctoral thesis, Universidad de Murcia, 2003. http://hdl.handle.net/10803/11068.
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Esta es una investigación de Filosofía de la Educación. Expone los "núcleos fundamentales" o "ejes de sentido" que constituyen la identidad del educador, que se agrupan en cuatro partes: 1) el profesor como mediador moral en el proceso de enseñanza; 2) el problema antropológico y axiológico del proceso de enseñanza; 3) la cuestión de la profesionalidad del educador; y 4) educador y sociedad (la función social del educador). Analiza los "núcleos fundamentales" de la educación en las "fuentes" del pensamiento educativo, en concreto: Platón, Plutarco, Clemente de Alejandría, San Agustín, Montaigne, Luis Vives, Locke, Rousseau y Giner de los Ríos, y contrasta las conclusiones con las teorías educativas que influyen en nuestro sistema educativo. El propósito fundamental de esta investigación es clarificar los fines de la educación y reconstruir la identidad de la educación, intentando superar las tres perspectivas -psicología, economía o política- que más influencia tienen hoy en día.This is research on the Philosophy of Education. It shows the "basic keystones" or "core meanings" of the teacher´s identity. The author develops the idea along these four lines: 1) teacher as moral mediator in the teaching process; 2) the problem of the anthropological and axiological of the teaching process; 3) the problem of teacher´s professionalism; 4) teacher and society (teacher´s social concern). This study develops these core meanings in the sources of educational thought, specifically: Plato, Plutarch, Clement of Alexandria, Augustin, Joan Lluis Vives, Montaigne, Locke, Rousseau, Giner de los Ríos, and compare their conclusions with educational views which influence on our education established order. The fundamental purpose of this research is brings to light the education aims and reconstruct teacher´s identity. And it pretends to go beyond the three most frequently held views in pedagogical discourse today: psychology, economy and policy.
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Valence, Arnaud. "Esquisse d'une dualité géométrico-algébrique pluridisciplinaire : la dualité d'Isbell." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE3032/document.
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Après avoir exposé l'importance des dualités géométrico-algébriques dans l'histoire des mathématiques, la thèse propose de rassembler bon nombre d'entre elle sous une approche unifiée abstraite, la dualité d'Isbell. La dualité d'Isbell est formellement définie comme une adjonction entre un préfaisceau et un copréfaisceau, et permet de définir un nouveau paradigme de constructivité baptisé P3. En mathématique, nous montrons que cette dualité est présente en géométrie algébrique, en géométrie algébrique dérivée, en topologie algébrique et en analyse fonctionnelle. En logique contemporaine, nous montrons qu'elle peut être rendue explicite dans la géométrie de l'interaction de Girard. Nous montrons ensuite comment les sciences appliquées peuvent faire usage de la dualité d'Isbell, en permettant de renouveler significativement les théories. En sciences physiques, nous montrons qu'elle ouvre une perspective dans la théorie quantique des champs, vers la dualisation des représentations de Heisenberg et de Schrödinger. En sciences économiques et sociales, nous montrons qu'elle permet de renouveler la théorie de l'équilibre générale et la théorie de la valeur. En sciences de l'apprentissage, nous montrons qu'il est possible de reconsidérer la théorie de l'enquête de Dewey en termes de dualité espace-action, pour finalement dégager une dualité d'Isbell. Nous concluons en ouvrant un débat sur la notion bachelardienne d'obstacle épistémologique, pour montrer comment P3 peut avoir des difficultés à s'imposer, et en consacrant quelques développements ontologiques sur la nature kantienne et post-hégélienne de la thèseAfter exposing the importance of geometric-algebraic dualities in the history of mathematics, the thesis proposes to bring together many of them under an unified abstract approach, the Isbell duality. The Isbell duality is formally defined as an adjunction between a presheaf and a copresheaf, and allows to define a new paradigm of constructivity called P3. In mathematics, we show that this duality is present in algebraic geometry, derived algebraic geometry, algebraic topology and functional analysis. In contemporary logic, we show that Isbell duality can be made explicit in the geometry of interaction of Girard. We then show how applied sciences can make use of Isbell duality, allowing to significantly renew theories. In physical sciences, we show that it opens a perspective in quantum field theory, towards the dualization of Heisenberg and Schrödinger representations. In economic and social sciences, we show that it allows to renew the general equilibrium theory and the theory of value. In learning sciences, we show that it is possible to reconsider Dewey's theory of inquiry in terms of space-action duality, ultimately to reveal an Isbell duality. We conclude by opening a debate on the Bachelardian notion of epistemological obstacle, showing how P3 can have difficulties to establish itself as reference constructive paradigm, and by devoting some ontological developments to the Kantian and post-Hegelian nature of the thesis
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El, Kholi Hugo. "Teleological constructivism & global justice." Thesis, Paris, Institut d'études politiques, 2014. http://www.theses.fr/2014IEPP0005.
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Cette thèse développe une théorie de nos devoirs globaux de justice en accord avec notre expérience commune du devoir en général comme ayant une origine purement a priori. La base de cette théorie consiste en un nouveau type de constructivisme, que j’appelle « constructivisme téléologique » dans la mesure où il réhabilite la notion kantienne de téléologie pure pratique. Dans l’introduction, je jette les bases du constructivisme téléologique en montrant que toutes les théories déontologiques d’inspiration kantienne sont intérieurement téléologiques, dans la mesure où les principes de justice, bien que premiers par rapport au bien, sont eux-mêmes définis en lien avec les fins prescrites a priori par la raison. Dans le chapitre 1, je m’appuie sur la doctrine Rawlsienne du Droit des Peuples pour développer une théorie de la justice internationale qui reconnaît le rôle normatif joué dans la déduction de nos devoirs de justice par une certaine idée de la société internationale. Dans le chapitre 2, je détermine les conditions auxquelles cette théorie est compatible avec le constructivisme téléologique. Dans les chapitres 3 et 4, je définis le constructivisme téléologique comme une approche qui fait dépendre le choix des premiers principes non seulement du respect pour une procédure de réflexion idéale, mais aussi de la reconnaissance de la fin morale finale prescrite purement a priori par la raison. Finalement, dans le chapitre 5, j’explique comment le constructivisme téléologique différencie entre les devoirs éthiques et les devoirs de justice. En conclusion, je reviens sur la spécificité du constructivisme téléologique en tant qu’approche distincte en théorie politiqueThis dissertation provides an account of our global duties of right and justice in line with our common experience of duty in general as having a purely a priori origin. The basis of this account is formed by a new type of constructivism, which I call “teleological constructivism” insofar as it rehabilitates the Kantian notion of pure practical teleology. In the introduction, I prepare the ground for teleological constructivism by showing that all Kantian-inspired deontological theories are internally teleological insofar as the principles of right and justice, though prior to the good, are themselves defined in relation to a final end prescribed purely a priori by reason. In chapter 1, I draw on Rawls’ doctrine of the Law of Peoples to develop an institutionalist account of international justice which recognizes the normative role played by a certain idea of international society in the deduction of our distributive obligations. In chapter 2, I further specify the terms of this account to make it compatible with teleological constructivism. In chapters 3 and 4, I go deeper into the definition of teleological constructivism as an approach that makes the choice of the first principles depend not only on respect for a procedure of ideal reflection, but also on the recognition of a final moral end prescribed purely a priori by reason. Finally, in chapter 5, I explain how teleological constructivism differentiates between ethical and juridical duties and argue for the superiority of the contractualist view over the property-based account of our duties of justice. In conclusion, I discuss the specificity of teleological constructivism as a distinct approach in political theory
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Bartholomew, Mitchell K. "College Students' Attachment and Their Observed Community Blogging Activity." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396958884.
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Melonas, Alexander Paul. "Situated Animals: A Critique of Social Constructivist Excesses in Political Theory." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/321722.
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Political SciencePh.D.
In this dissertation I explore the ramifications of political theory being freed from two opposed extremes of biologism and social constructivism because, ultimately, the human animal is both a biological creature and capable of becoming. While it has been highly significant for humanistic scholars to challenge the governing authority of the "hard sciences" as the prime site of legitimacy in modern scholarship, the position of critique has transformed into one of outright and unqualified hostility. I resist this commitment to show that work at the intersection of the human biological sciences and political theory need not amount to political conservatism or pessimism. To this end, I address two questions with the aim of (re-)situating the human animal as a common property in political theory. First, I explore and challenge the commitments that inform the strict social constructionist thesis. This move leads to a second consideration: what questions are open if we see the problem not as biology, but as biological determinism? I make four arguments in this dissertation. First, I use Ernst Cassirer to show that "human" and "animal" can be integrated in a philosophical anthropology in a constructive way, one that avoids the reductionism implied in the term "animal" (or biological creature) and the naiveté of conceiving of human beings as though they are distinct from or wholly independent of nature. Second, I use Marxist materialism to integrate the human biological sciences with a meaningful theory of human freedom. Third, I work at the intersection of contemporary political theories of identity and the human biological sciences to reconcile the effects of "predispositions" with the effects of our social identities. I do so in a way that resists essentialism. Finally, I use feminist scholarship to argue that the human biological sciences cannot be used to justify hierarchy, or rather, that "hard science" doesn't in any meaningful sense say anything at all about equality.
Temple University--Theses
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Mackonis, Adolfas. "Mokslinis realizmas šiuolaikinėje filosofijoje." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2007~D_20140623_173317-88863.
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Mokslinis realizmas yra filosofinis požiūris tvirtinantis, kad mokslo teorijos teigia tiesą apie pasaulį. Šis požiūris nebūtų filosofiškai įdomus, jei jo nesiektų paneigti įvairūs filosofiniai, istoriniai ir sociologiniai kontrargumentai. Šiame darbe analizuojami Paulo Feyerabendo, Arthuro Fine‘o, Thomo S. Kuhno, Larry Laudano, Baso van Fraasseno bei socialinio konstruktyvizmo prieš mokslinį realizmą nukreipti argumentai. Vertinama, kaip šie argumentai atsilaiko prieš naujausius argumentus mokslinio realizmo naudai, pateiktus Philipo Kitcherio, Jarretto Leplino, Ilkka Niiniluoto, Stathiso Psillos ir kitų mokslinių realistų darbuose. Darbe teigiama, kad mokslinis realizmas yra nuoseklus, savo teiginius gerai pagrindžiantis, geriausiai mokslo sėkmę paaiškinantis mokslo teorijų aiškinimas ir todėl laikytinas teisingu teorinis požiūris. Mokslinis realizmas yra nuoseklus teorinis požiūris, kadangi pagrįsdamas dvi prielaidas, kad egzistuoja nuo mąstymo nepriklausomas ir tam tikrą struktūrą turintis pasaulis (ontologinė prielaida) bei kad mokslas yra pajėgus šį pasaulį pažinti (episteminė prielaida), daro išvadą apie mokslo teorijų semantiką, jog teorijos parodo, koks yra pasaulis. Mokslinis realizmas gerai pagrindžia savo teiginius ir prieš jį nukreipti argumentai nepajėgia jo paneigti. Savąjį episteminį optimizmą mokslinis realizmas pagrindžia neigdamas galimybę nubrėžti griežtą ribą tarp stebimų ir negalimų stebėti esinių ir reiškinių bei tvirtindamas abdukcijos (geriausio... [toliau žr. visą tekstą]Scientific realism is a philosophical approach that claims the literal truth of scientific theories. This approach would not be philosophically interesting if there were not ample philosophical, historical and sociological arguments that would argue against it. In this thesis we evaluate the arguments of Paul Feyerabend, Arthur Fine, Thomas S. Kuhn, Larry Laudan and Bas van Fraassen as well as the challenge of social constructivists. All the counterarguments are weighed against the most up-to-date arguments for scientific realism – notably, Philip Kitcher, Jarrett Leplin, Ilkka Niiniluoto, Stathis Psillos and others. We claim that scientific realism is a consistent and soundly substantiated account of scientific theories which best explains the empirical success of scientific theories and which, therefore, is justly believed to be a truthful theoretical attitude. Scientific realism is a consistent theoretical attitude because it starts from the two premises that there is a mind independent world of a particular structure (an ontological premise) and that science is able to know this world (an epistemic premise) and concludes with a semantic thesis that scientific theories represent what the world is like. Scientific realism is a sound and well substantiated theoretical attitude because the arguments against it do not succeed to refute it. It grounds its epistemic optimism in the denial to draw a rigid line between the observable and unobservable aspects of the world and in... [to full text]
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Hartley, Gregory Philip. "Lower Sacraments: Theological Eating in the Fiction of C. S. Lewis." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4329.
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For years, critics and fans of C. S. Lewis have noted his curious attentiveness to descriptions of food and scenes of eating. Some attempts have been made to interpret Lewis's use of food, but never in a manner comprehensively unifying Lewis's culinary expressions with his own thought and beliefs. My study seeks to fill this void. The introduction demonstrates how Lewis's culinary language aggregates through elements of his life, his literary background, and his Judeo-Christian worldview. Using the grammar of his own culinary language, I examine Lewis's fiction for patterns found within his meals and analyze these patterns for theological allusions, grouping them according to major categories of systematic theology. Chapter two argues that ecclesiastical themes appear whenever Lewis's protagonists eat together. The ritualized meal progression, evangelistic discourse, and biographical menus create a unity that points to parallels between Lewis's body of protagonists and the church. Chapter three focuses on the sacrament of the Lord's Supper and charges that Lewis's meals which are eaten in the presence of the novel's Christ figure or which include bread and wine in the menu reliably align with the Anglo-Catholic doctrine of the Eucharist. Chapter four studies how sinful eating affects the spiritual states of Lewis's characters. The chapter first shows how Lewis's culinary language draws from Edenic sources, resonating with a very gastronomic Fall of Humanity, then examines how the progressively sinful eating of certain characters signifies a gradual alienation from the Divine. The fifth, and concluding, chapter argues that Lewis's portrayal of culinary desire and pleasure ultimately points to an eschatological theme. This theme culminates near the end of Lewis's novels either through individual characters expressing superlative delight in their food or through a unified congregation of protagonists eating a celebratory feast during the novel's denouement. I close the study by emphasizing how this approach to Lewis's meals offers a complete spiritual analysis of Lewis's main characters that also consistently supports Lewis's own theology.
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Kalde, Dennis [Verfasser], and Monika [Akademischer Betreuer] Betzler. "Trusting our own minds : metaethical constructivism and moral objectivity / Dennis Kalde ; Betreuer: Monika Betzler." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1228787484/34.
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