Dissertations / Theses: 'Modern epistemoloj'

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Paul, Ryan Singh. "The Unknowing Self: Knowledge, Ignorance, and Early Modern Subjects." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194293.

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This dissertation explores the role of ignorance in the process of early modern self-fashioning. Renaissance historiography has, by and large, been based on a Cartesian-cum-Hegelian understanding of the subject as a subject of knowledge. An individual's recognition of her self-motivated agency, her power to act as an independent self, has been read as the product of the generation of knowledge and epistemologies that assert human ability to pursue and master knowledge. Critical theories of subjectivity have challenged the humanist subject and its epistemological foundations, but ignorance and the unknown have rarely been theorized as anything more than empty spaces to be invaded and filled by knowledge. Building on recent philosophical and cultural materialist investigations into knowledge, ignorance, and the subject, my work studies how ignorance can operate as a positive force in the production of the self and how, paradoxically, knowledge can erode the epistemological foundations of subjectivity. Primarily focused on the literature of early modern Europe, this dissertation advances the study of early modern subjectivity as well as the relationship between epistemology and the self as perceived in contemporary theory by tracing the hitherto ignored operations of ignorance and complicating the assumption of a teleological connection between knowledge and subjectivity. In particular, the major areas of study are: how hegemonic discourses produce not only knowledge but also ignorance in order to stabilize the existence and authority of social hierarchies and empowered subject; how the creation and pursuit of knowledge outside of these demarcations can erode the foundations of social identity and individual subjectivity by revealing the fiction of cultural "truths"; how cultural spaces of ignorance can provide disempowered individuals opportunities for resistance and self-fashioning against socially prescribed norms; and how submission to or acknowledgment of one's own ignorance can become internalized as an essential part of a subjectivity that does not rely on knowledge as a form of power.

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Corbiniano, Simone Alexandre Martins. "Saber escolar e valores da razão: epistemologia histórica e conhecimento de escola." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5160.

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-29T09:54:36Z No. of bitstreams: 3 Tese - Simone Alexandre Martins Corbiniano - 2015 (1).pdf: 19879064 bytes, checksum: ccecc1ab3b10947234a7579c085a9d41 (MD5) Tese - Simone Alexandre Martins Corbiniano - 2015 (2).pdf: 4455213 bytes, checksum: 94356b8846be83e044cbfff09da36b7b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-29T09:56:35Z (GMT) No. of bitstreams: 3 Tese - Simone Alexandre Martins Corbiniano - 2015 (1).pdf: 19879064 bytes, checksum: ccecc1ab3b10947234a7579c085a9d41 (MD5) Tese - Simone Alexandre Martins Corbiniano - 2015 (2).pdf: 4455213 bytes, checksum: 94356b8846be83e044cbfff09da36b7b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Made available in DSpace on 2016-01-29T09:56:35Z (GMT). No. of bitstreams: 3 Tese - Simone Alexandre Martins Corbiniano - 2015 (1).pdf: 19879064 bytes, checksum: ccecc1ab3b10947234a7579c085a9d41 (MD5) Tese - Simone Alexandre Martins Corbiniano - 2015 (2).pdf: 4455213 bytes, checksum: 94356b8846be83e044cbfff09da36b7b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-26 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES This thesis... A presente tese...

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Khatami, Mahmoud. "The unitary consciousness : toward a solution for the ontological crisis in modern theories of the self." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1128/.

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The overall aim of this research project that is done in the field of Phenomenology and Ontogenetic Epistemology, is to investigate the possibility of employing the Illuminative elements for solving the Ontological Crisis in Western epistemology of the self. Descartes, the father of modern western thought, gave through his Meditations a priority to Cogito over Sum, and this historically became a turning point for the movement that crystallised in Kant's Copernican Revolution by which metaphysics was identified with epistemology indicating that epistemology can thereafter be considered without any need for ontology. One of the immediate consequences of detaching epistemology from ontology in this history has in the main been the dismissal of the 'being' of the self in modern theories. In parallel to the existential phenomenology's purport to supply this lack in modern epistemology of the self, this research attempts in its own way to achieve a solution by delving into the Persian Illuminative school and by seeking even to assign a new role to its philosophical system to gain a new vision of the self and consciousness. To remedy, first a reconstruction of the Illuminative Method is introduced. This embodies the claim that although legitimate in itself, epistemology that is based upon the theory of essence cannot be detached from ontology. This method ultimately appeals to a very subtle and special field, the Ontetic Field, under which everything is reduced to Being and is grounded by it. Applying of this method provides an entry to considering the problematic of the self in the ontetic field in which the being of the self is encountered as an epiphany of Being that is immersed in and, at the same time, present to Being. The keen relation of 'Being' and the 'being' of the self is exposed as a performative, existential experience called the unitary consciousness. This moment implies that there is no subject (mind, etc.) in modern subjectivistic sense; the subject is only a self as unitary consciousness. In this context, the Illuminative philosophy is also directed to answering some major problems that arise from modern subjectivism, including our consciousness of private states (esp. senses and body), reflective (ISubject-Objectlive) knowledge and our grasping of the reality of objects. On this basis, some immediate conclusions are set forth, including (i) a refutation of a triple trap which follows from the ontological crisis: skepticism, solipsism and idealism; (ii) the agreement of the Illuminative theory with common sense; and (iii) a suggestion as to how one could read the authors of modern theories of the self in an Illuminative context.

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Fontenot, M. Christian-Gahn. "Empire, Imagined Nature, and the Great White Horizon| Polar Discourse, Transition, and the Sublime in Mid-Victorian and Modern Imperial British Culture." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1592997.

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This project seeks to understand the relationship between discursive practices and the conceptions of nature, heroism, and masculinity found in Victorian and modern Imperial British culture. It does this by tracing two interwoven stories that materialized in the North and South Poles. The first being concerned with how polar landscape was perceived and created as Sublime by the discursive practices of explorers, authors, artists, and the press. The second being concerned with how polar discourse was used and influenced by British imperial rhetoric. In such a context, there was an opportunity for the British Empire to create a space that reclaimed and “proved” the unchanging presence of mid-Victorian Britishness. Even in its decline, the Empire was able to push forth the idea that modernism, war, and flux would not hold sway over the British spirit itself. Relying on expedition narratives, literary publications, paintings, and press coverage, this work highlights the importance (and fluidity) of intellectual concepts and their influence over the way that space was imagined by the British. Ultimately, the project seeks to lend insight into the significant connection between polar discourse and World War I discourse, showing how the mythological way of imagining the poles became a catalyst for imagining indescribable spaces of horror during the most destructive war in European history.

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Kennedy, Claire Renee. "Powerful Arms and Fertile Soil: English Identity and the Law of Arms in Early Modern England." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/17032.

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This thesis argues that the status and authority of the English gentleman is derived from the uniquely English interpretation and administration of the Law of Arms by the officers of the College of Arms — the heralds. This research examines questions of honour, genealogy, and law, as they were understood by the heralds, and their role in creating an English identity during the early modern period. The work of Simon Schaffer and Steven Shapin demonstrated that the role of the English gentleman was crucial to the origins of early modern science, in the establishment of truth in “matters of fact.” If, following Schaffer and Shapin, gentlemen played a central role in the social construction of facts, I argue that the College of Arms played a central role in the construction of gentlemen. Through the process of Visitation — which involved historical, genealogical, and chorographical investigation — the heralds ascertained who was gentle, and who was not. While the English gentleman could determine what was legitimate knowledge, it was the heralds who possessed the experience and expertise to determine who was a member of that social class; and the empirical practices for which the English gentleman scientist has been lauded, of “taking no-one’s word for it” and “seeing for oneself” already existed in the process of Visitation undertaken by the heralds, particularly those knowledgeable in the study of antiquities. Relationships between blood, honour, gender, and climate meant that the bodily and cultural identity of the English gentleman was firmly embedded in the English land.

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Acar, Zeliha Burcu. "The Underground Man Of The 19th Century: A Comparative Study On Nietzsche And Marx." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615674/index.pdf.

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In this thesis I searched for an Underground Man in Nietzsche and Marx. My search depends on an epistemological ascertainment. Kant&rsquo s argument that the human mind cannot achieve knowledge of the thing-in-itself lies in the background of my thesis. I think that this argument is connected with the origins of modern philosophy. My thesis is concentrated on the 19th century. I perceived that with Kant&rsquo s argument the fact that we can know this world within a subjective framework is emphasized especially in this century. The emphasis on a subjective framework is grounded on Kant&rsquo s philosophy. This emphasis has a significant role in the epistemological arguments of Nietzsche and Marx. They also insist on the role of subjective contribution in knowledge. However their attitude towards epistemology is different from Kantian philosophy in that they emphasize social, historical and economical conditions. Thus, I call attention to the fact that they transpose epistemology into a social and historical context. My conception of the Underground Man is born in this social context. My thesis aims at making room for an analysis of the Underground Man who is conceived in opposition to the Kantian understanding of the subject, in the context of are Nietzsche&rsquo s and Marx&rsquo s social and epistemological analyses.

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Bäcklund, Jimmy Ulf Anti-Krister. "Reciprok egoism, skeptisk empirism och modern fysikalism : Titelförslag på några principer och diskurs kring dessas korrelation." Thesis, Linköpings universitet, Avdelningen för kulturvetenskaper, KVA, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96930.

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Denna essä är en ontologisk och epistemologisk undersökning av bland annat etiska och medvetandefilosofiska implikationer av en konsekvent fysikalistisk hållning. I detta kontrasteras mot en transcendentalistisk hållning, som den av T. M. Scanlon, den skeptiska empirismen av David Hume, reciprokt baserade moraliska system (e.g. J. L. Mackies självreferentiella altruism) samt en medvetandesyn i linje med Galen Strawsons kriterier för en realistisk fysikalism som i min mening löser alla så kallade psykofysiska problem. This paper contains an ontological and epistemic analysis of the implication of a consistently physicalist view of reality. This in polemic contrast with transcendentalist positions as that of T. M. Scanlon. I follow along the lines of a sceptical empiricism that I ascribe to Hume and from which, I argue, consistently follows guidelines as set by for example J. L. Mackie and Galen Strawson on topics of self-referential altruism and realistic physicalism respectively.

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Júnior, Luiz Carlos Gonçalves de Oliveira. "Vertigo, a teoria artística de Alfred Hitchcock e seus desdobramentos no cinema moderno." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/27/27161/tde-29062015-123125/.

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A tese investiga a recorrência do filme Um corpo que cai (Vertigo, 1958), de Alfred Hitchcock, como esquema matricial de uma reflexão meta-artística que, tomando como objeto a própria imagem (cinematográfica, pictórica, fotográfica, digital), atravessa toda a história moderna do cinema. Depois de definir e analisar a teoria artística proposta por Vertigo, a tese verifica os desdobramentos dessa teoria em uma série de filmes realizados desde o começo da década de 1960 até os anos 2000. Dentre os filmes analisados se acham La Jetée (Chris Marker, 1962), Blow up (Michelangelo Antonioni, 1966), Trágica obsessão (Obsession, Brian De Palma, 1975), Special Effects (Larry Cohen, 1984), Síndrome mortal (La Sindrome di Stendhal, Dario Argento, 1996), Estrada perdida (Lost Highway, David Lynch, 1997), A prisioneira (La captive, Chantal Akerman, 2000) e Na cidade de Sylvia (En la ciudad de Sylvia, José Luis Guerín, 2007). The thesis investigates the recurrence of Alfred Hitchcock\'s Vertigo (1958) as the matrix scheme of a meta-artistic reflection that crosses all the modern history of cinema. It includes a series of films whose subject is the image itself (cinematographic, pictorial, photographic, as well as digital image). After defining and analyzing the artistic theory proposed by Vertigo, the thesis verifies the developments of this theory in many modern and contemporary films made since the beginning of the 1960\'s. Among the films analyzed one will find La Jetée (Chris Marker, 1962), Blow up (Michelangelo Antonioni, 1966), Obsession (Brian De Palma, 1975), Special Effects (Larry Cohen, 1984), The Stendhal Syndrome (Dario Argento, 1996), Lost Highway (David Lynch, 1997), La captive (Chantal Akerman, 2000), and In the city of Sylvia (En la ciudad de Sylvia, José Luis Guerín, 2007).

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Francelin, Marivalde Moacir. "Configura??o epistemol?gica da Ci?ncia da Informa??o no Brasil em uma perspectiva P?s-Moderna." Pontif?cia Universidade Cat?lica de Campinas, 2004. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/760.

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Made available in DSpace on 2016-04-04T18:36:15Z (GMT). No. of bitstreams: 1 MARIVALDE MOACIR FRANCELIN.pdf: 1115572 bytes, checksum: 31147c5d2e2e5b8447724f3f93f6ab2f (MD5) Previous issue date: 2004-02-20 Science in postmodernity reflects the scientific revolutions occurred in the end of the XIX century and in the beginning of XX century. The paradigmatic ruptures and crises provided the debate around a new science that develops in relational contexts of complexity. The changes, that also include new relations of the subject with the object, take part in the process of suspicion of traditional reason, suggesting the necessity of an open theory to the transversal of thought and to almost all the events that lead to conceptual and methodological plurality. This is the context in which this research about Information Science is developed. In this sense, the objective of this work is to analyse the scientific statute of Information Science in postmodernity. First, it was adopted an epistemological approach, tracing a synthesis of the development of the western scientific philosophical thought until postmodernity. Following, it was proceeded the survey and the analysis of articles selected in journals devoted to Information Science in Brazil, in the period of 1972-2002. 37 texts were selected in accordance with a set of categories established from the theoretical reference framework of the research. It was evidenced that, in this period, little research about epistemological questions related to the characteristics of the scientific philosophical thought of Information Science in postmodernity in Brazil. A ci?ncia na p?s-modernidade reflete as revolu??es cient?ficas ocorridas no final do s?culo XIX e in?cio do s?culo XX. As rupturas e crises paradigm?ticas proporcionaram o debate em torno de uma nova ci?ncia, na qual o desenvolvimento do conhecimento se processa atrav?s de contextos relacionais e de complexidade. A mudan?a na rela??o do sujeito com o objeto toma parte no processo de desmistifica??o da raz?o, sugerindo a necessidade de uma teoria do conhecimento aberta ? transversalidade de pensamento e a quase todos os eventos de ordem e de desordem que conduzam a uma pluralidade conceitual e metodol?gica. Este ? o contexto no qual se procura pensar a Ci?ncia da Informa??o. Nesse sentido, o principal objetivo deste trabalho ? analisar o estatuto cient?fico da Ci?ncia da Informa??o na p?s-modernidade. O procedimento adotado partiu de um estudo epistemol?gico, tra?ando uma s?ntese do desenvolvimento do pensamento filos?fico cient?fico ocidental at? a p?s-modernidade. A seguir, procedeu-se ao levantamento e a an?lise de artigos selecionados em peri?dicos da Ci?ncia da Informa??o no Brasil, do per?odo de 1972-2002. Foram utilizados 37 textos, selecionados de acordo com um conjunto de categorias estabelecidas a partir do referencial te?rico da pesquisa. Constatou-se que, neste per?odo, pouco se discutiu, em Ci?ncia da Informa??o no Brasil, sobre as caracter?sticas relacionadas ao pensamento (filos?fico) cient?fico na p?s-modernidade.

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16

Londono, Diego. "Le dispositif pharmaceutique et le médicament psychotrope dans la formation du nouveau paradigme de la psychiatrie moderne." Thesis, Rennes 2, 2012. http://www.theses.fr/2012REN20031.

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C’est à partir de l’idée des «paradigmes» en psychiatrie, formulée par le psychiatre G. Lantéri-Laura, que nous proposons la thèse du paradigme actuel de la psychiatrie, celui qui prédominerait dans la nosologie, la clinique, l’épidémiologie, la théorie et les traitements du champ psy. Suivant la thèse et la présentation de Lantéri-Laura des trois premiers paradigmes qu’il identifie, nous formulons, par hypothèse, l’existence d’un «Quatrième paradigme», qui est tributaire de l’apparition du premier médicament psychotrope, de la psychopharmacologie et de ce que nous appelons le «dispositif pharmaceutique». Ces nouveaux éléments et dispositifs auront des conséquences dans la clinique et le diagnostic, et dans la nosologie et la critériologie actuelles de tout le champ de la psychopathologie. Même si un champ du savoir psychiatrique préexiste à ce dispositif, c’est ce dernier qui va faire basculer ce champ, le transformer, redessiner ses contours et déclencher la rupture avec les éléments établis précédemment par la psychiatrie classique et la psychanalyse. Ce remaniement produira de nouvelles conceptions des «troubles»: il s’agit de ce que nous dénommerons des «troubles pharmaco-modifiés» et des «troubles pharmaco-déduits» ou «nouveaux syndromes». En outre, ces dispositifs modifieront à tout jamais la manière dont on conçoit les psychothérapies et les divers traitements inclus dans la praxis du champ «psy». Le dispositif pharmaceutique et la brèche ouverte par le médicament vont aussi remanier et permettre la parution de nouvelles formes des psychothérapies. L’incidence de la médecine des preuves sur la psychothérapie et la naissance depuis une vingtaine d’années des thérapies appuyées sur des épreuves empiriques (majoritairement thérapies cognitivo-comportementales), auront comme conséquence l’entrée d’un courant de pensée psychothérapeutique propre au Quatrième paradigme According to the idea of Ŗparadigmsŗ in psychiatry, formulated by psychiatrist G. Lantéri-Laura we propose the thesis of the current Ŗparadigmŗ of psychiatry, which predominates in the nosology, the clinics, the epidemiology, the theory and the treatments of the psychological field. Following the thesis and the presentation of Lantéri-Laura of the first three paradigms he identifies, we formulate, by hypothesis, the existence of a ŖFourth paradigmŗ, which is a result of the appearance of the first psychotropic drug, of psychopharmacology and of what we call the Ŗpharmaceutical apparatus.ŗ These new components and devices will have consequences in the clinical diagnosis, the nosology and the current criteria in all the field of psychopathology. Even if a field of psychiatric knowledge pre-exists this apparatus, it is the latter that will shake up this field, transform it, reshape its contours and trigger the rupture with the elements previously established by classical psychiatry and psychoanalysis. This overhaul will produce new types of Ŗdisordersŗ: this is what we will call Ŗpharmaco-modified disordersŗ and Ŗpharmaco-derived disordersŗ or Ŗnew syndromesŗ. Moreover, these apparatuses will change forever how one conceives psychotherapy and the various treatments included in the praxis of the psychological field. The Ŗpharmaceutical apparatusŗ and the breach opened by the drug will also redesign and allow the emergence of new forms of psychotherapy. The incidence of evidence-based medicine on psychotherapy and the rise in the last twenty years of empirically supported therapy (mainly cognitive behavior therapies) will result in the entry of a school of psychotherapeutic thought that belongs to the ŖFourth paradigm

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De, Scheemaekere Xavier. "Essays in mathematical finance and in the epistemology of finance." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209938.

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The goal of this thesis in finance is to combine the use of advanced mathematical methods with a return to foundational economic issues. In that perspective, I study generalized rational expectations and asset pricing in Chapter 2, and a converse comparison principle for backward stochastic differential equations with jumps in Chapter 3. Since the use of stochastic methods in finance is an interesting and complex issue in itself - if only to clarify the difference between the use of mathematical models in finance and in physics or biology - I also present a philosophical reflection on the interpretation of mathematical models in finance (Chapter 4). In Chapter 5, I conclude the thesis with an essay on the history and interpretation of mathematical probability - to be read while keeping in mind the fundamental role of mathematical probability in financial models. Doctorat en Sciences économiques et de gestion info:eu-repo/semantics/nonPublished

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Frezza, Júnior Saccon. "Construção de modelos e teorias físicas : da mecânica clássica de Newton a mecânica relativística de Einstein : um estudo em epistemologia genetica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/115947.

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Esta pesquisa ressalta as contribuicões da teoria piagetiana para o campo da aprendizagem em Física. Ela objetiva entender, mediante situacao experimental, como os sujeitos relacionam os conhecimentos da mecânica clássica de Newton com os conhecimentos da mecânica relativística de Einstein. Embora a análise tenha sido realizada com conceitos da Física, o relacionamento entre diferentes teorias científicas pode ser estendido para as mais variadas áreas de conhecimento. Utilizando-se o Método Clínico piagetiano, foram propostas aos sujeitos situacões passíveis de serem entendidas como conflitantes, com o intuito de que novos dados pudessem ser assimilados. Quando da incorporacao, pelos sujeitos da pesquisa, de dados novos ao modelo explicativo, sucederam-se três consequências: aumento em extensao do modelo explicativo; aumento em compreensao do modelo explicativo; extincao do modelo explicativo surgindo, com isso, a possibilidade de elaboracao de um novo modelo. Desde os sujeitos que buscam explicar os novos dados exclusivamente com o modelo newtoniano (Modelo M), passando pelos que diferenciam dois modelos explicativos ao mesmo tempo em que distinguem duas realidades (Modelos M – Modelo M'), até os que relacionam os dois modelos explicativos por meio de uma totalidade que permite compreender o grau de generalizacao de cada modelo (Modelos M ↔ Modelo M'), o papel da novidade produzida por eles tornou-se evidente. A análise dos dados coletados para esta tese indica que a consciência da evolucao das teorias científicas, bem como suas possíveis relacões, é ponto de chegada de um longo processo que comeca por diferenciar, antes de relacionar, dois modelos explicativos. A emergência de um novo modelo surge no momento em que o modelo vigente nao mais consegue explicar situacões novas, integrar novos dados. A dificuldade de o sujeito compreender as causas da nao aplicabilidade do modelo vigente às novas situacões é o ponto de partida para sua reconstrucao ou até para a construcao de um novo modelo. Essa ideia se opõe a muitas metodologias de ensino utilizadas em sala de aula que consideram o aluno um receptáculo passivo destinado à aceitacao acrítica de teorias. As conclusões desta tese permitem, no âmbito educacional, uma reflexao sobre como deveria ser a abordagem da evolucao de teorias científicas em sala de aula e a sua importância para o avanco das ciências. This survey enhances the contributions of piagetian theory to the learning field of Physics. In an experimental situation, it aims an understanding on how individuals associate knowledge of classical newtonian mechanics with the knowledge of Einstein’s relativistic mechanics. Even though the analysis has been carried out with concepts of Physics, the relationship between distinct scientific theories can be understood for the most diverse fields of knowledge. Using the Piagetian Clinical Method, situations that could be understood as conflicting were proposed to the individuals with the purpose that new data could be assimilated. When the subjects of the survey internalized the new data of the explanatory model, there was a succession of three consequences: an increase in the extent of the explanatory model; an increase in understanding the explanatory model; extinction of the explanatory model arising, from that, the possibility of elaborating a new model. From the subjects in a search of explaining the new data with the newtonian model exclusively (M Model), through the ones that distinguish two explanatory models at the same time they recognize two realities (M Models –M' Model), and to the ones that connect the two explanatory models by means of a wholeness which allows the understanding of the extent of generalization of each model (M Models ↔ M' Model), the role of the novelty produced by them became evident. The analysis of the collected data to this thesis indicates that the awareness of the evolution of scientific theories and their possible relations are arrival point of a long process that starts in distinguish, before association, two explanatory models. The emergency of a new model arises when the current model cannot explain anymore new situations or integrate new data. The difficulty of the subject in understanding the causes of the non-applicability of the current model to the new situations is a starting point for the reconstruction or the construction of a new model. This idea opposes to a variety of methodologies of teaching used in classroom that consider the student a passive receptacle with no criticism to theories. The conclusions of this thesis allow, in the learning environment, discussion on how should be done the approach of the evolution of scientific theories in classroom and its importance to the progress of sciences. Esta pesquisa resalta las contribuciones de la teoría piagetiana para el campo de aprendizaje en Física. Ella objetiva entender, mediante la situacion experimental, como los sujetos relacionan los conocimientos de la mecánica clásica de Newton con los conocimientos de la mecánica relativista de Einstein. Aunque el análisis se haya realizado con los conceptos de la Física, la relacion entre distintas teorías científicas puede extenderse para las más variadas áreas de conocimiento. Utilizándose el Método Clínico piagetiano, fueran propuestas a los sujetos situaciones pasibles de ser entendidas como conflictivas, con el objetivo de que nuevos datos se puedan asimilar. Cuando da incorporacion, por los sujetos de la investigacion, de nuevos datos de modelo explicativo, se sucederán tres consecuencias: aumento en extension del modelo explicativo, aumento en comprension del modelo explicativo; extincion del modelo explicativo surgiendo con eso, la posibilidad de elaboracion de un nuevo modelo. Desde los sujetos que buscan explicar los nuevos datos exclusivamente con el modelo newtoniano (Modelo M), pasando por los que se diferencian de los modelos explicativos al mismo tiempo en que se distinguen dos realidades (Modelos M – Modelo M'), hasta que los relacionen los dos modelos explicativos por medio de una totalidad que permite comprender el grado de generalizacion de cada modelo (Modelos M ↔ Modelo M'), el papel de la novedad producida por elles se convirtio evidente. El análisis de los datos colectados para esta tesis indica que la evolucion de las teorías científicas, bien como sus posibles relaciones, es el punto de llegada de un nuevo proceso que empieza por diferenciar, antes de relacionar, dos modelos explicativos. La emergencia de un nuevo modelo surge en el momento en que el modelo vigente no consigue más explicar situaciones nuevas, integrar datos nuevos. La dificultad del sujeto comprender las causas de la no aplicabilidad del modelo vigente a las nuevas situaciones es el punto de partida para su reconstruccion o hasta para la construccion de un nuevo modelo. Esa idea si opone a muchas metodologías de enseñanza utilizada en clase que considera el alumno un receptáculo pasivo a una aceptacion acrítica de las teorías. Las conclusiones de esta tesis permiten, en el ámbito educacional, una reflexion sobre como debería ser la abordaje de la evolucion de las teorías científicas en clase y su importancia para el avanzo de las ciencias.

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Silveira, Fernando de Almeida. ""Michel Foucault e a constituição do corpo e da alma do sujeito moderno"." Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-17052004-120350/.

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A obra de Michel Foucault destaca a relevância do corpo e da alma como sustentáculos das forças de poder e de saber, que se articulam estrategicamente na história da sociedade ocidental. A corporeidade ocupa uma posição central na obra de Foucault, ressaltando-a enquanto realidade bio-política-histórica, "interpenetrada de história" e como ponto de apoio de complexas correlações de forças, sobre a qual incidem inúmeras conformações discursivas produtoras de "verdades", que tanto podem reafirmar como recriar o sentido do corpo presente ou a sensibilidade individual/coletiva nele imanente. Esse é o espaço de formação da alma sobre a qual Foucault desenvolve uma genealogia da alma moderna, caracterizando-a como o correlativo atual de uma certa tecnologia do poder sobre o corpo, e também considerando que não é a atividade do sujeito de conhecimento que produziria um saber, útil ou arredio ao poder, mas o poder-saber, os processos e as lutas que o atravessam e que o constituem, que determinam as formas e os campos possíveis do conhecimento. Na medida em que Foucault retira do sujeito de conhecimento seu papel central no processo de produção do saber, o corpo - enquanto suporte dos embates das forças de poder e saber, e a alma moderna - ela mesma uma peça no domínio exercido pelo poder sobre o corpo adquirem uma importância renovada. Devido à importância crescente das noções de corpo e alma nos trabalhos de Foucault, este projeto estuda das suas obras: Vigiar e Punir, História da Sexualidade Vol. I, aspectos relativos ao corpo e à alma nelas presentes, investigando as semelhanças, diferenças e articulações do binômio corpo-alma no contexto peculiar de cada obra, visando à compreensão da concepção do corpo e da alma no processo de rearticulação de abordagens promovido nos trabalhos de Foucault. Tal pesquisa se baseia na leitura da bibliografia do referido autor e comentaristas, efetuando-se recortes sobre a temática pesquisada, com a decorrente análise descritiva, interpretativa e crítica desse material. Conclui-se que o corpo é uma peça dentro de um jogo de dominações e submissões presente em toda a rede social, que o torna o depositário de marcas e de sinais que nele se inscrevem, de acordo com as efetividades de tais embates, que têm na corporeidade seu "campo de prova". E a alma histórica, enquanto elemento discursivo de produção de uma série de conceitos geridos ao redor e através do corpo, é o depositário histórico de verdades que permite um acesso direto do poder-saber sobre tais corpos. (Agência Financiadora - FAPESP) Michel Foucaults work highlights body as expression and support from forces of power and knowledge, which get strategically articulated, in occidental societys history. Embodiment occupies a central position in Foucaults work, which points it out as a bio-political-historical reality; that is, as interpenetrated by history" and a point of support of complex forces correlations, over which fall upon multiple discursive conformations productive of truths that either can reaffirm as recreate the meaning of the present body, or an individual / collective sensibility immanent in it. In this case, it is not the autonomous epistemological subject who produces a useful or lonesome knowledge to the power, but the power-knowledge, the processes and fights which traverse it and that constitute it, and which represent the forms and possible fields of knowledge. In the proportion Foucault takes out from the autonomous subject of knowledge the central role in the process of knowledge production, the body acquires a renewal importance. This project studies from Surveiller et Punir and Histoire de la Sexualité Vol. 1, their aspects about the body and soul, their similarities and differences in each work, and their rearticulations in front of all the Foucaults investigations. The body is a piece within a domination and submission play which is present in the whole social net, which turns the body the depository of marks and signs that are inscribed in it, according to the impacts effectiveness, which for their turn has on embodiment its rehearsal field. And the historic soul is a discursive element in the production of conceptions around and across the body (FAPESP).

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20

Farhat, Gabriel Maluf. "Tycho Brahe, grande astrônomo do século XVI e cavaleiro da fé, sob a ótica Kierkegaardiana." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-14112003-170639/.

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A primeira parte deste estudo tem como objetivo apresentar Tycho Brahe como Indivíduo , isto é, o astrônomo e sua vida. A segunda parte tem como objetivo desenvolver o existencialismo-primeiro, formulado por Kierkegaard, como se seu conteúdo pudesse vir a ser uma ferramenta subjetiva. A seguir, na terceira parte, os conceitos do existencialismo-primeiro, raízes da psicologia moderna, serão aplicados a Tycho Brahe, astrônomo e sua vida. Também será apresentada parte da psicologia pós-moderna, ainda em formação, para que estas psicologias, juntas, possam indicar que a escolha de Tycho, pelo chamado modêlo Tychônico do Universo, não resultou de sua capitulação frente a possibilidade do novo, mas sim uma escolha do Cavaleiro da Fé. The first part of this study it has as objective present Tycho Brahe like Individual , that is, the astronomer and his life. The second part it has as objective develop the existentialism-first, formulated by Kierkegaard, as if his content could become a subjective tool. To follow, in the third part, the concepts of the existentialism-first, roots of the modern psychology, will be applied to Tycho Brahe, astronomer and his life. It also will be presented part of the post-modern psychology, still in formation, so that these psychologies, together, can indicate that Tycho\'s choice, by the called Tychônic System of the Universe, did not result from his front capitulation the possibility of the new, but yes a horseman\'s choice of the Faith.

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21

Dantas, Luã Carlos Valle. "A ressignificação na terapia cognitiva : uma análise a partir do modelo do Sistema de Esquema de Ações e Operações sobre Símbolos e Signos /." Marília, 2016. http://hdl.handle.net/11449/137868.

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Orientador: Ricardo Pereira Tassinari Banca: Zelia Ramozzi-Chiarottino Banca: Kleber Cecon Resumo: No presente trabalho, discutimos a noção de Ressignificação em Terapia Cognitiva e sua análise através do Modelo do Sistema de Esquemas de Ações e Operações sobre Símbolos e Signos, de maneira abreviada, MoSEAOSS, modelo embasado na Epistemologia Genética. O intuito desta pesquisa é o de responder à questão: sendo o MoSEAOSS um modelo fundamentado na Epistemologia Genética, uma teoria epistemológica, que possui uma fundamentação teórica e experimental e que pretende mostrar como o ser humano constrói a significação da realidade, é possível explicar o processo de ressignificação que ocorre na Terapia Cognitiva através do olhar da Epistemologia Genética? O presente trabalho responde positivamente a essa questão e buscar mostrar como, a partir da aplicação do MoSEAOSS como ferramenta de análise desse recorte, é possível explicar o processo de ressignificação através de um olhar baseado na Epistemologia Genética. Abstract: In the following dissertation we discuss the notion of resignification in the Cognitive Therapy and we present an analysis of that notion using the Model of the System of Schemata of Actions and Operations on Symbols and Signs, the MoSEAOSS (in Portuguese), a model based on genetic epistemology. The goal of this research is to answer the following question: being the MoSEAOSS a model based on genetic epistemology, which is an epistemological theory that has both a theoretical and an experimental ground and that intends to explain how the human being constructs his/her signification of reality, is it possible for the MoSEAOSS to explain from the genetic epistemology perspective the resignification process that occurs in the Cognitive Therapy? Our research presents a positive answer to that question and, besides that, it aims at showing how the MoSEAOSS, used as an analytical tool, explains the process of resignification from the genetic epistemology point of view. Mestre

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22

Davenport, Eli Benjamin. "Immanence and Transcendence in the Idealisms of Leibniz and Berkeley." Thesis, University of Canterbury. School of Humanities, 2010. http://hdl.handle.net/10092/5189.

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Recent philosophers assess differently the extent to which affinity is to be found between the idealist metaphysics of G. W. Leibniz and George Berkeley. I argue that these figures’ idealisms are indeed strongly aligned. They espouse related accounts of the nature of mental substance and state. They similarly restrict the domain of causality. They each reject the Lockean primary/secondary quality dichotomy. Over against the criticism that idealisms cannot allow for a distinction to be made out between real and illusory perceptual experience, the two philosophers offer comparable solutions. Nevertheless, their ontologies are not identical, and are primarily to be distinguished in terms of their disparate characterisations of ultimate reality as being either immanent or transcendent to percipient subjects like us. This continuum of transcendentism and immanentism has further application as a conceptual tool both for tracing the rise of modern philosophy and for developing new metaphysical and epistemological accounts of the nature of the world and our relation to it.

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23

Srinivasan, Amia Parvathi. "The fragile state : essays on luminosity, normativity and metaphilosophy." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:23b7a5c9-448d-421b-b26c-5cae3591aee3.

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This dissertation is a set of three essays connected by the common theme of our epistemic fragility: the way in which our knowledge – of our own minds, of whether we are in violation of the epistemic and ethical norms, and of the philosophical truths themselves – is hostage to forces outside our control. The first essay, “Are We Luminous?”, is a recasting and defence of Timothy Williamson’s argument that there are no non-trivial conditions such that we are in a position to know we are in them whenever we are in them. Crucial to seeing why Williamson’s anti-luminosity argument succeeds, pace various critics, is recognising that the issue is largely an empirical one. It is in part because of the kind of creatures we are – specifically, creatures with coarse-grained doxastic dispositions – that nothing of interest, for us, is luminous. In the second essay, “What’s in a Norm?”, I argue that such an Anti-Cartesian view in turn demands that epistemologists and ethicists accept the ubiquity of normative luck, the phenomenon whereby agents fail to do what they ought because of non-culpable ignorance. Those who find such a view intolerable – many epistemic internalists and ethical subjectivists – have the option of cleaving to the Cartesian orthodoxy by endorsing an anti-realist metanormativity. The third essay, “The Archimedean Urge”, is a critical discussion of genealogical scepticism about philosophical judgment, including evolutionary debunking arguments and experimentally-motivated attacks. Although such genealogical scepticism often purports to stand outside philosophy – in the neutral terrains of science or common sense – it tacitly relies on various first-order epistemic judgments. The upshot is two-fold. First, genealogical scepticism risks self-defeat, impugning commitment to its own premises. Second, philosophers have at their disposal epistemological resources to fend off genealogical scepticism: namely, an epistemology that takes seriously the role that luck plays in the acquisition of philosophical knowledge.

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Klein, Alexandre. "Du corps médical au corps du sujet : étude historique et philosophique du problème de la subjectivité dans la médecine française moderne et contemporaine." Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0288/document.

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La médecine connaît actuellement en France une crise de ses repères et de ses valeurs conséquente aux bouleversements scientifiques, techniques et sociologiques qu'elle a connue au cours du XXe siècle. Cette thèse vise à explorer les tenants et les aboutissants de cette situation, à partir d'une étude historique et philosophique de l'émergence et du développement de la médecine française moderne puis contemporaine, entendue à la fois comme profession, discoursscientifique et pratique sociale. De la formation du corps médical à l'apparition d'un discours autonome des usagers de santé, nous défendons l'idée selon laquelle la genèse et l'évolution du discours médical, depuis le XVIIIe siècle jusqu'à nos jours, repose sur sa capacité à répondre à la question fondatrice des possibilités d'objectivation scientifique et technique de la subjectivité humaine. Ce problème, originairement épistémologique, se révèle au cours de notre généalogie de nature tant philosophique qu'éthique et sociopolitique, nous conduisant finalement àrechercher les outils de problématisation de la crise contemporaine au fondement de la relation médicale moderne. L'étude de la correspondance du médecin des Lumières Samuel-Auguste Tissot (1728-1797) nous offre finalement un contre-point essentiel pour préciser les conditions de possibilités d'une médecine, que nous souhaitons pour le XXIe siècle, et au sein de laquelle est assuré le respect de l'autonomie et de l'identité propres à l'ensemble des sujets, qu'ils soient soignés ou soignants Medicine in France is currently undergoing a crisis, with respect to its establishedreferences and values, as a result of the major technical, sociological and scientific changes undergone in the twentieth century. This thesis aims to explore the ins and outs of this crisis through an historical and philosophical study of the emergence and development of modern and contemporary French medicine as a profession, scientific discourse and social practice. From the forming of the medical body to the emergence of an autonomous non-professional discourse, wedefend the idea following which the genesis and evolution of medical discourse, from the eighteenth century to the present day, rests on its ability to answer the foundational problem of the possibility a scientific and technical objectivation of the human subjectivity. Originally of an epistemological nature, this problem reveals itself, through our genealogy, to be rather of a philosophical, ethical and sociopolitical nature, which leads us to conceive a frame of reference by means of which to better understand the contemporary crisis underlying the modern doctorpatient relation. Finally, a case study of the correspondence of Enlightenment's medical doctor Samuel-Auguste Tissot (1728-1797) offers an essential viewpoint from which to reflect on the possibility and conditions of a medical epistemology that ensures the respect of the autonomy andidentity of all subjects, patients and practitioners alike

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Dantas, Luã Carlos Valle [UNESP]. "A ressignificação na terapia cognitiva: uma análise a partir do modelo do Sistema de Esquema de Ações e Operações sobre Símbolos e Signos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137868.

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Submitted by LUÃ CARLOS VALLE DANTAS null (psicodantas@hotmail.com) on 2016-04-08T00:18:44Z No. of bitstreams: 1 A RESSIGNIFICAÇÃO NA TERAPIA COGNITIVA - Luã Dantas.pdf: 783131 bytes, checksum: a7b297aa763ff3d1c6d7d877cd322ca9 (MD5) Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-04-08T16:49:34Z (GMT) No. of bitstreams: 1 dantas_lcv_me_mar.pdf: 783131 bytes, checksum: a7b297aa763ff3d1c6d7d877cd322ca9 (MD5) Made available in DSpace on 2016-04-08T16:49:34Z (GMT). No. of bitstreams: 1 dantas_lcv_me_mar.pdf: 783131 bytes, checksum: a7b297aa763ff3d1c6d7d877cd322ca9 (MD5) Previous issue date: 2016-03-11 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) No presente trabalho, discutimos a noção de Ressignificação em Terapia Cognitiva e sua análise através do Modelo do Sistema de Esquemas de Ações e Operações sobre Símbolos e Signos, de maneira abreviada, MoSEAOSS, modelo embasado na Epistemologia Genética. O intuito desta pesquisa é o de responder à questão: sendo o MoSEAOSS um modelo fundamentado na Epistemologia Genética, uma teoria epistemológica, que possui uma fundamentação teórica e experimental e que pretende mostrar como o ser humano constrói a significação da realidade, é possível explicar o processo de ressignificação que ocorre na Terapia Cognitiva através do olhar da Epistemologia Genética? O presente trabalho responde positivamente a essa questão e buscar mostrar como, a partir da aplicação do MoSEAOSS como ferramenta de análise desse recorte, é possível explicar o processo de ressignificação através de um olhar baseado na Epistemologia Genética. In the following dissertation we discuss the notion of resignification in the Cognitive Therapy and we present an analysis of that notion using the Model of the System of Schemata of Actions and Operations on Symbols and Signs, the MoSEAOSS (in Portuguese), a model based on genetic epistemology. The goal of this research is to answer the following question: being the MoSEAOSS a model based on genetic epistemology, which is an epistemological theory that has both a theoretical and an experimental ground and that intends to explain how the human being constructs his/her signification of reality, is it possible for the MoSEAOSS to explain from the genetic epistemology perspective the resignification process that occurs in the Cognitive Therapy? Our research presents a positive answer to that question and, besides that, it aims at showing how the MoSEAOSS, used as an analytical tool, explains the process of resignification from the genetic epistemology point of view. CAPES: 00.889.834/0001-08

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26

Suart, Júnior José Bento. "A dialética do conhecimento científico, a prática e a experimentação : uma análise do ideário de licenciandos e sua relação com a epistemologia da ciência moderna /." Bauru : [s.n.], 2010. http://hdl.handle.net/11449/90990.

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Resumo: Os tópicos em Mecânica Quântica, ou Física/Química moderna apresentam complexa estrutura conceitual e filosófica. Há que se coordenar imagens contraditórias alpem de se admitir um caráter não determinístico, uma natureza enérgica descontínuo, elementos de probablidade além de postulados. O cenário educacional dos documentos oficiais tais tópicos reflete uma dicotonomia encontrada nas epistemologias das ciências Física e Química. Um olhar sobre a história do Método Científico ainda coloca a Mecânica Quântica como o cerne do fim de uma tradição determinista e o início do que Bachelard denominará de Novo Espírito Científico. Tal Espírito admite pressupostos metafisicos que são encontrados também nos trabalhos de Werner Heinsenberg. O presente trabalho busca então os elementos deste Novo Espírito entre outros elementos da epistemologia de Gaston Bechelard no ideário de licenciados de Física e Química. Como apoio para tal busca torna-se a fenomenologia como metodologia de análise de dados. Esta busca se dá num contexto especialmente construído para tal no que se denomina "atividade pedagógica do não". O presente trabalho constata que tais categorias encontram-se no discurso de licenciandos, todavia, a dialética admitida por Bachelard não é encontrada. Frente a problemas epistêmicos, verifica-se ainda a contradição filosófica, em que a ontologia ora é admitida, ora negada, ocorrendo o mesmo com a epistemologia. O ideário ainda admite múltiplas concepções para um mesmo conceito e obstáculos epistemológicos, assim como conta uma matemática intrincada dentro do processo científico defendido por Bachelard, o que se verifica é uma matemática instrumental fazendo parte de um ferramental que se constitui assim a Mecânica Quântica Abstract: Quantum Mechanics topics, or Modern Physics / Chemistry topics presents complex philosophical and conceptual framework. It is necessary to coordinate conflictiong images in addition to admiting a non-deterministic character, a discontinuous energetic nature, elements of probability besides postulates. The educational setting of these official documents reflects an epistemological dechotomy that was found in the physics and chemistry sciences. A view of the history of Scientific Method still puts Quantun Mechanics as main reason of the deterministic tradition ending and as the same time the beginning of what is named bu Bachelard as New Scientific Spirit. This Spirit admits methaphysical assumptions that are also found in Werner Heisenberg's work looks for elements of quoted New Spirit among other elements of Gaston Bacherlard's epistemology concerning the ideals of non-graduated Physics and Chemistry students. As support for this research, phenomenology was taken as methodology of data analysis. This research happens into a context particularly made for what is called "pedagogical activity of denial." This current work shows that the referred categories always make part of non-graduated students discourse, and the dialectic admitted by Bachelard doesn't. In front of epistemic issues, there is a philosophical contradiction, where the ontology is admitted and also danied, what exactly happens to epistemology. The mindset still accepts multiple conceptions for the same idea and epistemological obstacles, such as an intricate mathematics in the scientific process supported by Bachelard. As result it is possible to find out an instrumental math making part of tools of what Quantun mechanics is constituted Orientador: Silvia Regina Q. Aro Zuliani Coorientador: Marcelo Carbone Carneiro Banca: Iramaia Jorge Cabral de Paulo Banca: Eduardo Adolfo Terrazzan Mestre

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27

Anay, Hakan. "Two Evolutionary Models For Reconceptualizing Architectural Ideas And The Architectural Design Process." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610023/index.pdf.

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This study puts forward two complementary evolutionary models and explores the potential of the proposed models and the related theses by employing two case studies. The theoretical/conceptual framework of the study refers to architectural theory, design research, and evolutionary epistemology. The study mainly involves application of some key ideas from evolutionary epistemology, Popper&amp #8217 s three-world ontology, and the theory of evolution to the field of architecture. The first model is about the nature of the architectural ideas or thought contents and it introduces the idea of conceptual inheritance and an evolutionary conception of architectural ideas. The model proposes a framework that offers an understanding of the life and existence of architectural ideas and their inheritance. It also puts forward an expanded view of architectural ideas that conceives all the thought contents, which architectural designs (or works) and the architectural design process might concern, as architectural ideas. In order to illustrate and discuss the model, some of the architectural ideas carried by Mario Botta&amp #8217 s single-family house in Breganzona are selected and the evolutionary lineage of these ideas have been identified and examined in their instances in some of Botta&amp #8217 s own designs and in some designs from architectural tradition. The second model is an evolutionary model of the architectural design process. While emphasizing the evolutionary or selectionist character of architectural design in terms of process and inner dynamics, the model conceives architectural design as a process consisting of the two stages of forming/making, and evaluation/selection where in the first stage formative ideas, in the second, selective conditions are operational. In order to illustrate the potentialities of the model, the sketches and the drawings produced during the design process of Mario Botta&amp #8217 s single-family house in Breganzona are examined.

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28

Humphris, Teneille Patricia. "On the Origins of the Modern Concept of Syphilis: Eighteenth Century Debate, Ludwik Fleck, and the Enlightenment." Thesis, University of Canterbury. School of Social and Political Sciences, 2013. http://hdl.handle.net/10092/8443.

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The enlightenment period is often considered a dark age within the history of medicine. Contrary to this sentiment, I argue that the enlightenment spirit of inquiry regarding venereal disease was vibrant, dynamic, and profoundly influenced how syphilis was understood in the subsequent century. Historiography frequently minimises advances of medical knowledge made in the eighteenth century by focusing on the inefficacy of treatments, rather than on developments in medical theories and concepts. This thesis attends to this gap by examining a case study within venereology to demonstrate that physicians engaging in public debate significantly advanced knowledge of syphilis. In doing so, this counters a historiographical trend that claims that French physician Philippe Ricord (1800-1889) was the first to distinguish syphilis from gonorrhoea in the nineteenth century. It uses historical evidence to show that the nature of syphilis was debated throughout the preceding centuries and that this distinction was clearly established in 1793 by Scottish surgeon, Benjamin Bell (1749-1806). This thesis uses the epistemic concepts devised by Ludwik Fleck in his Genesis and Development of a Scientific Fact (1979 [1935]) to illustrate how enlightenment ways of thinking substantially contributed to the development of modern medicine. This thesis therefore invites a reconsideration of the era, not as a dark age, but as a rich period of scientific endeavour.

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Damião, Abraão Pustrelo [UNESP]. "A construção histórico-social da modernidade e da(s) pós-modernidade(s): rupturas e resistências do discurso moderno." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152418.

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Submitted by Abraão Pustrelo Damião null (dirceudamiao@hotmail.com) on 2018-01-04T14:33:18Z No. of bitstreams: 1 A CONSTRUÇÃO HISTÓRICO-SOCIAL DA MODERNIDADE E DA(S) PÓS-MODERNIDADE(S)-RUPTURAS E RESISTÊNCIAS DO DISCURSO MODERNO.pdf: 1971212 bytes, checksum: 0e79d3b60635ddb5f8e8c468469d4292 (MD5) Approved for entry into archive by Telma Jaqueline Dias Silveira null (telmasbl@marilia.unesp.br) on 2018-01-05T13:46:15Z (GMT) No. of bitstreams: 1 damiao_ap_dr_mar.pdf: 1840456 bytes, checksum: f8d0fd919949e1b47d8ce64141576321 (MD5) Made available in DSpace on 2018-01-05T13:46:15Z (GMT). No. of bitstreams: 1 damiao_ap_dr_mar.pdf: 1840456 bytes, checksum: f8d0fd919949e1b47d8ce64141576321 (MD5) Previous issue date: 2017-12-13 Este trabalho busca demonstrar as rupturas e resistências encontradas pelas novas correntes epistemológicas, nomeadamente a pós-moderna e seus correlativos neologismos, no que se refere ao questionamento das correntes epistemológicas modernas. Neste sentido, o objetivo geral do trabalho é apresentar as ideias que criaram o panorama histórico-social e epistemológico responsável por um determinado tipo de pensamento social, utilizado para compreender a sociedade moderna e seus valores, para, em seguida, apontar as novas ideias que transformaram o panorama da modernidade “clássica” e exigem, atualmente, novos discursos explicativos. Para tanto, e metodologicamente, faz-se um levantamento bibliográfico acerca da história e das práticas epistemológicas que usualmente creditamos à construção social da modernidade e, desde o último século, a sua provável superação, a pós-modernidade. Com isso, este trabalho visa contribuir para a distinção e esclarecimento das mudanças socioculturais e epistemológicas responsáveis pelo juízo que o indivíduo moderno criou de si mesmo e da sociedade, comparativamente, com a perspectiva que o sujeito contemporâneo atribui a sua identidade e relações sociais. O valor desta pesquisa, portanto, reside na possibilidade de confrontação, através de uma minuciosa análise bibliográfica e comparação histórica, de quais ideias e práticas sociais se tornaram mais numerosas, quais perderam força e quais emergiram na contemporaneidade, desafiando os preceitos vigentes dentro das ciências sociais. Sobretudo para defender que o projeto moderno de emancipação e regulamentação da vida social ainda é valido e que o motivo de seu questionamento está na sobreposição do desenvolvimento capitalista e da razão instrumental e técnica sobre os paradigmas da ação política democrática e da cultura emancipatória propostas pelos primeiros modernos. This work aims to demonstrate the ruptures and resistances encountered by the new epistemological currents, namely postmodernity and its correlative neologisms concerning the investigation of the modern epistemological currents. In this sense, the general objective of this thesis is to present the ideas that created the historical, social and epistemological theories responsible for a certain type of social thought used to understand modern society and its values. This thesis will then highlight the new ideas that have transformed the outlook of “classical” modernity which now demands original and explanatory discourses. For this reason, and methodologically, a bibliographical survey of the historic and epistemological practices, that we usually credit to the social construction of modernity and its probable overcoming, postmodernity, is conducted. Thus, this work also seeks to contribute to the explanation of the socio-cultural and epistemological distinctions and changes responsible for the judgement that the modern individual has of himself and society, compared with the perspective that the contemporary subject attributes to his identity and social relationships. Thus, through a systematic bibliographical analyze and historical comparison, the value of this research lies in the possibility of confrontation between social ideas and practices which have become more common, which have lost their influence or which have emerged in contemporaneity, defying the precepts prevailing within the social science´s policies. Above all, to defend that the modern project of emancipation and regulation of social life is still valid and that the reason for its questioning lies in the overlap of capitalist development and instrumental and technical reason over the paradigms of democratic political action and emancipatory culture proposed by the first moderns.

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Amaral, Aires Jorge Miguel Aguiar Brandão. "O conhecimento em turismo : uma avaliação ao modelo de Tribe e Liburd." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19726.

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Mestrado em Ciências Empresariais O turismo é hoje um assunto da máxima atualidade, quer num plano prático, pela tendência mundial de crescimento que o sector apresenta e pelo peso cada vez mais expressivo que tem na economia dos países; quer num plano teórico, pela crescente produção académica de que tem sido alvo. No plano da investigação, contudo, não passa desapercebido o facto de a literatura relegar para um segundo plano questões de natureza estritamente teóricas. Assim, o presente estudo constitui-se como um contributo para diminuir esta lacuna focando-se em questões de natureza epistemológica. Neste domínio, há um nome que surge como incontornável: John Tribe. Entre muitos outros contributos na área, desenha, com a ajuda de Janne J. Liburd, um complexo sistema de conhecimento em turismo. O objetivo dos autores é claro: explicar as dinâmicas de criação de conhecimento no campo de estudo do turismo. A presente dissertação procura verificar a aplicabilidade do modelo desenvolvido. Para tal, estabeleceu-se um instrumento (quadro de referência) que permitisse fazer essa verificação e testou-se o mesmo numa amostra de vinte e três artigos com propostas de agendas de investigação em Turismo e Hospitalidade (T&H). Como se poderá constatar, é possível afirmar que há um grau de correspondência grande entre a realidade e aquilo que são as dinâmicas de criação de conhecimento em turismo e os elementos do modelo criado por Tribe e Liburd (2016). Com efeito, os artigos analisados atestam que o modo como se gera conhecimento em turismo vai muito alinhado com o modelo avaliado. Nowadays tourism is an extremely current issue. In practice due to the worldwide growth trend that the sector presents and to the increasingly significant weight on the economy of a country. In theory due to the academic production of which it has been target. Thus, this study pretends to be a contribution to reduce this gap by focusing on questions with an epistemological nature. On this matter there is an outstanding name: John Tribe. Amongst many contributions in the area, he outlines, with Janne J. Liburd, a complex tourism knowledge system. The authors? aim is clear: explain the dynamics of knowledge creation on the tourism field. The present dissertation tries to verify the applicability of the developed model. To do it, was established a tool (a frame of reference) that allowed to do that verification and the same was tested on a sample of twenty-three articles that include suggestions of research agendas in Tourism and Hospitality (T&H) As it will be seen, it is possible to state that there is a great level of correspondence between the reality and what are the dynamics of knowledge creation in tourism and the elements of the model created by Tribe and Liburd (2016). In fact, the analyzed articles attest that the way tourism is generated is very much in line with the evaluated model. info:eu-repo/semantics/publishedVersion

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Slack, Andrew. "'Doing something' about modern slavery : scenes of responsibility, practices of hospitality." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/doing-something-about-modern-slavery-scenes-of-responsibility-practices-of-hospitality(e6934630-941f-45c4-82a5-67501e3b1cdd).html.

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This thesis examines the desire and efforts to 'do something' about what is variously called 'modern slavery' or 'human trafficking'. Neoabolitionist efforts to fight such phenomena are typically wedded to a simplistic and essentialist ontology, unaware of or rejecting their own performativity. The thesis is not about slavery: it is about the ethico-political problem of responsibility and hospitality toward the other in the context of contemporary anti-slavery. What constitutes an ethical response to modern slavery? I explore the often violent effects of particular answers to this question but ultimately argue that the focus on doing something (and knowing it) threatens the very possibility of hospitality - of an ethical response. Through a conceptual vocabulary of 'scenes' I explore the performative interrelation of ontology and ethics. It is intended to help resist the metaphysical seductions of ontology and moral urgency. Scenes bundle specific ontologies, frames, conjured histories and futures, roles and narrative structures, distributions of concern, desire and enjoyment. Response begins with the discursive and affective co-constitution of the self, the one to whom we respond, and the scene in which it takes place. Scene-specific forms of responsibility can operate as a defence against the full force of responsibility to the other. Chapters 1 and 2 develop the notion of scenes and explore how neoabolitionism sets its scenes and locates favoured solutions. The remaining chapters explore those solution areas. Chapter 3 looks at how a US movement against 'sex trafficking' in internet advertising reproduces a Manichean world of simplicity by a game of Whac-A-Mole with websites, ritualistic repetition of baseless 'facts', silencing of sex workers, and aggressive demonization of those who disagree or argue for greater complexity; Chapters 4 and 5 draw on time I spent in San Francisco with two very different organisations. One, Not For Sale, makes a product of experiencing neoabolitionism, joining together charity, capitalism, consumer enjoyment, technology and the excitement of a movement of 'true believers', producing innovative approaches but in the process reinforcing problematic gendered and colonial stereotypes. The other, Anti-trafficking Collaborative of the Bay Area, works quietly and tactically in a messy immigration system, aware of the political and performative nature of their work. They actively take responsibility for their own preconceptions and desires to ground a profoundly hospitable client-centred approach avoiding many pitfalls identified in earlier chapters. The thesis has a performative element woven through it - the ethos of the work is one of unsettling both existing practices and literatures, and the writer and reader. The concluding chapter explores the impossibility of hospitality, its interrelation with juridical subjectivity and the ethics demanding and giving accounts in light of the preceding chapters, suggesting a performative approach toward the other is possible.

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Suart, Júnior José Bento [UNESP]. "A dialética do conhecimento científico, a prática e a experimentação: uma análise do ideário de licenciandos e sua relação com a epistemologia da ciência moderna." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90990.

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Made available in DSpace on 2014-06-11T19:24:51Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-11Bitstream added on 2014-06-13T19:11:40Z : No. of bitstreams: 1 suartjunior_jb_me_bauru.pdf: 2869524 bytes, checksum: 77696936c78cb5e2681c106b11714d2a (MD5) Os tópicos em Mecânica Quântica, ou Física/Química moderna apresentam complexa estrutura conceitual e filosófica. Há que se coordenar imagens contraditórias alpem de se admitir um caráter não determinístico, uma natureza enérgica descontínuo, elementos de probablidade além de postulados. O cenário educacional dos documentos oficiais tais tópicos reflete uma dicotonomia encontrada nas epistemologias das ciências Física e Química. Um olhar sobre a história do Método Científico ainda coloca a Mecânica Quântica como o cerne do fim de uma tradição determinista e o início do que Bachelard denominará de Novo Espírito Científico. Tal Espírito admite pressupostos metafisicos que são encontrados também nos trabalhos de Werner Heinsenberg. O presente trabalho busca então os elementos deste Novo Espírito entre outros elementos da epistemologia de Gaston Bechelard no ideário de licenciados de Física e Química. Como apoio para tal busca torna-se a fenomenologia como metodologia de análise de dados. Esta busca se dá num contexto especialmente construído para tal no que se denomina atividade pedagógica do não. O presente trabalho constata que tais categorias encontram-se no discurso de licenciandos, todavia, a dialética admitida por Bachelard não é encontrada. Frente a problemas epistêmicos, verifica-se ainda a contradição filosófica, em que a ontologia ora é admitida, ora negada, ocorrendo o mesmo com a epistemologia. O ideário ainda admite múltiplas concepções para um mesmo conceito e obstáculos epistemológicos, assim como conta uma matemática intrincada dentro do processo científico defendido por Bachelard, o que se verifica é uma matemática instrumental fazendo parte de um ferramental que se constitui assim a Mecânica Quântica Quantum Mechanics topics, or Modern Physics / Chemistry topics presents complex philosophical and conceptual framework. It is necessary to coordinate conflictiong images in addition to admiting a non-deterministic character, a discontinuous energetic nature, elements of probability besides postulates. The educational setting of these official documents reflects an epistemological dechotomy that was found in the physics and chemistry sciences. A view of the history of Scientific Method still puts Quantun Mechanics as main reason of the deterministic tradition ending and as the same time the beginning of what is named bu Bachelard as New Scientific Spirit. This Spirit admits methaphysical assumptions that are also found in Werner Heisenberg's work looks for elements of quoted New Spirit among other elements of Gaston Bacherlard's epistemology concerning the ideals of non-graduated Physics and Chemistry students. As support for this research, phenomenology was taken as methodology of data analysis. This research happens into a context particularly made for what is called pedagogical activity of denial. This current work shows that the referred categories always make part of non-graduated students discourse, and the dialectic admitted by Bachelard doesn't. In front of epistemic issues, there is a philosophical contradiction, where the ontology is admitted and also danied, what exactly happens to epistemology. The mindset still accepts multiple conceptions for the same idea and epistemological obstacles, such as an intricate mathematics in the scientific process supported by Bachelard. As result it is possible to find out an instrumental math making part of tools of what Quantun mechanics is constituted

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Evans, David B. "Scepticism at sea : Herman Melville and philosophical doubt." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:a842c507-0efc-4b73-9aaa-ccc36f54a7a5.

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This thesis explores Herman Melville’s relationship to sceptical philosophy. By reading Melville’s fictions of the 1840s and 1850s alongside the writings of Descartes, Berkeley, Hume, and Kant, I seek to show that they manifest by turns expression, rebuttal, and mitigated acceptance of philosophical doubt. Melville was an attentive reader of philosophical texts, and he refers specifically to concepts such as Berkeleyan immaterialism and the Kantian “noumenon”. But Melville does not simply dramatise pre-existing theories; rather, in works such as Mardi, Moby-Dick, and Pierre he enacts sceptical and anti-sceptical ideas through his literary strategies, demonstrating their relevance in particular regions of human experience. In so doing he makes a substantive contribution to a philosophical discourse that has often been criticised – by commentators including Samuel Johnson and Jonathan Swift – for its tendency to abstraction. Melville’s interest in scepticism might be read as part of a wider cultural response to a period of unprecedented social and political change in antebellum America, and with this in mind I compare and contrast his work with that of Dickinson, Douglass, Emerson, and Thoreau. But in many respects Melville’s distinctive and original treatment of scepticism sets him apart from his contemporaries, and in order to fully make sense of it one must range more widely through the canons of philosophy and literature. His exploration of the ethical consequences of doubt in The Piazza Tales, for example, can be seen to anticipate with remarkable precision the theories of twentieth-century thinkers such as Emmanuel Levinas and Stanley Cavell. I work chronologically though selected prose from the period 1849-1857, paying close attention to the textual effects and philosophical allusions in each work. In so doing I hope to offer fresh ways of looking at Melville’s handling of literary form and the wider shape of his career. I conclude with reflections on how Melville’s normative emphasis on the acknowledgement of epistemological limitation might inform the practice of literary criticism.

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Krishna, Nakul. "The morality of common sense : problems from Sidgwick." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:f2ac036e-115d-4e02-b5a8-cd6ab40f0800.

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Much modern moral philosophy has conceived of its interpretative and critical aims in relation to an entity it sometimes terms 'common-sense morality'. The term was influentially used in something like its canonical sense by Henry Sidgwick in his classic work The Methods of Ethics (1874). Sidgwick conceived of common-sense morality as a more-or-less determinate body of current moral opinion, and traced his ('doxastic') conception through Kant back to Aristotle's Nicomachean Ethics and the practice of Plato's Socrates before him. The Introduction to this thesis traces the influence of Sidgwick's conception both on subsequent (mis)understandings of Socratic practice as well as on the practice of moral philosophy in the twentieth century. The first essay offers a challenge to Sidgwick's understanding of Socratic practice. I argue that Socrates' questioning of his interlocutors, far from revealing some determinate body of pre-existing beliefs, is in fact a demonstration of the dynamic and partially indeterminate quality of common-sense morality. The value for the interlocutor of engaging in such conversation with Socrates consisted primarily in its forcing him to adopt what I term a deliberative stance with respect to his own practice and dispositions, asking himself not 'what is it that I believe?' but rather, 'what am I to believe?' This understanding of Socratic practice gives us a way of reconciling the often puzzling combination of conservative and radical elements in Plato's dialogues. The second essay is a discussion of the reception of Sidgwick's conception of ethics in twentieth-century Oxford, a hegemonic centre of Anglophone philosophy. This recent tradition consists both of figures who accepted Sidgwick's picture of moral philosophy's aims and those who rejected it. Of the critics, I am centrally concerned with Bernard Williams, whose life's work, I argue, can be fruitfully understood as the elaboration of a heterodox understanding of Socratic practice, opposed to Sidgwick's. Ethics, on this conception, is a project directed at the emancipation of our moral experience from the many distortions to which it is vulnerable. Williams's writings in moral philosophy, disparate and not entirely systematic, are unified by these emancipatory aims, aims they share with strains of psychoanalysis except in that they do not scorn philosophical argument as a tool of emancipation: in this respect among others, I claim, they are fundamentally Socratic.

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Giacomini, Adriana Fabrin. "Influências e implicações do contexto neoliberal e pós-moderno para a teoria e a prática do professor alfabetizador." Universidade do Estado de Santa Catarina, 2005. http://tede.udesc.br/handle/handle/1046.

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Made available in DSpace on 2016-12-08T16:35:11Z (GMT). No. of bitstreams: 1 adriana.pdf: 77868 bytes, checksum: 103c8b3e2fccbb0589850740932918d2 (MD5) Previous issue date: 2005-02-18 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The present work, result of a case study conducted with literacy teachers of a municipality of Florianópolis, raises the issue of (un) dissociability between the theoretical and practical dimensions in education. From the common speech among teachers that say that the teory in practice is another, the researcher takes a closer look at the issue by analyzing the problem from the current structure of the political-economic-social. Describes the tricks that the neoliberal political power, combined with postmodern ideas, uses for the construction and consolidation of a new economic landscape that develops from the process of market globalization. Shows what implications and influences the neoliberal and postmodern context can bring to education and how that context drives the education itself. Therefore, this will ensure the necessary changes and stays the consolidation of a new educational ideas in tune with new policies and new market requirements for maintaining the status quo. It concludes by developing the idea of overcoming the current condition of alienation on the very situation of alienation felt by the teachers can only from a critical pedagogy. And the universities, given their independence, establish critical pedagogy in both initial training courses and in continuing education of teachers so that it will (re) assume the political role it deserves as an intellectual education. Signals the fact that any move to distance itself from a critical pedagogy, it will attempt to empty and that, even unintentionally, may serve to legitimize and strengthen fur her the educational policies in tune with the political project and the neoliberal ideology postmodern and the consequent strengthening of capitalism O presente trabalho, resultado de um estudo de caso realizado com professores alfabetizadores de um município da grande Florianópolis, traz à tona a problemática da (in)dissociabilidade entre as dimensões teórica e prática na educação. A partir do discurso recorrente entre os professores pesquisados de a teoria na prática ser outra, a pesquisadora lança um olhar mais profundo sobre a questão analisando a problemática a partir da atual estruturação do contexto político-econômico-social. Descreve as artimanhas que o poder político neoliberal, aliado ao ideário pós-moderno, utiliza para a construção e a consolidação de um novo cenário econômico que se desenvolve a partir do processo de globalização dos mercados. Mostra as implicações e influências que o contexto neoliberal e pós-moderno trazem para a educação e como este contexto orienta a própria educação e se serve dela de forma que esta venha garantir as mudanças e permanências necessárias à consolidação de um novo ideário educacional afinado com as novas políticas e às novas necessidades dos mercados para a manutenção do status quo. Conclui desenvolvendo a idéia de que a superação da atual condição de alienação sobre a própria situação de alienação em que se encontram os professores só poderá partir de uma pedagogia crítica. E cabe às universidades, dado à sua autonomia, instituir a pedagogia crítica tanto nos cursos de formação inicial como nos de formação continuada do professor de modo que este venha a (re)assumir o papel político que lhe cabe como intelectual da educação. Sinaliza para o fato de que qualquer iniciativa que se distancie de uma pedagogia crítica, não passará de tentativa vazia e que, ainda que não intencionalmente, poderá servir para legitimar e fortalecer ainda mais as políticas educacionais afinadas com o projeto político neoliberal e com o ideário pós-moderno e para o conseqüente fortalecimento do capitalismo

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Kirkpatrick, Matthew D. "Kierkegaard and a religionless Christianity : the place of Søren Kierkegaard in the thought of Dietrich Bonhoeffer." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:3d3d8d6b-0fa4-41f8-89e9-ded63ac8c291.

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The central aim of this thesis is to analyse the influence of Kierkegaard on Bonhoeffer. This relationship has been almost universally recognized. And yet this area has received no comprehensive study, limited within the secondary literature to footnotes, digressions, and the occasional paper. Furthermore, what little literature there is has been plagued by several stereotypes. First, discussion is often limited to Discipleship. Second, Kierkegaard has been identified as an individualist and acosmist who rejected the church, leading many to consider Bonhoeffer the ecumenist and ecclesiologist as selectively agreeing with Kierkegaard, but ultimately rejecting his overall stance. This thesis will argue that neither stereotype is true, and suggest (a), that Kierkegaard’s influence can be found throughout Bonhoeffer’s work, and (b) that although a more stereotypical perspective may be present in SC, by the end of his life Bonhoeffer had gained a far deeper understanding across the breadth of Kierkegaard’s work. The importance of this thesis is not simply to ‘plug the gap’ of scholarship in this area, but also to suggest the importance of analysing Kierkegaard and Bonhoeffer together. This will focus on three specific areas. First, alongside the influence of Kierkegaard on Bonhoeffer, it will argue for the importance of using Bonhoeffer as an interpretive tool for understanding Kierkegaard. This thesis will show how Bonhoeffer adopted and adapted Kierkegaard’s work to his own situation, forcing Kierkegaard to answer questions that were not present during his own life. In this way, we are led to compare Kierkegaard and Bonhoeffer as individuals, and not simply their static declarations. Secondly, against the tendency to consider Kierkegaard and Bonhoeffer’s final attacks on Christendom as unfortunate endings to otherwise profound careers, it will be suggested that these attacks stand as the fulfilment of their earlier thought. It will be argued that despite their different contexts, both Kierkegaard and Bonhoeffer were led to the same conclusions concerning Christendom. Thirdly, given Kierkegaard’s submission to indirect communication and his somewhat 'prophetic' proclamations concerning one who will come after him and reform, this thesis will ask whether Bonhoeffer stands as something of a fulfilment to Kierkegaard’s thought in the guise of a Kierkegaardian ‘reformer’.

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Caton, Hannah Noelle. "A Rhetorical Analysis of Modern Day Retro-Sexism: Misogyny Masked by Glamour in Mad Men." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1439993165.

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Raguz, Christopher. "Paranoid Epistemologies: Essays on Thomas Pynchon and the Scene of Disappearance." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2118.

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The following five essays are connected by their reference to a scene – imagined by the author Thomas Pynchon. The disappearance of historical cause, the subject, and the human constitute this epistemological scene. Each essay can be read without logically building off of any other – yet they form a wider assemblage of interpretative theory. These are fragments capable of recombination in any order. They shun systematization but welcome kinship. Pynchon's fiction is the substrate underlying each. Abstract machines of theorists thinking on similar wavelengths are used as catalysts in an effort to force a reaction – an attempt to transmute the stories of paranoid schlemihls into yet more paranoid epistemologies. How do we understand the degree to which we are organized by whatever systematizes? How do we relate to whatever organizes our knowledge, our identities? What, exactly, is playing us? These are the anxieties these essays share with Pynchon's characters and formulate the questions driving their theory. Call it the Post-Modern, the Post-Human, or any other Post, Pynchon anticipated its event horizon half a century before its more obvious implications made themselves clear. If we have passed fully over this horizon, figuring out where we are and what's going on has become a question of survival, and Pynchon's anticipation of our contemporary scene have become increasingly salient. These essays offer paranoid epistemologies for the age of disappearance.

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Mattos, Eduardo Britto Velho de. "Projetos de aprendizagem na cultura digital : modelo de intervenção e aprendizagem de matemática." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172178.

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A presente investigação tem como ponto de partida o constante desafio e desejo do professor de matemática em construir estratégias que sejam promotoras de aprendizagens de matemática na escola básica. Com essa preocupação, inicia-se destacando a necessária centralidade da pesquisa no estudante e seus processos construtivos do conhecimento. A partir de discussões iniciais a respeito da aprendizagem na Cultura Digital e de indicações da potencialidade da arquitetura pedagógica de Projetos de Aprendizagem enquanto alternativa aos desafios educacionais próprios do século XXI, propõe-se investigar a intervenção do professor, de modo a levantar categorias que subsidiem a ação pedagógica com estudantes dos anos finais do ensino fundamental para a promoção da aprendizagem de matemática na Cultura Digital a partir de Projetos de Aprendizagem. Como trajetória de investigação, distinguem-se duas perspectivas: a pesquisa teórica e a experimental. Busca-se, então, fundamento na Epistemologia Genética piagetiana, especificamente nos processos de Equilibração Majorante – como essenciais para a compreensão estrutural da construção de conhecimento –, nas relações entre a Tomada de Consciência e o Fazer e Compreender – fundamentais para a análise da ação do estudante – e no Método Clínico – imprescindível para a discussão sobre a intervenção do professor dentro de uma perspectiva construtivista do conhecimento. Além disso, discutem-se as transformações advindas da Cultura Digital, suas implicações na cognição do jovem aprendiz e na construção de uma escola da Cultura Digital. Por fim, ainda na faceta teórica do estudo, apresenta-se e analisa-se a arquitetura pedagógica de Projetos de Aprendizagem à luz da teoria piagetiana. Com base no construto teórico produzido, propõe-se, então, o modelo de intervenção que se pretende experimentar A segunda perspectiva da investigação, é desenvolvida por meio de três experiências, as quais pretendem analisar (i) a viabilidade potencial, (ii) a viabilidade prática, a eficácia, e (iii) a validade da proposta pedagógica de promover aprendizagens de matemática via Projetos de Aprendizagem nos anos finais do Ensino Fundamental e das categorias de intervenção levantadas. Em consonância com os dados produzidos nas três experiências, as análises permitiram, então, a validação da arquitetura pedagógica de Projetos de Aprendizagem como uma intervenção do tipo 1, adequada a construção de uma escola da Cultura Digital, e das três categorias que identificam a ação do professor e definem as intervenções do tipo 2, denominadas: intervenções exploratórias, desequilibradoras e informativas. Considerando, por fim, os resultados e as proposições da presente investigação, aliados à experiência docente no viés da educação matemática e à importância da continuidade da pesquisa do professor como prática constante da sua ação pedagógica, levantam-se algumas possibilidades para a qualificação das investigações sobre a intervenção do professor e suas implicações na aprendizagem de estudantes ao longo da sua vida escolar. The present research has as starting point the constant challenge and desire of the mathematics teacher to construct strategies that are incentivetor of mathematics learning in the basic school. With this concern, it begins by highlighting the necessary centrality of student research and its constructive processes of knowledge. From initial discussions about learning in the Digital Culture and indications of the potentiality of the pedagogical architecture of Learning Projects as an alternative to the educational challenges of the 21st century, it is proposed to investigate the teacher’s intervention, in order to identify categories that subsidize the pedagogical action with students of the final years of elementary school to promote the learning of mathematics in Digital Culture from Learning Projects. As a research trajectory, we distinguish two perspectives: theoretical and experimental research. We seek, therefore, a foundation in Piagetian Genetic Epistemology, specifically in the processes of Major Balance – as essential for the structural understanding of the knowledge construction – in the relations between the Taking of Consciousness and the Making and Understanding – fundamental for the analysis of the action of the student – and in the Clinical Method – essential for the discussion about the intervention of the teacher within a constructivist perspective of knowledge. In addition, the transformations arising from Digital Culture, its implications on the young learners cognition and the construction of a school of Digital Culture are discussed. Finally, still in the theoretical facet of the study, the pedagogical architecture of Learning Projects is presented and analyzed in light of the Piagetian theory Based on the theoretical construct produced, it is proposed, then, the intervention model to be tried. The second research perspective is developed through three experiments, which aim to analyze (i) the potential feasibility, (ii) practical feasibility, effectiveness, and (iii) the validity of the pedagogical proposal to promote mathematics learning by Learning Projects in the final years of Elementary School and the categories of intervention identified. In agreement with the data produced in the three experiments, the analyzes allowed the validation of the Learning Projects pedagogical architecture as a type 1 intervention, adequate to the construction of a School of Digital Culture, and of the three categories that identify the action of the teacher and define type 2 interventions, namely: exploratory, unbalanced and informative interventions. Considering, finally, the results and propositions of the present investigation, combined with the teaching experience in the bias of mathematics education and the importance of the continuity of teacher research as a constant practice of its pedagogical action, there are some possibilities for the qualification of the investigations On the intervention of the teacher and its implications in the learning of students throughout their school life. La presente investigación tiene como base un constante desafío y deseo del profesor de matemática en construir estrategias que sean promotoras del aprendizaje de matemática en la escuela. Con esa preocupación, se inicia destacando la necesaria centralidad de la pesquisa en el estudiante y sus procesos constructivos del conocimiento. A partir de discusiones iniciales respecto al aprendizaje en la Cultura Digital y de indicaciones de la potencialidad de la Arquitectura Pedagógica de Proyectos de Aprendizaje en cuanto a alternativas a los desafíos educacionales proprios del siglo XXI, se propone investigar la intervención del profesor, con la finalidad de levantar categorías que subsidien a la acción pedagógica con estudiantes de los años finales de la enseñanza fundamental para la promoción del aprendizaje de matemática en la Cultura Digital a partir de Proyectos de Aprendizaje. Como trayectoria de investigación se distinguen dos perspectivas: la pesquisa teórica y la experimental. Busca-se, entonces, fundamento en Epistemología Genética Piagetana, específicamente en los procesos de Equilibración Mallorante – como esenciales para la comprensión estructural de la construcción de conocimiento –, en las relaciones entre la Tomada de Consciencia y el Hacer y Comprender – fundamentales para el análisis de la acción del estudiante – y en el Método Clínico – imprescindible para la discusión sobre la intervención del profesor dentro de una perspectiva constructivista del conocimiento. Ademas, se discute las transformaciones venidas de la Cultura Digital, sus implicaciones en la cognición del joven aprendiz en la construcción de una escuela de Cultura Digital Aun en la perspectiva teórica del estudio, se presenta y se analiza a la arquitectura pedagógica de Proyectos de Aprendizaje a la luz de la teoría piagetana. Con base en el constructo teórico producido, se propone, entonces, el modelo de intervención que se pretende experimentar. La segunda perspectiva de investigación, es desarrollada por medio de tres experiencias, las cuales pretenden analizar (i) la viabilidad potencial, (ii) la viabilidad práctica, la eficacia, y (iii) la validad de la propuesta pedagógica de promover aprendizajes de matemática vía Proyectos de Aprendizaje en los años finales de la Enseñanza Fundamental y de las categorías de intervención levantadas. En consonancia con los datos producidos en las tres experiencias, las análisis permitieron, entonces, la validación de la arquitectura pedagógica de Proyectos de Aprendizaje como una intervención del tipo 1, adecuada a la construcción de una escuela de Cultura Digital, y de las tres categorías que identifican a la acción del profesor y definen las intervenciones del tipo 2, denominadas: intervenciones exploratorias, desequilibradoras e informativas. Considerando, por fin, los resultados y las proposiciones da la presente investigación, aliados a la experiencia docente en la educación Matemática y la importancia de la continuidad de la pesquisa del profesor como práctica constante da su acción pedagógica, se levantan algunas posibilidades para la cualificación de las investigaciones sobre la intervención del profesor y sus implicaciones en el aprendizaje de estudiantes en su vida escolar.

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Hastenreiter, Roberto Soares da Cruz. "Das palavras aos quanta: analogia como elemento do pensamento e ferramenta didática em aulas de física quântica na educação básica." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-17122015-113723/.

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O presente trabalho trata do uso de analogias em atividades didáticas voltadas às aulas de ciências e, mais especificamente, do uso de analogias em aulas sobre temas de física quântica para alunos do ensino médio. Partimos, então, da aparente contradição que resulta da tentativa de abordar conceitos da física quântica, conceitos estes abstratos e sem relação com a realidade sensível, por meio de um mecanismo representativo que é baseado na comparação entre dois domínios do conhecimento, no qual um deles pertence ao repertório do conhecido (familiar) e o outro diz respeito ao que se deseja conhecer. Nossa principal contribuição, ligada à nossa proposição inicial, se dá na medida em que propomos inicialmente reflexões a respeito do conceito de analogia em três dimensões: a primeira, associada à perspectiva da psicologia cognitiva, na qual a analogia se constitui como elemento central do pensamento e assim da formação dos conceitos em toda a história do sujeito; a segunda, relacionada à epistemologia da ciência, especificamente sob a perspectiva de Henri Poincaré, a partir da qual se apontam basicamente três categorias de analogias (figurativas, mecânicas e matemáticas); a terceira, ligada às atividades didáticas que consideram a analogia como ferramenta de aprendizagem, e que busca, a partir de esforços coletivos presentes na literatura especializada em ensino de ciências, sistematizar o seu uso. A partir de uma ampla leitura das três dimensões supracitadas, propomos uma síntese que nos permita um olhar específico para nosso objeto de pesquisa. A fim de analisar o potencial de nossa síntese teórica, realizamos um ensaio empírico que consistiu na elaboração de episódios criados a partir de aulas de temas de física quântica ministradas a alunos do ensino médio (modelos atômicos, efeito fotoelétrico, dualidade onda-partícula, interpretações da Mecânica Quântica). A metodologia usada na interpretação dos episódios pressupõe que analogias em atividades didáticas podem ser classificadas quanto ao seu nível de elaboração, assim como em aspectos ligados ao seu uso, como o formato de apresentação e de ações prévias. Os resultados nos ajudam a perceber situações de uso de analogias prioritariamente figurativas com alguns casos de analogias mecânicas. A ausência de uso de analogias matemáticas, assim como do formato de apresentação matemático-representativo, nos permite reafirmar o caráter crucial de se investigarem novos \"formatos\" de analogias que sejam adequados à comunicação e ao ensino de conceitos da física quântica. This work deals with the use of analogies in teaching activities of sciences and, more specifically, with the use of analogies in high school quantum physics courses. Our starting point is the apparent contradiction of attempting to approach the concepts of quantum physics, abstract and deprived of any relation with the sensory reality, through a mechanism of representation based on the comparison of two fields knowledge: a first one which is known and familiar, and a second one which we wish to grasp. Our main contribution lies in our initial proposition to reflect on the concept of analogy from three different perspectives: first, there is the point of view of cognitive psychology, in which analogy appears as central element of thought and therefore of the formation of concepts during the whole history of the subject; second, there is the point of view of epistemology of science, and particularly that of Henri Poincaré who distinguished three basic categories for analogies (figurative, mechanical and mathematical); third, there is the point of view of educational activities, which considers analogies as a learning tool and attempts, through collective efforts manifested in the science education literature, to provide a systematic account of their use. Based on an ample reading along the three aforementioned dimensions, we then propose a synthesis enabling us to adopt a specific look at our object of research. In order to analyse the potential of this theoretical synthesis, we have conducted an empirical test constituted by episodes created within high school quantum physics lectures (atomic models, the photoelectric effect, the wave-particle duality, and the interpretations of Quantum Mechanics). In order to interpret these episodes, the methodology assumes that analogies in teaching activities can effectively be classified according to their level of development and to some aspects of their use, such as the presentation format and the previous actions. The results help us in perceiving how most of the analogies used are figurative, even though there are also some mechanical analogies. The lack of use of mathematical analogies, as well as the absence of the mathematical-representative presentation format, allows us to reaffirm the crucial need of investigating new \"formats\" of analogies, better suited for the communication and teaching of the concepts of quantum physics.

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Fersula, Michele Gonçalves. "Concepções epistemológicas e pedagógicas da ação docente de professores de Ciências." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1916.

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Made available in DSpace on 2014-08-20T13:57:34Z (GMT). No. of bitstreams: 1 Michele_Goncalves_Fersula_Dissertacao.pdf: 587909 bytes, checksum: 67512b5c918e5fe936a0e92d56bbc7ec (MD5) Previous issue date: 2013-10-23 The speeches, arguments and justifications used by teachers in their everyday practice may reveal the theoretical perception in which they are immersed. Such perceptions are not created at random, otherwise they come from the assumption that it is natural to be and thinks this way. They emerge as a possibility to carry out their job and as a reflex of what they have lived, which, in turn, fundaments the conceptions that surround them. The teachers adhere to a set of values and principles that are considered to be relevant to promote learning. They assume some behaviour influenced by both the professional environment and personal reasons. Professional and personal reasons incorporated to the pedagogical practice comprise the epistemology of teaching practice, which are translated in a pedagogical model that reveals the conceptions of the teachers regarding teaching and learning. Based on it, we investigated the epistemology of science teachers working for the city hall in Pelotas (RS Brazil) and how this affects their teaching practice. Qualitative research concepts were used along with two key concepts: epistemological issues and teacher s practice. The results showed there is a diversity of epistemological principles along with the pedagogical conceptions of the teachers and for them it is natural to mix a constructivist approach with a model of behaviourist teaching. In such practices the teachers mobilize different rituals that are not always transformed into effective learning. We should call the attention to the fact that the act of thinking about their own teaching practice is a limited or inexistent one, and we believe that such act can be achieved by metanalysis, being the reflexive process and the development of autonomy the key elements. If they do so, the teachers may review the bases on which their pedagogical conceptions are built and then be able to think about their identity process and professional practice on a more critical base As falas, argumentos e justificativas que envolvem a prática de ensino e aprendizagem, revelam muitas vezes as percepções teóricas nas quais os professores estão imersos. Estas percepções não são criadas por acaso, partem de uma ideia de que assim está por ser natural. Surgem como possibilidade de desenvolver seu trabalho e como reflexo de vivências que, por sua vez, fundamentam as concepções que cercam os professores. O educador adere ao conjunto de valores e princípios que, para ele, são importantes no desenvolvimento das aprendizagens. Apropriam-se de determinados modos de agir, que são influenciados por uma razão profissional, assim como também por uma razão pessoal. Este composto incorporado à prática pedagógica constituiu a epistemologia da prática docente, e se traduz em um modelo pedagógico que revela as concepções dos professores sobre os modos de ensino e de aprendizagem. Destas inferências emerge a necessidade de compreender qual é a epistemologia do professor de ciências do município de Pelotas RS e como esta se processa na prática de ensino. A pesquisa qualitativa foi utilizada como base de investigação e dois eixos nortearam este estudo, foram eles: as questões epistemológicas, e a prática dos professores. A análise dos dados permitiu identificar alguns aspectos da epistemologia que subsidia a prática dos docentes. Concluiu-se que existe uma diversidade de princípios epistemológicos articulados às concepções pedagógicas dos professores e que eles entendem naturalmente a propor uma prática que mescla conceitos de uma epistemologia construtivista com um modelo de ensino diretivo. Nestas práticas os professores mobilizam diferentes ritos que nem sempre se traduzem em aprendizagens significativas. Evidencia-se que o processo de reflexão da prática docente é limitado ou ausente e que este pode ser realizado através de um exame de autoconsciência, no qual o processo reflexivo e o estímulo ao desenvolvimento da autonomia são os elementos principais. Deste modo o professor poderá rever de maneira crítica as bases em que suas concepções pedagógicas se apóiam e refletem na construção de seu processo identitário e de sua prática profissional

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Gallegos, Gabilondo Simon. "Les mondes du voyageur : une épistémologie de l'exploration (XVIème - XVIIIème siècles)." Thesis, Paris 1, 2016. http://www.theses.fr/2016PA01H204.

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Ce travail examine le problème de l'exploration, tel qu'il se présente dans les chroniques de voyage qui ont forgé la cartographie du monde moderne entre la Renaissance et les Lumières, en privilégiant l'analyse des enjeux épistémologiques entre le nouveau et l'inconnu. A travers une lecture de ce corpus portant sur l'Amérique et des spéculations géographiques et politiques sur le continent austral, il montre, d'une part, que dans ces textes un régime de spatialité trouve son instance inaugurale ; de l'autre, que l'histoire de celui-ci est aussi celle de la philosophie elle-même, pour autant qu'elle s'est conçue sur le modèle d'une exploration dans la tradition baconienne jusqu'au XVIIIème siècle chez D'Alembert. Il montre l'ancrage historique des images géographiques ainsi que la continuité entre la production de savoir et la production d'un espace à découvrir au sein des voyages d'exploration, face auxquels, contrairement à la métaphorologie blumenbergienne, l'archéologie foucaldienne trouve une limite. Puis, il interroge l'horizon de sens anthropologique de l'exploration, en particulier à travers la polémique de la présence d'une espèce d'hommes géants au Nouveau Monde, et examine l'appropriation scientifique de cette figure littéraire, dans l'histoire naturelle d'Acosta à Buffon. Enfin, après un regard sur le rapport ambigu entre les usages de la thèse du vieillissement du monde et l'ouverture épistémologique des objets possibles de l'exploration, il propose une analyse de la centralité de la gigantum demonstratio au sein du programme philosophique de Vico This study examines the issue of exploration, as it stands in the travel chronicles that have forged modern world cartography between the Renaissance and the Enlightenment, favouring the analysis of epistemological questions between the new and the unknown. Through an examination of this corpus about America, and the geographical and political speculation about the Southern Land, it shows, on the one hand, that a regime of spatiality begins with these texts; on the other, that its history is also the history of philosophy, as far as it conceived itself on the model of exploration in the baconian tradition until D’Alembert in the 18th century. It identifies the historical foundation of geographical images used in the modern thought, as well as continuity among knowledge production and the production of a space to discover by exploration travels, about which, unlike Blumenberg’s metaphorology, Foucault’s archaeology founds a limit. Then, it questions the exploration’s anthropological horizon of meaning, particularly by the controversy of a giant human species in the New World, and examines the scientific appropriation of this literary figure in the natural history from Acosta to Buffon. Lastly, after a look on the ambiguous relation between the ageing world thesis and the epistemological openness of possible objects of exploration, it proposes an analysis of the importance of the gigantum demonstratio in Vico’s philosophical program

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Gunok, Emrah. "Reformulation Of The Concept Of Understanding In Heidegger&#039." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/1260456/index.pdf.

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The goal of the present dissertation is to display the reconstruction of the concept of understanding which has down through the history of philosophy been used as the synonym of knowing. Hence, my main intention is to focus on the Heidegger&rsquo s and Gadamer&rsquo s critique of epistemological conception of understanding and their reevaluation of this concept in terms of ontology. Finally, I will try to examine the similarities and dissimilarities between the philosophers and try to call attention to their emphasis on finite and historically conditioned human understanding. To fulfill the task I put forward, I shall apply to early Heidegger&rsquo s magnum opus Being and Time (1927) and Gadamer&rsquo s most influential book Truth and Method (1960).

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Bradbury, Rosalene Clare. "Identifying the Classical Theologia Crucis and in this Light Karl Barth's Modern Theology of the Cross." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/4261.

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This dissertation is presented in two parts. It first identifies the shape and content of an ancient system of Christian thought predicated on the theology of the cross of Jesus Christ, and proposes the marks typifying its theologians. Over against the ensuing hermeneutic it next finds the project of twentieth century Swiss theologian Karl Barth to exhibit many of the defining characteristics of this system, and Barth himself to be fairly deemed a modern theologian of the cross. He crucially recovers, reshapes and reasserts the classical theologia crucis as a modern theological instrument, one answering enlightened theology’s self-glorifying accommodation to modernity with the living Word of the cross. The crucicentric system itself is found to comprise two major theological dimensions, epistemological and soteriological. Each of these comprises dialectically corresponding aspects connected with false and true creaturely glory. The cruciform Word (or theology) speaking through this system likewise moves in two directions. It declares negatively that any attempt by the creature to circumvent the cross so as to know about God directly, or to condition God's electing decision, is necessarily the attempt to know and act as God alone may know and act - an attempt therefore on the glory of God. It declares positively that in the crucified Christ God formally discloses the knowledge of God, and determines the creature for God. This knowledge and election are appropriated to the creature as, drawn into the cruciform environment, its attempt to glorify itself is negated and Christ's exalted humanity received in exchange. Thence it is lifted to participate in Christ's mind and in his glory, a process guided by the Holy Spirit and completed eschatologically. The database for this research includes selected primary materials in the Apostle Paul, Athanasius, a group of medieval mystical theologians, the reformer Martin Luther - particularly here his Heidelberg Disputation, and Karl Barth. It also pays attention to the recent secondary literature peripherally or more concertedly connecting itself to the theology of the cross, of whatever period. In this literature numerous suggestions for the content of the theology of the cross exist, a major methodological task in the current research being to bring these together systematically. To the extent that the inner structure of the system carrying the cruciform Word has not previously been made explicit, and Barth's crucicentric status not finally determined, in moving towards these achievements this dissertation breaks fresh ground. In the process a new test by which to decide the crucicentric status of any theological project is developed, and a further and crucicentric way of reading Barth proposed. This dissertation identifies the shape, content, and marks of the theology of the cross, an ancient and still extant epistemological and soteriological system of Christian thought. Applying the resulting hermeneutic it then shows this system to be present with renewed vitality and future significance in the modern project of seminal Swiss theologian Karl Barth (1886-1968).

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Milnitsky, Renan. "Epistemologia e Currículo: reflexões sobre a Ciência Contemporânea em busca de um outro olhar para a Física de Partículas Elementares." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-10072018-135937/.

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O ensino da Física Moderna e Contemporânea (FMC) vem sendo palco para uma ampla discussão nas últimas décadas. No entanto, a realidade escolar ainda se encontra profundamente afastada de uma prática sistematizada do ensino de tópicos relativos a este período de construção do conhecimento científico. Ao contrário dos argumentos apresentados nos documentos educacionais e nas pesquisas acadêmico-científicas, o que ainda se enxerga é uma prática dominada por tópicos associados à física clássica e enviesada por uma visão de ciência profundamente comprometida com o caráter empírico-indutivista de apreensão da realidade. Neste contexto, esta pesquisa buscou promover uma reflexão sobre a dimensão epistemológica do problema de renovação curricular. Para isto, baseou-se em referenciais das denominadas teorias de currículos, compreendendo a constituição dos saberes escolares segundo as reflexões do sociólogo da educação francês Jean-Claude Forquin, e no trabalho epistemológico do filósofo da ciência francês Gaston Bachelard, acerca da novidade essencial do pensamento científico contemporâneo. Coloca-se como hipótese central que a concepção positivista de ciência, dominante na educação científica, vem exercendo enorme influência sobre a forma como discussões e propostas sobre o ensino da FMC tem sido conduzidas - ocasionando um afastamento cada vez maior entre os estudantes e as formas próprias de pensar deste período de extrema importância para a ciência. Para materialização destas reflexões, foram analisadas diversas propostas para o ensino e divulgação da Física de Partículas Elementares no nível médio, apontando que grande parcela delas vem se concentrando em disseminar uma visão reduzida à enunciação da composição da matéria por quarks e da classificação e organização das espécies de partículas. Apontamos para a necessidade de encontrar alternativas para o ensino de física de partículas, tomando seu desenvolvimento histórico como parâmetro de análise. The teaching of Contemporary and Modern Physics (CMP) have been the stage for a wide discussion in the past few decades. However, the actual school is far away from a systematized practices on teaching topics related to this period of scientific development of knowledge. Contraty to the arguments presented in the educational documents and academic researches, what we\'ve been seen is a practice dominated by topics of classical physics e skewed by a deeply committed view of Science with an empirical-inductive character of apprehension of reality. In this context, this research sought to promote a reflection on the epistemological dimension of the curriculum renewal problem. For this, it was based on references of the curriculum theories, understading the constitution of scholarly knowledge, according to the work of the French sociologist Jean-Claude Forquin, and on the epistemological work of the French philosopher of Science Gaston Bachelard, on the essential novelty of the contemporary scientific thought. The central hypothesis is that the positivist conception of Science, dominant in the scientific education, has been exerting a strong influence in discussions and proposals about on teaching of the CMP - leading to a great distance between the students and the own ways of thinking of this period of for science. In order to materialize these reflections, several proposals for the teaching and dissemination of Elementary Particle Physics in the middle level were analyzed, pointing out that a large number of them have been concentrating on disseminate a view of particle physics reduced as a composition of matter by quarks and the classification and organization of particles species. We\'re pointing to a necessite of finding alternative looks for particle physics teaching, taking its historical development as a parameter of analysis.

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46

Timm, Maria Isabel. "Elaboração de projetos como estratégia pedagógica para o ensino de Engenharia (curso à distância de projeto no modelo e-learning-by-doing)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/13747.

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O trabalho contextualiza historicamente, descreve e discute características de um possível perfil cognitivo dos engenheiros, atualizando-o em relação às necessidades da sociedade e da cultura contemporâneas, com base no paradigma multidisciplinar das Ciências Cognitivas, apresentado a partir da obra Como a mente funciona, de Steven Pinker, e em pesquisa bibliográfica sobre autores da área de Engenharia. Busca analisar criticamente as necessidades do ensino contemporâneo de Engenharia, identificando estratégia didáticopedagógica compatível com as características descritas no perfil. A elaboração didática de projetos foi a estratégia escolhida, por apresentar a mesma estrutura cognitiva (raciocínios, operações mentais, comportamentos, atitudes e posturas) da atividade profissional, bem como por caracterizar um contexto integrado de conceitos teóricos, atividades práticas, tomadas de decisão e vivências que deverão constituir um apoio à consolidação da memória de longa duração dos alunos, e, por conseguinte, de seu aprendizado, segundo conceitos apresentados por Roger Schank na obra Dynamic Memory Revisited. O trabalho se desenvolve com a escolha de um modelo de curso à distância estruturado a partir do mesmo paradigma, para aplicar a estratégia escolhida. Trata-se do modelo e-learning-by-doing, apresentado por Roger Schank na obra Designing world-class e-learning. São descritas atividades de planejamento, implantação e análise qualitativa de resultados de um curso-piloto à distância (com o referido modelo), de elaboração didática de um projeto de Engenharia Geotécnica, com alunos de mestrado do Pós-Graduação em Engenharia Civil, da Universidade Federal do Rio Grande do Sul, sob coordenação do prof. Fernando Schnaid. A experiência teve excelente receptividade e aproveitamento dos alunos. O framework teórico-conceitual multidisciplinar mostrou-se enriquecedor, apontando possibilidades de continuidade da pesquisa sobre ensino de Engenharia, relacionadas ao aprofundamento do perfil dos engenheiros, ao uso didáticopedagógico de projetos e ao modelo e-learning-by-doing, todos eles com aplicação na prática docente e na formação de professores. O trabalho constituiu pesquisa para obtenção do título de doutor, no Programa de Pós-Gradução em Informática na Educação (PPGIE) da Universidade Federal do Rio Grande do Sul (UFRGS), na linha de pesquisa Paradigmas para a Pesquisa sobre Ensino Científico e Tecnológico. This work describes and discusses engineering profile from historical, cultural and cognitive perspectives, in an attempt to fit contemporary needs based on the multidisciplinary paradigm of Cognitive Sciences. Emphasis is given to Steven Pinker’s book How the mind works and other bibliographic research reported within the Engineering domain. Needs of contemporary Engineering education are analyzed, choosing a pedagogical strategy compatible with the described profile. Didactic project making was the chosen strategy - it comprises the same cognitive structure of the professional activity, including way of thinking, mental operations, behavior, attitude and states of mind. It can also be seen as a theoretical, practical, decision making and living context that supports long term memory consolidation and, as a consequence, supports the activity of learning, following ideas presented by Roger Schank’s book Dynamic Memory Revisited. The work follows a distance learning course based on the same cognitive paradigm chosen to represent the adopted model and strategy. The strategy is based on e-learning-by-doing model introduced by Roger Schank’s book Designing world-class e-learning, which is adopted to plan and to implement an experimental distance course for a project on Geotechnical Engineering, to masters students from the Civil Engineering Graduation Program at Federal University of Rio Grande do Sul, coordinated by professor Fernando Schnaid. The experience is reported and results are qualitatively analyzed with excellent responses from students in both participation and performance. Theoretical and conceptual multidisciplinary frameworks proved to be a reach framework to present and future research related to Engineering education, engineering profile, didactic use of projects adopting the e-learning-by-doing model. This concept can be applied to graduate and undergraduate courses and to teachers´ continuous education. The work is part of the requirements designed to obtain a PhD degree at the Informatics applied to Education Graduation Program (PPGIE), from Federal University of Rio Grande do Sul (UFRGS), Brazil, in the research line of “Paradigms for the Research on Scientific and Technological Education”.

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47

Binneman, Antonie Johannes. "Identiteit en homoseksualiteit : die soeke na aanvaarding binne 'n Christelike geloofsgemeenskap (Afrikaans)." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24825.

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AFRIKAANS: Die navorsing is gedoen vanuit 'n postfundamentalistiese narratiewe prakties- teologiese benadering. Die fokus van die studie was tweeledig. Die eerste was om na die stories van 'n groep meisies, wat hulself as homoseksueel gesien het en daarom gemarginaliseer is, te luister. Die tweede deel was dat deur die proses daar intervensie sou wees wat aan die meisies die kennis en die mag sou gee om hulle verhale op so 'n manier oor te vertel dat hulle die hoofrolle van hulle eie lewensdramas sal word en nie net karakters of ekstras op die verhoog van die lewe sou wees nie. Verhale van nood moet dus verruil word vir verhale van hoop. Om die verhale van die meisies beter te verstaan is daar van 'n groep interdissiplinêre helpers gebruik gemaak. Die meisies se verhale is verder ook sosiaal-konstruksionisties benader. Die meisies se verstaan van hulle konteks, die kerk, hulle vriende, homoseksualiteit, God, kerkleiers en hulle inskakeling by die kerk en hulle identiteit is ondersoek en saam met die groep gedekonstrueer. Die navorsingsverhaal is dus 'n verhaal waar daar weer opnuut gekyk is na die hantering van tieners, hulle wêreldbeeld en soeke na identiteit en aanvaarding binne 'n wêreld wat hulle nie altyd verstaan nie, en die rol van die geloofsgemeenskap in die proses. ENGLISH: The research was done from a post-foundational, narrative, and practical theological position. The focus of the study had two intentions. The first was to listen to the stories of a group of girls, who saw themselves as homosexual and because of that was marginalised. The second intention was that in the process there would be intervention in their stories. This intervention was supposed to give the girls the necessary knowledge and power to help them to tell their stories. This telling would then place the girls not as extras on the stage of their own lives but as playing the leading roles. Negative stories had thus to be exchanged for stories of hope. To get a better understanding of the stories of the girls, there was made use of an interdisciplinary team of helpers. The stories were also interpreted from a social constructionist point of view. The understanding the girls had of their context, the church, their friends, homosexuality, God, church leaders, their membership of the church and their identity was researched and deconstructed with them in a process. The research story is a story where the handling of teenagers, their world view and their search for identity and acceptance in a world that doesn’t always understand them and their involvement in the church in this process was looked at with fresh eyes. Thesis (PhD)--University of Pretoria, 2011. Practical Theology unrestricted

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SILVA, Antheógenes Menezes da. "Um diálogo entre a história da química e livros didáticos, numa perspectiva bachelardiana : o caso dos modelos atômicos." Universidade Federal Rural de Pernambuco, 2010. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5426.

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Submitted by Mario BC (mario@bc.ufrpe.br) on 2016-08-22T15:11:22Z No. of bitstreams: 1 Antheogenes Menezes da Silva.pdf: 3239064 bytes, checksum: 61d27b9f3abf52e98f4623de16289ff8 (MD5) Made available in DSpace on 2016-08-22T15:11:22Z (GMT). No. of bitstreams: 1 Antheogenes Menezes da Silva.pdf: 3239064 bytes, checksum: 61d27b9f3abf52e98f4623de16289ff8 (MD5) Previous issue date: 2010-08-23 This work analyses how the History and philosophy of Science is presented in the concept approach of “atomic models” in the didactic books of the first grade of state high schools in Pernambuco- Brazil from the Bachelard’s perspective. Most of the times Chemistry teachers base them selves in the little historic part that goes with the contents of atomic models in the didactic books; and most of the times they don’t realize the problems in these versions, because they don’t analyze the use of this device properly. The present work discusses and analyses historic questions which are present in some didactic books about the perspective of Bachelard’s epistemology in the contents of atomic models which are usually used by Chemistry teachers in their classes. This study intends to contribute effectively in the making of a more adequate view in the construction of a the scientific knowledge. It also intends to now better the process of concept - making of atomic models with a historic background trying to make it more accessible and make possible to the student a better understanding of the structure of matter. From the analysis of some samples related to atomic models we’ll point out rights and problems adding new information both related to contents and background which allow the use of this material in a more efficacious manner. Finally this work suggests the use with more frequency of the History of Chemistry in class but with responsibility and quality in the use of this didactic tool, avoiding facts that make up a wrong image and give a fake feeling about the nature of the Chemistry Science. Este trabalho consiste em analisar como se apresenta a História e Filosofia da Ciência na abordagem do conceito de “modelos atômicos” nos livros didáticos da 1º série do ensino médio da Rede Estadual de ensino do estado de Pernambuco a partir da perspectiva Bachelardiana. Na maioria das vezes o professor de Química se baseia na pequena parte Histórica que acompanha o conteúdo de modelos atômicos nos livros didáticos e muitas vezes não percebe os problemas nessas versões, pois não analisa de forma adequada o uso desse dispositivo. O presente trabalho discute e analisa questões Históricas que aparecem em certos livros didáticos sobre a perspectiva da epistemologia de Bachelard no conteúdo de modelos atômicos que são normalmente utilizados pelos professores de Química em suas aulas. Este estudo visa contribuir de forma efetiva na formação de uma visão mais adequada a construção do conhecimento científico. Busca também conhecer melhor o processo de formação do conceito de modelos atômicos com um pano de fundo histórico tentando tornar esse conceito mais acessível para o aluno e possibilitar e ele uma melhor compreensão acerca da estrutura da matéria. A partir da análise de alguns exemplares relacionados com modelos atômicos apontaremos acertos e problemas existentes sempre acrescentando novas informações tanto em relação ao conteúdo quanto ao contexto da época que permitam a utilização desse material de maneira mais eficaz. Finalmente a proposta do trabalho sugere que se utilize mais a História da Química na sala de aula, mas com responsabilidade e qualidade no uso dessa ferramenta didática. Evitando fatos que criem uma imagem enganosa e dão falsa impressão acerca da natureza da Ciência Química.

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Oberholzer, Gerhard J. "Die ontwikkeling van diensbare leierskap in ‘n post-moderne geloofsgemeenskap : ‘n prakties-teologiese ondersoek van Suid-Afrikaanse immigrante in Brisbane, Australië (Afrikaans)." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/25531.

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AFRIKAANS: In hierdie studie word daar na die narratiewe van Suid-Afrikaans gebore immigrante, wat hulself in Brisbane, Australië, gevestig het, geluister. Die plaaslike konteks word in die gereformeerde gemeente van Mansfield gevind en die ontwikkeling van diensbare leierskap word beskryf as deel van die kultuur van die gemeente wat fokus op die nood van immigrante. Die navorsing vind plaas vanuit ‘n epistemologie wat uit ‘n narratiewe benadering vloei. Die post-fundamentele teologiese posisionering inkorporeer die sosiale konstruksionisme, met die doel om ‘n dieper verstaan van die narratiewe navorsing te bewerkstellig. Die praxis word as die beginpunt van navorsing in hierdie post-fundamentele prakties-teologiese studie gesien. Die gevolg is dat eerstehandse kennis opgedoen en geïnterpreteer word deurdat die verhale van mede-navorsers aangehoor en beskryf word. Die plaaslike geloofsgemeenskap in Mansfield bied in-kontekstuele ervaringe wat deur die mede-navorsers vertel word en wat deur die tradisies van interpretasie beïnvloed word. Hierdie ervaringe word deur die aanstelling van respondente vanuit verskillende vakgebiede verder geïnterpreteer en betekenis word aan die verhale gegee in ‘n inter-dissiplinêre gesprek. Die inter-dissiplinêre gesprek word vanuit die teorie van transversale rasionaliteit gestimuleer en ‘n relevante literatuurstudie komplementeer die navorsingsproses en word in die studie geïntegreer. Aan die einde van die navorsingsproses word alternatiewe interpretasies en voorstelle gemaak wat dui op die konteks groter as net die plaaslike. Die navorsingsproses word dus ontwikkel vanuit ‘n post-fundamentele teologiese posionering met die doel om die narratiewe van immigrante aan die orde te stel. Hierdie narratiewe word geïnterpreteer en ‘n dieper verstaan word ontwikkel deurdat sekere diskoerse geïdentifiseer word deur ‘n proses van dekonstruksie. Kritiese vrae word gevra en die spesifieke temas vanuit die verhale word bespreek met die doel om die werklikheid van immigrasie te beskryf soos wat die mede-navorsers dit beleef. Die taalkwessie en hoe taal aangewend word om betekenis aan verhale te gee word bespreek. Die eie interpretasies van mede-navorsers word in opvolggesprekke getoets en die verhale word hierdeur toegelaat om te ontwikkel. Die geloofstaal en die taal van die twyfel van immigrante word aangehoor ten einde hulle belewenisse van die teenwoordigheid van God in hulle lewens tydens immigrasie te verstaan. Die ontwikkeling van Diensbare Leierskap word as ‘n natuurlike uitvloeisel van die immigrasieproses bespreek. Die immigrante beleef die diensbaarheid van die leiers in die gemeente van Mansfield positief. Hierdie studie vertel die verhale van immigrante wat deur die diensbaarheid van ander, self ook die kultuur van diensbaarheid aanneem en deelneem aan omgee-aksies om ander immigrante te bedien. Die literatuur oor diensbare leierskap wys self-leierskap, leierskap in spanverband, leierskapontwikkeling en strategiese leierskap uit as kritiese areas in die ontwikkeling van diensbare leierskap. Die gevolgtrekking op hierdie studie is dat diensbare leierskap as ‘n integrale deel van gelowige immigrasie verstaan word en dat dit intensioneel deel vorm van die leierskapkultuur in ‘n immigrant-vriendelike gemeente. Die voorstel wat hieruit voortvloei is dat verskillende gemeentes en kerkverbande kan baat by die aanwending van diensbare leierskap binne die konteks van immigrasie. ENGLISH: In this study narratives of immigration are listened to and described from the local context of the Christian Reformed Church, Mansfield in Brisbane, Australia. The development of servant leadership is described as part of the culture of the congregation. The congregation focuses on the needs of immigrants as an immigrant-friendly church. The research approach in this study flows from an epistemology based on a narrative theory. The post foundational approach incorporates social constructionism as part of the process in exploring a deeper meaning of the stories told by immigrants. Within this framework of post foundational practical theology, the praxis is the starting point of research. This consists of local knowledge, described and interpreted by the co-researchers and informed by traditions of interpretation. The experiences of co-researchers are interpreted on a second level with the appointment of four interdisciplinary respondents. The respondents take part in an interdisciplinary conversation and they each contribute from their field of experience. This is done by using transversal rationality and the in-context experiences are thickened through interdisciplinary investigation. Furthermore, a study of relevant literature is introduced and added to the conversation. At the end of the research process some suggestions and alternative interpretations that point beyond the local context, are made. The research process is therefore developed from a post foundational theological positioning with the aim of describing immigration narratives and interpreting these narratives in order to facilitate a deeper knowledge and insight into the immigration process. Different discourses will be explored by asking critical questions and using a process of deconstruction. The in-context experiences of co-researchers are the primary narrative and their interpretations of experiences will be studied. The language of co-researchers and how they use language will be discussed. Their own interpretations will be used as discussion points in follow up conversations and their narratives will therefore be allowed into a process of growth. Their language, pointing to their experience of the presence of God as well as their language of doubt in the process of immigration will be listened to. Servant leadership will be discussed as an integral part of immigration for believers. The stories of the co-researchers reveal servant leadership in many different forms as part of the culture of the congregation in Mansfield. The narratives show the co-researchers becoming part of the ministry of servant leaders in the congregation. Co-researchers experience the influence of the servant leadership of others in their lives and tell stories of how their needs as immigrants are met by the servant leaders in the congregation. The literature on servant leadership points to self leadership, team leadership, leadership development and strategic leadership as relevant themes to be explored. The conclusion of this study shows servant leadership as an integral part of immigration and that an intentional focus on a culture of servanthood will benefit an immigration friendly congregation. The proposal following from this study is to engage other congregations and churches in a conversation on the effect of servant leadership within the context of immigration. Thesis (PhD)--University of Pretoria, 2011. Practical Theology unrestricted

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Ledoux, Isabelle. "Les causes de l’impuissance animique : la question du mal chez Freud et Spinoza." Thesis, Lyon, École normale supérieure, 2014. http://www.theses.fr/2014ENSL0969.

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Spinoza, parce qu’il est à la pointe de la pensée scientifique de son époque, Freud, parce qu’il prétend fonder une nouvelle science de la nature sans se référer spécifiquement aux sciences humaines, adhèrent à un modèle épistémologique issu de la science déterministe classique. En étendant son application à l’âme humaine, tous deux ont, chacun à sa manière, bouleversé la conception de l’unité psychophysique de l’individu et proposé de nouveaux modèles de compréhension de ses rapports avec les autres et avec le monde.Or, partir de la question du corps pour remonter progressivement jusqu’à celle du mal, point névralgique de la pensée de la liberté, permet de mettre en évidence ce qui les rapproche et ce qui les sépare. Si, en situant la source de la destructivité à l’intérieur de la psychè et en dialectisant les différentes tendances qui la constituent, Freud adopte une perspective non spinoziste, sa conception de la mémoire, de la représentation, du langage, du rêve et du délire, se rapproche beaucoup de celle de Spinoza et permet d’éclairer aussi bien les virtualités que les points explicites de son système.Inversement, Spinoza, par les choix doctrinaux qui marquent l’évolution de sa pensée comme par les stratégies pédagogique et éthique qu’il met à l’œuvre dans ses textes, produit une illustration en acte de ce qui favorise la puissance de l’âme et de ce qui l’entrave. Sans créditer le mal d’une essence positive, il reconnaît néanmoins à ses principales figures : finitude, privation, crime, une efficience historique, dont la compréhension peut fonder une vigilance prophylactique Spinoza, at the top of the scientific thought of his time, and Freud, intending to found a new science of nature without specifically referring to human sciences, adhere to an epistemological model coming from the classical determinist science. Extending its application to the human mind, they both have, each in their own way, drastically changed the conception of the psychophysical unity of the individual and proposed new models of understanding his relationships with the others and the world.And yet, starting with the question of the body to progressively reach the question of evil so problematic for the thought of freedom makes it possible to reveal what separates and brings them closer. Setting sources of destructivity inside the psyche and giving a dialectical representation of its different constituent motions, Freud adopts a non-Spinozist perspective. But his conception of memory, representation, language, dream and delirium, gets closer to that of Spinoza and allows to throw light on potentialities as much as on the explicit points of his system. Conversely, Spinoza, marking the evolution of his thought by doctrinal choices and using pedagogical and ethical strategies in his texts, gives an acting illustration of what favours and hampers the power of the mind. Nevertheless without giving a positive essence to evil, he recognizes the historical efficiency of its main figures: finiteness, deprivation and crime whose understanding can found a prophylactic vigilance

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Dissertations / Theses on the topic 'Modern epistemoloj'

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