Dissertations / Theses on the topic 'Modern epistemology'
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Parkinson, Gavin. "Physique du Surrealisme : Surrealism, Modern Physics, and Epistemology." Thesis, Courtauld Institute of Art (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249524.
Full textChristiansen, Jesse G. "Apriority in naturalized epistemology investigation into a modern defense /." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11272007-193136/.
Full textTitle from file title page. George W. Rainbolt, committee chair; Jessica Berry, Steve Jacobson, committee members. Electronic text (43 p.) : digital, PDF file. Description based on contents viewed Jan 18, 2008. Includes bibliographical references (p. 43).
Christiansen, Jesse Giles. "Apriority in Naturalized Epistemology: Investigation into a Modern Defense." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/philosophy_theses/31.
Full textRibeiro, Ramon Ordonhes Adriano. "A técnica e seu índice ontológico para a ciência: questão hermenêutica acerca do sentido de ser tecnológico." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-31052017-115733/.
Full textThe paper\'s subject concerns modern technology and its relation to the modern science; however, the Heidegger\'s essay (The question of technology) is the leitmotiv for this discussion. Therefore, the aim surrounding this research concerns the question - what is the modern technology? To this question is therefore gives an ontological research enquire. However, the way to carry out an examination of this object is done by an exploratory path of theoretical method investigation, based on the hermeneutic proposal. All that to understand what it is and the power that it could have on the way of being and thinking scientifically. Indeed, the metaphysical explanation (philosophical analysis) about the item in question, the technology, called into question the mechanism that secretly operates in all the technical expressions; demonstrating its essence that runs through the scientific method, and the very status of knowledge about the objects observed and created by science. This fact ultimately deprive the technology as a means, giving it, in the modern scientific world, the status of ontological cause, reason for existence of things
Zimmermann, Flávio Miguel de Oliveira. "Hume e o ceticismo moderno." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-10122010-105833/.
Full textIn general, there are two ways to study Humes skepticism: comparing his ideas to Pyrrhonic skeptic, in spite of his disapproval, and comparing him to academic philosophers, following the authors recommendations. However, there is another way to interpret Humes skepticism, namely, evaluating how he differs from Pyrrhonic and academician philosophers. The better approach is to compare Humes skepticism to other skepticss conceptions of Humes age. The main goal of the present thesis is put in evidence these approaches to understanding modern skepticism and, specifically, a way to compare it to Humes skepticism.
Thorpe, Anthony Richard. "Religious education in schools as a subject in the modern curriculum." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341340.
Full textPaul, Ryan Singh. "The Unknowing Self: Knowledge, Ignorance, and Early Modern Subjects." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/194293.
Full textKhatami, Mahmoud. "The unitary consciousness : toward a solution for the ontological crisis in modern theories of the self." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1128/.
Full textCorbiniano, Simone Alexandre Martins. "Saber escolar e valores da razão: epistemologia histórica e conhecimento de escola." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5160.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis...
A presente tese...
Fontenot, M. Christian-Gahn. "Empire, Imagined Nature, and the Great White Horizon| Polar Discourse, Transition, and the Sublime in Mid-Victorian and Modern Imperial British Culture." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1592997.
Full textThis project seeks to understand the relationship between discursive practices and the conceptions of nature, heroism, and masculinity found in Victorian and modern Imperial British culture. It does this by tracing two interwoven stories that materialized in the North and South Poles. The first being concerned with how polar landscape was perceived and created as Sublime by the discursive practices of explorers, authors, artists, and the press. The second being concerned with how polar discourse was used and influenced by British imperial rhetoric. In such a context, there was an opportunity for the British Empire to create a space that reclaimed and “proved” the unchanging presence of mid-Victorian Britishness. Even in its decline, the Empire was able to push forth the idea that modernism, war, and flux would not hold sway over the British spirit itself. Relying on expedition narratives, literary publications, paintings, and press coverage, this work highlights the importance (and fluidity) of intellectual concepts and their influence over the way that space was imagined by the British. Ultimately, the project seeks to lend insight into the significant connection between polar discourse and World War I discourse, showing how the mythological way of imagining the poles became a catalyst for imagining indescribable spaces of horror during the most destructive war in European history.
Acar, Zeliha Burcu. "The Underground Man Of The 19th Century: A Comparative Study On Nietzsche And Marx." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615674/index.pdf.
Full texts argument that the human mind cannot achieve knowledge of the thing-in-itself lies in the background of my thesis. I think that this argument is connected with the origins of modern philosophy. My thesis is concentrated on the 19th century. I perceived that with Kant&rsquo
s argument the fact that we can know this world within a subjective framework is emphasized especially in this century. The emphasis on a subjective framework is grounded on Kant&rsquo
s philosophy. This emphasis has a significant role in the epistemological arguments of Nietzsche and Marx. They also insist on the role of subjective contribution in knowledge. However their attitude towards epistemology is different from Kantian philosophy in that they emphasize social, historical and economical conditions. Thus, I call attention to the fact that they transpose epistemology into a social and historical context. My conception of the Underground Man is born in this social context. My thesis aims at making room for an analysis of the Underground Man who is conceived in opposition to the Kantian understanding of the subject, in the context of are Nietzsche&rsquo
s and Marx&rsquo
s social and epistemological analyses.
Júnior, Luiz Carlos Gonçalves de Oliveira. "Vertigo, a teoria artística de Alfred Hitchcock e seus desdobramentos no cinema moderno." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/27/27161/tde-29062015-123125/.
Full textThe thesis investigates the recurrence of Alfred Hitchcock\'s Vertigo (1958) as the matrix scheme of a meta-artistic reflection that crosses all the modern history of cinema. It includes a series of films whose subject is the image itself (cinematographic, pictorial, photographic, as well as digital image). After defining and analyzing the artistic theory proposed by Vertigo, the thesis verifies the developments of this theory in many modern and contemporary films made since the beginning of the 1960\'s. Among the films analyzed one will find La Jetée (Chris Marker, 1962), Blow up (Michelangelo Antonioni, 1966), Obsession (Brian De Palma, 1975), Special Effects (Larry Cohen, 1984), The Stendhal Syndrome (Dario Argento, 1996), Lost Highway (David Lynch, 1997), La captive (Chantal Akerman, 2000), and In the city of Sylvia (En la ciudad de Sylvia, José Luis Guerín, 2007).
Bäcklund, Jimmy Ulf Anti-Krister. "Reciprok egoism, skeptisk empirism och modern fysikalism : Titelförslag på några principer och diskurs kring dessas korrelation." Thesis, Linköpings universitet, Avdelningen för kulturvetenskaper, KVA, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-96930.
Full textThis paper contains an ontological and epistemic analysis of the implication of a consistently physicalist view of reality. This in polemic contrast with transcendentalist positions as that of T. M. Scanlon. I follow along the lines of a sceptical empiricism that I ascribe to Hume and from which, I argue, consistently follows guidelines as set by for example J. L. Mackie and Galen Strawson on topics of self-referential altruism and realistic physicalism respectively.
Farhat, Gabriel Maluf. "Tycho Brahe, grande astrônomo do século XVI e cavaleiro da fé, sob a ótica Kierkegaardiana." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/8/8138/tde-14112003-170639/.
Full textThe first part of this study it has as objective present Tycho Brahe like Individual , that is, the astronomer and his life. The second part it has as objective develop the existentialism-first, formulated by Kierkegaard, as if his content could become a subjective tool. To follow, in the third part, the concepts of the existentialism-first, roots of the modern psychology, will be applied to Tycho Brahe, astronomer and his life. It also will be presented part of the post-modern psychology, still in formation, so that these psychologies, together, can indicate that Tycho\'s choice, by the called Tychônic System of the Universe, did not result from his front capitulation the possibility of the new, but yes a horseman\'s choice of the Faith.
Frezza, Júnior Saccon. "Construção de modelos e teorias físicas : da mecânica clássica de Newton a mecânica relativística de Einstein : um estudo em epistemologia genetica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/115947.
Full textThis survey enhances the contributions of piagetian theory to the learning field of Physics. In an experimental situation, it aims an understanding on how individuals associate knowledge of classical newtonian mechanics with the knowledge of Einstein’s relativistic mechanics. Even though the analysis has been carried out with concepts of Physics, the relationship between distinct scientific theories can be understood for the most diverse fields of knowledge. Using the Piagetian Clinical Method, situations that could be understood as conflicting were proposed to the individuals with the purpose that new data could be assimilated. When the subjects of the survey internalized the new data of the explanatory model, there was a succession of three consequences: an increase in the extent of the explanatory model; an increase in understanding the explanatory model; extinction of the explanatory model arising, from that, the possibility of elaborating a new model. From the subjects in a search of explaining the new data with the newtonian model exclusively (M Model), through the ones that distinguish two explanatory models at the same time they recognize two realities (M Models –M' Model), and to the ones that connect the two explanatory models by means of a wholeness which allows the understanding of the extent of generalization of each model (M Models ↔ M' Model), the role of the novelty produced by them became evident. The analysis of the collected data to this thesis indicates that the awareness of the evolution of scientific theories and their possible relations are arrival point of a long process that starts in distinguish, before association, two explanatory models. The emergency of a new model arises when the current model cannot explain anymore new situations or integrate new data. The difficulty of the subject in understanding the causes of the non-applicability of the current model to the new situations is a starting point for the reconstruction or the construction of a new model. This idea opposes to a variety of methodologies of teaching used in classroom that consider the student a passive receptacle with no criticism to theories. The conclusions of this thesis allow, in the learning environment, discussion on how should be done the approach of the evolution of scientific theories in classroom and its importance to the progress of sciences.
Esta pesquisa resalta las contribuciones de la teoría piagetiana para el campo de aprendizaje en Física. Ella objetiva entender, mediante la situacion experimental, como los sujetos relacionan los conocimientos de la mecánica clásica de Newton con los conocimientos de la mecánica relativista de Einstein. Aunque el análisis se haya realizado con los conceptos de la Física, la relacion entre distintas teorías científicas puede extenderse para las más variadas áreas de conocimiento. Utilizándose el Método Clínico piagetiano, fueran propuestas a los sujetos situaciones pasibles de ser entendidas como conflictivas, con el objetivo de que nuevos datos se puedan asimilar. Cuando da incorporacion, por los sujetos de la investigacion, de nuevos datos de modelo explicativo, se sucederán tres consecuencias: aumento en extension del modelo explicativo, aumento en comprension del modelo explicativo; extincion del modelo explicativo surgiendo con eso, la posibilidad de elaboracion de un nuevo modelo. Desde los sujetos que buscan explicar los nuevos datos exclusivamente con el modelo newtoniano (Modelo M), pasando por los que se diferencian de los modelos explicativos al mismo tiempo en que se distinguen dos realidades (Modelos M – Modelo M'), hasta que los relacionen los dos modelos explicativos por medio de una totalidad que permite comprender el grado de generalizacion de cada modelo (Modelos M ↔ Modelo M'), el papel de la novedad producida por elles se convirtio evidente. El análisis de los datos colectados para esta tesis indica que la evolucion de las teorías científicas, bien como sus posibles relaciones, es el punto de llegada de un nuevo proceso que empieza por diferenciar, antes de relacionar, dos modelos explicativos. La emergencia de un nuevo modelo surge en el momento en que el modelo vigente no consigue más explicar situaciones nuevas, integrar datos nuevos. La dificultad del sujeto comprender las causas de la no aplicabilidad del modelo vigente a las nuevas situaciones es el punto de partida para su reconstruccion o hasta para la construccion de un nuevo modelo. Esa idea si opone a muchas metodologías de enseñanza utilizada en clase que considera el alumno un receptáculo pasivo a una aceptacion acrítica de las teorías. Las conclusiones de esta tesis permiten, en el ámbito educacional, una reflexion sobre como debería ser la abordaje de la evolucion de las teorías científicas en clase y su importancia para el avanzo de las ciencias.
Hastenreiter, Roberto Soares da Cruz. "Das palavras aos quanta: analogia como elemento do pensamento e ferramenta didática em aulas de física quântica na educação básica." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-17122015-113723/.
Full textThis work deals with the use of analogies in teaching activities of sciences and, more specifically, with the use of analogies in high school quantum physics courses. Our starting point is the apparent contradiction of attempting to approach the concepts of quantum physics, abstract and deprived of any relation with the sensory reality, through a mechanism of representation based on the comparison of two fields knowledge: a first one which is known and familiar, and a second one which we wish to grasp. Our main contribution lies in our initial proposition to reflect on the concept of analogy from three different perspectives: first, there is the point of view of cognitive psychology, in which analogy appears as central element of thought and therefore of the formation of concepts during the whole history of the subject; second, there is the point of view of epistemology of science, and particularly that of Henri Poincaré who distinguished three basic categories for analogies (figurative, mechanical and mathematical); third, there is the point of view of educational activities, which considers analogies as a learning tool and attempts, through collective efforts manifested in the science education literature, to provide a systematic account of their use. Based on an ample reading along the three aforementioned dimensions, we then propose a synthesis enabling us to adopt a specific look at our object of research. In order to analyse the potential of this theoretical synthesis, we have conducted an empirical test constituted by episodes created within high school quantum physics lectures (atomic models, the photoelectric effect, the wave-particle duality, and the interpretations of Quantum Mechanics). In order to interpret these episodes, the methodology assumes that analogies in teaching activities can effectively be classified according to their level of development and to some aspects of their use, such as the presentation format and the previous actions. The results help us in perceiving how most of the analogies used are figurative, even though there are also some mechanical analogies. The lack of use of mathematical analogies, as well as the absence of the mathematical-representative presentation format, allows us to reaffirm the crucial need of investigating new \"formats\" of analogies, better suited for the communication and teaching of the concepts of quantum physics.
Davenport, Eli Benjamin. "Immanence and Transcendence in the Idealisms of Leibniz and Berkeley." Thesis, University of Canterbury. School of Humanities, 2010. http://hdl.handle.net/10092/5189.
Full textSrinivasan, Amia Parvathi. "The fragile state : essays on luminosity, normativity and metaphilosophy." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:23b7a5c9-448d-421b-b26c-5cae3591aee3.
Full textHumphris, Teneille Patricia. "On the Origins of the Modern Concept of Syphilis: Eighteenth Century Debate, Ludwik Fleck, and the Enlightenment." Thesis, University of Canterbury. School of Social and Political Sciences, 2013. http://hdl.handle.net/10092/8443.
Full textBinneman, Antonie Johannes. "Identiteit en homoseksualiteit : die soeke na aanvaarding binne 'n Christelike geloofsgemeenskap (Afrikaans)." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24825.
Full textThesis (PhD)--University of Pretoria, 2011.
Practical Theology
unrestricted
Slack, Andrew. "'Doing something' about modern slavery : scenes of responsibility, practices of hospitality." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/doing-something-about-modern-slavery-scenes-of-responsibility-practices-of-hospitality(e6934630-941f-45c4-82a5-67501e3b1cdd).html.
Full textEvans, David B. "Scepticism at sea : Herman Melville and philosophical doubt." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:a842c507-0efc-4b73-9aaa-ccc36f54a7a5.
Full textKrishna, Nakul. "The morality of common sense : problems from Sidgwick." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:f2ac036e-115d-4e02-b5a8-cd6ab40f0800.
Full textKirkpatrick, Matthew D. "Kierkegaard and a religionless Christianity : the place of Søren Kierkegaard in the thought of Dietrich Bonhoeffer." Thesis, University of Oxford, 2008. http://ora.ox.ac.uk/objects/uuid:3d3d8d6b-0fa4-41f8-89e9-ded63ac8c291.
Full textCaton, Hannah Noelle. "A Rhetorical Analysis of Modern Day Retro-Sexism: Misogyny Masked by Glamour in Mad Men." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1439993165.
Full textDantas, Luã Carlos Valle. "A ressignificação na terapia cognitiva : uma análise a partir do modelo do Sistema de Esquema de Ações e Operações sobre Símbolos e Signos /." Marília, 2016. http://hdl.handle.net/11449/137868.
Full textBanca: Zelia Ramozzi-Chiarottino
Banca: Kleber Cecon
Resumo: No presente trabalho, discutimos a noção de Ressignificação em Terapia Cognitiva e sua análise através do Modelo do Sistema de Esquemas de Ações e Operações sobre Símbolos e Signos, de maneira abreviada, MoSEAOSS, modelo embasado na Epistemologia Genética. O intuito desta pesquisa é o de responder à questão: sendo o MoSEAOSS um modelo fundamentado na Epistemologia Genética, uma teoria epistemológica, que possui uma fundamentação teórica e experimental e que pretende mostrar como o ser humano constrói a significação da realidade, é possível explicar o processo de ressignificação que ocorre na Terapia Cognitiva através do olhar da Epistemologia Genética? O presente trabalho responde positivamente a essa questão e buscar mostrar como, a partir da aplicação do MoSEAOSS como ferramenta de análise desse recorte, é possível explicar o processo de ressignificação através de um olhar baseado na Epistemologia Genética.
Abstract: In the following dissertation we discuss the notion of resignification in the Cognitive Therapy and we present an analysis of that notion using the Model of the System of Schemata of Actions and Operations on Symbols and Signs, the MoSEAOSS (in Portuguese), a model based on genetic epistemology. The goal of this research is to answer the following question: being the MoSEAOSS a model based on genetic epistemology, which is an epistemological theory that has both a theoretical and an experimental ground and that intends to explain how the human being constructs his/her signification of reality, is it possible for the MoSEAOSS to explain from the genetic epistemology perspective the resignification process that occurs in the Cognitive Therapy? Our research presents a positive answer to that question and, besides that, it aims at showing how the MoSEAOSS, used as an analytical tool, explains the process of resignification from the genetic epistemology point of view.
Mestre
Silveira, Fernando de Almeida. ""Michel Foucault e a constituição do corpo e da alma do sujeito moderno"." Universidade de São Paulo, 2001. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-17052004-120350/.
Full textMichel Foucaults work highlights body as expression and support from forces of power and knowledge, which get strategically articulated, in occidental societys history. Embodiment occupies a central position in Foucaults work, which points it out as a bio-political-historical reality; that is, as interpenetrated by history" and a point of support of complex forces correlations, over which fall upon multiple discursive conformations productive of truths that either can reaffirm as recreate the meaning of the present body, or an individual / collective sensibility immanent in it. In this case, it is not the autonomous epistemological subject who produces a useful or lonesome knowledge to the power, but the power-knowledge, the processes and fights which traverse it and that constitute it, and which represent the forms and possible fields of knowledge. In the proportion Foucault takes out from the autonomous subject of knowledge the central role in the process of knowledge production, the body acquires a renewal importance. This project studies from Surveiller et Punir and Histoire de la Sexualité Vol. 1, their aspects about the body and soul, their similarities and differences in each work, and their rearticulations in front of all the Foucaults investigations. The body is a piece within a domination and submission play which is present in the whole social net, which turns the body the depository of marks and signs that are inscribed in it, according to the impacts effectiveness, which for their turn has on embodiment its rehearsal field. And the historic soul is a discursive element in the production of conceptions around and across the body (FAPESP).
Raguz, Christopher. "Paranoid Epistemologies: Essays on Thomas Pynchon and the Scene of Disappearance." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2118.
Full textGunok, Emrah. "Reformulation Of The Concept Of Understanding In Heidegger'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/1260456/index.pdf.
Full texts and Gadamer&rsquo
s critique of epistemological conception of understanding and their reevaluation of this concept in terms of ontology. Finally, I will try to examine the similarities and dissimilarities between the philosophers and try to call attention to their emphasis on finite and historically conditioned human understanding. To fulfill the task I put forward, I shall apply to early Heidegger&rsquo
s magnum opus Being and Time (1927) and Gadamer&rsquo
s most influential book Truth and Method (1960).
Bradbury, Rosalene Clare. "Identifying the Classical Theologia Crucis and in this Light Karl Barth's Modern Theology of the Cross." Thesis, University of Auckland, 2009. http://hdl.handle.net/2292/4261.
Full textThis dissertation identifies the shape, content, and marks of the theology of the cross, an ancient and still extant epistemological and soteriological system of Christian thought. Applying the resulting hermeneutic it then shows this system to be present with renewed vitality and future significance in the modern project of seminal Swiss theologian Karl Barth (1886-1968).
Dantas, Luã Carlos Valle [UNESP]. "A ressignificação na terapia cognitiva: uma análise a partir do modelo do Sistema de Esquema de Ações e Operações sobre Símbolos e Signos." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137868.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
No presente trabalho, discutimos a noção de Ressignificação em Terapia Cognitiva e sua análise através do Modelo do Sistema de Esquemas de Ações e Operações sobre Símbolos e Signos, de maneira abreviada, MoSEAOSS, modelo embasado na Epistemologia Genética. O intuito desta pesquisa é o de responder à questão: sendo o MoSEAOSS um modelo fundamentado na Epistemologia Genética, uma teoria epistemológica, que possui uma fundamentação teórica e experimental e que pretende mostrar como o ser humano constrói a significação da realidade, é possível explicar o processo de ressignificação que ocorre na Terapia Cognitiva através do olhar da Epistemologia Genética? O presente trabalho responde positivamente a essa questão e buscar mostrar como, a partir da aplicação do MoSEAOSS como ferramenta de análise desse recorte, é possível explicar o processo de ressignificação através de um olhar baseado na Epistemologia Genética.
In the following dissertation we discuss the notion of resignification in the Cognitive Therapy and we present an analysis of that notion using the Model of the System of Schemata of Actions and Operations on Symbols and Signs, the MoSEAOSS (in Portuguese), a model based on genetic epistemology. The goal of this research is to answer the following question: being the MoSEAOSS a model based on genetic epistemology, which is an epistemological theory that has both a theoretical and an experimental ground and that intends to explain how the human being constructs his/her signification of reality, is it possible for the MoSEAOSS to explain from the genetic epistemology perspective the resignification process that occurs in the Cognitive Therapy? Our research presents a positive answer to that question and, besides that, it aims at showing how the MoSEAOSS, used as an analytical tool, explains the process of resignification from the genetic epistemology point of view.
CAPES: 00.889.834/0001-08
Suart, Júnior José Bento. "A dialética do conhecimento científico, a prática e a experimentação : uma análise do ideário de licenciandos e sua relação com a epistemologia da ciência moderna /." Bauru : [s.n.], 2010. http://hdl.handle.net/11449/90990.
Full textAbstract: Quantum Mechanics topics, or Modern Physics / Chemistry topics presents complex philosophical and conceptual framework. It is necessary to coordinate conflictiong images in addition to admiting a non-deterministic character, a discontinuous energetic nature, elements of probability besides postulates. The educational setting of these official documents reflects an epistemological dechotomy that was found in the physics and chemistry sciences. A view of the history of Scientific Method still puts Quantun Mechanics as main reason of the deterministic tradition ending and as the same time the beginning of what is named bu Bachelard as New Scientific Spirit. This Spirit admits methaphysical assumptions that are also found in Werner Heisenberg's work looks for elements of quoted New Spirit among other elements of Gaston Bacherlard's epistemology concerning the ideals of non-graduated Physics and Chemistry students. As support for this research, phenomenology was taken as methodology of data analysis. This research happens into a context particularly made for what is called "pedagogical activity of denial." This current work shows that the referred categories always make part of non-graduated students discourse, and the dialectic admitted by Bachelard doesn't. In front of epistemic issues, there is a philosophical contradiction, where the ontology is admitted and also danied, what exactly happens to epistemology. The mindset still accepts multiple conceptions for the same idea and epistemological obstacles, such as an intricate mathematics in the scientific process supported by Bachelard. As result it is possible to find out an instrumental math making part of tools of what Quantun mechanics is constituted
Orientador: Silvia Regina Q. Aro Zuliani
Coorientador: Marcelo Carbone Carneiro
Banca: Iramaia Jorge Cabral de Paulo
Banca: Eduardo Adolfo Terrazzan
Mestre
Runyan, Jason D. "The compatibility between a theologically relevant libertarian notion of freewill and contemporary neuroscience research : God, freewill and neuroscience." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:cb895aa4-16e3-4bce-8feb-e93ab217207a.
Full textEspinosa, Sarmiento Ruth. "El Problema de Hume: Epistemología, escepticismo y metafísica." Tesis, Universidad de Chile, 2008. http://www.repositorio.uchile.cl/handle/2250/108472.
Full textDamião, Abraão Pustrelo [UNESP]. "A construção histórico-social da modernidade e da(s) pós-modernidade(s): rupturas e resistências do discurso moderno." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152418.
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Este trabalho busca demonstrar as rupturas e resistências encontradas pelas novas correntes epistemológicas, nomeadamente a pós-moderna e seus correlativos neologismos, no que se refere ao questionamento das correntes epistemológicas modernas. Neste sentido, o objetivo geral do trabalho é apresentar as ideias que criaram o panorama histórico-social e epistemológico responsável por um determinado tipo de pensamento social, utilizado para compreender a sociedade moderna e seus valores, para, em seguida, apontar as novas ideias que transformaram o panorama da modernidade “clássica” e exigem, atualmente, novos discursos explicativos. Para tanto, e metodologicamente, faz-se um levantamento bibliográfico acerca da história e das práticas epistemológicas que usualmente creditamos à construção social da modernidade e, desde o último século, a sua provável superação, a pós-modernidade. Com isso, este trabalho visa contribuir para a distinção e esclarecimento das mudanças socioculturais e epistemológicas responsáveis pelo juízo que o indivíduo moderno criou de si mesmo e da sociedade, comparativamente, com a perspectiva que o sujeito contemporâneo atribui a sua identidade e relações sociais. O valor desta pesquisa, portanto, reside na possibilidade de confrontação, através de uma minuciosa análise bibliográfica e comparação histórica, de quais ideias e práticas sociais se tornaram mais numerosas, quais perderam força e quais emergiram na contemporaneidade, desafiando os preceitos vigentes dentro das ciências sociais. Sobretudo para defender que o projeto moderno de emancipação e regulamentação da vida social ainda é valido e que o motivo de seu questionamento está na sobreposição do desenvolvimento capitalista e da razão instrumental e técnica sobre os paradigmas da ação política democrática e da cultura emancipatória propostas pelos primeiros modernos.
This work aims to demonstrate the ruptures and resistances encountered by the new epistemological currents, namely postmodernity and its correlative neologisms concerning the investigation of the modern epistemological currents. In this sense, the general objective of this thesis is to present the ideas that created the historical, social and epistemological theories responsible for a certain type of social thought used to understand modern society and its values. This thesis will then highlight the new ideas that have transformed the outlook of “classical” modernity which now demands original and explanatory discourses. For this reason, and methodologically, a bibliographical survey of the historic and epistemological practices, that we usually credit to the social construction of modernity and its probable overcoming, postmodernity, is conducted. Thus, this work also seeks to contribute to the explanation of the socio-cultural and epistemological distinctions and changes responsible for the judgement that the modern individual has of himself and society, compared with the perspective that the contemporary subject attributes to his identity and social relationships. Thus, through a systematic bibliographical analyze and historical comparison, the value of this research lies in the possibility of confrontation between social ideas and practices which have become more common, which have lost their influence or which have emerged in contemporaneity, defying the precepts prevailing within the social science´s policies. Above all, to defend that the modern project of emancipation and regulation of social life is still valid and that the reason for its questioning lies in the overlap of capitalist development and instrumental and technical reason over the paradigms of democratic political action and emancipatory culture proposed by the first moderns.
Amaral, Aires Jorge Miguel Aguiar Brandão. "O conhecimento em turismo : uma avaliação ao modelo de Tribe e Liburd." Master's thesis, Instituto Superior de Economia e Gestão, 2019. http://hdl.handle.net/10400.5/19726.
Full textO turismo é hoje um assunto da máxima atualidade, quer num plano prático, pela tendência mundial de crescimento que o sector apresenta e pelo peso cada vez mais expressivo que tem na economia dos países; quer num plano teórico, pela crescente produção académica de que tem sido alvo. No plano da investigação, contudo, não passa desapercebido o facto de a literatura relegar para um segundo plano questões de natureza estritamente teóricas. Assim, o presente estudo constitui-se como um contributo para diminuir esta lacuna focando-se em questões de natureza epistemológica. Neste domínio, há um nome que surge como incontornável: John Tribe. Entre muitos outros contributos na área, desenha, com a ajuda de Janne J. Liburd, um complexo sistema de conhecimento em turismo. O objetivo dos autores é claro: explicar as dinâmicas de criação de conhecimento no campo de estudo do turismo. A presente dissertação procura verificar a aplicabilidade do modelo desenvolvido. Para tal, estabeleceu-se um instrumento (quadro de referência) que permitisse fazer essa verificação e testou-se o mesmo numa amostra de vinte e três artigos com propostas de agendas de investigação em Turismo e Hospitalidade (T&H). Como se poderá constatar, é possível afirmar que há um grau de correspondência grande entre a realidade e aquilo que são as dinâmicas de criação de conhecimento em turismo e os elementos do modelo criado por Tribe e Liburd (2016). Com efeito, os artigos analisados atestam que o modo como se gera conhecimento em turismo vai muito alinhado com o modelo avaliado.
Nowadays tourism is an extremely current issue. In practice due to the worldwide growth trend that the sector presents and to the increasingly significant weight on the economy of a country. In theory due to the academic production of which it has been target. Thus, this study pretends to be a contribution to reduce this gap by focusing on questions with an epistemological nature. On this matter there is an outstanding name: John Tribe. Amongst many contributions in the area, he outlines, with Janne J. Liburd, a complex tourism knowledge system. The authors? aim is clear: explain the dynamics of knowledge creation on the tourism field. The present dissertation tries to verify the applicability of the developed model. To do it, was established a tool (a frame of reference) that allowed to do that verification and the same was tested on a sample of twenty-three articles that include suggestions of research agendas in Tourism and Hospitality (T&H) As it will be seen, it is possible to state that there is a great level of correspondence between the reality and what are the dynamics of knowledge creation in tourism and the elements of the model created by Tribe and Liburd (2016). In fact, the analyzed articles attest that the way tourism is generated is very much in line with the evaluated model.
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Arthury, Luiz Henrique Martins. "A cosmologia moderna à luz dos elementos da epistemologia de Lakatos." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/92475.
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A partir da constatação de que os processos de obtenção de conhecimento científico são muitas vezes abordados de forma inadequada mesmo no ensino de ciências, este trabalho procurou discutir sobre a formação de professores de física e de futuros cientistas, sobretudo a contribuição da história e filosofia da ciência neste processo. Elaborou-se na seqüência um material educativo constituído por um texto e uma apresentação eletrônica que procuraram aproximar aspectos históricos e filosóficos da ciência ao ensino de física. O texto elaborado, A Cosmologia Moderna à Luz dos Elementos da Epistemologia de Lakatos, buscou reconstruir a história da cosmologia neste último século com um olhar dirigido às questões epistemológicas delineadas por Lakatos, objetivando-se uma estrutura didática que possibilitasse seu uso, discussão e avaliação junto aos alunos da disciplina de Evolução dos Conceitos da Física, do curso de Física da UFSC . Para orientar os objetivos com o material produzido, utilizou-se elementos da teoria educacional de Bob Gowin, particularmente as funções do material educativo delineadas nesta teoria. Procurou-se utilizar estas funções na discussão da unidade de ensino aplicada aos alunos participantes, tecendo-se um quadro positivo em relação à sua aceitação geral.
After noting that the process of obtaining scientific knowledge are often inadequately addressed even in science education, this study sought to discuss the training of teachers of Physics and future scientists, in particular the contribution of history and philosophy of science in this process. Elaborated in the sequence one educational material consists of a text and an electronic presentation that sought to bring historical and philosophical aspects of science in Physics teaching. The text produced, The Modern Cosmology in the Light of Elements of the Epistemology of Lakatos, sought to reconstruct the history of cosmology in the last century with a view to the epistemological issues outlined by Lakatos, aiming a didactics structure that would enable it use, discussion and evaluation with the students of Evolution of Concepts of Physics, in the Physics course of UFSC. To guide the goals with the material produced, we used elements of educational theory of Bob Gowin, particularly the functions of educational material outlined in this theory. Tried to use these functions in the discussion of teaching unit applied to the participating students, constructing a positive picture in relation to its general acceptance.
Suart, Júnior José Bento [UNESP]. "A dialética do conhecimento científico, a prática e a experimentação: uma análise do ideário de licenciandos e sua relação com a epistemologia da ciência moderna." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90990.
Full textOs tópicos em Mecânica Quântica, ou Física/Química moderna apresentam complexa estrutura conceitual e filosófica. Há que se coordenar imagens contraditórias alpem de se admitir um caráter não determinístico, uma natureza enérgica descontínuo, elementos de probablidade além de postulados. O cenário educacional dos documentos oficiais tais tópicos reflete uma dicotonomia encontrada nas epistemologias das ciências Física e Química. Um olhar sobre a história do Método Científico ainda coloca a Mecânica Quântica como o cerne do fim de uma tradição determinista e o início do que Bachelard denominará de Novo Espírito Científico. Tal Espírito admite pressupostos metafisicos que são encontrados também nos trabalhos de Werner Heinsenberg. O presente trabalho busca então os elementos deste Novo Espírito entre outros elementos da epistemologia de Gaston Bechelard no ideário de licenciados de Física e Química. Como apoio para tal busca torna-se a fenomenologia como metodologia de análise de dados. Esta busca se dá num contexto especialmente construído para tal no que se denomina atividade pedagógica do não. O presente trabalho constata que tais categorias encontram-se no discurso de licenciandos, todavia, a dialética admitida por Bachelard não é encontrada. Frente a problemas epistêmicos, verifica-se ainda a contradição filosófica, em que a ontologia ora é admitida, ora negada, ocorrendo o mesmo com a epistemologia. O ideário ainda admite múltiplas concepções para um mesmo conceito e obstáculos epistemológicos, assim como conta uma matemática intrincada dentro do processo científico defendido por Bachelard, o que se verifica é uma matemática instrumental fazendo parte de um ferramental que se constitui assim a Mecânica Quântica
Quantum Mechanics topics, or Modern Physics / Chemistry topics presents complex philosophical and conceptual framework. It is necessary to coordinate conflictiong images in addition to admiting a non-deterministic character, a discontinuous energetic nature, elements of probability besides postulates. The educational setting of these official documents reflects an epistemological dechotomy that was found in the physics and chemistry sciences. A view of the history of Scientific Method still puts Quantun Mechanics as main reason of the deterministic tradition ending and as the same time the beginning of what is named bu Bachelard as New Scientific Spirit. This Spirit admits methaphysical assumptions that are also found in Werner Heisenberg's work looks for elements of quoted New Spirit among other elements of Gaston Bacherlard's epistemology concerning the ideals of non-graduated Physics and Chemistry students. As support for this research, phenomenology was taken as methodology of data analysis. This research happens into a context particularly made for what is called pedagogical activity of denial. This current work shows that the referred categories always make part of non-graduated students discourse, and the dialectic admitted by Bachelard doesn't. In front of epistemic issues, there is a philosophical contradiction, where the ontology is admitted and also danied, what exactly happens to epistemology. The mindset still accepts multiple conceptions for the same idea and epistemological obstacles, such as an intricate mathematics in the scientific process supported by Bachelard. As result it is possible to find out an instrumental math making part of tools of what Quantun mechanics is constituted
Giacomini, Adriana Fabrin. "Influências e implicações do contexto neoliberal e pós-moderno para a teoria e a prática do professor alfabetizador." Universidade do Estado de Santa Catarina, 2005. http://tede.udesc.br/handle/handle/1046.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present work, result of a case study conducted with literacy teachers of a municipality of Florianópolis, raises the issue of (un) dissociability between the theoretical and practical dimensions in education. From the common speech among teachers that say that the teory in practice is another, the researcher takes a closer look at the issue by analyzing the problem from the current structure of the political-economic-social. Describes the tricks that the neoliberal political power, combined with postmodern ideas, uses for the construction and consolidation of a new economic landscape that develops from the process of market globalization. Shows what implications and influences the neoliberal and postmodern context can bring to education and how that context drives the education itself. Therefore, this will ensure the necessary changes and stays the consolidation of a new educational ideas in tune with new policies and new market requirements for maintaining the status quo. It concludes by developing the idea of overcoming the current condition of alienation on the very situation of alienation felt by the teachers can only from a critical pedagogy. And the universities, given their independence, establish critical pedagogy in both initial training courses and in continuing education of teachers so that it will (re) assume the political role it deserves as an intellectual education. Signals the fact that any move to distance itself from a critical pedagogy, it will attempt to empty and that, even unintentionally, may serve to legitimize and strengthen fur her the educational policies in tune with the political project and the neoliberal ideology postmodern and the consequent strengthening of capitalism
O presente trabalho, resultado de um estudo de caso realizado com professores alfabetizadores de um município da grande Florianópolis, traz à tona a problemática da (in)dissociabilidade entre as dimensões teórica e prática na educação. A partir do discurso recorrente entre os professores pesquisados de a teoria na prática ser outra, a pesquisadora lança um olhar mais profundo sobre a questão analisando a problemática a partir da atual estruturação do contexto político-econômico-social. Descreve as artimanhas que o poder político neoliberal, aliado ao ideário pós-moderno, utiliza para a construção e a consolidação de um novo cenário econômico que se desenvolve a partir do processo de globalização dos mercados. Mostra as implicações e influências que o contexto neoliberal e pós-moderno trazem para a educação e como este contexto orienta a própria educação e se serve dela de forma que esta venha garantir as mudanças e permanências necessárias à consolidação de um novo ideário educacional afinado com as novas políticas e às novas necessidades dos mercados para a manutenção do status quo. Conclui desenvolvendo a idéia de que a superação da atual condição de alienação sobre a própria situação de alienação em que se encontram os professores só poderá partir de uma pedagogia crítica. E cabe às universidades, dado à sua autonomia, instituir a pedagogia crítica tanto nos cursos de formação inicial como nos de formação continuada do professor de modo que este venha a (re)assumir o papel político que lhe cabe como intelectual da educação. Sinaliza para o fato de que qualquer iniciativa que se distancie de uma pedagogia crítica, não passará de tentativa vazia e que, ainda que não intencionalmente, poderá servir para legitimar e fortalecer ainda mais as políticas educacionais afinadas com o projeto político neoliberal e com o ideário pós-moderno e para o conseqüente fortalecimento do capitalismo
De, Scheemaekere Xavier. "Essays in mathematical finance and in the epistemology of finance." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209938.
Full textDoctorat en Sciences économiques et de gestion
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Zimmermann, Flávio Miguel de Oliveira. "Ceticismo e certeza em René Descartes." Florianópolis, SC, 2005. http://repositorio.ufsc.br/handle/123456789/102765.
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O filósofo René Descartes formulou um modelo revolucionário para a filosofia de seu tempo, tendo como ponto de partida o desafio cético. Seu consentimento voluntário às inquietações sustentadas pelos seus antagonistas possibilitou-o a encontrar uma nova forma de resolver o impasse. A prova oferecida por ele, envolvendo o uso adequado da razão, é descrita na máxima "cogito ergo sum" ou "ego sum, ego existo", acompanhada da legitimada divina. Mas, ao invés de trazer conforto às mentes aflitas pelo conhecimento certo e verdadeiro, a certeza cartesiana acabou tendo que se defrontar, desde o tempo em que foi elaborada, com inúmeros adversários e opositores. O método da dúvida, enquanto alicerce de um sistema de pensamento filosófico, bem como, cada etapa do processo em que seu autor examina as próprias idéias, também foram alvos de críticas e questionamentos. Descartes foi acusado de fomentar um ceticismo ilegítimo, que pudesse ser refutado pela experimentação prática, e de ter incorrido em diversas falácias na fundação de suas primeiras certeza. A partir da análise de leitores de seu tempo e de atuais estudiosos, a presente dissertação tem por objetivo trazer ao debate a controvérsia envolvendo estes aspectos do pensamento cartesiano, e identificar, sempre que possível, as respostas do autor às réplicas apresentadas pelos seus oponentes. Os resultados obtidos indicam a possibilidade da dúvida metódica e de sua solução, desde que compreendida como passível de ser aplicada exclusivamente ao sujeito que reconhece a existência e efetividade da dúvida. A verdadeira crítica ao presente sistema, porém, em vez da acusação de falácias lógicas na argumentação rigorosa de Descartes, poderia estar na renúncia do ponto de partida de seu projeto de filosofia.
Lansley, Charles Morris. "Charles Darwin's debt to the Romantics." Thesis, University of Winchester, 2016. http://repository.winchester.ac.uk/161/.
Full textFersula, Michele Gonçalves. "Concepções epistemológicas e pedagógicas da ação docente de professores de Ciências." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1916.
Full textThe speeches, arguments and justifications used by teachers in their everyday practice may reveal the theoretical perception in which they are immersed. Such perceptions are not created at random, otherwise they come from the assumption that it is natural to be and thinks this way. They emerge as a possibility to carry out their job and as a reflex of what they have lived, which, in turn, fundaments the conceptions that surround them. The teachers adhere to a set of values and principles that are considered to be relevant to promote learning. They assume some behaviour influenced by both the professional environment and personal reasons. Professional and personal reasons incorporated to the pedagogical practice comprise the epistemology of teaching practice, which are translated in a pedagogical model that reveals the conceptions of the teachers regarding teaching and learning. Based on it, we investigated the epistemology of science teachers working for the city hall in Pelotas (RS Brazil) and how this affects their teaching practice. Qualitative research concepts were used along with two key concepts: epistemological issues and teacher s practice. The results showed there is a diversity of epistemological principles along with the pedagogical conceptions of the teachers and for them it is natural to mix a constructivist approach with a model of behaviourist teaching. In such practices the teachers mobilize different rituals that are not always transformed into effective learning. We should call the attention to the fact that the act of thinking about their own teaching practice is a limited or inexistent one, and we believe that such act can be achieved by metanalysis, being the reflexive process and the development of autonomy the key elements. If they do so, the teachers may review the bases on which their pedagogical conceptions are built and then be able to think about their identity process and professional practice on a more critical base
As falas, argumentos e justificativas que envolvem a prática de ensino e aprendizagem, revelam muitas vezes as percepções teóricas nas quais os professores estão imersos. Estas percepções não são criadas por acaso, partem de uma ideia de que assim está por ser natural. Surgem como possibilidade de desenvolver seu trabalho e como reflexo de vivências que, por sua vez, fundamentam as concepções que cercam os professores. O educador adere ao conjunto de valores e princípios que, para ele, são importantes no desenvolvimento das aprendizagens. Apropriam-se de determinados modos de agir, que são influenciados por uma razão profissional, assim como também por uma razão pessoal. Este composto incorporado à prática pedagógica constituiu a epistemologia da prática docente, e se traduz em um modelo pedagógico que revela as concepções dos professores sobre os modos de ensino e de aprendizagem. Destas inferências emerge a necessidade de compreender qual é a epistemologia do professor de ciências do município de Pelotas RS e como esta se processa na prática de ensino. A pesquisa qualitativa foi utilizada como base de investigação e dois eixos nortearam este estudo, foram eles: as questões epistemológicas, e a prática dos professores. A análise dos dados permitiu identificar alguns aspectos da epistemologia que subsidia a prática dos docentes. Concluiu-se que existe uma diversidade de princípios epistemológicos articulados às concepções pedagógicas dos professores e que eles entendem naturalmente a propor uma prática que mescla conceitos de uma epistemologia construtivista com um modelo de ensino diretivo. Nestas práticas os professores mobilizam diferentes ritos que nem sempre se traduzem em aprendizagens significativas. Evidencia-se que o processo de reflexão da prática docente é limitado ou ausente e que este pode ser realizado através de um exame de autoconsciência, no qual o processo reflexivo e o estímulo ao desenvolvimento da autonomia são os elementos principais. Deste modo o professor poderá rever de maneira crítica as bases em que suas concepções pedagógicas se apóiam e refletem na construção de seu processo identitário e de sua prática profissional
AZMY, NOUREDDINE. "Un modele connexionniste de la genese du rythme respiratoire : epistemologie, simulations et implications." Paris 6, 1992. http://www.theses.fr/1992PA066398.
Full textLedoux, Isabelle. "Les causes de l’impuissance animique : la question du mal chez Freud et Spinoza." Thesis, Lyon, École normale supérieure, 2014. http://www.theses.fr/2014ENSL0969.
Full textSpinoza, at the top of the scientific thought of his time, and Freud, intending to found a new science of nature without specifically referring to human sciences, adhere to an epistemological model coming from the classical determinist science. Extending its application to the human mind, they both have, each in their own way, drastically changed the conception of the psychophysical unity of the individual and proposed new models of understanding his relationships with the others and the world.And yet, starting with the question of the body to progressively reach the question of evil so problematic for the thought of freedom makes it possible to reveal what separates and brings them closer. Setting sources of destructivity inside the psyche and giving a dialectical representation of its different constituent motions, Freud adopts a non-Spinozist perspective. But his conception of memory, representation, language, dream and delirium, gets closer to that of Spinoza and allows to throw light on potentialities as much as on the explicit points of his system. Conversely, Spinoza, marking the evolution of his thought by doctrinal choices and using pedagogical and ethical strategies in his texts, gives an acting illustration of what favours and hampers the power of the mind. Nevertheless without giving a positive essence to evil, he recognizes the historical efficiency of its main figures: finiteness, deprivation and crime whose understanding can found a prophylactic vigilance
SILVA, Antheógenes Menezes da. "Um diálogo entre a história da química e livros didáticos, numa perspectiva bachelardiana : o caso dos modelos atômicos." Universidade Federal Rural de Pernambuco, 2010. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5426.
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This work analyses how the History and philosophy of Science is presented in the concept approach of “atomic models” in the didactic books of the first grade of state high schools in Pernambuco- Brazil from the Bachelard’s perspective. Most of the times Chemistry teachers base them selves in the little historic part that goes with the contents of atomic models in the didactic books; and most of the times they don’t realize the problems in these versions, because they don’t analyze the use of this device properly. The present work discusses and analyses historic questions which are present in some didactic books about the perspective of Bachelard’s epistemology in the contents of atomic models which are usually used by Chemistry teachers in their classes. This study intends to contribute effectively in the making of a more adequate view in the construction of a the scientific knowledge. It also intends to now better the process of concept - making of atomic models with a historic background trying to make it more accessible and make possible to the student a better understanding of the structure of matter. From the analysis of some samples related to atomic models we’ll point out rights and problems adding new information both related to contents and background which allow the use of this material in a more efficacious manner. Finally this work suggests the use with more frequency of the History of Chemistry in class but with responsibility and quality in the use of this didactic tool, avoiding facts that make up a wrong image and give a fake feeling about the nature of the Chemistry Science.
Este trabalho consiste em analisar como se apresenta a História e Filosofia da Ciência na abordagem do conceito de “modelos atômicos” nos livros didáticos da 1º série do ensino médio da Rede Estadual de ensino do estado de Pernambuco a partir da perspectiva Bachelardiana. Na maioria das vezes o professor de Química se baseia na pequena parte Histórica que acompanha o conteúdo de modelos atômicos nos livros didáticos e muitas vezes não percebe os problemas nessas versões, pois não analisa de forma adequada o uso desse dispositivo. O presente trabalho discute e analisa questões Históricas que aparecem em certos livros didáticos sobre a perspectiva da epistemologia de Bachelard no conteúdo de modelos atômicos que são normalmente utilizados pelos professores de Química em suas aulas. Este estudo visa contribuir de forma efetiva na formação de uma visão mais adequada a construção do conhecimento científico. Busca também conhecer melhor o processo de formação do conceito de modelos atômicos com um pano de fundo histórico tentando tornar esse conceito mais acessível para o aluno e possibilitar e ele uma melhor compreensão acerca da estrutura da matéria. A partir da análise de alguns exemplares relacionados com modelos atômicos apontaremos acertos e problemas existentes sempre acrescentando novas informações tanto em relação ao conteúdo quanto ao contexto da época que permitam a utilização desse material de maneira mais eficaz. Finalmente a proposta do trabalho sugere que se utilize mais a História da Química na sala de aula, mas com responsabilidade e qualidade no uso dessa ferramenta didática. Evitando fatos que criem uma imagem enganosa e dão falsa impressão acerca da natureza da Ciência Química.
Mattos, Eduardo Britto Velho de. "Projetos de aprendizagem na cultura digital : modelo de intervenção e aprendizagem de matemática." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172178.
Full textThe present research has as starting point the constant challenge and desire of the mathematics teacher to construct strategies that are incentivetor of mathematics learning in the basic school. With this concern, it begins by highlighting the necessary centrality of student research and its constructive processes of knowledge. From initial discussions about learning in the Digital Culture and indications of the potentiality of the pedagogical architecture of Learning Projects as an alternative to the educational challenges of the 21st century, it is proposed to investigate the teacher’s intervention, in order to identify categories that subsidize the pedagogical action with students of the final years of elementary school to promote the learning of mathematics in Digital Culture from Learning Projects. As a research trajectory, we distinguish two perspectives: theoretical and experimental research. We seek, therefore, a foundation in Piagetian Genetic Epistemology, specifically in the processes of Major Balance – as essential for the structural understanding of the knowledge construction – in the relations between the Taking of Consciousness and the Making and Understanding – fundamental for the analysis of the action of the student – and in the Clinical Method – essential for the discussion about the intervention of the teacher within a constructivist perspective of knowledge. In addition, the transformations arising from Digital Culture, its implications on the young learners cognition and the construction of a school of Digital Culture are discussed. Finally, still in the theoretical facet of the study, the pedagogical architecture of Learning Projects is presented and analyzed in light of the Piagetian theory Based on the theoretical construct produced, it is proposed, then, the intervention model to be tried. The second research perspective is developed through three experiments, which aim to analyze (i) the potential feasibility, (ii) practical feasibility, effectiveness, and (iii) the validity of the pedagogical proposal to promote mathematics learning by Learning Projects in the final years of Elementary School and the categories of intervention identified. In agreement with the data produced in the three experiments, the analyzes allowed the validation of the Learning Projects pedagogical architecture as a type 1 intervention, adequate to the construction of a School of Digital Culture, and of the three categories that identify the action of the teacher and define type 2 interventions, namely: exploratory, unbalanced and informative interventions. Considering, finally, the results and propositions of the present investigation, combined with the teaching experience in the bias of mathematics education and the importance of the continuity of teacher research as a constant practice of its pedagogical action, there are some possibilities for the qualification of the investigations On the intervention of the teacher and its implications in the learning of students throughout their school life.
La presente investigación tiene como base un constante desafío y deseo del profesor de matemática en construir estrategias que sean promotoras del aprendizaje de matemática en la escuela. Con esa preocupación, se inicia destacando la necesaria centralidad de la pesquisa en el estudiante y sus procesos constructivos del conocimiento. A partir de discusiones iniciales respecto al aprendizaje en la Cultura Digital y de indicaciones de la potencialidad de la Arquitectura Pedagógica de Proyectos de Aprendizaje en cuanto a alternativas a los desafíos educacionales proprios del siglo XXI, se propone investigar la intervención del profesor, con la finalidad de levantar categorías que subsidien a la acción pedagógica con estudiantes de los años finales de la enseñanza fundamental para la promoción del aprendizaje de matemática en la Cultura Digital a partir de Proyectos de Aprendizaje. Como trayectoria de investigación se distinguen dos perspectivas: la pesquisa teórica y la experimental. Busca-se, entonces, fundamento en Epistemología Genética Piagetana, específicamente en los procesos de Equilibración Mallorante – como esenciales para la comprensión estructural de la construcción de conocimiento –, en las relaciones entre la Tomada de Consciencia y el Hacer y Comprender – fundamentales para el análisis de la acción del estudiante – y en el Método Clínico – imprescindible para la discusión sobre la intervención del profesor dentro de una perspectiva constructivista del conocimiento. Ademas, se discute las transformaciones venidas de la Cultura Digital, sus implicaciones en la cognición del joven aprendiz en la construcción de una escuela de Cultura Digital Aun en la perspectiva teórica del estudio, se presenta y se analiza a la arquitectura pedagógica de Proyectos de Aprendizaje a la luz de la teoría piagetana. Con base en el constructo teórico producido, se propone, entonces, el modelo de intervención que se pretende experimentar. La segunda perspectiva de investigación, es desarrollada por medio de tres experiencias, las cuales pretenden analizar (i) la viabilidad potencial, (ii) la viabilidad práctica, la eficacia, y (iii) la validad de la propuesta pedagógica de promover aprendizajes de matemática vía Proyectos de Aprendizaje en los años finales de la Enseñanza Fundamental y de las categorías de intervención levantadas. En consonancia con los datos producidos en las tres experiencias, las análisis permitieron, entonces, la validación de la arquitectura pedagógica de Proyectos de Aprendizaje como una intervención del tipo 1, adecuada a la construcción de una escuela de Cultura Digital, y de las tres categorías que identifican a la acción del profesor y definen las intervenciones del tipo 2, denominadas: intervenciones exploratorias, desequilibradoras e informativas. Considerando, por fin, los resultados y las proposiciones da la presente investigación, aliados a la experiencia docente en la educación Matemática y la importancia de la continuidad de la pesquisa del profesor como práctica constante da su acción pedagógica, se levantan algunas posibilidades para la cualificación de las investigaciones sobre la intervención del profesor y sus implicaciones en el aprendizaje de estudiantes en su vida escolar.
Londono, Diego. "Le dispositif pharmaceutique et le médicament psychotrope dans la formation du nouveau paradigme de la psychiatrie moderne." Thesis, Rennes 2, 2012. http://www.theses.fr/2012REN20031.
Full textAccording to the idea of Ŗparadigmsŗ in psychiatry, formulated by psychiatrist G. Lantéri-Laura we propose the thesis of the current Ŗparadigmŗ of psychiatry, which predominates in the nosology, the clinics, the epidemiology, the theory and the treatments of the psychological field. Following the thesis and the presentation of Lantéri-Laura of the first three paradigms he identifies, we formulate, by hypothesis, the existence of a ŖFourth paradigmŗ, which is a result of the appearance of the first psychotropic drug, of psychopharmacology and of what we call the Ŗpharmaceutical apparatus.ŗ These new components and devices will have consequences in the clinical diagnosis, the nosology and the current criteria in all the field of psychopathology. Even if a field of psychiatric knowledge pre-exists this apparatus, it is the latter that will shake up this field, transform it, reshape its contours and trigger the rupture with the elements previously established by classical psychiatry and psychoanalysis. This overhaul will produce new types of Ŗdisordersŗ: this is what we will call Ŗpharmaco-modified disordersŗ and Ŗpharmaco-derived disordersŗ or Ŗnew syndromesŗ. Moreover, these apparatuses will change forever how one conceives psychotherapy and the various treatments included in the praxis of the psychological field. The Ŗpharmaceutical apparatusŗ and the breach opened by the drug will also redesign and allow the emergence of new forms of psychotherapy. The incidence of evidence-based medicine on psychotherapy and the rise in the last twenty years of empirically supported therapy (mainly cognitive behavior therapies) will result in the entry of a school of psychotherapeutic thought that belongs to the ŖFourth paradigm
Lira, Geison Vasconcelos. "Epistemologia, Metodologia e PrÃtica de um Modelo CartogrÃfico de AvaliaÃÃo Curricular em EducaÃÃo MÃdica." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4326.
Full textA demanda por mudanÃas na EducaÃÃo MÃdica tem no currÃculo uma expressÃo central, exigindo dos pesquisadores do campo o desenvolvimento de investigaÃÃes que demonstrem a efetividade dos currÃculos mÃdicos onde as mudanÃas incidem. A anÃlise do estado da questÃo da avaliaÃÃo curricular, a partir de revisÃo crÃtica da literatura internacional, demonstrou que as investigaÃÃes em curso sÃo reducionistas quanto à interpretaÃÃo do currÃculo como realidade, superficial quanto à abordagem teÃrica, e simplificadora quanto ao mÃtodo. Para alcanÃar o objetivo de desenvolver um modelo heurÃstico para avaliaÃÃo de processos de implantaÃÃo e mudanÃa curricular em EducaÃÃo MÃdica, capaz de aproximar-se à complexidade do currÃculo mÃdico como fenÃmeno educacional/educativo no tempo presente, empreendeu-se uma pesquisa metodolÃgica em AvaliaÃÃo, enfocando-se os pÃlos epistemolÃgico, teÃrico, morfolÃgico e tÃcnico em CiÃncias Sociais, bem como a concepÃÃo pragmÃtica de investigaÃÃo cientÃfica. A investigaÃÃo no pÃlo epistemolÃgico permitiu formular um paradigma crÃtico pÃs-moderno de avaliaÃÃo curricular, que se apresentou como alternativa à superaÃÃo da metÃfora da fÃbrica como obstÃculo epistemolÃgico verbal ao desenvolvimento da AvaliaÃÃo como disciplina cientÃfica. A investigaÃÃo no pÃlo teÃrico ressaltou o papel da teoria crÃtica pÃs-moderna e da bricolagem teÃrica em avaliaÃÃo curricular. A investigaÃÃo no pÃlo morfolÃgico conformou um modelo cartogrÃfico de avaliaÃÃo de currÃculos mÃdicos tendo por escalas os nÃveis externo, interno e pessoal, por projeÃÃes os agentes os beneficiÃrios e as vÃtimas, e por projeÃÃes as dimensÃes do poder, epistemolÃgica e pedagÃgica. Tal modelo atendeu aos requisitos de uma teoria curricular. A investigaÃÃo no pÃlo tÃcnico consistiu em um estudo de caso, onde as categorias do modelo foram exploradas empiricamente, evidenciando-se sua adequaÃÃo à aproximaÃÃo do currÃculo mÃdico em sua complexidade. A realimentaÃÃo do modelo pelos dados do estudo de caso permitiu incorporar novas categorias ao modelo. Conclui-se por sustentar a tese de que a avaliaÃÃo de processos de implantaÃÃo e mudanÃa de currÃculos mÃdicos no contexto sÃcio-histÃrico do capitalismo tardio deve, para ser capaz de apreender o currÃculo como fenÃmeno educacional/educativo complexo, deve relacionar-se a uma concepÃÃo de campo metodolÃgico da AvaliaÃÃo estruturada, em sua base epistemolÃgica, por um paradigma crÃtico, reconceituado em um contexto pÃs-moderno. Uma agenda de pesquisa foi proposta visando o aperfeiÃoamento do modelo cartogrÃfico de avaliaÃÃo curricular.
The call for change in Medical Education highlights the curriculum as a central dimension of practice, demanding from evaluators to demonstrate the effectiveness of new curricula. The critical review of international literature in order to analyze the present status of curriculum evaluation research demonstrated that it is reductionist in curriculum interpretation as scientific subject, superficial in its theoretical framework, and oversimplified in its method. In order to deal with the aim of developing an evaluation model capable to catch the medical curriculum change processes and its complexity, it was did a methodological inquiry covering the epistemological, theoretical, morphological and technical dimensions in Social Sciences, and the pragmatic of scientific research. The inquiry on epistemological dimension formulated a critical and postmodern curriculum evaluation paradigm that can be an antidote to the factory metaphor, the most persistent verbal epistemological obstacle to the scientific development of Evaluation. The inquiry on theoretical dimension highlights the hole of postmodern critical theory and of theoretical bricolage in curriculum evaluation. The inquiry in morphological dimension permitted to propose a cartographic model of medical curriculum evaluation having, as scales, the external, internal and personal levels; as projections, the agents, beneficiaries and victims; and, as symbolic processes, power, epistemological and pedagogical dimensions. It was demonstrated that the model attended the curriculum theory requirements. The inquiry on technical dimension was done due a case study, where the model main categories were empirically explored. The evidences gathered show their heuristic power towards medical curriculum complexity. The bricolage feedback of the model by the empirical data permitted to incorporate new categories to it. In conclusion, it was sustained the thesis that the evaluation of curriculum implantation and curriculum change processes in the social and historical context of late capitalism, and of the complexity of curriculum as educational subject, have to be related to a methodological conception of Evaluation founded in the critical theory paradigm reconfigured in a postmodern context. New research directions were defined aiming to improve the cartographic model of curriculum evaluation.
LIRA, Geison Vasconcelos. "Epistemologia, Metodologia e Prática de um Modelo Cartográfico de Avaliação Curricular em Educação Médica." http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/3407.
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The call for change in Medical Education highlights the curriculum as a central dimension of practice, demanding from evaluators to demonstrate the effectiveness of new curricula. The critical review of international literature in order to analyze the present status of curriculum evaluation research demonstrated that it is reductionist in curriculum interpretation as scientific subject, superficial in its theoretical framework, and oversimplified in its method. In order to deal with the aim of developing an evaluation model capable to catch the medical curriculum change processes and its complexity, it was did a methodological inquiry covering the epistemological, theoretical, morphological and technical dimensions in Social Sciences, and the pragmatic of scientific research. The inquiry on epistemological dimension formulated a critical and postmodern curriculum evaluation paradigm that can be an antidote to the factory metaphor, the most persistent verbal epistemological obstacle to the scientific development of Evaluation. The inquiry on theoretical dimension highlights the hole of postmodern critical theory and of theoretical bricolage in curriculum evaluation. The inquiry in morphological dimension permitted to propose a cartographic model of medical curriculum evaluation having, as scales, the external, internal and personal levels; as projections, the agents, beneficiaries and victims; and, as symbolic processes, power, epistemological and pedagogical dimensions. It was demonstrated that the model attended the curriculum theory requirements. The inquiry on technical dimension was done due a case study, where the model main categories were empirically explored. The evidences gathered show their heuristic power towards medical curriculum complexity. The bricolage feedback of the model by the empirical data permitted to incorporate new categories to it. In conclusion, it was sustained the thesis that the evaluation of curriculum implantation and curriculum change processes in the social and historical context of late capitalism, and of the complexity of curriculum as educational subject, have to be related to a methodological conception of Evaluation founded in the critical theory paradigm reconfigured in a postmodern context. New research directions were defined aiming to improve the cartographic model of curriculum evaluation.
A demanda por mudanças na Educação Médica tem no currículo uma expressão central, exigindo dos pesquisadores do campo o desenvolvimento de investigações que demonstrem a efetividade dos currículos médicos onde as mudanças incidem. A análise do estado da questão da avaliação curricular, a partir de revisão crítica da literatura internacional, demonstrou que as investigações em curso são reducionistas quanto à interpretação do currículo como realidade, superficial quanto à abordagem teórica, e simplificadora quanto ao método. Para alcançar o objetivo de desenvolver um modelo heurístico para avaliação de processos de implantação e mudança curricular em Educação Médica, capaz de aproximar-se à complexidade do currículo médico como fenômeno educacional/educativo no tempo presente, empreendeu-se uma pesquisa metodológica em Avaliação, enfocando-se os pólos epistemológico, teórico, morfológico e técnico em Ciências Sociais, bem como a concepção pragmática de investigação científica. A investigação no pólo epistemológico permitiu formular um paradigma crítico pós-moderno de avaliação curricular, que se apresentou como alternativa à superação da metáfora da fábrica como obstáculo epistemológico verbal ao desenvolvimento da Avaliação como disciplina científica. A investigação no pólo teórico ressaltou o papel da teoria crítica pós-moderna e da bricolagem teórica em avaliação curricular. A investigação no pólo morfológico conformou um modelo cartográfico de avaliação de currículos médicos tendo por escalas os níveis externo, interno e pessoal, por projeções os agentes os beneficiários e as vítimas, e por projeções as dimensões do poder, epistemológica e pedagógica. Tal modelo atendeu aos requisitos de uma teoria curricular. A investigação no pólo técnico consistiu em um estudo de caso, onde as categorias do modelo foram exploradas empiricamente, evidenciando-se sua adequação à aproximação do currículo médico em sua complexidade. A realimentação do modelo pelos dados do estudo de caso permitiu incorporar novas categorias ao modelo. Conclui-se por sustentar a tese de que a avaliação de processos de implantação e mudança de currículos médicos no contexto sócio-histórico do capitalismo tardio deve, para ser capaz de apreender o currículo como fenômeno educacional/educativo complexo, deve relacionar-se a uma concepção de campo metodológico da Avaliação estruturada, em sua base epistemológica, por um paradigma crítico, reconceituado em um contexto pós-moderno. Uma agenda de pesquisa foi proposta visando o aperfeiçoamento do modelo cartográfico de avaliação curricular.