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Dissertations / Theses on the topic 'Dewey, John, Knowledge, Theory of'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

Stotts, Alexandra Lynn. "Giving birth to feminist pragmatist inquiry : a Deweyan alternative to Quinean empiricism /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095276.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 215-225). Also available for download via the World Wide Web; free to University of Oregon users.
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2

Smith, Clancy Nathaniel. "The Organic Circuit: Investigations into John Dewey's Cycles of Naturalism and Instrumentalism." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1208808372.

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Thesis (M.A.)--Kent State University, 2008.
Title from PDF t.p. (viewed June 17, 2009). Advisor: Frank Ryan. Keywords: Dewey, Peirce, James, Shook, non-reflective, experience, naturalism, instrumentalism. Includes bibliographical references (p. 148).
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3

Östman, Leif E. "A pragmatist theory of design : The impact of the pragmatist philosophy of John Dewey on architecture and design." Doctoral thesis, KTH, Architecture, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-196.

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This study is an inquiry into design-theoretical aspects of architectural design in Finland based mainly on the pragmatist philosophy of John Dewey. The study comprises two case studies. The . rst case deals with a young family designing their future home – a detached house built from prefabricated components – in cooperation with an architect. The second case deals with the design process of a leading Finnish architect, Professor Ilmari Lahdelma, as he prepares his proposal for an architectural competition for a new city library in Lohja, a competition he eventually wins. The case describes and interprets Lahdelma’s design process, the processes of other competition entries made by the of. ce staff, as well as the process of the jury’s evaluation of the competition entries. The two cases are analysed and interwoven with aspects from three different theoretical perspectives: existing design theories, Pierre Bourdieu’s . eld theory and John Dewey’s thinking regarding art and research. In the study I argue that Dewey’s philosophy can provide a framework for a design-theoretical epistemology. I also arrive at conclusions regarding the interpretation of some key design-theoretical concepts and the position of design theory and its structures. I further argue that the Finnish architectural competition system is a strong tool for generating developments in the production of the architectural avant-garde, which acts as the leading light for the rest of the . eld of architecture. The present study also highlights the gap between ‘high-’ and ‘low culture’ in the . eld of architecture, yet points out that the design of a simple family house – assumedly a case of ‘low culture’ – is by no means trivial to the family itself, and is indeed . lled with moments of aesthetic experiences, which is a central issue in Dewey’s description of creative processes.

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4

Berthold, Henning Alexander. "Inquiry and the social : an empirical study of the construction of knowledge in architectural designing." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/4180.

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This thesis is a study of inquiry. Drawing upon the work of American pragmatist John Dewey, this work seeks to contribute to our understanding of the construction of knowledge within the social system of communities of inquiry. The process of inquiry that is traced in this work is one effected in the course of architectural designing. An ethnographically informed study of an architectural masterplan project is used to illustrate Dewey's ideas and how they are played out in design practice. This thesis is understood to correspond with the growing interest of the students of organisational learning and knowledge management in knowledge creation and the underlying social processes. It is further seen as a response to the claim that the key processes of knowledge creation remain largely an enigma. Agreement has been established with Dewey that knowledge is not just an end in itself but a form of action, a medium of change and social transformation. The formation of knowledge, however, within the operation of inquiry is not a matter that “naturally” runs its course. The process of inquiry as studied both in theory and practice has shown just how much its results, which by definition constitute knowledge, are shaped by the institution and control of a problem. A problem is a social construct and the product of the purposeful selection and arrangement of pieces of information. Inquiry is therefore considered a process of controlled knowledge formation. That which counts as knowledge in the realm of social phenomena has been shown to be a matter not so much of agreement between actions and their consequences but agreement in terms of intellectual acceptance. What “satisfies” as a solution (such as the final masterplan) has therefore been shown to be not necessarily a question of its logical status.
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5

Drott, Caroline. "Vad är kunskap? : en kvalitativ studie av synen på kunskap i skola och utbildning i några texter av John Dewey och i tidskriften Skola och Samhälle 1946 -1962." Thesis, Linköping University, Department of Thematic Studies, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1664.

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Denna studie med titeln "Vad är kunskap? - en kvalitativ studie av synen på kunskap i skola och utbildning hos John Dewey och i tidskriften Skola och Samhälle 1946 -1962" är en studie där undersökningens fokus var att beskriva synen på kunskap i skola och utbildning med textanalys som metod, där tryckta källor ligger till grund för resultatet.

Syftet med studien var att undersöka vilken syn på kunskap i skola och utbildning som kommer till uttryck i skrifter författade av John Dewey samt i artiklar från tidskriften Skola och Samhälle mellan åren 1946 – 1962. I analysarbetet använde jag mig av teorier om kunskap och egna frågeställningar om kunskapssyn.

Det jag kommit fram till är att synen på kunskap i skola och utbildning var vid denna tid vid och utan klara gränser. Tiden efter andra världskrigets slut och fram till grundskolans bildande var färgat av kunskapsteorin pragmatismen. Tydligt sågs även Deweys kunskapssyn i de pedagogiska idéerna som framhölls i de valda artiklarna.

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6

Attick, Dennis. "Experience, knowledge, and democracy television through a Deweyan lens /." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/eps_diss/30/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from title page (Digital Archive@GSU, viewed June 22, 2010) Deron Boyles, committee chair; Eric Freeman, Jennifer Esposito, Donna Breault, committee members. Includes bibliographical references (p. 141-152).
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7

Allman, Philip R. "John Dewey's Instrumentalism: A Cultural and Humanist View of Knowledge." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1332.

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My thesis is an attempt to show the brilliance and novelty of John Dewey's theory of knowledge, instrumentalism. The main objective of my thesis is to explain Dewey's theory of knowledge, which he coined instrumentalism, and to describe how instrumentalism as a theory of knowledge overcomes the pitfalls of competing theories within the philosophical tradition. Dewey's theory of instrumentalism does not assume that ideas are mental entities nor that ideas are true if they somehow match or fit with the object in question; thus, Dewey's theory presents a different view opposed to what we have usually called coherence, or correspondence theories of knowledge. Dewey also argued that consciousness and thinking are functions of a complex organism in transaction with its environment and thus consciousness is an instrumentality not a thing-in-itself.
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8

Coleman, Jacob W. "An Aesthetic Experience of Comedy: Dewey and Incongruity Theory." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1618336603730402.

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9

Guzman, Dahlia. "The “Permanent Hegelian Deposit” in John Dewey’s Theory." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279387271.

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10

Deters, Troy Nicholas. "John Dewey's theory of inquiry: an interpretation of a classical American approach to logic." Texas A&M University, 2005. http://hdl.handle.net/1969.1/3795.

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During the 20th century, John Dewey introduced a new idea with respect to the nature of logical theory: He presented a portrait of logic as a theory about how organisms interact and maintain an integrated balance between themselves and their environment. He wrote many texts on what he called his theory of inquiry, including Essays in Experimental Logic (1916), Studies in Logical Theory (1903), and How We Think (1910). However, the book where he most closely detailed his theory of inquiry is in his Logic: The Theory of Inquiry (1938). These texts by Dewey have served as the source for much recent discussion and commentary in Dewey scholarship. Most of these interpretations on Dewey’s theory of inquiry, I maintain, misunderstand Dewey in some fundamental way. I argue that these commentators have gone wrong in interpreting Dewey and his works by failing to understand some aspect of his theory of inquiry. I illustrate the flaws in their interpretations and subsequently integrate the conclusions I reach into a single, cohesive perspective on Dewey’s account of inquiry. The final chapter presents a new interpretation of Dewey that emphasizes the role of phenomenal, contextual, and social factors in the foundations of his logical works.
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11

Araújo, Rita de Cássia Pimenta de [UNESP]. "Lógica, investigação e democracia no discurso educacional de John Dewey." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/101541.

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Este trabalho apresenta os resultados de uma pesquisa sobre o livro Logic: the theory of inquiry de John Dewey, publicado originalmente em 1938. O objetivo é compreender os argumentos de Dewey acerca da lógica, caracterizada como teoria da investigação, e situá-los no conjunto do pensamento deweyano, de maneira a explicitar sua ligação com temáticas educacionais e políticas, focalizando especialmente a noção de democracia. Para isso, são analisadas também as obras Como pensamos e Democracia e educação, do mesmo autor. O método empregado para exame do Logic conta com duas chaves interpretativas: a primeira advém da teoria da argumentação desenvolvida por Chaïm Perelman e Lucie Olbrechts-Tyteca no livro Tratado da argumentação: a nova retórica, e a segunda, do modelo jurisprudencial de exposição e análise de silogismos elaborado por Stephen Toulmin em Os usos do argumento.
This work presents the results of a research on the book Logic: the theory of inquiry by John Dewey, originally published in 1938. The objective is to understand the arguments about the logic proposed by Dewey, characterized as a theory of inquiry, and to situate them throughout the Dewey’s thought, so as to clarify its connection with educational and political issues, focusing especially the deweyan notion of democracy. To do so, the work also analyses Democracy and education and How we think by Dewey. The method used to examine Logic has two theoretical sources: first, the theory of arguments developed by Chaim Perelman and Lucie Olbrechts-Tyteca in the book Treatise of argumentation: the new rhetoric; second, the model of juridical exposition and analysis of syllogisms developed by Stephen Toulmin in The uses of argument.
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12

Araújo, Rita de Cássia Pimenta de. "Lógica, investigação e democracia no discurso educacional de John Dewey /." Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/101541.

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Orientador: Marcus Vinicius da Cunha
Banca: Divino José da Silva
Banca: Luiz Henrique de Araújo Dutra
Banca: Marcelo Tadeu Motokame
Banca: Vera Teresa Valdemarin
Resumo: Este trabalho apresenta os resultados de uma pesquisa sobre o livro Logic: the theory of inquiry de John Dewey, publicado originalmente em 1938. O objetivo é compreender os argumentos de Dewey acerca da lógica, caracterizada como teoria da investigação, e situá-los no conjunto do pensamento deweyano, de maneira a explicitar sua ligação com temáticas educacionais e políticas, focalizando especialmente a noção de democracia. Para isso, são analisadas também as obras Como pensamos e Democracia e educação, do mesmo autor. O método empregado para exame do Logic conta com duas chaves interpretativas: a primeira advém da teoria da argumentação desenvolvida por Chaïm Perelman e Lucie Olbrechts-Tyteca no livro Tratado da argumentação: a nova retórica, e a segunda, do modelo jurisprudencial de exposição e análise de silogismos elaborado por Stephen Toulmin em Os usos do argumento.
Abstract: This work presents the results of a research on the book Logic: the theory of inquiry by John Dewey, originally published in 1938. The objective is to understand the arguments about the logic proposed by Dewey, characterized as a theory of inquiry, and to situate them throughout the Dewey's thought, so as to clarify its connection with educational and political issues, focusing especially the deweyan notion of democracy. To do so, the work also analyses Democracy and education and How we think by Dewey. The method used to examine Logic has two theoretical sources: first, the theory of arguments developed by Chaim Perelman and Lucie Olbrechts-Tyteca in the book Treatise of argumentation: the new rhetoric; second, the model of juridical exposition and analysis of syllogisms developed by Stephen Toulmin in The uses of argument.
Doutor
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13

Oliveira, Flávio Silva de. "Sobre o conceito de experiência no pragmatismo de John Dewey." Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8547.

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My goal in this work is to understand how John Dewey constructed his concept of experience and its implications for the issues of the theory of history. Dewey's pragmatism, whose core is the concept of experience rooted in the principle of continuity, performed a profound and radical reconstruction of dualistic metaphysics. Dewey did so putting up a naturalistic metaphysics. In opposition to the modern (subjectivist/dualistic) way of conceiving experience, Dewey sought to emphasize its fundamentally relational character. In Dewey’s pragmatism experience means the complex process of interaction between organism and environment (natural/social). In this way, his metaphysics of experience became the basis of all his thinking, especially his theory of inquiry. The main hypothesis of this work is that we can find in deweyan pragmatism a theory of history whose foundation lies in its metaphysics of experience whose core is the principle of continuity and that it guarantees us, on the one hand, the methodological rigor of empirical research and, on the other hand, it endorses the role that the subjectivity of the historian exerts in the act of selection and interpretation of the evidence – with it we can accept fallibilism and be at the same time anti-skeptical in order to avoid relativism.
Meu objetivo neste trabalho é compreender a arquitetura de ideias que John Dewey erigiu no processo de construção de seu conceito de experiência e algumas implicações para as questões próprias da teoria da história. O pragmatismo deweyano, cujo núcleo é o conceito de experiência radicado no princípio de continuidade, tinha por meta elaborar uma profunda e radical reconstrução da metafísica dualista. Dewey assim o fez a partir da assunção de sua metafísica naturalista. Em franca oposição ao modo moderno (subjetivista/dualista) de conceber a experiência, Dewey buscou destacar seu caráter fundamentalmente relacional. Experiência para Dewey é sempre o processo complexo de interação entre organismo e meio (natural/social). Nesse sentido, Dewey elaborou uma metafísica da experiência que se converteu na base de todo seu pensamento, especialmente sua teoria da investigação. A hipótese deste trabalho é que podemos vislumbrar no pragmatismo deweyano uma teoria da história cujo fundamento radica-se em sua metafísica da experiência cujo cerne é o princípio de continuidade e que esse nos garante, por um lado, o rigor metodológico da pesquisa empírica e, por outro, avaliza o papel que a subjetividade do historiador exerce no ato de seleção e interpretação das evidências – como ele podemos aceitar o falibilismo e sermos, ao mesmo tempo, anticéticos de modo a evitar o relativismo.
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14

Houghteling, James L. "Rabindranath Tagore, John Dewey, and the Unity of Mind and Culture." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/905.

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What role does education play in a democratic society? How can the right sort of education help foster a free, responsible, and caring citizenry? How can education begin to reconcile and incorporate intellectually complicated and seemingly opposite ideas and theories, such as idealism and pragmatism, localism and globalism, thought and action? In my thesis, I aim to reveal, and perhaps begin to answer, these larger ideas pertaining to the role of education in society. Moreover, I address these questions through the lens of Rabindranath Tagore and John Dewey, two thinkers and practitioners at the turn of the twentieth century who sought to use education to find solutions to problems facing their respective local communities, but also the global community.
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15

Peabody, Robyn. "John Dewey's Theory of Growth and Amy Allen's Feminist Theory of Power Applied to the Work of Domestic Violence Shelters." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1272226209.

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16

Cabral, Caio César. "As bases naturalísticas da Teoria da Investigação de John Dewey." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-14062012-162336/.

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Nosso objetivo é analisar as bases naturalísticas da teoria da investigação de John Dewey. Primeiramente apresentamos os fundamentos biológicos de sua teoria lógica da investigação. Com efeito, em sua Lógica Teoria da Investigação, uma de suas mais importantes obras, o naturalismo do filósofo defende a continuidade entre operações investigadoras e operações e funções biológicas, sendo que estas preparariam o caminho para aquelas. Em seguida, a exposição das bases culturais da teoria evidencia o importante papel da linguagem na investigação, mostrando que há uma transformação gradual da conduta puramente orgânica em conduta inteligente. Em nossa pesquisa, analisa-se ainda a relação de continuidade vista por Dewey entre senso comum e ciência, e também o padrão comum, por ele estabelecido, de toda investigação humana.
Our goal is to analyze the bases of naturalistic theory of inquiry of John Dewey. First we present the biological foundations of his logical theory of inquiry. Indeed, in his Logic - Theory of Inquiry, one of his most important works, the naturalism of the philosopher argues for continuity between operations researchers and operations and biological functions, and these prepare the way for them. Then, the exposure of the cultural foundations of the theory highlights the important role of language in research, showing that there is a gradual transformation of the conduct purely organic in conduct intelligent. In our research, we analyze further the relationship of continuity seen by Dewey between common sense and science, and also the common standard, established by it, to all human inquiry.
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Attick, Dennis G. "Experience, Knowledge, and Democracy: Television through a Deweyan Lens." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/30.

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While there have been numerous studies regarding television and its influence on modern life conducted in the past sixty years, there has not yet been a critique of television grounded in the work of John Dewey. John Dewey died when television was still a new technology; however, I believe that Dewey would have been critical of television had he lived to further experience it. One need only look to Dewey’s writings regarding mass communication and media to see that he was critical of how communication technologies influence human society. Television programming is nearly ubiquitous today and it requires ongoing inquiry as its influence is widespread and continues to grow. This dissertation extends television studies by developing a Deweyan critique of the medium. I assert in this dissertation that Dewey’s philosophy, especially his notions of experience, knowledge, and democracy can inform a current critique of television.
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Plapler, Denis. "O diálogo e a construção do conhecimento: apontamentos a partir de John Dewey e Matthew Lipman." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01042015-135942/.

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Por meio deste trabalho pretende-se examinar a função da escola como instituição e do professor como agente ativo dentro desta instituição através do pensamento de John Dewey e de Matthew Lipman. Para isto a pesquisa irá se debruçar sobre a concepção de conhecimento, de filosofia e de educação no pensamento destes dois filósofos e educadores. Posteriormente a pesquisa objetiva aproximar o que Dewey diz a respeito do conhecimento e da educação daquilo que Lipman afirma a respeito da filosofia, para assim verificar se, tomando como base a concepção de conhecimento em Dewey, o método de ensino desenvolvido por Lipman para a filosofia pode aplicar-se não apenas ao ensino desta como disciplina, mas também a outras áreas do conhecimento.
The present work reconsider the school function as an institution and the teacher\'s roll. There for this research will make an exams about the conception of the knowledge in philosophy and education, in the thought of John Dewey and Matthew Lipman. The research try to approximate the two authors, taking this process as a base of knowledge in Dewey, the teaching method developed by Lipman for the philosophy can be apply not only in this subject but as the education in general.
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Schneider, Sandra Beth. "A Deweyan Perspective on Knowledge Producing Schools: Re-creative technologies for communities of inquirers." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29579.

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This dissertation is an investigation into Knowledge Producing Schools (KPS). KPS is a socio-cultural change effort that reforms that traditional structures of schooling and the connections between schools and the communities in which schools are embedded. KPS schools attempts, through New Literacies, to bring out-of-school practices into schools, in an effort to make students' schooling experiences overall and those incorporating technology more relevant. The position of this dissertation supports KPS goals while rejecting the pedagogy of New Literacies. Instead this dissertations builds upon two elements implicit in KPS/New Literacies work, social inquiry and the facilitation of publics. By making these implict KPS elements explicit this dissertation offers a KPS-Dewey hybrid that locates socio-cultral change efforts in public social inquiry contexts that supports and helps create the communal conditions that can facilitates able, active, publics. These able publics work toward community self-management and alternative representation while dealing with daily problems and current matters of concern. Able publics have been a recent concern in the educational literature that calls for the need of educational reform to be resituated as social movements for education equity.
Ph. D.
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Elliott, David Lee. "Living acts of semiosis John Dewey's model of esthetic experience as key to a temporal theory of signs /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4903.

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Thesis (M.A.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 9, 2009) Includes bibliographical references.
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Goad, John C. "Dewey Meets Bluegrass: Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2506.

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The study focuses on connections between the Progressive era educational theories of John Dewey and present-day bluegrass and traditional music programs in higher education in order to explore a pedagogical basis for such programs. The research specifically examines Dewey’s beliefs in experiential learning, individualization, and vocational education and their current applications in traditional music education. The study included two major components: historical research into Dewey’s writings and primary and secondary sources regarding traditional music education in the United States, and interviews of faculty members in college and university bluegrass and traditional music programs. The thesis of this study is that experiential learning historically has been part of traditional music education and that it is an essential aspect of bluegrass and traditional music programs in higher education in the present day, leading to students taking part in meaningful learning experiences that contribute to their occupational goals.
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Penner, Myron Arthur. "The epistemological structure of John Hick's pluralistic hypothesis." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Stob, Paul Henry. "A moment in the pragmatic political style: the rhetoric of Louis D. Brandeis." Thesis, Texas A&M University, 2004. http://hdl.handle.net/1969.1/1114.

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This thesis examines the rhetoric of Louis D. Brandeis in light of pragmatism-specifically, the philosophical pragmatism of William James and John Dewey. While a number of scholars claim that pragmatism has nothing to offer politics, rhetoric, or decision-making, this thesis argues that Brandeis's method of acting politically, speaking publicly, and solving problems exemplifies the pragmatic political style-a style of political operation that is characteristically pragmatic, a direct extension of James and Dewey's philosophy. This thesis illustrates Brandeis's pragmatic political style through an analysis of his rhetoric prior to taking his seat on the United States Supreme Court, his rhetoric while on the Supreme Court, and his rhetoric as one of America's most prominent Zionists. This thesis shows that pragmatism (at least William James and John Dewey's classical American pragmatism-the pragmatism Brandeis exemplifies rhetorically) can be a fruitful part of political operation.
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Roth, Elizabeth H. "The Emerging Paradigm of Reader-Text Transaction: Contributions of John Dewey and Louise M. Rosenblatt, with Implications for Educators." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26013.

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This dissertation will trace the emerging paradigm of transaction as a model for the dynamics of the reading process. The paradigm of transaction, implicit in John Dewey's writings as early as 1896 in "The Reflex Arc Concept in Psychology," was originally described in terms of "interaction" between organism and environment. Only in 1949, in the twilight of his career, did Dewey definitively distinguish between "transaction" and "interaction," ascribing a mutually transformative character to the former process. In Knowing and the Known, Dewey and co-author Arthur F. Bentley (1949) proposed adoption of a wholly new "transactional vocabulary" as a precision tool for a new mode of scientific inquiry, whereby inquiry itself was recognized as a species of transaction between inquirer and observed phenomena. Even before the publication of Knowing and the Known, literary theorist Louise M. Rosenblatt had applied an implicitly transactional model of the relationship between organism and environment to the relationship between reader and text. She described this dynamic model of the reading process in Literature as Exploration (first published in 1938), a work that has inspired an ongoing revolution in the teaching of reading and literature at all instructional levels. In the first edition of this work, Rosenblatt employed Dewey's original term--"interaction"--to describe the dynamic relationship between reader and text. Following the publication of Knowing and the Known in 1949, Rosenblatt began systematically to appropriate Dewey and Bentley's transactional terminology in her analysis of the reader-text relationship. Educators who share the transactional vision of Dewey and Rosenblatt tend to see the role of the teacher as that of a facilitator of reader-text transaction and of reader-reader transaction as arbitrated by the text, rather than as an imparter of authoritative interpretations of texts. Envisioning potentialities for students' growth through such transactions gives rise neither to sanguine optimism nor to despair, but rather to a hopeful meliorism.
Ph. D.
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25

Blum, Elaine M. "Aesthetic Experience and the (Queer) Self." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334261034.

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26

Washatka, John W. "A critical analysis of the religious epistemology of John Hick." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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27

Rusinak, Maryanne A. "The development of the idea of certitude in the thought of John Henry Newman." Theological Research Exchange Network (TREN) Access this title online, 1998. http://www.tren.com/search.cfm?p033-0507.

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28

Ahmedullah, Muhammad. "John Locke and Karl Popper on epistemology and politics : a study into the relationship between theory of knowledge and political theory." Thesis, University of Kent, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244342.

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29

Archer, Adrian Avery. "McDowell, Gettier, and the bipartite account of perceptual knowledge /." St Andrews, 2008. http://hdl.handle.net/10023/511.

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30

Vogel, Robert Allan. "Richard Whately's theory of argument and its influence on the homiletic theory and practice of John Albert Broadus." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3665.

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In his Treatise On the Preparation and Delivery of Sermons, the Southern Baptist preacher and educator of the latter nineteenth century, John A. Broadus, acknowledged the influence of classical and contemporary theorists upon his work. Among those named, particularly with regard to notions of argument, was Richard Whately, the Anglican Archbishop and rhetorical theorist of the early nineteenth century. The research task involved in this thesis was to determine whether and to what extent Whately's theory of argument was employed in Broadus's homiletic theory and practice. The writer gathered his data using methods of documentary research. Most of the sources were available at local libraries. Others, however, were obtained from the Universities of Kansas, Iowa, and Michigan. Materials by and concerning Broadus were obtained from various Baptist historical agencies.
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31

Wu, Dongsheng Bailey. "Faith and experience an analysis of the place of experience in the religious epistemology of John Hick /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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32

Lailas, Elaine Andrews. "John Dewey's Theory of Citizenship and Community in the Developing American Democracy as Seen Through the Philosophy of Pragmatism as a Public Administration Model for the Citizen's Role in Public Governance." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26438.

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At the time of the founding of the field of public administration, government was in a condition of some degree of failure. Since elitist and corrupt politics were the predominant mode of government at the time, the cause of this failure was seen as insufficient rationality, and coinciding with this, a lack of scientific information and technical expertise. Also, a popular involvement in government was perceived to be a need. This created a demand for a scientific rational government, run by technocratic experts that was, at the same time, open to popular access. In principle, this idea is consistent with Dewey's thought, but what developed is a form of government that saw science, or the process of bringing knowledge to bear on problems that made interest groups the key mode of access to policy making. This solution appeared to meet the needs of the time, while in fact it was far off the mark. In all of this, Dewey's true and more appropriate alternative was lost. These conditions still exist. The American government is a seemingly, ailing government; but the only thing that is suggested is to have more science and give groups more "participative" access. In essence, virtual gridlock has resulted. One solution is to rediscover and accurately understand Dewey, who can help us rethink science and the knowledge process in government and the possibilities for citizen involvement in government.
Ph. D.
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33

Renier, Samuel. "Éducation, Science et Société dans la dernière philosophie de John Dewey (1929-1939) : de la continuité de l'enquête à l'inquiétude des frontières." Thesis, Lyon 2, 2014. http://www.theses.fr/2014LYO20117.

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Le 26 février 1929, le philosophe américain John Dewey prononce une conférence devant un public d’étudiants et d’enseignants dans lequel il se prononce nettement en faveur de la mise en place d’une science de l’éducation, dont il développe les principales caractéristiques. La décennie qui suit va alors s’avérer d’une grande richesse intellectuelle et voir Dewey travailler ardemment à l’approfondissement et à l’élargissement de sa réflexion philosophique en direction de nouveaux champs et de nouvelles problématiques. Paradoxalement, cette période est également celle où son œuvre éducative semble la moins bien connue, en comparaison de ses premiers travaux sur le sujet, qui contribuèrent à sa renommée précoce sur le plan international. L’ambition du présent travail est donc d’étudier la réflexion éducative qu’il mène dans cette période, à la lumière du renouveau qu’elle apporte dans la compréhension globale de son œuvre. A travers la science de l’éducation, l’enjeu est alors d’observer en quoi la réflexion éducative de Dewey est susceptible de rejoindre ses théories du social et de la connaissance afin de proposer un schème d’analyse cohérent, à même de nous aider à faire face à l’inquiétude d’un monde en perpétuelle évolution
On November 26th 1929, American philosopher John Dewey gave an address to an audience comprising students and teachers, in which occasion he advocated for the development of a Science of education and described its main features. The following decade is then one of a great intellectual wealth and sees Dewey working hard to broaden and deepen the range of his philosophical thought towards new fields and new problems to deal with. Surprisingly enough, this period also seems to be one concerning which his contribution to education appears to be of less importance, when compared to his first achievements in the field which brought him an early and international fame. The scope of our paper is accordingly to study the educational thinking entertained by Dewey at that time, at the dawn of the renewed light it sheds over the comprehensive significance of his work. Through a Science of education, our aim is then to analyze how Dewey’s educational thinking may connect to his theories of science and society in order to provide a consistent scheme of analysis, which may reveal itself helpful in facing the inquietude of a world in constant evolution
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34

Modarres-Mousavi, Shabnam. "Methodological Foundations for Bounded Rationality as a Primary Framework." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/30225.

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Experimental observations have shown that economic agents behave in ways different from the maximization of any utility function. Herbert Simon sought to deal with this by positing that individuals do not maximize, but rather "satisfice." This was a radical departure from the traditional economic framework, and one that still has not been adequately formalized. But Simon's suggestion is only the smallest part of what is needed for a theory that reflects the actual behavior. For instance, Simon's framework cannot deal with the observation that the act of choice changes the chooser. This dissertation is further developing Simon's original ideas through embracing John Dewey's transactional thinking to attain an adequate theory of economic choice that accounts for boundedly rational agents. I clarify that substantive rationality and bounded (procedural) rationality share the same basic utilitarian assumption of predetermined goals. In terms of a Deweyan (transactional) analysis, the idea of utilitarian "optimization" ultimately guides and constrains both theories. But empirical study of choice behavior and the behavior of subjects in experimental laboratories, both indicate that neither substantive nor procedural rationality can effectively account for actual economic choices. I emphasize the importance of treating bounded rationality without reference to the rational framework. To me, bounded rationality implies a realistic picture of behavior, which is associated with emerging goals and not ones that exist prior to the making of a choice. I consider uncertainty as a normal characteristic of the situation, which in turn allows consideration of acting based on inconsistent information, just as people actually do. The basis of a systematic approach to behavior that can capture inconsistency is developed by Tom Burke. He mathematizes Dewey's logic. He allows for impossible worlds in the set of states. Thus, not only can the initial state space hold inconsistent states, the information set can include mutually inconsistent elements. So the current neoclassical paradigm resembles the representative realism, but is there any good reason why we should accept this methodology as economists? Whatever one's ultimate metaphysics and epistemology, I want to show that an alternative approach to economic decision-making may prove highly useful in theory and practice.
Ph. D.
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35

Schiltz, Gary. "Representation of knowledge using Sowa's conceptual graphs : an implementation of a set of tools." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9951.

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36

Cramer, David. "Nonevidentialism, pluralism, and warrant Plantinga, Hick, and the epistemological challenge of religious diversity /." Deerfield, IL : Trinity International University, 2009. http://dx.doi.org/10.2986/tren.006-1620.

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37

Westman, Anders. "DDC:s avdelning 150 : en analys av psykologins klassifikation under perioden 1932-2011." Thesis, Uppsala universitet, Institutionen för ABM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-182905.

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This master’s thesis focus on Dewey Decimal Classification during the period 1932 to 2011, where the classification of the psychological knowledge domain is analyzed and discussed. In the light of the recent swedish switch from the swedish classification system SAB to DDC, this research area deserves prominence. The aim of this study is to investigate how DDC represents the historical development of the psychology subject with its underlying epistemology, to identify and analyze values and prejudice, and to analyze problems with DDC’s classification of psychology in relation to three other classification systems. The theoretical framework consists of Birger Hjørland’s Domain Analysis and Critical Classification represented by Hope A. Olson among others. The results show that DDC is updating slowly in relation to subject developments, and that the multidisciplinary character of the psychological field causes problematic spreading of its disciplines in the system. These problems are to a certain degree due to the fact that DDC is a universal classification system, leading to the creation of compromise solutions, that are to a large degree avoided in specialized systems, like Birger Hjørland’s. Moreover, results show that the system’s choice of terms indicates certain values and prejudice occurring at certain times, thereby marking the system’s non objective character. The findings are also discussed in relation to postmodernism and poststructuralism, showing that the universal classification system DDC isn’t compatible with these viewpoints.
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38

Braeker, Juerg. "An examination of the philosophy of the person as proposed by John Macmurray, with special reference to the role of emotions and emotional education, and in comparison with the theology of Emil Brunner." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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39

Howard-Brahaney, Michelle Lea. "Parent and Teacher Engagement as Predictors of Literacy and Social Emotional Development of Preschool Children Enrolled in Head Start: A Mixed Method Case Study." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1481289423542113.

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40

Annis, Nicole. "Critical thinking produces lasting knowledge : A litterateur study on why critical thinking is necessary for student’s development, Illustrated through the high school subject religion and science in religion studies." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30103.

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This essay will present a discussion about why critical thinking is crucial for student’s long-term development with the subject religion and science in high school religion as an example of how this can be fulfilled. Three different theories will be applied in this essay in order to form a comprehensive discussion. The three different theories presented in the theoretical framework are, John Dewey ‘s pragmatism, Hannah Arendt’s Natality and Paulo Freire’s Marxist theory. The subject religion and science was only recently added to the most updated curriculum, which has led to teachers taking it more seriously. Prior to that it was only a topic, which could or could not have been excluded. Now that it is included in the curriculum, new teaching approaches and learning strategies are necessary because of its density. The relationship between religion and science has several different perspectives and attitudes meaning that student’s can freely adapt their own because basically, no opinion or answer is wrong. Student’s can analyze, think critically and then develop his or her own understandings of the topic. The teacher must remain unbiased when teaching this topic so student’s can eventually develop his or her own creative views and opinions on the subject being studied. The schools curriculum emphasizes the fact that student’s are to develop his or her own creative opinions in life that will eventually contribute to society. The curriculum also stresses the importance of developing critical thinking and the ability to reflect. Critical thinking is a useful skill for all subject and matter and life however, it is not something that can develop on its own. Through reflection, and sufficient amount of guidance, the student’s ability to think critically will develop and progress into life long knowledge. Moreover, new knowledge that is reflected upon and critically analyzed will be memorized competently.
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41

Powell, Mark E. "Papal infallibility as religious epistemology Manning, Newman, Dulles, and Kung (Edward Henry Manning, John Henry Newman, Avery Robert Dulles, Hans Kung) /." Ann Arbor, Mich. : ProQuest, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3196535.

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Thesis (Ph.D. in Religious Studies)--S.M.U.
Title from PDF title page (viewed July 12, 2007). Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 4067. Adviser: William J. Abraham. Includes bibliographical references.
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42

Ryan, Jack R. "Presuppositional apologetic models of the transcendental argument." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.

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43

Carreras, Carla. "L'herència deweyana: la Philosophy for Children de Matthew Lipman i les bases del coneixement." Doctoral thesis, Universitat de Girona, 1997. http://hdl.handle.net/10803/7823.

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L'objectiu d'aquest treball s'emmarca dintre del que tradicionalment s'ha anomenat teoria del coneixement, perquè pretén examinar alguns conceptes bàsics que fonamenten i participen en el procés de coneixement. Tot això, des duna perspectiva clarament pragmatista i, més específicament, deweyana.
Optar per una perspectiva clarament deweyana suposa una reformulació de nocions tradicionalment emprades per la filosofia en general i per la teoria del coneixement en particular. Els primers conceptes afectats són els de "filosofia" i "coneixement", que hauran de ser reconstruïts.
Però si la noció de coneixement ha de ser replantejada, també ho haurà de ser la qüestió de les seves bases: en el millor dels casos, les bases tradicionals del coneixement no podran ser interpretades com fins ara; en el pitjor dels casos, caldrà substituir-les per noves bases. És evident que no es pot construir un nou edifici sobre vells fonaments. Així, l'anàlisi de les bases del coneixement haurà d'incidir en les diferències respecte a la interpretació tradicional del coneixement.
Aquesta investigació estableix, com a hipòtesi inicial, que la noció reconstruïda de coneixement té com a condicions de possibilitat - el que hem anomenat "bases del coneixement" - l'experiència, la comunitat de recerca i el judici. Si és cert que són condicions de possibilitat del coneixement, aleshores haurien d'aparèixer com a nocions fonamentals de qualsevol teoria del coneixement - sempre que s'acceptin d'entrada els pressupòsits pragmatistes.
D'altra banda, el coneixement sempre ha estat vinculat a l'educació. Així, segons la visió tradicional, el coneixement era substancial, mentre que l'educació (identificada amb la instrucció) era el procés pel qual s'adquiria aquesta fi-en-si.
Ara bé, que el coneixement ja no sigui substancial sinó instrumental no significa que desaparegui la seva íntima relació amb l'educació, sinó que - necessàriament - es replantegi: l'educació passa a ser el procés obert, social, de diàleg, en el qual es desenvolupa el coneixement; un coneixement que ja no és un fi-en-si sinó que retroalimenta el mateix procés "educatiu", enriquint-lo.
Hem dit que les condicions de possibilitat del coneixement són l'experiència, la comunitat de recerca i el judici. Però, alhora, aquests resulten ser també els fonaments filosòfics de l'educació; respondre realment a les necessitats dels individus i de la societat.
Experiència, recerca, diàleg i judici sorgeixen tant de la mateixa naturalesa de la filosofia com de la naturalesa de l'educació. Són alhora elements d'una filosofia reconstruïda i assumpcions del paradigma reflexiu en l'educació. Així doncs, podríem dir que el judici, l'experiència de l'individu i la comunitat de recerca (aquesta en tant que context en què es donen el diàleg filosòfic i la recerca) esdevenen pressupòsits inevitables de la "nova" filosofia i de la "nova educació. "Aprendre a pensar pel propi compte" - que apareix com a l'objectiu de l'educació - suposa atendre a totes i cadascuna d'aquestes bases.
En aquest context, la filosofia o teoria de l'educació esdevé una teoria filosòfica del coneixement: una reflexió sobre el coneixement i el pensament, sobre les condicions de possibilitat del coneixement, sobre els seus límits.
Aquest plantejament s'enfronta explícitament a altres alternatives força més comunes i que volem intentar d'evitar:
-un estudi de la filosofia de l'educació i/o de la teoria del coneixement simplement historicista, com a mer compendi de teories i autors ordenats més o menys cronològicament;
-una reflexió abstracta sobre el coneixement, sense cap mena de contrastació empírica;
-una investigació sociològica sobre el coneixement en el qual es privilegiïn els condicionaments sociològics (que no vol dir necessàriament socials) de l'adquisició del coneixement basant-se en realitats culturals i educatives existents però oblidant tot fonament filosòfic; o
-una teoria sobre el coneixement de caire marcadament psicologista.
Per tal d'evitar fer hipòtesis i reflexions en el buit, concretem el nostre estudi en un projecte concret: Philosophy for Children, perquè entenem que és una teoria del coneixement portada a la pràctica filosòfica; que posa en joc, doncs, les mateixes bases que garanteixen el coneixement.
Així, aquesta investigació no és solament una reflexió sobre les bases epistemològiques de Philosophy for Children, ni una apologia del projecte, sinó que pretén posar i analitzar les bases d'una visió més global del coneixement prenent en consideració totes les seves vessants. En aquest sentit, Philosophy for Children en és útil en la mesura que serveix de suport concret per a la nostra anàlisi.
Així doncs, establim que les bases del coneixement - en la seva acceptació pragmatista - són tres: experiència, comunitat de recerca i judici. Alhora, aquests elements són també condicions d'una educació reflexiva. Queden així estretament vinculades la filosofia i l'educació.
Confirmar aquestes hipòtesis suposa una sèrie de passos:
1r. Analitzar la noció de filosofia que hi ha al darrera d'aquesta concepció del coneixement. No pretenem que les nostres conclusions siguin vàlides universalment (trairíem el mateix esperit pragmatista!) sinó solament que ho són en l'espai que queda delimitat per una determinada manera d'entendre la filosofia.
2n. Investigar cadascuna de les bases del coneixement en el context de les filosofies de Dewey i , especialment, de Lipman per tal d'oferir-ne una interpretació i veure en quina mesura es vinculen amb el coneixement. Això suposarà, en algun cas, recórrer a algun altre autor, per tal d'afinar més en la demarcació del concepte en qüestió.
3r. Clarificar el concepte d'educació relacionat amb el coneixement i establir els lligams corresponents amb cadascuna de les bases analitzades.
Un cop fets aquests passos esperem que quedarà manifest que l'experiència, la comunitat de recerca i el judici són bases del coneixement i, alhora, elements essencials de qualsevol procés educatiu.
Tot això, a més, ha d'anar acompanyat de l'exigència d'un paper actiu del filòsof en el procés educatiu. No n'hi ha prou amb "baixar la filosofia del cel a la terra"; cal que, a més, aquest descens repercuteixi en la manera com l'home es relaciona amb els altres i amb el seu entorn. Només així podrà ser superat el vell dualisme entre pensament i acció.
This research deals with the bases of knowledge. We concentrate in the concept of knowledge from a pragmatist point of view (and, specifically, from a deweyan perspective). We look for the possibility conditions of an instrumental and naturalistic knowledge. In order to avoid a treatment of the subject in a merely abstract way, we focus our attention on a concrete project, Matthew Lipman's Philosophy of Children.
We work out the hypothesis according to which the concepts of experience, community of inquiry, and judgment constitute the necessary bases of knowledge. So, we analyze these notions in Lipman's project from a deweyan perspective in order to see how they can construct knowledge.
The analysis of these notions implies also the reconstruction of the concept of philosophy itself, which is now intimately related to education. This is the only way to overcome the dualism between theory and practice, against which Dewey always fought.
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44

Santos, George França dos. "A produção e concepção de conhecimento segundo os professores em ambientes hipermidiáticos de aprendizagem: uma análise a partir do olhar da experiência." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/9968.

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Made available in DSpace on 2016-04-27T14:31:57Z (GMT). No. of bitstreams: 1 George Franca dos Santos.pdf: 2571457 bytes, checksum: fd66cff2dbe9dcb259c27b2a674d88fe (MD5) Previous issue date: 2006-12-15
The present work is an investigation about some different conceptions on the production of knowledge in Learning Hypermedia Environments. This knowledge has fundamental characteristics inside the educational contemporary context, regarding the information and communication technologies and languages advances. In this context, we seek to study and to verify those characteristics. The thesis is based on John Dewey's educational theories and had its support and object of study in a interaction group of developed compose by university teachers. They were interviewed and invited to join a debate forum, which central theme was the production of knowledge, its characteristics, its processes and the differences between its presencial and online modalities. In its five chapters all the processes were documented, including historic register, theoretical references, methodological principles, the analysis of the study and, at last, our own conclusions about the work. These elements pointed to the conclusion that the knowledge is produced inside the Learning Hypermedia Environments (LHE), but there are a series of conflicts and emergent issues that, in some cases, makes its production harder. This final conclusion is the result of the analysis of the teachers' reports about the LHE together with our own opinions about the related cases
O presente trabalho trata de um estudo sobre algumas das formas de concepção sobre a produção do conhecimento em Ambientes Hipermidiáticos de Aprendizagem. Conhecimento esse que possui características fundamentais dentro do contexto contemporâneo educacional, tendo em vista os avanços nas linguagens e tecnologias da informação e comunicação. Dessa maneira, buscamos questionar, estudar e verificar tais características. A tese é fundamentada nas teorias educacionais do filósofo-educador John Dewey. Teve como suporte e objeto de estudo um conjunto de medições desenvolvidas por um grupo de professores universitários. Docentes que foram entrevistados e convidados a participar de um fórum de debates, cuja temática central era a produção do conhecimento, suas características, seus processos e por fim as diferenciações entre as modalidades presenciais e online. Em cinco capítulos, são narrados todos os processos que incluem o histórico, os referenciais teóricos, os princípios metodológicos, a apreciação de estudo de caso e por fim nossas próprias análises conclusivas do trabalho. Os elementos trazem a visão de que o conhecimento é produzido nos AHA, mas, no entanto, existe uma série de conflitos e questões emergentes que, em alguns casos, dificultam a sua produção. Essa observação conclusiva é o resultado da análise dos relatos dos professores sobre o AHA, junto à nossa apreciação frente aos casos estudados
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45

Lecas, Julie. "Méditation scientifique et impuissance mélancolique de la Trilogie de Samuel Beckett à la tétralogie scientifique de John Banville." Thesis, Paris 3, 2014. http://www.theses.fr/2014PA030069.

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Cette thèse examine la pertinence d’une filiation beckettienne chez John Banville, et propose d’envisager les apparentes divergences d’écriture comme les manifestations d’une même affection mélancolique : en effet, l’économie beckettienne et la profusion banvillienne pourraient constituer deux produits d’une écriture placée sous le signe du double et du décalage. John Banville poursuit à sa manière le projet beckettien de l’esthétique de l’échec : il illustre, à l’instar de son devancier, l’impossibilité de concilier deux images contradictoires de la réalité, celle, idéale, d’une pensée conduite selon les règles de la science, et cette autre, proliférante, instable, de la matière même. Le principe selon lequel le double dégradé de l’idéal met en échec toute tentative d’ordonner les données du réel sous-tend et caractérise les œuvres de ces deux écrivains, que rassemble une même fascination pour la science et ses systèmes de pensée. Le fossé séparant idéal et contingence, ordonnancement de la pensée et chaos matériel, y abrite la source d’une écriture mélancolique. L’analyse du discours pseudo-scientifique, qui dans le même mouvement témoigne d’une volonté affichée d’apprivoiser le réel et révèle l’instabilité fondamentale de l’être et du langage, permet de mettre au jour une filiation mélancolique. C’est cette filiation que l’on peut suivre en observant les persistances visuelles et auditives, et plus largement la perpétuation du ressassement de la pensée spéculative : les images, voix et pensées de l’impuissance font perpétuellement retour au sein des œuvres, mais également d’une œuvre à l’autre, et de Beckett à Banville
This thesis tries to uncover a literary filiation between Samuel Beckett and John Banville, with particular emphasis on Beckett’s Trilogy and John Banville’s scientific tetralogy. It proposes to consider their apparently diverging modes of writing as two manifestations of the same melancholy affection: the economy of means in Beckett and its profusion in Banville could be regarded as two modes of literary production characterized by discrepancy and error. John Banville follows the Beckettian project of an esthetics of failure – like his predecessor, he illustrates the impossibility of successfully combining two contradictory images of reality, one an ideal image driven by thought mechanisms modelled on scientific procedures, and the other, a buzzing, instable image of matter itself. The principle whereby the degraded double of the ideal necessarily defeats every attempt at ordering the data of reality underpins and defines the works of the two writers, displaying a fascination for science and systems of thought. In their fiction, the gap between ideal and contingency, between thought processes and material chaos, is the source of a melancholy inspiration. The analysis of pseudo-scientific discourse, which both testifies to a determination to gain control over chaotic reality and reveals the fundamental instability of being and language, allows us to uncover a link between the two writers, based on melancholy. This legacy can then be evidenced through the observation of the same visual and auditory perceptions, and more largely the perpetuation of boundless speculation: images, voices, and thoughts of impotence recur throughout the works, but also from one work to the next, and from Beckett to Banville
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46

Bobeczko, Daniel S. Jr. "A Phenomenological Study of Kindergarten Teacher Perceptions of Standardized Testing and its Influence on Curriculum, Instruction, and Assessment." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1449343351.

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47

Robin, Fabre Anne-Sophie. "Contra Thomam : un aperçu de l’antithomisme à la fin du XIIIe siècle et au début du XIVe." Thesis, Paris 4, 2013. http://www.theses.fr/2013PA040101.

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Cette thèse porte sur la pertinence du concept historiographique d’ « antithomisme » appliqué à l’histoire intellectuelle de la fin du XIIIe siècle et du début du XIV. Elle se compose d’une première partie sur le contexte historique de la période 1274-1323 et sur l’émergence de débats dans de nombreux centres intellectuels consacrés à l’héritage de la doctrine de Thomas d'Aquin. Elle s’attache pour cela à mettre en avant les différentes discussions qui apparaissent lors de la première réception des œuvres de Thomas d'Aquin : censures, polémiques entre dominicains et franciscains, apparition de législation sur la lecture des ses œuvres, etc. Le travail se poursuit, dans une seconde partie, avec l’étude plus approfondie de deux auteurs de la fin du XIIIe siècle ayant été qualifiés d’ « antithomistes » par l’historiographie contemporaine : Roger Marston, OFM, et Dietrich de Freiberg, OP. Leur rejet de la noétique thomasienne est ici étudié dans son aspect doctrinal et textuel
The purpose of this PhD is to examine the accuracy of the concept of « antithomism » when applied to late XIIIth and early XIV th intellectual history. I firstly adress the historical context, from 1274 to 1324, and the arguments involving the theaching of Aquinas in various intellectual domains. In doing so I underline the various debates that occur about how to understand Aquinas(work looking specifically at censorship, the controversies between Franciscans and Dominicans and first rules about the various readings of Aquinas’works. The second part goes into further depth about the work of two scholars of the late XIIIthe century, who have been frequently labelled « antithomists » in today’s historiography : Roger Marston, OFM, and Dietrich of Freiberg, OP. I intend to examine how they refuse Thomas’noetic, from both a doctrinal and textual point of view
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48

Gilon, Odile. "Essentia indifferens: études sur l'antériorité, l'homogénéité et l'unité dans la métaphysique de Jean Duns Scot." Doctoral thesis, Universite Libre de Bruxelles, 2009. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210227.

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Ce travail porte sur l'application et l'utilisation par Jean Duns Scot de la théorie de l'indifférence de l'essence, issue du péripatétisme arabe, et se donne pour enjeu d'en comprendre le fonctionnement conceptuel. Solution conjointe aux questions de la constitution ontologique des choses, des rapports entre le langage et la réalité et du mode d'appréhension des notions générales dans l'abstraction, la théorie de l'indifférence de l'essence sert de sous-bassement à la métaphysique de Duns Scot. C'est au moyen de cette théorie qu'il est possible, comme le montre cette recherche, de relire certains grands thèmes de la métaphysique scotiste: la théorie de la nature commune et de l'haeccéité, la connaissance abstractive (cognitio abstractiva), et la théorie de la non identité formelle. Le travail tente surtout de dégager le caractère proprement méthodologique de la théorie des trois états de l'essence (triplex status essentiae), répondant à la question du statut de l'essence indifférente, à celle des prédicats d'ordre supérieur et au problème de la séparation dans l'abstraction.
Doctorat en Philosophie
info:eu-repo/semantics/nonPublished
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49

Hart, M. J. Alexandra. "Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery." Thesis, University of Canterbury. Social and Political Sciences, 2010. http://hdl.handle.net/10092/5294.

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This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science. The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do. Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process. It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact. The hypothesis that CFS is a disorder of action is investigated in detail. A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported. It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact. On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment. The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency. Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches. Category theory is proposed as a foundation for a mathematisation of phenomenology.
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50

LAFORTUNE, DIANNE. "Theory, Research, and Practice: Developing a Model for Teaching Mathematics." Thesis, 2009. http://hdl.handle.net/1974/1766.

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Dewey provides a rich context in which to develop an understanding of education as growth. By developing an understanding of education as growth, educational research can be incorporated into that context so that a more comprehensive model of education may be considered. Education as growth suggests that education is about progress rather than end states. The knowledge and skills of inquiry must be understood as part of an interconnected whole that includes the physical, social, and intellectual growth of the individual and the community. The role of inquiry in the development of concepts and habits that foster the intellectual and cultural growth of the individual and community are discussed. The work of researchers on math learning disabilities is presented and examined in light of Dewey’s concepts of growth and inquiry so that the educational needs of students with math learning disabilities might be included in a model of education. The quality of the educational experiences of students with math learning disabilities has significant implications for the growth and development of all students, parents, teachers, researchers, and the community.
Thesis (Master, Education) -- Queen's University, 2009-04-16 19:58:52.504
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