Thèses : « Philosophical Practi »

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DADDI, ANDREA IGNAZIO. "Aver cura della vita. Sulla via biografica in filosofia." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241177.

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La presente ricerca delinea le linee portanti della filosofia biografica proposta da Romano Màdera (Màdera & Tarca, 2003; Màdera, 2006, 2012, 2013) quale originale e coraggioso tentativo di rinnovamento della filosofia come modo di vivere (Hadot, 2001) volto alla ricerca di un senso per l'esistenza e caratterizzato dalla tensione alla conoscenza e alla saggezza, dalla trascendenza della centratura egoica e dall'aspirazione all'autorealizzazione solidale. Nel ripercorrere l'evoluzione del pensiero di un protagonista della filosofia italiana contemporanea, sottolineandone le implicazioni formative e psico-politiche, all'argomentazione teorica si intreccia la testimonianza personale del ricercatore stesso che è parte integrante di un più vasto progetto comunitario, frutto di tale pensiero. Coerentemente all'approccio oggetto di studio, capace di non dividere verità e vita, si parte da sé per trovare in sé il mondo, il proprio posto in esso e la direzione di un cammino comunque condiviso. L’opera di Màdera (1977, 1989, 1997, 1998, 1999, 2016, 2018 e cfr. supra) e la sintesi tra filosofia, psicologie del profondo, tradizioni spirituali e metodi biografici cui essa ha dato origine costituiscono la base di partenza e al tempo stesso l'oggetto privilegiato dello studio, che pertanto si presenta per buona parte come un lavoro di rilettura e commento ragionato, cui vanno ad accompagnarsi approfondimenti specifici, per quanto non esaustivi, sul rapporto tra metodo (auto)biografico e filosofia nel corso del tempo, anche considerando il panorama internazionale (Chitwood, 2004; Cowley, 2014; Davis, 1999; Earle, 1976; Jaspers, 1913, 1922; Mathien & Wright, 2006; Mish, 1950; Schuster, 2003; Wright, 2006). Inevitabili sono altresì i rimandi tanto a quegli autori che più hanno segnato l’itinerario concettuale màderiano (Hadot e Jung, in primis, ma, tra gli altri, anche Freud, Marx e Nietzsche) quanto ai lavori dei molti che, a vario titolo e trasversalmente rispetto alle canoniche ripartizioni disciplinari, lo hanno accompagnato e, in tutto o in parte, condiviso (solo per citarne alcuni: Baracchi, Demetrio, Formenti, Gamelli, Jedlowski, Tarca) contribuendo così alla progressiva definizione di un’inedita proposta formativa per gli adulti del nostro tempo all’interno di una comunità di pratiche. L’analisi dei testi e gli specifici approfondimenti tematici si inseriscono all'interno di una cornice narrativa che prevede un frequente ricorso alla prima persona secondo la tradizione già filosofica della confessione e il modello offerto dagli approcci biografici (cfr. autobiografia, autoetnografia) alla ricerca empirica di tipo qualitativo, ormai consolidati nella letteratura pedagogica (Adams, Holman Jones, Ellis, 2014; Anderson, 2006; Andrew, 2017; Denzin & Lincoln, 2000; Ellis, 2004; Chang, 2008; Holman Jones, Adams, Ellis, 2016; Merrill & West, 2009; Muncey, 2010). Una tale narrazione, unitamente agli allegati, tratteggia, almeno parzialmente, lo sfondo esperienziale connesso alle pratiche filosofiche rinnovate personalmente sperimentate dal ricercatore (cfr. Seminari Aperti di Pratiche Filosofiche di Milano-Bicocca e di Genova; Scuola in Analisi Biografica a Orientamento Filosofico). This research outlines the main features of the Biographical Philosophy Romano Màdera propones (Màdera & Tarca, 2003; Màdera, 2006, 2012, 2013). It is an original and bold attempt to renew philosophy as a way of life (Hadot, 2001) aimed to find a meaning for our existences, to transcend our ego-centering and to move towards knowledge, wisdom and a supportive realization. By retracing the evolution of an important Italian contemporary philosopher’s thought and stressing its educational and psycho-political implications, the researcher - that is part of a community project this thought originates - intertwines theoretical argument and personal experience. Consistently with the studied approach, thus not separating truth from life, you start from your own to find in yourself the whole world, your place in it and the direction of a shared path. Màdera’s work (1977, 1989, 1997, 1998, 1999, 2016, 2018 and above) and the synthesis between philosophy, depth psychologies, spiritual traditions and biographical methods that derives from it are the starting point and at the same time the privileged object of the research. The study is partly a rereading and a comment of Màdera’s works, accompanied by specific - though not exhaustive - insights on the relationship between (auto)biographical method and philosophy over time, even considering the international scene (Chitwood, 2004; Cowley, 2014; Davis, 1999; Earle, 1976; Jaspers, 1913, 1922; Mathien & Wright, 2006; Mish, 1950; Schuster, 2003; Wright, 2006). Inevitable are also the references both to those authors who have more marked the Màderian conceptual itinerary (first of all Hadot and Jung, but - among the others - Freud, Marx and Nietzsche) and to the contributions of the many who, in various ways and transversally to the canonical disciplinary division, accompanied and shared it, completely or in part (to name but a few: Baracchi, Demetrio, Formenti, Gamelli, Jedlowski, Tarca). They contributed to the progressive definition of an unprecedented educational proposal for contemporary adult learners within a community of practice. The analysis of the texts and the specific thematic reflections fit within a narrative frame that provides for frequent recourse to the first person, yet according to the philosophical tradition of the confession and to the well-established biographical approaches (e.g.: autobiography, auto-ethnography) to qualitative inquiry in education and social sciences (Adams, Holman Jones, Ellis, 2014; Anderson, 2006; Andrew, 2017; Denzin & Lincoln, 2000; Ellis, 2004; Chang, 2008; Holman Jones, Adams, Ellis, 2016; Merrill & West, 2009; Muncey, 2010). Along with the appendixes, such a narrative sketches, at least partially, the experiential background related to the renewed philosophical practices personally experienced by the researcher (Open Seminars of Philosophical Practices in Milan-Bicocca and Genoa; Training in Philosophically Oriented Biographical Analysis).

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Walsh, Paddy. "Education as a philosophical practice." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10019085/.

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1. Linguistic analysis is a revelatory philosophical strategy on the conditions of (i) a presumption of interdependence among the uses of a term being substituted for the usual presumption of the dependence on some single 'paradigmatic' use of all other uses, (ii) recognition of the adaptability of important terms to denominational and individual points of view, and (iii) treating usages, and the habits of thought embodied in them, as open to crWic!ism (1.1). Applied to 'education' and cognates, the reformed strategy reveals a complex unitary concept of education and a manifold of uses structured on three key correlativities: between '(formal) education' and 'education (in the widest sense)' - which underwrites the educational aspiration to a coherent view of life as a whole; and between descriptive and normative uses, and open and loaded uses - which, together, foreshadow the complex logic of educational theory and debate (1.2 - 1.4). 2. The new paradigm of educational theory as emergent in practice provokes an overdue analysis of the distinctive profile of this practice which reveals it to be (inter alia) 'philosophical' by virtue of its integral quest for a coherent view of life (2.1). A theory that is adequate to this practice will be a 'cluster' of four 'discourses', utopian, deliberative, evaluative and scientific (each already in use within mature practice itself) (2.2). The inclusion of science can be defended on the basis of the dialectic between detachment and human interest that is characteristic of proper human science considering its basis in communication between researcher and researched (2.3). In the discourses generally a tough objectivity, properly construed, accommodates a sensitivity to the circumstantial, a large freedom, a decent humility and scepticism, an acknowedgement of the role of vision in paradigm choice, and an acknowledgement that disagreement is inevitable over important values (2.4). 3. The manifold connections between ordinary curriculum practices do not necessarily amount to a true curriculum coherence in which the elements would combine into a quest for a general view of life. This latter is an ideal whose feasibility is not to be presumed in our fragmented culture, and for which the idea of 'the academic' is an insnff9nt substitute (3.1). However, we can work towards it, first, by an ordering of general educational values, and, second, by an analysis, broadly related to that ordering, of our cultural capital (i) We may identify 'possessive', 'experiential', 'ethical', and 'ecstatic' values. While acknowledging the real claims of the first three of these categories, and the services to them of philosophers like Dewey and Peters, the fourth category - which is encapsulated in the idea of 'love of the world' - can be argued to be primordial and presumed by the other categories (3.2). (ii) In analysing cultural aims, levels of being, and aspects of personality, preserves the link with the previous value-ordering, and is to be preferred to attempts - among which Hirst's is particularly worth engaging with philosophically - to enoompass everything of significance on a single map (3.3). 4. The proposed substanUve 'scheme of things' needs to be articulated and tested in the ntext, also, of particular curriculum areas recx)gnzed as having an importance in their own iight The current upgrading of technology education may be understood, defended, and pointed in terms of the earlier value-distinctions and value-ordering (4.1). Debates on literacy education often turn on whether literacy is a set of highly useful techniques or, as may be argued, is better oonstrued as a form of mental development in which fundamental goals (relating esperlly to experiential values) are themselves transformed (4.2). Finally, a strong case may be made for a broad-minded 'piety', a love of past human beings and worlds, as the most fundamental of the reasons for historical education. This case paraflels the earlier more general arguments about human science and about love of the world.

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Summerscales, Ian. "Attentive educational practice : a philosophical analysis." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531145.

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WANG, Tinghao. "The role of intuition in philosophical practice." Digital Commons @ Lingnan University, 2016. https://commons.ln.edu.hk/philo_etd/16.

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This dissertation examines the recent arguments against the “Centrality” thesis—the thesis that intuition plays central evidential roles in philosophical inquiry—and their implications for the negative program in experimental philosophy. Two types of objections to Centrality are discussed. First, there are some objections which turn out to only work against Centrality when it is taken as a potential form of philosophical exceptionalism. I respond by showing that negative experimental philosophy doesn’t need the assumption that philosophy is distinctive in its reliance on intuitions. Second, there are some objections which turn out to be related to some particular view concerning the nature of evidence. In response, I distinguish between several different versions of Centrality, and argue that the version of Centrality that experimentalists need remains innocuous. Though none of the arguments against Centrality works as intended, I agree with its opponents that negative experimental philosophers have mischaracterized philosophical practice in a way which has problematic consequences for at least some versions of their argument. Specifically, I contend that philosophical practice grants important evidential status to general intuitions and context-rich intuitions, but extant experimental studies have almost exclusively focused on case intuitions and context-poor intuitions. I conclude that those who work on the negative program of experimental philosophy need to more carefully examine how philosophers actually use intuition in their practice.

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MacNeil, C. Jessie M. "Philosophical perspectives on corporate social responsibility: Theory and practice." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28573.

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Ethical theory must be applied in business for it to benefit society concretely. This thesis examines the problem of the relationship between theory and practice in Corporate Social Responsibility (CSR). After describing CSR, its evolution, and main theoretical approaches, we provide critical analyses of CSR theories, the academic literature (re: theory and practice), and Alasdair MacIntyre's views on the gap between moral theory and social practice. Key insights are: that CSR needs a robust and comprehensive ethical framework; that gains on the side of theory cannot be sought at the expense of application; and that CSR theory requires ethical tools both to understand and evaluate business practices, and to critically analyze the intersection between business and society. MacIntyre's ethical theory, his notion of a 'practice', and his analysis of how social practice distorts moral theory may be helpful in bridging the gap between theory and practice in CSR.

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Fabian, Andreas. "Spoons & spoonness : a philosophical inquiry through creative practice." Thesis, Bucks New University, 2011. http://bucks.collections.crest.ac.uk/10110/.

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A social etiquette has emerged around the consumption of food in the West which requires the use of cutlery – knife, fork and spoon. It is the spoon that is the subject of this thesis, a utensil so familiar as to have become almost invisible. The significance of the spoon should not be underestimated and it is employed in this study as a device to offer insight into material practices, examine theoretical issues in relation to design and explore the culture of representation that has developed around objects in the contemporary field of visual and material culture. In this sense this thesis can be seen as located in the blurred boundaries of art, craft and design and as constituting a text which contextualises and supports a collection of artefacts developed in the course of a 'practice led' Art and Design PhD. The spoon exists not only as an object whose usefulness transcends time but also in terms of a metaphorical singularity; as an idea with an infinite number of possible interpretations and material manifestations. This thesis originates in the idea of a reflective cross-disciplinary enquiry intended to explore fundamental questions around what the author defines as “spoonness”, articulating that which might otherwise be articulated through (and subsumed in) the making of the object itself. Significantly, by tracing the journey of the authors film „Emilie Eating Soup‟ together with the various objects, exhibitions and catalogues developed in the course of this research, this thesis also contributes to current critical discourse from the perspective of the practitioner - a voice that in the past has often been absent from academic discourse. It opens up the creative processes to scrutiny and further comment, and serves as a model of analysis to others in the field of material culture to aid reflection upon their own practice and generate new modes of innovation. A critical reflection upon the works subsequent reception at a series of prestigious international exhibitions and events is made throughout this thesis. These materials, together with this text, combine to represent the broad arc of this author‟s creative practice and collectively define the innovative nature of this PhD.

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Deans, Zuzana. "The ethics of pharmacy practice: an empirical and philosophical study." Thesis, Keele University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573764.

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Roguski, Derek. "Language, before our eyes practice, rules, & meaning in Wittgenstein's Philosophical Investigations /." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341772.

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Hothersall, Steven. "Knowledge of and for social work : a philosophical, professional and methodological inquiry." Thesis, University of Dundee, 2015. https://discovery.dundee.ac.uk/en/studentTheses/71e60363-7910-4c67-a5e0-d2ae97417588.

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This thesis explores the ways in which professionals (in particular, social work professionals) define, produce, transfer, use, develop and disseminate knowledge of and for their profession and their practice. The thesis considers the issue(s) of professional knowledge from three related but distinct perspectives: philosophical, methodological and professional. From a philosophical perspective, the thesis articulates and examines the underpinning principles of epistemology and considers to what extent the professional social work knowledge debate has been informed by reference to these, and whether the application of appropriate epistemic principles has anything to offer the professions(s) in terms of its knowledge requirements. Methodologically, the thesis is informed by the history of the philosophy of science regarding the nature of inquiry. These considerations provide a clear paradigmatic rationale and context for the utilisation of a mixed-methods approach to the empirical content, with Q-Factor analysis being the quantitative method of choice, supported by semi-structured interviews. From a professional perspective, the thesis explores the views of those professionals actively engaged in those processes of defining, producing, transferring, using, developing and disseminating knowledge of and for social work. These three perspectives are here combined to provide a means by which the views and understandings of professionals can be articulated in meaningful ways and used to inform future discussion and practice regarding professional knowledge forms. The findings within this thesis reveal the differing ways professional social workers both theorise about and engage with knowledge in its many and varied forms. The findings also highlight the ways in which influences external to the individual affect how knowledge is, or is not used, and how some forms of knowledge appear to have preferential status. The conclusions suggest ways of responding to and addressing these issues by reference to a new pragmatic epistemology for the profession(s), which takes cognisance of the contemporary professional zeitgeist.

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Gaines, Kathryn Ann. "A Communicative Theory of Leadership Practice." Antioch University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1193149740.

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Sokol, Daniel. "Truth-telling and deception in contemporary medical practice : an empirical and philosophical analysis." Thesis, Imperial College London, 2006. http://hdl.handle.net/10044/1/8026.

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Noguera, Anita. "An ethic for flourishing in mental health practice : a philosophical and sociological study." Thesis, University of Warwick, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406791.

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Peacock, Christine. "A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept." Queensland University of Technology, 2009. http://eprints.qut.edu.au/30391/.

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How interactive new media art can effectively communicate an indigenous philosophical concept. The sophistication and complexity of the philosophical concept concerning relationships between land and people and between people, intrinsic to the laws and customs of Australian Indigenous society, has begun to be communicated and accessed beyond the realm of anthropological and ethnological domains of Western scholarship. The exciting scope and rapid development of new media arts presents an innovative means of creating an interactive relationship with the general Australian public, addressing the urgent need for an understanding of Indigenous Australian concepts of relationship to land, and to each other, absent from Western narratives. The study is framed by an Indigenous concept of place, and relationships between land and people and between people; and explores how this concept can be clearly communicated through interactive new media arts. It involves: a creative project, the development of an interactive new media art project, a website work-in-progress titled site\sight\cite; and an exegesis, a Novella of Ideas, on the origins, influences, objectives, and potential of creative practices and processes engaged in the creative project. Research undertaken for the creative project and exegesis extended my creative practice into the use of interdisciplinary arts, expressly for the expression of philosophical concepts, consolidating 23 years experience in Indigenous community arts development. The creative project and exegesis contributes to an existing body of Indigenous work in a range of areas - including education, the arts and humanities - which bridges old and new society in Australia. In this study, old and new society is defined by the time of the initial production of art and foundations of knowledge, in the country of its origins, in Indigenous Australia dating back at least 40,000 years.

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Peacock, Eve Christine. "A novella of ideas : how interactive new media art can effectively communicate an indigenous philosophical concept." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/30391/1/Eve_Peacock_Thesis.pdf.

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How interactive new media art can effectively communicate an indigenous philosophical concept. The sophistication and complexity of the philosophical concept concerning relationships between land and people and between people, intrinsic to the laws and customs of Australian Indigenous society, has begun to be communicated and accessed beyond the realm of anthropological and ethnological domains of Western scholarship. The exciting scope and rapid development of new media arts presents an innovative means of creating an interactive relationship with the general Australian public, addressing the urgent need for an understanding of Indigenous Australian concepts of relationship to land, and to each other, absent from Western narratives. The study is framed by an Indigenous concept of place, and relationships between land and people and between people; and explores how this concept can be clearly communicated through interactive new media arts. It involves: a creative project, the development of an interactive new media art project, a website work-in-progress titled site\sight\cite; and an exegesis, a Novella of Ideas, on the origins, influences, objectives, and potential of creative practices and processes engaged in the creative project. Research undertaken for the creative project and exegesis extended my creative practice into the use of interdisciplinary arts, expressly for the expression of philosophical concepts, consolidating 23 years experience in Indigenous community arts development. The creative project and exegesis contributes to an existing body of Indigenous work in a range of areas - including education, the arts and humanities - which bridges old and new society in Australia. In this study, old and new society is defined by the time of the initial production of art and foundations of knowledge, in the country of its origins, in Indigenous Australia dating back at least 40,000 years.

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Mims, Pamela J., Bree Jiminez, and Ann Lee. "Assuming Competence: The Philosophical Basis for Research and Practice in Access to the General Curriculum." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/176.

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Olive, Carl. "Living Traditions: An Examination of the Theoretical and Philosophical Tensions in Australian Constitutionalism." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/367369.

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The thesis is concerned with understanding the influence of constitutional philosophy on contemporary political practice. The thesis questions whether the Australian polity has an established account of what constitutes the underpinning philosophy of the Constitution and, more importantly, if this philosophical inheritance has any enduring impacts. The thesis refutes claims that Australian constitutionalism is devoid of political philosophy or underpinned by an innate utilitarianism, arguing that the Constitution has a rich and diverse philosophical heritage. More specifically, the thesis contends that Australian constitutionalism is predominantly shaped by two philosophical traditions that can be traced to the founders’ decision to combine elements of English and US constitutional thought. The first three chapters of the thesis discuss how these two traditions shaped the development of the Constitution, contributing to Australian understandings of critical constitutional concepts such as the separation of powers, the foundations of national sovereignty and the best mechanism to secure individual rights. Furthermore, by tracing the philosophical origins of the Constitution, the thesis shows that the two predominant influences on the development of Australian government are often at theoretical tension. Having established the Constitution’s rich and diverse philosophical heritage, the thesis then attempts to understand if the theoretical tensions in Australian constitutionalism manifest in contemporary political practice. Thesis (PhD Doctorate) Doctor of Philosophy (PhD) Griffith Business School Griffith Business School Full Text

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Rettová, Alena. "Afrophone philosophies: possibilities and practice. The reflexion of philosophical influences in Euphrase Kezilahabi's Nagona and Mzingile." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-90995.

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The paper is divided into two parts. In the first part, the basic concepts, such as “African philosophy” and “Afrophone philosophies”, their relationship and the general context of the debate on “African philosophy” will be defined. The author anticipate her definition here and says that “Afrophone philosophies”are those discourses that are the medium of philosophical reflexion in a given culture. Thus in the second part of the paper, Alena Rettová concentrates on one specific case of a philosophical reflexion, that of reflecting philosophical influences in the late works of Euphrase Kezilahabi, Nagona (1990) and Mzingile (1991).

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Kay, Adam. "De Amoribus : the figure of Greek Eros in the poetic and philosophical practice of the Renaissance." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611591.

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Kresse, Kai. "Approaching philosophical discourse in a Swahili context : knowledge, theory and intellectual practice in Old Town Mombasa." Thesis, SOAS, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395564.

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Rettová, Alena. "Afrophone philosophies: possibilities and practice. The reflexion of philosophical influences in Euphrase Kezilahabi's Nagona and Mzingile." Swahili Forum 11 (2004) S. 45-68, 2004. https://ul.qucosa.de/id/qucosa%3A11489.

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The paper is divided into two parts. In the first part, the basic concepts, such as “African philosophy” and “Afrophone philosophies”, their relationship and the general context of the debate on “African philosophy” will be defined. The author anticipate her definition here and says that “Afrophone philosophies”are those discourses that are the medium of philosophical reflexion in a given culture. Thus in the second part of the paper, Alena Rettová concentrates on one specific case of a philosophical reflexion, that of reflecting philosophical influences in the late works of Euphrase Kezilahabi, Nagona (1990) and Mzingile (1991).

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Badini-Confalonieri, Luca. "The relevance of democratic thought and practice to Roman Catholic ecclesiology : an historical, theological, and philosophical case." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/882/.

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This work draws from history, theology, and political philosophy to address the question of whether it is possible to democratize the polity of the RC Church. Its historical part investigates two hypotheses. First, neither exegesis nor history warrants the absolute necessity for church unity of the political function of ἐπισκοπή: and much less do they provide sufficient evidence for upholding that such a function should be fulfilled exclusively or even only primarily by means of a top-down monarchical hierarchy. Second, in structuring their own faith community, Christians throughout history have adopted and at times critically adapted insights as well as structures from political philosophy and the human polity respectively. Next, it examines the few central insights political philosophy has advanced concerning the socio-ethical conditions for the individual’s cooperation in the common action of a group to be responsible. Particular attention is paid to the principle of subsidiarity which, it is argued, entails a precise understanding of ‘delegation’, as something justified only and exclusively with regard to decisions which the individual or lower levels deem beyond their capacity to make responsibly, because they lack either the relevant knowledge or the resources to implement them. The important implication is that the division between what can be decided autonomously and what should be decided by delegation must be determined by the delegating individual or group and not by the higher levels: it is only the former, in effect, who has the responsibility to decide on the appropriateness and extent of the delegation. The result is an original understanding of democracy’s distinctiveness as consisting in its enabling and fostering the rationality and responsibility of the delegation of authority, rather than exclusively or even primarily in the number of people to whom ultimate decisional power has been freely, intelligently, and responsibly delegated. The final section assesses the compatibility of those political insights with the ecclesial constitution on the basis of the scriptural and traditional evidence concerning the structural aspect of the Christian community. It highlights the potential hospitality of Christian ecclesiology to key insights of democratic political philosophy. This work improves on the current state of ecclesiological research in two main ways. The first contribution is to supply a broad historical mapping of the symbiosis between the Christian and the human polities, as well as ecclesiology and political philosophy, complementary to the many already existing specific case-studies. At the theoretical level the work blends a variety of arguments developed in different domains, and thus also bridges several bodies of literature. To analyse the distinctiveness of the Christian community, it builds on traditional theological insights concerning the distinctiveness of the Christian individual qua Christian, as well as on political insights into the formation and development of community and of the cooperation it serves. In so doing the work links two related but—currently at least, although not in the past—largely disconnected literatures: that on ecclesiology, and that on political philosophy. The genuine insights the latter has developed throughout history retain a lasting significance which Christians in general and ecclesiologists in particular ignore at their own risk. This work is an initial attempt to suggest concretely why the traditional symbiosis between those two disciplines is still valid and can bear fruit toward the solution of their shared problems.

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Strout, Lisa J. "Philosophy within practice| Relationship between philosophical orientations and teaching styles of faculty in early childhood teacher preparation programs." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746854.

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This causal-comparative research study identified the individual adult education philosophical orientations and teaching style preferences of early childhood education faculty members. It also examined the relationship between the educational philosophies, teaching style preferences, and the following demographics: gender, age, academic rank, years of teaching experience, and terminal degree. In addition, this study examined the relationship between theory and practice based on the Principle of Congruity. The concept of adult education philosophical orientations was identified and measured by Zinn’s (2007) Philosophy of Adult Education Inventory (PAEI); the concept of teaching styles was identified and measured by Conti’s (1982) Principles of Adult Learning Scale (PALS); and the Principle of Congruity was identified by Katz (1977). The target population included all higher education faculty members teaching in early childhood teacher preparation programs in college and university settings located in the Northern New England states of Maine, Massachusetts, New Hampshire, and Vermont during the 2015 Winter/Spring semester. Purposive sampling was employed and a total of 45 faculty members completed the online survey. The majority (55.6%) of faculty members reported their primary educational philosophy of adult education was progressive, followed by 17.8% identifying with the behavioral orientation. The results also indicated that 62% of the faculty members had an adult educational philosophy that was congruent with their respective teaching style and of the sample (N=45), 57.8% faculty members identified with a learner-centered preference and 42.2% faculty members identified with the teacher-centered approach. Further, the results indicated that 22 (49%) faculty members identified their educational philosophy (progressive, humanistic, and radical/critical) and teaching style preference (learner-centered) were congruent with the Principle of Congruity. Data was analyzed using the Pearson correlation coefficient and ANOVA. Findings suggested there were statistically significant relationships between several of the adult educational philosophies and the overall teaching style; between several philosophical orientations and various factors of the teaching style; as well as between two demographics (age and terminal degree) and various philosophical orientations and teaching style factors. Lastly, the research hypothesis could not be supported and the null hypothesis was retained because no statistically significant relationships were suggested between the progressive and humanistic higher education faculty members and the liberal, behavioral, and radical/critical faculty members in preferences of teaching style.

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McClain, Daniel Wade. "Action, image, and practice the revival of aesthetics in the theologies of Nicholas Wolterstorff and Frank Burch Brown /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Isik, Ozgur Emre. "Theory And Practice: Socio-political And Philosophical Dynamics In The Evolution Of The Grid-plan In Ancient Greek Cities." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609643/index.pdf.

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Social, political and philosophical dynamics which supposedly played an important role in the formation of the grid-plan in ancient Greek cities are explored in this thesis. In this respect, the thesis aims to expose the socio-political and philosophical matrix of Greek society in which the grid was implemented with an emphasis on the concepts of equality, rationality and geometric harmony. Having formulated a theoretical framework, it concentrates on several cases from different regions and contexts in the Mediterranean in order to confirm this framework. The thesis investigates the nature of the Greek grid-plan within three main parts first the grid-plans of non-Greek cultures with which ancient Greeks had close contacts second the relationship between the grid-plan and political power in Greek poleis with special attention to the formation of &amp #8216 egalitarian&amp #8217 ideals in society third the physical expressions of the philosophical concepts of perfection, mathematical regularity and geometrical equality in the cosmos on urban pattern.

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Bloomfield, Anne. "An investigation into the relationship between philosophical principle and artistic practice with reference to the role of dance in education." Thesis, University of Hull, 1986. http://hydra.hull.ac.uk/resources/hull:5388.

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The thesis commences with the examination of the place of dance in British society, and focusses on its social and cultural role, while proffering explanations pertaining to its metaphysical and symbolical significance. It is evident that changes in political and religious attitude led to censure of folkloristic pastimes and celebrations of dancing, but it transpires that during the Restoration Period a resurgence of the popularity and acceptance of dance occurred in both theatrical and social contexts. The role of the dancing master is depicted in the creation of a mannered society, when aesthetically, artistically, and technically, dance was valued. The function of dance as a form of physical exercise is examined and concludes the introductory section. In establishing the role of dance in education, a study of early nineteenth century educational philosophers and practitioners is made, and the implications of Swedenborgianism on their work is investigated. European and American influences in the form of militarism, the gymnastic movement, health and dress reform are also examined. The founding of the Women's Colleges of Physical Education established dance as an aspect of physical training, a role reinforced by the Board of Education through the publication of a series of Syllabuses on Physical Training. Drills, singing games and maypole dances were taught in schools prior to the Folk Dance Revival, when morris, sword and country dances assumed a place with court and national dances, which were also performed by children. The Modern Dance Movement developed during the inter-war period and was typified by a variety of neo-classical, rhythmical dance forms that emphasised datural movement and spiritual expression. An account is included on the implementation of modern educational dance during the post-war years, and an appraisal of contemporary practice is made. The conclusion forms a summary and analytical argument relative to the changing role of dance in education.

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Åhman, Henrik. "Interaction as existential practice : An explorative study of Mark C. Taylor’s philosophical project and its potential consequences for Human-Computer Interaction." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191500.

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This thesis discusses the potential consequences of applying the philosophy of Mark C. Taylor to the field of Human-Computer Interaction (HCI). The first part of the thesis comprises a study focusing on two discursive trends in contemporary HCI, materiality and the self, and how these discourses describe interaction. Through a qualitative, inductive content analysis of 171 HCI research articles, a number of themes are identified in the literature and, it is argued, construct a dominant perspective of materiality, the self, and interaction. Examples that differ from the dominant discourse are also discussed as alternative perspectives for each of the three focal areas. The second part of the thesis comprises an analysis of Mark C. Taylor’s philosophical project which enables a number of philosophical positions on materiality, the self, and interaction to be identified. These positions are suggested to be variations and rereadings of themes found in Friedrich Nietzsche’s philosophy. These variations emerge as Taylor approaches Nietzsche through poststructuralism and complexity theory, and it is argued that the apparent heterogeneity of Taylor’s project can be understood as a more coherent position when interpreted in relation to Nietzsche’s philosophy. Based on the findings of the two literature studies, the thesis then discusses the possible consequences for HCI, if Taylor’s philosophy were to be applied as a theoretical framework. The thesis argues that Taylor’s philosophy describes the interaction between humans and computers as an existential process, which contrasts with the dominant HCI discourse; that this view can be related to and provide a theoretical foundation for the alternative discourses in HCI; and that it can contribute to developing HCI. Denna avhandling syftar till att diskutera de möjliga konsekvenserna av att applicera Mark C. Taylors filosofi inom fältet Människa-Datorinteraktion (MDI). Den första delen av avhandlingen utgörs av en studie som fokuserar på två diskursiva trender inom MDI, materialitet och självet, och hur dessa diskurser beskriver interaktion. Genom en kvalitativ, induktiv innehållsanalys av 171 forskningsartiklar inom MDI-fältet identifieras ett antal teman som kan sägas utgöra dominerande perspektiv i framställningen av de tre fokusområdena. Studien identifierar också exempel på alternativa perspektiv som kontrasterar mot den vedertagna bilden av materialitet, självet samt interaktion inom MDI. Den andra delen av avhandlingen utgörs av en analys där Mark C. Taylors filosofiska projekt utforskas med syfte att identifiera filosofiska positioner som kan fungera som teoretiska resurser för en fördjupad förståelse av de tre fokusområdena. Genom en jämförelse mellan dessa positioner och filosofiska teman hos Friedrich Nietzsche framträder en bild där Taylors positioner kan sägas utgöra variationer och omläsningar av Nietzsches texter i relation till mer sentida teoretiska ansatser. Analysen syftar till att påvisa att Taylors projekt, som vid första anblicken kan tyckas utgöras av en rad skiftande och ibland motsägelsefulla filosofiska framställningar utan inre sammanhang, i själva verket kan förstås som en mer sammanhängande teoretisk position om den läses i relation till Nietzsches filosofi. Med utgångspunkt i de två litteraturstudierna diskuteras slutligen möjliga konsekvenser av att använda Taylors filosofi som teoretiskt ramverk inom MDI och följande slutsatser presenteras: att Taylors filosofi erbjuder ett perspektiv på interaktionen mellan människor och datorer som betonar interaktion som en identitetsskapande, existentiell process vilket skiljer sig från det dominerande perspektivet inom MDI; att Taylors filosofi kan relateras till och utgöra ett teoretiskt fundament för de alternativa MDI-diskurser som tidigare identifierats, samt att en sådan process kan bidra till en vidareutveckling av teoribildningen inom MDI. QC 20160831

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Burton, Susan. "Self-perceived professional identity of pharmacy educators." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008352.

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The philosophy of pharmaceutical care, which defines a patient-centred approach to practice, has been embraced and upheld by national and international pharmaceutical organisations for two decades. However, pharmacists have been slow to change their practice and implement a pharmaceutical care approach. It has been suggested that amongst other factors, short-comings in pharmaceutical education have contributed to this reluctance of the profession to transform practice. Efforts to address these short-comings in pharmaceutical education have focused on the curriculum and pedagogic practices, and not on the pharmacy educators themselves. Palmer (1998) asserts that “good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher”. In essence, "we teach who we are" and good teachers have one common trait: “a strong sense of personal identity that infuses their work”. This study identified, described and analysed the self-perceived professional identities of pharmacy educators within the South African context. This included ascertaining factors and contexts which contributed to participants’ self-perception of their professional identity. In an effort to understand the influence the educators have on practice and on changing practice and vice-versa, the attitudes, beliefs and behaviours of participants regarding the philosophy and practice of pharmaceutical care, and pharmaceutical education were also explored. Situated within a constructivist-interpretive, qualitative paradigm and making use of methodological triangulation, this study was conducted in three phases, each employing a different qualitative method to collect data. The first phase made use of narrative analysis to gain an in-depth understanding of pharmacy educators’ perceived professional identities and to explore how their experiences, across various contexts, have formed their professional identities. In-depth individual narrative interviews were used to provide a forum in which the participants could reflect upon and tell their professional life-story. This phase of the study also made use of the exploration of metaphors to further investigate the participants’ professional identity and, more particularly, their images of themselves as “teacher” and role model for students. A maximum variation, purposeful sampling approach was used to recruit eight pharmacy academics - one from each school or faculty of pharmacy in South Africa, as participants in this phase of the study. The second and third phases explored more widely, the insights gained from the first phase and the formation of professional identity, attitudes, beliefs and practices of pharmacy educators in South Africa. Two focus groups were employed during the second phase and the study sample was broadened to include a further ten pharmacy educators. In the third phase, a purpose-designed, qualitative questionnaire was used to extend the study sample to all pharmacy educators in South Africa. A convenience sampling approach was used in both the second and third phases of the study. Thematic analysis and interpretation of the narrative interview and focus group transcripts and the questionnaire responses were conducted using qualitative data analysis software – Atlas.ti®. A multiplicity of self-perceived professional identities was described. However, all of these were multi-faceted and could be situated on a continuum between pharmacist identity on one end and academic identity on the other. In addition, six key determinants were recognised as underpinning the participants’ self-perception of their professional identity. These included three structural determinants: expected role; knowledge base; and practice, and three determinants relating to the emotional dimensions and agency of professional identity: professional status; passions; and satisfiers. The professional identity of the participants had been formed through membership of multiple pharmacy-related communities of practice and continued to be sustained through a nexus of multi-membership. There was extensive support by the participants for the concept of pharmaceutical care; however, it did not impact extensively on their role as pharmacy educators. Furthermore, many expressed concern around the use of the term ‘pharmaceutical care’: its definition; its lack of penetration into, and implementation within the practice environment; and even its relevance to the South African healthcare context. Many of the participants perceived the professional development of future pharmacists to be integral to their role as educators, and was often their source of greatest professional satisfaction. However, concern was also expressed at the dissonance that students were perceived to experience, sometimes, because of the incongruities that they are taught and what they experience in practice. This study has afforded pharmacy educators in South Africa an opportunity to understand better “who” they are as professionals, and to reflect on their role as educators and as role models for future pharmacist. Moreover, the findings contribute to a collective understanding of the professional identity of pharmacy educators and socialisation of pharmacy students into the profession. The insights and recommendations emerging from the study have the potential to make academic pharmacy a more attractive career choice which may have positive implications for the future attraction and retention of pharmacists to academic posts within universities.

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Sellman, Derek. "Philosophical perspectives on trustworthiness and open-mindedness as professional virtues for the practice of nursing : implications for the moral education of nurses." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10006664/.

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Pedrini, Adriano Luiz 1985. "Problematização e prática sociocultural no contexto do estágio da licenciatura : um olhar terapêutico-desconstrutivo." [s.n.], 2013. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250824.

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Orientador: Anna Regina Lanner de Moura Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Made available in DSpace on 2018-08-23T20:02:25Z (GMT). No. of bitstreams: 1 Pedrini_AdrianoLuiz_M.pdf: 1280329 bytes, checksum: ef4cf42f4abe8a6b2d1b1c08098ace21 (MD5) Previous issue date: 2013 Quais os usos que fazemos dos constructos práticas socioculturais e problematização? Como podemos acionar nossos rastros de significações para pensarmos uma educação indisciplinar1? São perguntas como estas que mobilizam o estudo investigativo desta dissertação tendo como base discursiva as narrativas e vídeos contendo apresentações e orientações, produzidos em uma turma de estagiários/futuros professores que cursaram a disciplina de estágio supervisionado - EL774 - da Faculdade de Educação no ano de 2011. Nesta disciplina, o projeto de estágio denominado "Desconstruindo a educação escolar disciplinar", teve como propósito pensar a educação escolar a partir da problematização de práticas socioculturais indisciplinares desenvolvidas em diferentes campos de atividade humana, tal qual preparada e problematizada pelos seis grupos participantes, com alunos provenientes dos cursos de licenciatura dos diferentes institutos da Unicamp. Com base nas ideias de Wittgenstein e Derrida desenvolvemos uma maneira de "ampliar nosso campo de significação", desconstruindo os conceitos de prática e problematização, dialogando com os diferentes autores no campo da Filosofia, Educação e Linguagem, tendo como princípio wittgensteiniano de que aprender é aprender a ver de outras maneiras. A partir disso, e aliado às perspectivas pós-estruturalistas no campo da filosofia e linguagem, tal pesquisa buscou problematizar, pelo aspecto da terapia filosófica de Wittgenstein, quais os usos que os estagiários/futuros professores fizeram enquanto se apropriavam dos termos práticas socioculturais e problematização, nos três momentos estabelecidos ao longo da disciplina, a saber: o momento das orientações, o momento das problematizações das práticas socioculturais e o momento das discussões e debate coletivo dos projetos. Abstract: What are the uses we make of constructs sociocultural practices and problematization? How can we engage our tracks of meanings to think an education indisciplinar?2 It's questions like these that mobilize the investigative study of this dissertation based on discursive narratives and videos containing presentations and orientations, produced in a class of interns / student teachers in the discipline supervised internship - EL774 - the College of Education in the year in 2011. In this course, the internship project called "Deconstructing education school discipline", aimed to think school education from the questioning of cultural practices indisciplinares developed in different fields of human activity, like prepared and problematized by the six participating groups, with students from the graduate courses of different institutes of Unicamp. Based on the ideas of Wittgenstein and Derrida have developed a way to "expand our field of meaning", deconstructing the concepts of practice and problematization, dialoguing with different writers in the field of Philosophy, Education and Language, based on the principle Wittgensteinian that learn is to see other ways. From this, and coupled with the post-structuralist perspectives in the field of philosophy and language, this research sought to problematize the aspect of Wittgenstein's philosophical therapy, which uses the trainees / student teachers did while appropriated terms of socio-cultural practices and problematization in three stages set along the course, namely the time of the guidelines, the moment of contextualizing socio-cultural practices and timing of discussions and debate of collective projects. Mestrado Ensino e Práticas Culturais Mestre em Educação

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Gomes, Maria Socorro. "MÃmesis, EducaÃÃo e PrÃtica Docente em Theodor W. Adorno." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9699.

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nÃo hÃ A cada dia se intensificam as dificuldades da educaÃÃo em cumprir sua tarefa. Arriscamo-nos em dizer que isto acontece por nÃo ser levada em consideraÃÃo a hipÃtese de que os indivÃduos sÃo portadores de certo grau de irracionalidade, ou seja, nem sempre agem segundo a razÃo, e esta, como acentua Adorno, nÃo escapa de seu momento autoritÃrio, quando um indivÃduo age conforme interesses particulares, esquecendo-se dos direitos dos outros. Em vista disso, o foco central destadissertaÃÃo consiste em analisara articulaÃÃo entre a mÃmesis, a educaÃÃo e a prÃtica docente em Theodor W. Adorno. Ou seja, o objetivo Ã explanarcomo o fenÃmeno da mÃmesis pode atuar na prÃtica docente ecomo podeinfluenciar na educaÃÃo,desenvolvendo comportamentos abusivos tanto nos alunos como nos professores.Trata-se de uma pesquisa bibliogrÃfica, pois Ã elaborada com baseem materiais publicados, constituindo-se principalmente de livros e artigos.Ampara-se na teoria crÃtica sob uma abordagem dialÃtico-negativa. No primeiro momento do trabalho discute-se a inter-relaÃÃo dos conceitos de Esclarecimento e mÃmesis apoiando-se na obra DialÃtica do Esclarecimento. No segundo momento do trabalho a finalidade Ã abordar a relevÃncia da mÃmesis no processo educativo com arrimo nos conceitos de semiformaÃÃo (Halbbildung) e indÃstria cultural(Kulturindustrie). No terceiro momento do trabalho vÃ-se comose dÃ a relaÃÃo entre a mÃmesis e a prÃtica docentee suas implicaÃÃes filosÃfico-educacionais no processo formativo.Embora o filÃsofo nÃo ofereÃa uma posiÃÃo que satisfaÃa inteiramente as exigÃncias prÃticas, pois segundo ele a educaÃÃo estÃ imersa em ambigÃidades que dificultam um posicionamento fechado, os resultados da pesquisa indicaram a necessidade de repensar a educaÃÃo em seus aspectos subjetivos. Indicaram tambÃm que a iniciativa polÃtica deve fazer parte da prÃtica cotidiana de cada professor, que necessita do auxÃlio incondicional dos que pensam as reformas educativas para que estas caminhem Ã contrapelo das formas ideolÃgicas e polÃticas de dominaÃÃo e das configuraÃÃes econÃmicas e polÃtico-culturais de estranhamento e de reificaÃÃo social. The difficulties of education in fulfilling its tasks have been intensified day by day. We venture to say that it happens not for taking into consideration the hypothesis that individuals are suffering from some degree of irrationality, i.e. they do not always act according to reason, and that, as Adorno emphasizes, they do not escape from their authoritarian moment, when an individual acts in accordance with his interests, managing to forget other peopleâs rights. In view of this, the central focus of the dissertation is to examine the relationship between mimesis, education and teaching practice in Theodor W. Adorno. That is, the goal is to explain how the phenomenon of mimesis can act on teaching practice and how it can influence education, developing abusive behavior both in students and in teachers. This is a literature search, since it is designed according to published materials, consisting mainly of books and articles. It is based on critical theory under a dialectical-negative approach. At first the paper discusses the interrelationship of the concepts of mimesis and Clarification relying on the book DialÃtica do Esclarecimento. In the second stage of the work, the purpose is to address the relevance of mimesis in the educational process with support in the concepts of semi-erudition (Halbbildung) and cultural industry (Kulturindustrie). In the third stage of the research is shown how the relationship between mimesis and teaching practice and its philosophical implications in the educational-training process are made. Although the philosopher does not offer a position that fully meets the practical requirements because he said education is immersed in ambiguities that hinder closed positioning, the results of the research indicate the need to rethink education in its subjective aspects. They also indicated that teachersâ actions can be presented as mimetic behavior as they disseminate the practices of the dominant ideology favoring the maintenance of an education faced almost exclusively to the work force, requiring a posture of defiance and resistance on the part of both students and teachers and that therefore the policy initiative should be part of the routine practice of every teacher who needs the unconditional support of those who dream up the educational reforms so that they walk the wrong way to the ideological and political forms of domination and configurations of economic and political-cultural unfamiliarity and social alienation.

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Hilliker, Robert. "Customary practice : the colonial transformation of European concepts of collective identity, 1580-1724." View abstract/electronic edition; access limited to Brown University users, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3318328.

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Camargo, Elisabeth Bueno de. "O pensamento musical e a prática docente: as demandas da contemporaneidade no ensino da música." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-17122009-112023/.

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A presente dissertação propõe uma nova perspectiva de construção do conhecimento musical a partir de um olhar mais amplo para a própria música, com o intuito de buscar soluções para os desafios da prática pedagógica contemporânea. A dificuldade de sustentação da música nas escolas como conhecimento e a distância entre a música ensinada na escola e a consumida fora dela nos levaram a discutir as metodologias e tendências presentes na escola atual, percorrendo a evolução do conceito de música e seu papel na educação desde a Grécia Antiga, quando era considerada matéria especulativa e relacionada à metafísica. As relações entre música e aluno mediadas pelo professor e centradas na experiência criativa e pessoal passam pela concepção de inteligência, de conhecimento e novamente pela concepção de música. Quando esta deixa de ser um mero produto ou objeto e torna-se um âmbito, possibilita a interação e o encontro, conforme o pensamento do filósofo Alfonso López Quintás. Assim, este trabalho apresenta concepções e conceitos que, esperamos, possam enriquecer a prática pedagógica, considerando as demandas contemporâneas e o papel formativo da educação musical. The present essay proposes a new perspective in developing musical knowledge from a wider view to music itself, aiming to search solutions to the challenge of a contemporary pedagogical practice. The difficulty of maintaining music as a source of knowledge and the gap between the music taught at school and the one available out of its premises led us to discuss methodologies and trends in present school system, ranging over the evolution of the concept of music and its role in education since ancient Greece., when it was considered a theoretical subject related to metaphysics. The connections between music and the student mediated by the teacher and centered in creative and personal experience go through the conception of intelligence, knowledge and, once more, the conception of music. When it stops being a mere product or object and becomes an ambit, a field of action, it enables the interaction and the meeting, according to the thought of the philosopher Alfonso López Quintás. Therefore, this essay introduces conceptions and concepts which we hope may enrich pedagogical practice, considering the contemporary demands and formative role of musical education.

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He, Weimin. "Dao in the creation of woodcut printmaking : a philosophical investigation into Dao, Chinese seals and woodcut practice to create a sigillographic language for black and white woodcut printmaking." Thesis, University of Ulster, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423441.

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Krikorian, Maryann. "The Development of the Scale of Contemplative Practice in Higher Education." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/8.

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Some scholars have formed a more expansive view of knowledge that moves beyond the cognitive notion of intellect. For example, emotional intelligence (EI) theory posits that human intelligence encompasses both cognitive and emotional competencies, providing a framework for the concept of contemplative practices in an endeavor to support an eclectic understanding of cognition. Contemplative practices may benefit graduate student disposition and inform areas of educator preparation through the use of emotional adeptness in higher education. The purpose of this study was to: (a) develop a self-report measure: Scale of Contemplative Practice in Higher Education (SCOPE); (b) address the issues of validity and reliability related to the SCOPE; and (c) expand the understanding of contemplative practices in the literature. Data collected from an extensive review of the literature, reference to personal experiences, and consultation with an expert panel were used to generate scale items. Exploratory and confirmatory factor analyses were conducted to test the factor model. Analyses resulted in a 30-item factor model with strong reliabilities.

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Fournel, Anda. "Analyse pragmatique et actionnelle de l'acte de questionner. Le questionnement chez des élèves de primaire et de collège pratiquant la philosophie à l'école." Thesis, Université Grenoble Alpes (ComUE), 2018. http://www.theses.fr/2018GREAL001/document.

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Ce travail de thèse part d’un intérêt pour les démarches éducatives mettant au centre du processus d’apprentissage l’attitude interrogative et exploratrice de l’enfant. C’est le cas des pratiques philosophiques réalisées en contexte scolaire, en école primaire et au collège, dont nous analysons 14 séances dans notre thèse. Les recherches existantes s’attachent généralement à décrire ces pratiques sous l’angle des bénéfices dans le développement des compétences langagières, cognitives et sociales de l’enfant. Cependant, bien que le questionnement soit à l’origine de tout processus résolutoire et de confrontation d’idées, la question de son émergence n'a jamais été traitée frontalement jusqu’alors.Comment le questionnement émerge, se construit et se modifie dans l’interaction lors des discussions philosophiques ? Afin de répondre à cette problématique, notre thèse propose une démarche descriptive et interprétative qui se situe à trois niveaux. Il s’agit d’abord d’analyser les verbalisations d’actes de question réalisées par les acteurs de la discussion dans leur énonciation. Par la suite, l’analyse s’intéresse à l’interprétation des actes en lien avec un questionnement sous l’angle des effets perlocutoires produits dans le contexte interactionnel et dialogique. Enfin, le troisième niveau d’analyse propose une perspective globale sur l’action collective du questionnement dans les discussions analysées.Du point de vue théorique, ce travail offre un modèle d’analyse pragmatique du questionnement qui permet de mettre à jour une articulation entre pensée, langage et dialogue. Le corpus analysé porte sur des classes d’âge différentes : primaire et collège, ce qui ouvre également sur une perspective développementale permettant de s’interroger sur l’évolution de l’étonnement et le développement de la réflexion chez l’enfant. Il a également des visées pédagogiques puisque nous avons identifié, au long de l’analyse, les conditions favorables à un développement dialogique du questionnement This thesis is inspired by an interest in educational approaches that focus on children’s exploratory and questioning attitudes in learning processes. In order to study such attitudes, we have analyzed fourteen discussions recorded during philosophical practices carried out in primary and middle school. Existing research generally attempts to describe these practices in terms of the benefits they provide for children’s development of linguistic, cognitive and social skills. Yet, even if questioning is the foundation of all problem solving processes and of the confrontation of ideas, the emergence of learners’ questioning for initiating conceptual and problematical reflection has not yet been studied.How does questioning become visible, how is it elaborated and how does interaction with others change it, during philosophical discussions? To answer this, we provide a descriptive and interpretative analysis at three levels. First we analyze verbalizations of question acts performed by the actors taking part in discussion. Secondly we focus on perlocutory effects produced by question acts in an interactional and dialogical context. Finally we put the collective act of questioning into a global perspective.From a theoretical viewpoint, this thesis proposes a pragmatic analysis model based on a new articulation between thought, language and dialogue. The corpus focuses on different age groups and perspectives include constructing a developmental view about the evolution of children’s astonishment and of their reflection. Our aims are also pedagogical because our analysis has allowed us to identify conditions that promote the development of dialogical questioning

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Fillon, Alexandre. "Les effets du langage : essai sur le discours nietzschéen." Thesis, Reims, 2020. http://www.theses.fr/2020REIML006.

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L’objet de cette étude est de déterminer le rôle nouveau que Nietzsche confère au discours philosophique dans la perspective d’une réforme de la culture, d’étudier les modalités spécifiques du discours nietzschéen ainsi que les rapports nouveaux entre langage et philosophie qu’il implique. Telle que Nietzsche la comprend, la philosophie n’est plus une activité seulement théorique, car elle a pour tâche de créer et d’enraciner de nouvelles valeurs qui organiseront de nouvelles formes de vie humaine. Elle doit parvenir à agir de façon effective sur la culture, afin que le projet de création de valeurs ne reste pas un simple idéal théorique. Mais de quelle manière la philosophie peut-elle agir efficacement sur la culture ? Comment peut-elle-même produire des effets ? Tel est, selon notre hypothèse, le problème spécifique du discours nietzschéen. Ce dernier revêt dès lors une importance inédite car il constitue le seul instrument dont dispose en propre le philosophe pour créer des valeurs. Il ne doit pas seulement énoncer théoriquement la nécessité de cette réforme, la généalogie de la culture occidentale ainsi que les nouvelles appréciations de valeurs qui doivent surmonter le nihilisme, il doit aussi s’organiser afin de favoriser leur enracinement effectif. En cela même, il constitue une rupture profonde dans l’histoire de la philosophie, puisque ses modalités ne se comprennent plus dans les termes d’une validité théorique, mais comme le passage de la théorie à la pratique. La perspective de la transvaluation réinterroge les modalités traditionnelles du discours de la philosophie. Nietzsche adresse ainsi à cette dernière une question implacable : la théorisation et l’exigence de vérité constituent-elles un moyen efficace pour agir sur la culture, pour incorporer les appréciations de valeurs et transformer la vie des hommes ? In this study, we try to understand the new function and specific conditions of Nietzsche’s philosophical discourse from the standpoint of his reform of culture. Nietzsche does not understand philosophy only as a theoretical activity, for its own task is to create new values that will take root and provide new forms of human life. Philosophy has now to take effective action on culture’s life, or the project of the transvaluation of all values may remain just a theoretical ideal. The whole problem is to determine the means of its action. How can philosophy have an effect? According to our hypothesis, this can be understood as the specific problem of Nietzsche’s discourse. This discourse is therefore of a great and new importance, as it seems to be the only specific instrument of the philosopher for creating new values. This must not only state theoretically the need for reform, the genealogy of Western culture and the new values that could overcome nihilism, but also stimulate their effective rooting. In so doing, Nietzsche represents a profound change in the History of philosophy, since the conditions of the philosophical discourse are no longer conceived in terms of theoretical validity, but rather as a passage from theory to practice. Thus, the Nietzschean project of transvaluation radically questions the traditional discourse of philosophers. Nietzsche asks philosophy an unsparing question: are theory and the need for truth the correct and most efficient way for reforming culture, for incorporating values and transforming human life?

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Turner, Cynthia Simmons. "A Study of Select Factors That Influence the Perceptions of School Social Workers' Levels of Satisfaction with Their Professional Practice." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/149.

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The purpose of this study was to ascertain the perception of school social workers’ levels of satisfaction and ways it is impacted by one or more of the following factors: the level of decision making, workload management, professional development, collaboration, and advocacy. Specifically, this study sought to determine if school social workers are satisfied with their roles in the school system and daily practice. The 130 participants of the study were district presidents who reached out to all Georgia school social workers and members of the state’s School Social Workers Association (SSWAG) which is the state’s charter of the larger national organization—School Social Workers Association of America (SSWAA). All respondents participated in the study voluntarily. The data analysis was conducted on two levels: descriptive findings and analytical procedures. The first section presented descriptive findings associated with demographic variables, the social work practice experience, and school social work settings results. The second level of the analysis tested the hypotheses under study. This section used Spearman’s Correlation Coefficient to test the strength of the relationship between the dependent variable—overall levels of satisfaction in professional practice—and each of the independent variables: perceived level of decision making, workload management, professional development, collaboration, and advocacy. The researcher found that there was a moderately strong positive correlation between the overall levels of satisfaction with professional practice and perceived level of decision making and workload management. There was a strong positive correlation with the perceived level of professional development. The perceived level of collaboration resulted in a weak positive correlation and a moderate positive correlation was found in the perceived level of advocacy. The conclusions drawn from the findings suggest that all five independent variables showed a correlation with the dependent variable. These study findings may be useful not only for school social workers but also for support staff (school psychologist, counselors, etc.) and school administrators.

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Leal, Junior Luiz Carlos [UNESP]. "Tessitura sobre discursos acerca de Resolução de Problemas e seus pressupostos filosóficos em Educação Matemática: cosi è, se vi pare." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157077.

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Submitted by Luiz Carlos Leal Junior (jhcleal@gmail.com) on 2018-09-20T02:45:01Z No. of bitstreams: 1 Tese-merged.pdf: 3471711 bytes, checksum: fe5869f22f40e81b431c89e95dda7c88 (MD5) Rejected by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br), reason: Prezado Luiz Carlos, O documento enviado para a coleção Campus Unesp Rio Claro foi recusado pelo(s) seguinte(s) motivo(s): - Capa: Falta o ano de defesa (Página desconfigurada. Ano foi para a página seguinte). - Página de rosto: está sem Cidade e sem Ano de defesa ao final da página - Folha de aprovação está incompleta (Norma ABNT NBR 14724). Faltam os dados obrigatórios de: natureza (tese); nome da instituição à qual o trabalho é apresentado, indicando o título pretendido (mestre, doutor, bacharel, especialista etc). E também constar a informação "APROVADO" (deve ser solicitada à Seção de Pós-Graduação e deve ser inserida após a ficha catalográfica). - Agradecimentos: A Portaria nº 206, de 04/09/2018 Dispõe sobre obrigatoriedade de citação da CAPES nos agradecimentos da seguinte forma: "Art. 3º Deverão ser usadas as seguintes expressões, no idioma do trabalho: "O presente trabalho foi realizado com apoio da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - Brasil (CAPES) - Código de Financiamento 001" Agradecemos a compreensão e aguardamos o envio do novo arquivo. Atenciosamente, Biblioteca Campus Rio Claro Repositório Institucional UNESP https://repositorio.unesp.br on 2018-09-20T17:38:32Z (GMT) Submitted by Luiz Carlos Leal Junior (jhcleal@gmail.com) on 2018-09-21T02:26:15Z No. of bitstreams: 1 Tese.pdf: 3603529 bytes, checksum: 9817094ff93cb248e58c8c43adc1d2ce (MD5) Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-09-21T13:10:45Z (GMT) No. of bitstreams: 1 lealjunior_lc_dr_rcla.pdf: 3603529 bytes, checksum: 9817094ff93cb248e58c8c43adc1d2ce (MD5) Made available in DSpace on 2018-09-21T13:10:45Z (GMT). No. of bitstreams: 1 lealjunior_lc_dr_rcla.pdf: 3603529 bytes, checksum: 9817094ff93cb248e58c8c43adc1d2ce (MD5) Previous issue date: 2018-09-10 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Práticas de Resolução de Problemas são problematizadas nesta pesquisa na forma de uma tessitura. Elas estão articuladas em torno de um estudo analítico acerca do tema Resolução de Problemas e de seus pressupostos filosóficos. Considerando-se a falta de explicitação e objetivação destes pressupostos teórico-filosóficos que amparam práticas em Resolução de Problemas, objetiva-se realizar um estudo analítico acerca dos discursos que permeiam, engendram, potencializam e põem em funcionamento práticas, teorias, teorizações e outros discursos sobre a Resolução de Problemas tanto no cenário nacional quanto internacional. Para tanto, procedemos a análise do discurso, pautada pela arqueogenealogia de Michel Foucault enquanto uma caixa de ferramentas, para compor uma análise com o corpus desta pesquisa, que consiste em entrevistas, questionários, artigos, livros, teses, dissertações e demais materiais acadêmicos. Uma questão diretriz a ser trabalhada nessa tessitura é: Como e quais pressupostos filosóficos operam, tessem ou põem em funcionamento discursos presentes nas pesquisas em Resolução de Problemas? Bem como seus desdobramentos sobre práticas discursivas relacionadas ao tema. Desse modo, observamos que há momentos, movimentos, práticas e discursos que possuem uma fundamentação teórica bastante consistente com os pressupostos filosóficos que lhes dão suporte. Por outro lado, há aqueles que não têm preocupações críveis com a teoria, residindo na práxis enquanto eixo estruturador de suas práticas em Resolução de Problemas. Há situações em que a Resolução de Problemas aproxima-se da égide de uma metodologia, enquanto que, em outro panorama, ela pode ser concebida como algo mais amplo e complexo, que visa dar conta de campos, elementos e conceitos problemáticos como: sujeito, objeto (matemático), sociedade, Educação Matemática, fazer e/ou ter ciência, valores, conhecimento (matemático), pedagogia, didática, enfim, uma gama de assuntos podem ser trabalhados sob essa perspectiva, aproximando-a de uma Filosofia da Educação Matemática. Isso permite inferir de alguma forma que, para entender-se a Resolução de Problemas, com seus princípios, bases e propostas de pesquisa educativa e educacional, faz-se extremamente necessário entender-se seus pressupostos teóricos, pois são eles que lhe darão o tom de algo restrito ou amplo, uma metodologia ou uma filosofia. Contudo, tal concepção será sempre local e regional, sendo ela validada e legitimada pela comunidade que a pratica. Problem Solving practices are problematized in this research in the form of a “tessiture” . They are articulated around an analytical study on the subject of Problem Solving and its philosophical tenants. Considering the lack of conceptual understanding of the theoretical - philosophical presuppositions that bear on practices in Problem Solving, we aim to carry out an analytical study of the discourses th at permeate, engender and potentiate elements as: practices , theories, theorizations and other discourses on Problem Solving both on the national and international scene , besides running them . In order to do so, we proceeded to Michel Foucault’s discourse analysis based on archaeogenealogy, as a tool box, to compose an analysis with the corpus of this research, which consists of interviews, questionnaires, articles, books, theses, dissertations and other academic materials. A guiding question to be addressed in this “ tessiture” is: How and which philosophical presuppositions work or running discourses present in the researches in Problem Solving? As well as its implications on discursive practices related to the theme. Thus, we observe that there are moments, movements, practices and discourses that have a theoretical foundation very consistent with the philosophical tenants that support them. On the other hand, there are those who do not have credible concerns with theory, residing in praxis as the structuring axis of their practices in Problem Solving. There are situations in which Problem Solving fits into the aegis of a methodology . In another scenario , it can be conceived as something broader and more complex, which aims to deal with problematic fields, elements and concepts such as subject, mathematical objects, pedagogy, mathematical knowledge, society, didactics, finally, a range of subjects can be worked from this perspective, approaching it of a Philosophy of Mathematics Education. This allows us to infer, in some way, that in order to understand Problem Solving with its principles, bases and proposals for research, educational and educative practice , it is extremely necessary to understand its theoretical presuppositions, because that will give the tone of something restricted or broad, a methodology or a philosophy. However, such a conception will always be local and regional, being validated and legitimized by the community that practices it.

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GOMES, Maria Socorro. "Mímesis, educação e prática docente em Theodor W. Adorno." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/6012.

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GOMES, Maria Socorro. Mímesis, educação e prática docente em Theodor W. Adorno. 2013. 101f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013 Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2013-10-03T16:01:03Z No. of bitstreams: 1 2013-DIS-MSGOMES.pdf: 1734747 bytes, checksum: 5aba8082fb5d5b270dcbd3d2386674a5 (MD5) Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2013-10-03T17:22:36Z (GMT) No. of bitstreams: 1 2013-DIS-MSGOMES.pdf: 1734747 bytes, checksum: 5aba8082fb5d5b270dcbd3d2386674a5 (MD5) Made available in DSpace on 2013-10-03T17:22:36Z (GMT). No. of bitstreams: 1 2013-DIS-MSGOMES.pdf: 1734747 bytes, checksum: 5aba8082fb5d5b270dcbd3d2386674a5 (MD5) Previous issue date: 2013 The difficulties of education in fulfilling its tasks have been intensified day by day. We venture to say that it happens not for taking into consideration the hypothesis that individuals are suffering from some degree of irrationality, i.e. they do not always act according to reason, and that, as Adorno emphasizes, they do not escape from their authoritarian moment, when an individual acts in accordance with his interests, managing to forget other people’s rights. In view of this, the central focus of the dissertation is to examine the relationship between mimesis, education and teaching practice in Theodor W. Adorno. That is, the goal is to explain how the phenomenon of mimesis can act on teaching practice and how it can influence education, developing abusive behavior both in students and in teachers. This is a literature search, since it is designed according to published materials, consisting mainly of books and articles. It is based on critical theory under a dialectical-negative approach. At first the paper discusses the interrelationship of the concepts of mimesis and Clarification relying on the book Dialética do Esclarecimento. In the second stage of the work, the purpose is to address the relevance of mimesis in the educational process with support in the concepts of semi-erudition (Halbbildung) and cultural industry (Kulturindustrie). In the third stage of the research is shown how the relationship between mimesis and teaching practice and its philosophical implications in the educational-training process are made. Although the philosopher does not offer a position that fully meets the practical requirements because he said education is immersed in ambiguities that hinder closed positioning, the results of the research indicate the need to rethink education in its subjective aspects. They also indicated that teachers’ actions can be presented as mimetic behavior as they disseminate the practices of the dominant ideology favoring the maintenance of an education faced almost exclusively to the work force, requiring a posture of defiance and resistance on the part of both students and teachers and that therefore the policy initiative should be part of the routine practice of every teacher who needs the unconditional support of those who dream up the educational reforms so that they walk the wrong way to the ideological and political forms of domination and configurations of economic and political-cultural unfamiliarity and social alienation. A cada dia se intensificam as dificuldades da educação em cumprir sua tarefa. Arriscamo-nos em dizer que isto acontece por não ser levada em consideração a hipótese de que os indivíduos são portadores de certo grau de irracionalidade, ou seja, nem sempre agem segundo a razão, e esta, como acentua Adorno, não escapa de seu momento autoritário, quando um indivíduo age conforme interesses particulares, esquecendo-se dos direitos dos outros. Em vista disso, o foco central destadissertação consiste em analisara articulação entre a mímesis, a educação e a prática docente em Theodor W. Adorno. Ou seja, o objetivo é explanarcomo o fenômeno da mímesis pode atuar na prática docente ecomo podeinfluenciar na educação,desenvolvendo comportamentos abusivos tanto nos alunos como nos professores.Trata-se de uma pesquisa bibliográfica, pois é elaborada com baseem materiais publicados, constituindo-se principalmente de livros e artigos.Ampara-se na teoria crítica sob uma abordagem dialético-negativa. No primeiro momento do trabalho discute-se a inter-relação dos conceitos de Esclarecimento e mímesis apoiando-se na obra Dialética do Esclarecimento. No segundo momento do trabalho a finalidade é abordar a relevância da mímesis no processo educativo com arrimo nos conceitos de semiformação (Halbbildung) e indústria cultural(Kulturindustrie). No terceiro momento do trabalho vê-se comose dá a relação entre a mímesis e a prática docentee suas implicações filosófico-educacionais no processo formativo.Embora o filósofo não ofereça uma posição que satisfaça inteiramente as exigências práticas, pois segundo ele a educação está imersa em ambigüidades que dificultam um posicionamento fechado, os resultados da pesquisa indicaram a necessidade de repensar a educação em seus aspectos subjetivos. Indicaram também que a iniciativa política deve fazer parte da prática cotidiana de cada professor, que necessita do auxílio incondicional dos que pensam as reformas educativas para que estas caminhem à contrapelo das formas ideológicas e políticas de dominação e das configurações econômicas e político-culturais de estranhamento e de reificação social.

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Almeida, Eduardo Luiz Vieira de. "Medicina hospitalar medicina extra-hospitalar? Duas medicinas?" Universidade do Estado do Rio de Janeiro, 1988. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=1927.

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Este trabalho é o resultado do esforço de um clínico que resolve analisar criticamente a prática clínica atual, da qual foi um seguidor ortodoxo por mais de uma década. O leitor não terá dificuldades em perceber que, por trás da análise mais ou menos coerente, está à busca do autor no sentido da construção de um "campo clínico ampliado" capaz de superar as evidentes limitações do modelo oficial. O capítulo I é uma tentativa de análise crítica da coerência do discurso da medicina "científica", quando cotejado com a realidade objetiva da prática clínica. O capítulo II, estuda o fenômeno provocado pela aplicação do discurso clínico oficial sobre a clientela extra-hospitalar, o capítulo III é uma abordagem preocupada com o que se poderia chamar de dimensões não-farmacológicas dos medicamentos. No Capitulo IV buscou-se agrupar evidências no sentido de delinear um perfil do que seria a medicina extra-hospitalar

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Goodrow, Marcie Anne. "A Study of Teachers' Challenges with the Inclusion of Middle and High School Students with Autism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2657.

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Middle and high school general education teachers in the school district in this bounded case study were facing challenges with meeting the needs of students who have autism in the current inclusion program. The purpose of this study was to understand teachers' challenges with components of the inclusion program and serving students with autism in the general education classroom. The conceptual framework was Villa and Thousand's 5 system-level best practices for successful inclusive education. A purposeful sampling procedure was used to select 4 general education teachers who were teaching autistic students in an inclusive setting; this sample included 2 middle school level and 2 high school level teachers from 2 schools in the small rural district. The data collected through classroom observations and semi structured interviews were coded based on Villa and Thousand's best practices of leadership, redefined roles, collaboration, adult support, and promotion as each related to inclusion of autistic students. Results were used to identify challenges teachers were facing that prevented the 5 system-level best practices from being implemented. Key challenges were collaboration between general and special education teachers and lack of professional development for all teachers on inclusion. Findings were used to provide recommendations for how to address challenges in middle and high school inclusion programs and for conducting future studies in different settings. The results of this study could be used by school leaders and other stakeholders to make informed decisions about system level implementation of inclusion program components and for enhancing the learning of students who have autism in the inclusive setting.

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Craig, Jason Thomas. "Raz and His Critics: A Defense of Razian Authority." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/philosophy_theses/49.

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Joseph Raz has developed a concept of authority based on the special relationship between reasons and action. While the view is very complex and subtle, it can be summed up by saying that authorities are authorities insofar as they can mediate between the reasons that happen to bind their subjects and the subjects’ actions. Authorities do this by providing special reasons via directives to their subjects. These special reasons are what Raz calls “protected reasons.” Protected reasons are both first-order reasons for action and second-order “exclusionary reasons” that exclude the subject from considering some reasons in the balance of reasons for or against any action. I first make clear what Raz’s view of authority is, and I then defend this view from some contemporary critics.

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O'Malley, Matthew L. "Such Building Only Takes Care: A Study of Dwelling in the Work of Heidegger, Ingold, Malinowski, and Thoreau." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405955994.

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Travis, Sarah Teresa. "Portraits of Young Artists: Artworlds, In/Equity, and Dis/Identification in Post-Katrina New Orleans." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157583/.

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Using portraiture methodology and social practice theory, this study examined the identity work of young people engaged in a teen arts internship program at a contemporary arts center in post-Katrina New Orleans. This research asked four interrelated questions. Through the lens of a teen arts internship at a contemporary arts center in post-Katrina New Orleans, 1) How do contextual figured worlds influence artist identity work? 2) How does artist identity work manifest through personal narratives? 3) How does artist identity work manifest in activities? 4) What are the consequences of artist identity work? The findings of the study highlight how sociocultural factors influence dis/identification with the visual arts in young people and provoke considerations of in/equity in the arts.

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Norris, Jessica R. "FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.

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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.

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"On Philosophical Counseling As A Philosophical Caretaking Practice." Tulane University, 2014.

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While "philosophical counseling" emerged in the 1980's as a new form of caretaking practice, it can be understood as an attempt to re-embrace a tradition that goes back to the ancients, with their conception of philosophy as a "way of life." This study discusses elements of that tradition in order to provide a theoretical-historical framework for the modern practice of philosophical counseling. The central figure for this philosophic tradition is Socrates. The present study focuses on his notion of the "the examined life," while considering some doctrines in Hellenistic philosophy as further expressions of the Socratic tradition. As represented in the Platonic dialogues, Socrates exhibits "the examined life" by engaging in the practice of philosophy as some kind of "care of the soul." Though he speaks on occasion of the "conversion" that may be required for the commitment to this philosophic practice, it is carried out, in dialogical settings, through the rational-cognition dimension of reason and argument, undertaken with a basic critical stance. This is fundamental for differentiating philosophy from psychotherapeutic practices and highlights the unique value that philosophy may be able to contribute to caretaking practices. This dissertation has a synoptic character: it seeks to integrate a self-reflection on the philosophic tradition with a concern for issues present in the contemporary field of caretaking. For those broad purposes, the interpretation of ancient philosophy relies mainly on the scholarly work by G. Vlastos, M. Nussbaum, M. Foucault, and P. Hadot. With their guidance, the dissertation addresses one question in general: What was present in classical philosophy as a way of life with therapeutic aims that is absent in today's dominant practices of care for the person? acase@tulane.edu

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Kao, Yu-Chih, and 高毓智. "The Study of Contemporary Philosophical Counseling Practice." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/63466462139303482949.

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博士 輔仁大學 哲學系 103 Contemporary philosophical counseling was first introduced by the German philosopher Gerd B. Achenbach（1947-）, who began his practice in Bergisch Gladbach, near Köln in 1981. Drawing on the methodology of metaphysics, this thesis deals with issues arising from the movement of contemporary philosophical counseling since the 1980s. The aim is to delineate the development of contemporary philosophical counseling and its connection with philosophical practices. A further attempt is to articulate that the philosophical counseling should not be perceived as a philosophy of counseling, while illustrating the challenges that blurred its academic boundary. With a comprehensive literature review, the author finds the majority of contemporary philosophical counseling studies done in Taiwan to be full of paradox and lack of practical discourses. By contributing to the establishment of a practical discourse, this thesis encourages further conversations between different areas of philosophical counseling, with the hopes of making it more applicable to the common society. Keywords：philosophical practice、philosophical counseling、ethical practice、intercultural philosophy、Ontology、CISA、FIIT、PEACE、Logical-based therapy、Socratic Dialogue

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Brennand, John. "Voice Lab: Songs of being as embodied philosophical inquiry." Thesis, 2017. https://vuir.vu.edu.au/36763/.

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This PhD by Creative Project consists of three distinct but interwoven parts – the development and investigation of a wordless vocal performance practice with volunteer participants, a culminating performance ‘product’ which creatively documents, elucidates and illuminates the investigation, and a written exegesis which contextualises and complements the investigation and culminating production. The project sets out to cultivate an original voice practice and performance practice philosophy through an innovative re-interpretation and application of established practices and ideas. I locate the core generating propositions of the project in three recurring themes derived from the articulations and artistic life of Joseph Beuys (1921-1986), around the potential of every person as artist, the notion of artist as shaman, and the notion of creativity sourced at its spring point. I both concur with and diverge from Beuys through these themes in the cultivation of a practice and practicing philosophy that speaks of my desire to acknowledge and engage with the invisible yet emergent forces inherently available in inspiration, emotion, instinct, intuition, and perception, as implicit in the multi-resonant possibilities of voice, and as material for art practice and creative agency. The research project proposes that this immersive experiential performance practice can provide creative methods that broaden the constituents of knowing via the expansion of each individual’s perceptual and expressive palette, in relational creative engagement. The thesis is conducted through, for, and into, performance as art practice and generative method, as process and outcome via a practice led research methodology. The performance practice explored in the project is the primary site of embodied knowledge production. The practice drew upon, synthesized, and developed from a very broad range of established body, perceptual, meditative and theatrical voice and breath-based practices. This includes influences and melding of practices from Ilse Middendorf (Perceptible Breath), Paul Newham (Voice Movement Therapy), Karlheinz Stockhausen (Composition “Stimmung”), Yoga (Prana and Nada), Chi gong, voice for actor training of Zygmunt Molik and of Michael Chekhov, the extended voice work of Linda Wise, and includes methods that have evolved from my own dedicated practice over several decades. The complementary exegesis performs as a map of the evolution, contextualization, and imbrication of the practice towards performance and performance philosophy, and comprises 30% of the overall creative project. The exegesis will be provided to examiners immediately following the performance. The creative component of the thesis comprises 70% of the project and included conducting voice workshops with two groups of volunteer participants from Melbourne and Adelaide spanning a period of one year. The heart of the creative project involved conducting intensive monthly four-hour workshops with participants in two groups - one in Adelaide, one in Melbourne - over a period of one year. These workshops evolved through the process of applying, and building upon, techniques drawn from the practices listed above, and included reflective journaling. This workshop process was followed by a systematic collection of individual improvised vocal recordings, and interview/conversational recordings from participants over a further four months. The journals were exclusively used as a resource for the participants own reflections, which they were able to access and review during the audio recording process. At the end of the recording phase of the project I asked the participants to fill out a questionnaire regarding their personal experience with the practice and the project. The intention of the questionnaire was to provide reflective space and bring to the surface any additional insights and reflections regarding the participants’ experiences. This information is integrated to the exegetical writing regarding the experiences of the participants in “Participants’ Experiences and Insights” (p. 82) and provided in full in Appendix (p. 103). The culminating multi-modal performance uses audio recordings from the participants’ engagement in wordless improvisation collaged with recordings of interviews with the participants about the effects and affects of the practice. The multi modal performance of orchestrated pre-recorded audio, visual projection and live solo performance is a creative documentation and applied extension of the practical philosophies cultivated in the project. The performance itself is designed to provide reflective space for the audience to have individual generative subjective responses, in alignment with and as an extension of Beuys’ notional potential of ‘everyone as artist’ and as an extension of the project’s intention toward inviting subjective perceptual agency. The development of the performance draws propositional dialogic ground from the work and ideas of artist Susan Hillier and her notion of ‘Voice as body’, which suggests that the ‘truth’ of the body is found in the voice as non-representational extension of the body as opposed to body represented by image. I also propose a multi-sensory embodied perceptual reading of the performance by drawing alliance and constructively imbricating Maurice Merleau–Ponty’s assertions on synaesthesia as performative philosophical ground. The thesis questions the ingrained and pervasive logocentric world-view that prioritizes the rational and seen over the invisible but perceivable felt. Instead of the Cartesian dictum of “I think therefore I am”, as a practice based researcher I suggest a notion of resonant embodiment that shifts and broadens the locus of self and knowing, proposing a more relational dictum of “I resonate therefore I am in 4 active concert with all that is becoming”. This project creatively addresses the knowledge gap inherent in dominant scientific academic epistemologies arrived at through verbal argument and deduction, by focusing on the acquisition of wordless tacit generative ‘living’ knowledge evoked through engaging experiential emergent and creative endeavour, to discover ‘what works’, while inviting insightful rhizomatic perspective, and asserting multiple ways of ‘knowing’. This project, through both the performance and exegetic components, suggests that engaging in the experiential process specific to this performance practice offers transformative meta-value for those that participate, and is analogous to and builds upon Beuys’ notion of the expanded concept and function of art to enliven individual and interconnected creative capacity.

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MacKenzie, Heather Ann. "Seeking authentic educational development practice : a spiritual and philosophical journey." Thesis, 2007. http://spectrum.library.concordia.ca/975321/1/NR52327.pdf.

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This thesis is a spiritual and philosophical journey whose purpose is to explore the question: How can I realize my authenticity more fully in my practice as educational developer? The investigation is situated autobiographically in various dilemmas of educational development practice that I experienced. These experiences are consequences of tensions between the performative demands of the culture of western universities and the more ontological demands of authenticity. Authenticity calls us to a moral, "higher" educational purpose to become persons in a more developed sense. I propose that performative acts and utterances designed to create an impression of excellence and efficiency, and to improve competitiveness and wealth of universities, can obscure this higher educational purpose, denigrating authenticity of individual educators and of the institutions within which we work. I also propose that the Social Sciences research paradigms underpinning academic development as an emerging field of study and practice have methodological limitations for educational research. This lack of an authentically educational methodological paradigm, focused on the development of persons and rooted in educational practice, is at the heart of the stated problems of lack of legitimacy in the field of academic development. In this thesis I both employ and propose philosophical fieldwork as a new, inclusive paradigm for higher education research and practice that is concerned with the "higher" development of persons. This paradigm does not necessarily exclude or delegitimate performativie criteria or traditional or postmodern methodological approaches. It acknowledges and critiques them in the context of what it is to be educational. At the same time this paradigm includes and legitimizes a moral horizon (and language) of education that facilitates individual and institutional authenticity. I identify moral and spiritual dispositions and qualities of listening, thinking, and being underpinning this educational methodology--a pathway for realizing my authenticity more fully in my practice.

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Morrison, LJ. "Exploring the philosophical approaches underpinning the practice of corporate environmental reporting." Thesis, 2013. https://eprints.utas.edu.au/26944/1/Morrison_hons_whole.pdf.

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This study explores the philosophical underpinnings of corporate environmental disclosure from an ethical perspective to deepen the understanding of stakeholder engagement in the reporting process. Concerns regarding stakeholder engagement have been of increasing interest as the demand for different types of information have been made on entities. The degree of cynicism towards these reports indicates that many stakeholders do not believe that entities engage with them in meeting their information needs. This study questions whether there is a gap between corporate reporting and stakeholder engagement. This issue can be explored through the lens of environmental ethics, which describes the approaches used to perceive and interact with the environment. Discourse analysis was adopted firstly to analyse the environmental disclosures of a single case study company, and secondly, to analyse the interview transcripts of a number of representatives of the company’s key stakeholder groups in regard to stakeholder engagement and environmental information disclosure. Using discourse analysis, the three predominant branches of environmental ethics (utilitarianism, deontology and virtue ethics) were applied to these bodies of text in order to ascertain the ethical approaches of the case study company and its stakeholders. It was found that a gap existed between the ethical approaches expressed in the case study company’s environmental disclosures, and those expressed by external stakeholders. This gap widened as the relationship between the company and the stakeholder became less direct. Stakeholders whose relationship with the company involved internal understandings viewed the environmental interactions and subsequent reports through deontological and utilitarian approaches, corresponding to how these issues were expressed in the disclosures. Considering other environmental issues exclusive of the case study company, a virtue ethics approach was used by all stakeholders. This approach was also used by stakeholders affected on a more personal level, and who also viewed the environmental interaction of the company with a degree of cynicism. Environmental reports require a common language to effectively communicate with stakeholders. This study suggests that the common language of stakeholders is framed in a virtue ethics approach, which diverges from the approach expressed in the company’s environmental reports. This study has enhanced our understanding through the application of environmental ethics to stakeholders’ engagement and corporate environmental disclosure, and offers a potentially fruitful opportunity for further research.

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Thèses sur le sujet « Philosophical Practi »

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