Dissertations / Theses on the topic 'Social sciences -> philosophy -> metaphysics'
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Downs, Samuel David. "Levinas, Meaning, and Philosophy of Social Science: From Ethical Metaphysics to Ontology and Epistemology." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2569.
Full textGanioglu, Zafer. "The Visual Formation Of Cartesian Subject In Modern Metaphysics: A Critique Of Cogito Philosophy." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607778/index.pdf.
Full textunderstanding of subject is inquired to be modern subject, and its role in the transformations happened in Western world with the advent of modern age is studied. Also, the two main axes of the critique of subject, subject as substance and subject as effect, are questioned in their difference or similarity regarding in essence their matter of inquiry, by modeling the Cartesian Subject.
Seminara, Simone Giuseppe. "Matter and Explanation. On Aristotle's Metaphysics Book H." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2014. http://tel.archives-ouvertes.fr/tel-01061421.
Full textByron, Christopher. "Critically Developing Real Capabilities." UNF Digital Commons, 2014. https://digitalcommons.unf.edu/etd/485.
Full textKim, Kwangsu. "Adam Smith : a relationship between metaphysics and science." Thesis, University of Glasgow, 1994. http://theses.gla.ac.uk/4236/.
Full textChaberty, David. "Introduction à la phénoménologie cosmologique d'Eugen Fink." Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00713806.
Full textOnyekachi, Nnaji John. "Concepts of the 'Scientific Revolution': An analysis of the historiographical appraisal of the traditional claims of the science." Doctoral thesis, Universitat de les Illes Balears, 2013. http://hdl.handle.net/10803/117678.
Full text"Revolución científica", como concepto, se refiere a la vez a algo «filosóficamente general» e « históricamente único". Ambos sentidos del término aluden a la ocurrencia de grandes cambios en la ciencia. El primero define los cambios en la ciencia como un proceso continuo, mientras que el último los designa, en particular, como la "transformación", que tuvo lugar durante la Edad Moderna. Esta investigación tiene como objetivo demostrar cómo la crítica de los historicistas a la justificación de las características tradicionales de la ciencia sobre la base de los procesos y normas científicos de los siglos XVI y XVII, ilustra la determinación histórica y local de los atributos de la ciencia. Se argumenta que la identificación del carácter contextual e histórico de los procesos científicos justifica una reconsideración de nuestra noción de la universalidad de la ciencia. Se afirma que la universalidad de la ciencia se ha de buscar en el papel de tales fuentes como instrumentos científicos, la formación práctica y la adquisición de rutinas metodológicas
Skorburg, Joshua August. "Human Nature and Intelligence: The Implications of John Dewey's Philosophy." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1333663233.
Full textGuibal, Francis. "Social Sciences and Political Philosophy. Eric Weil's Post-Weberian Kantianism." Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/113269.
Full textEl éxito histórico de la(s) ciencia(s)y su extensión tendencialmente universal a toda realidad es un hecho. Comprender su sentido exige que se le refiera a un proyecto cultural (racional) cuyos supuestos han de ser juzgados conforme a una razón inseparablemente práctica (ético-política) y especulativa (filosofía). Sobre todos estos puntos, el pensamiento riguroso de E. Weil se compara y se contrasta aquí con posiciones de alto vuelo: solamente después de atravesar los planteamientos hegelianos, marxianos y weberianos, es como intenta retomar,de manera original, orientaciones kantianas.
Darbellay, Aurélien. "Writing social reality into the book of the world." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/667064.
Full textRunhardt, Rosa. "Causal inquiry in the social sciences : the promise of process tracing." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3099/.
Full textNicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Thesis, Nicolau, Daniela (2002) Knowledge production and transfer in physical and life sciences. PhD thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/229/.
Full textNicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.
Full textByrne, Michael J. "An exploratory analysis of free will in the social sciences." Ashland University Ashbrook Undergraduate Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=auashbrook1304710552.
Full text鄭建生 and Kin-sang Cheng. "Social theory and gender bias." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211288.
Full textAtari, W. A. "Rules, rationality and wisdom : the central themes in Winch's philosophy of the social sciences." Thesis, University of Essex, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355387.
Full textRickels, Christopher A. "Inherited Ontologies and the Relations between Philosophy of Mind and the Empirical Cognitive Sciences." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1365012314.
Full textStevens, Philip James. "Education culture and politics : the philosophy of education of Raymond Williams." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018669/.
Full textCole, Julian C. "Practice-dependent realism and mathematics." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124122328.
Full textTitle from first page of PDF file. Document formatted into pages; contains xi, 248 p. Includes bibliographical references (p. 244-248). Available online via OhioLINK's ETD Center
Swerhun, Bryce. "Social and natural reality : prospects for a consilient theory of nationalism." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/3107.
Full textNationalism is quite easy to understand, but somewhat difficult to explain. In terms of understanding nationalism, we do not need to know anything more about society and sentiment than what is taken for granted in everyday life. An individual who ‘drops’ into a foreign culture may know absolutely nothing about its people’s songs, rituals, amusements and traditions: why some customs evoke tears, and others, bravado. This person would feel no sense of collective awe or inspiration when touring historic battlefields and monuments of an unfamiliar country. Nevertheless, he or she would likely understand and appreciate that all of these things are steeped in meaning and identity. These instances of meaning and identity may not be felt, shared or even fully known, but their role as expressions of nationalism can be readily appreciated. The global spread of nations entails an array of mutually unfamiliar national identities, but the actual phenomenon nationalism is rarely foreign to anyone. From an outsider’s perspective we do not know how certain expressions are significant to a particular group, but we do understand that they are expressions of national belonging. Explaining nationalism is more difficult for the simple reason that experiencing and recognizing a phenomenon is not sufficient to account for its existence. Customs and rituals are two suggested properties of nationalism, but what is the causal relationship between such properties and the end phenomenon (how does custom actually lead to nationalism, if at all)? The answers to these questions are still a matter of debate. The situation is only made worse by the fact that most theories explaining nationalism seem to rest on a tower of abstractions. For instance, it may seem uncontroversial for some to argue that nationalism is an outgrowth of ethnic identity. However, this just begs the question. What is ethnicity? The potential for regress to abstraction is a major impediment to theory. This thesis will examine the problem of explanation: the reasons why theories of nationalism have struggled with explaining nationalism, and a discussion on how to overcome these difficulties. Specifically, this thesis will show that: 1) The problem of explaining nationalism is due in part to the ‘classical’ problem found in the literature: whether nationalism is an ‘ancient’ social phenomenon, or a ‘modern’ phenomenon which can be dated (roughly) to the late eighteenth century. 2) Debates regarding the classical problem are closely affected by philosophical issues in the social sciences. 3) The incorporation of a consilient methodology (i.e. a research program that unifies theories of social science with theories of natural science) can provide a new strategy for future theories of nationalism and work to solve the classical problem.
Baker, Randy. "The Concepts of Capitalism and Democracy in Implied Power Relations: Fractionation Philosophy and Theory." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4761.
Full textAbrahams, Gareth. "Deleuze's philosophy and its usefulness to planning : a case study of BRE assessments." Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/72369/.
Full textFalcon, Joshua. "The Ethical Import of Entheogens." FIU Digital Commons, 2017. http://digitalcommons.fiu.edu/etd/3357.
Full textSiegel, Bradley Charles. "Elementary teachers' conceptions of listening." Thesis, Teachers College, Columbia University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3704530.
Full textThis research study investigated five elementary teachers' conceptions of listening positioned across a complex and diverse state of dialogue. Social studies educational researchers have promoted democratic discourse in various studies aimed at preparing teachers to cultivate active student citizenship. The absence of careful attention to the multifaceted dimensions of listening is a notable gap in current extant research related to classroom discussion. Educational philosophers, alternatively, have argued for the moral and intellectual virtues of listening on equal grounds to its dialogic counterpart: speaking. I synthesized writing from various fields and categorized listening into two broad domains: thin and thick listening. Thin listening, widely conceptualized in education, is further characterized as obedient and attentive listening. Deeper notions of thick listening fall into the subcategories of democratic, relational, and pedagogical listening. Hermeneutic phenomenology is the research methodology guiding the methods and interpretative analyses undertaken in this study. Applying principles from phenomenologist Max van Manen, I framed interview questions for teachers to reflect on the nature of listening in their classroom and everyday experiences. I read and listened to the interview transcripts and recordings numerous times with openness and wonder, yet with an understanding that interpretation is never free from judgment or situated perspective. Findings revealed elementary teachers conceptualized listening under thicker terms when engaging in reflective analysis, although thin listening ideas remained present at times in their thinking about students, the classroom, and dialogue. This study arranged thick listening findings into four broad themes: a) listening to specific students activating new ideas about listening, b) the dynamic relationship between listening and being listened to, c) the connection between speaking, thinking, and listening (interlistening), and d) disturbed notions listening. The conceptions teachers disclosed are significant to elementary educators and researchers in social studies teacher education because thin notions prevail unchallenged, thus rendering an unbalanced and incomplete view of classroom dialogue. Inquiry into the nature and process of listening can inform future studies related to common classroom discussion frameworks, such as Structured Academic Controversies (SACs), that social studies researchers value in civic education.
Cooper, E. "The nature of scaffolding interaction : mother and child contribution across time and culture." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17883/.
Full textBercuson, Jeffrey. "Patriotism, self-respect and the limits of cosmopolitanism: the moral and political philosophy of Rousseau and Rawls." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18422.
Full textContrairement à la description populaire de la théorie politique de Rawls comme atomistique, son travail est profondément relié aux thèmes républicains de Rousseau : ces thèmes incluent notre sympathie normale avec d'autres personnes ; notre susceptibilité innée aux plaisirs du sentiment de camarade ; le devoir de la participation politique, aussi bien que l'importance de la vertu civique ; et, le plus important, une emphase sur les établissements politiques correctement conçus comme source nécessaire de liberté. Rousseau et Rawls nient des valeurs cosmopolites en raison de leur reconnaissance mutuelle de l'impact émotif de partager les établissements domestiques. En fait, nous pouvons expliquer la résistance de Rawls à un arrangement cosmopolite de la redistribution globale en accentuant son affinité intellectuelle à Rousseau, un philosophe qui croit en égalité de toutes les personnes - dans un sens politique, au moins - et à une version stricte d'autonomie nationale. fr
Lerner, Berel Dov. "Rules, magic, and instrumental reason : a critical interpretation of Peter Winch's philosophy of the social sciences /." London [u.a.] : Routledge, 2002. http://www.loc.gov/catdir/enhancements/fy0650/2001019766-d.html.
Full textLee, John R. Beckwith Francis. "Is "social justice" justice? a Thomistic argument for "social persons" as the proper subjects of the virtue of social justice /." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5242.
Full textCanar, Burcu. "Pop Philosophy Versus The Face: Faciality In Dermocosmetic Advertisements." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606836/index.pdf.
Full texts "
faciality"
, which is not handled in a Deleuzian sense. The opposition between pop philosophy and the face has been studied in order to draw Deleuzian as well as non Deleuzian connections between pop philosophy, literature, theather, painting and advertising. Since Deleuze calls philosophy as the "
art of surfaces"
, each concept has been taken as a surface to walk on. Not only the author of this thesis but also the face itself takes a walk on "
a thousand plateaus"
, breaks into pop philosophy and reverses Deleuzian concepts such as "
difference"
and "
repetition"
. Deleuzian concepts and non Deleuzian concepts face each other "
in/on"
faciality. Gilles Deleuze, Felix Guattari, Lewis Carroll, Herman Melville, Antonin Artaud, Francis Bacon, Nikolai Gogol, Edmond Rostand, Carlo Collodi, Franz Kafka, Oscar Wilde, Guiseppe Arcimbolde and Commedia dell'
Arte shed light on this thesis in order to reveal the faciality in "
faciality"
.
Tuckett, J. D. F. "A phenomenological critique of the idea of social science." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21785.
Full textWardle, Jeffrey William. "A community of (imperfect) benevolent archangels : a philosophical approach to moral education and an educational approach to moral philosophy." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021518/.
Full textHall, David John. "Facets of judgment : towards a reflexive political psychology." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:2257e7b2-eee0-493e-bd39-eeba4e2c60cd.
Full textIsaac, Walter. "Beyond Ontological Jewishness: A Philosophical Reflection on the Study of African American Jews and the Social Problems of the Jewish and Human Sciences." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/197310.
Full textPh.D.
The present dissertation is a case study in applied phenomenology, specifically the postcolonial phenomenology of racism theorized by Lewis Gordon and applied to scholarly studies conducted on African American Jews and their kinfolk. My thesis is the following: Presumptively ontological human natures cannot function axiomatically for humanistic research on African American Jews. A humanistic science of Africana Jews must foreground the lived social worlds that permit such Jews to appear as ordinary expressions of humanity. The basic premise here is that subaltern (or denied) humanity exists in a neocolonial social world by virtue of an ordinariness that supervenes on humanity. For example, the more historians consider Africana Jews as ordinary, the more Africana Jews' humanity will appear. And the more human Africana Jews appear, the more inhuman their extraordinary appearance appears. This symbiosis constitutes a basic existential condition. When research on Africana Jews ignores this condition, it succumbs to ontological Jewishnness and other concepts rooted in what postcolonial theorist Frantz Fanon calls the "colonial natural attitude."
Temple University--Theses
Johansson, Erik. "Testing the Explanation Hypothesis using Experimental Methods." Thesis, Linköping University, Department of Computer and Information Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57308.
Full textThe Explanation Hypothesis is a psychological hypothesis about how people attribute moral responsibility. The hypothesis makes general claims about everyday thinking of moral responsibility and is also said to have important consequences for related philosophical issues. Since arguments in favor of the hypothesis are largely based on a number of intuitive cases, there is need to investigate whether it is supported by empirical evidence. In this study, the hypothesis was tested by means of quantitative experimental methods. The data were collected by conducting online surveys in which participants were introduced to a number of different scenarios. For each scenario, questions about moral responsibility were asked. Results provide general support for the Explanation Hypothesis and there are therefore more reasons to take its proposed consequences seriously.
Qureshi, Omar. "Badr al-D?n Ibn Jam??ah and the highest good of Islamic education." Thesis, Loyola University Chicago, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10195443.
Full textThe secularization of the academy thesis refers to the phenomenon of Protestant colleges and universities starting out as identifiable religious institutions of education now being places hostile, not only to Christianity, but religion in general. This has raised much discussion among leaders, faculty members, and students of religious educational institutions as to what is and what constitutes the identity of their respective institutions. It is in this context that we witness the rise in the establishment of Islamic schools in the North America. This context has generated many questions from the various stakeholders on the question of what the term ‘Islamic’ denotes in Islamic education and Islamic schools. There have been two general approaches to answering this question: a universalist approach, which seeks to identify the most basic element of what ‘Islamic’ denotes in concepts such as sacredness and God’s oneness, and a particularist approach, for which ‘Islamic’ denotes whatever a particular school holds it to be.
This dissertation argues that both of these approaches do not adequately prevent that trajectory of secularization as evidenced in the increasing sociological emphasis in Islamic schools’ mission and vision statement. It is argued that education should be viewed as the practice self-cultivation. It is in the self an educational institution seeks to cultivate where its identity resides. The dissertation seeks to answer the question of what the term ‘Islamic’ denotes by looking at the self Islamic education seeks to cultivate. To this end, the highest good of Islamic education is developed by examining the work Tadhkirat al-sāmi‘ wa-l-mutakallim fī ādāb l-‘ālim wa-l-muta‘āllim (A Monograph for the Auditor and the Lecturer on the ādāb of the Teacher and the Student) by the Mamluk era educationalist, Badr al-Dīn Ibn Jamā‘ah (d. 733/1333). It will be argued that according to Ibn Jamā‘ah, the highest good of Islamic education is to cultivate a soul that possesses adab.
Through identifying the self Ibn Jamā‘ah sees as the highest good of Islamic education, this study seeks to contribute to and extend the conversation of the identity of Islamic educational institutions in North America by retrieving the work of educationalist in the Islamic tradition.
Timmermans, Benoît. "Descartes, Leibniz et le renversement de l'analyse à l'âge de la révolution scientifique." Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212648.
Full textHarker, David. "Creating Scientific Controversies: Uncertainty and Bias in Science and Society." Digital Commons @ East Tennessee State University, 2015. http://amzn.com/1107692369.
Full texthttps://dc.etsu.edu/etsu_books/1017/thumbnail.jpg
Abel, David. "Sound and image : experimental music and the popular horror film (1960 to the present day)." Thesis, University of Central Lancashire, 2008. http://clok.uclan.ac.uk/7650/.
Full textPreston, Thomas John. "The origins and development of Association Football in the Liverpool district, c.1879 until c.1915." Thesis, University of Central Lancashire, 2007. http://clok.uclan.ac.uk/9733/.
Full textMonk, Derek. "Investment in training : a matter for rational decision making?" Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/1740/.
Full textVaughan, Amanda Elaine. "An evolutionary perspective of human female rape." Thesis, University of Central Lancashire, 2002. http://clok.uclan.ac.uk/1747/.
Full textLane, Jeremy Francis. "Pierre Bourdieu in context : ethnology and sociology in the era of French late capitalism." Thesis, University of Stirling, 1998. http://hdl.handle.net/1893/3417.
Full textChennells, Roger Scarlin. "Equitable access to human biological resources in developing countries : benefit sharing without undue inducement." Thesis, University of Central Lancashire, 2014. http://clok.uclan.ac.uk/10634/.
Full textFerreira, Marcelo Josà Monteiro. "ContribuiÃÃes epistemolÃgicas/metodolÃgicas para o fortalecimento de uma (cons)ciÃncia emancipadora." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8040.
Full textO paradigma hegemÃnico de ciÃncia, apesar de suas inquestionÃveis contribuiÃÃes à sociedade, encontra-se em meio a uma descrenÃa Ãtica e epistemolÃgica crescente. Fruto de uma racionalidade que desprezou uma reflexÃo ontolÃgica sobre sua prÃxis, contribuiu para criar novos e complexos problemas, colocando em risco a prÃpria sobrevivÃncia da humanidade. Na atual configuraÃÃo social, temos problemas modernos para os quais nÃo dispomos de soluÃÃes modernas. Tal situaÃÃo tenciona para a construÃÃo de uma nova forma de produÃÃo de conhecimentos, capaz de dar resolutividade Ãs questÃes que a prÃpria ciÃncia moderna contribuiu para engendrar. Objetivou-se uma anÃlise na dimensÃo praxiolÃgica dos pressupostos teÃrico-metodolÃgicos e sociopolÃticos da pesquisa âEstudo epidemiolÃgico da populaÃÃo do baixo Jaguaribe exposta a contaminaÃÃo ambiental em Ãrea de uso de agrotÃxicosâ. Utilizou-se o estudo de caso como mÃtodo, precedido do uso de grupo focal, entrevista em profundidade e entrevista semiestruturada como tÃcnica. Para a anÃlise do material qualitativo adotou-se a AnÃlise de Discurso em conformidade com os pressupostos da HermenÃutica de Profundidade. Em meio à descrenÃa epistemolÃgica que desponta no horizonte do paradigma moderno, encontra-se a oportunidade para repensar novas prÃticas de atuaÃÃo no processo de construÃÃo do conhecimento. Dessa forma, esse estudo buscou superar os modos simplificadores de compreensÃo do real a partir da conjugaÃÃo de aportes epistÃmicos complexos. Fez-se, portanto, transdisciplinar, ao tempo em que objetivou compreender os fenÃmenos em suas mÃltiplas acepÃÃes. Refutou a falsa neutralidade axiolÃgica que historicamente favoreceu os interesses das classes hegemÃnicas, contribuindo para ampliar as desigualdades sociais. Preocupou-se com a destinaÃÃo social do conhecimento que produziu, posicionando-se politicamente em favor das classes menos favorecidas. Nesse sentido, tinha no horizonte a elaboraÃÃo de um conhecimento cientÃfico capaz de comungar com o saber popular, de forma horizontal e fraterna. Assumiu o compromisso de manter o permanente diÃlogo entre a pesquisa e os atores sociais dos territÃrios investigados, alimentando os processos de luta e resistÃncia desses sujeitos. Assim, utilizou o conhecimento cientÃfico em favor da contra hegemonia no intuito de dar voz Ãs experiÃncias invizibilizadas pelo paradigma hegemÃnico de ciÃncia. Faz-se presente a necessidade de elaboraÃÃo de novos processos de trabalho em pesquisa, capazes de incorporar a dimensÃo da subjetividade e da incerteza. Capaz de reconhecer na incompletude do saber cientÃfico, a conjuntura favorÃvel para a tessitura de novas relaÃÃes com os saberes camponeses, indÃgenas e tradicionais.
The hegemonic paradigm of science, regardless of its unquestionable contributions to society, is in the middle of an increasing ethical and epistemological disbelief. The result of a rationality that flouted an ontological reflection about its praxis, it contributed to create new complex problems, endangering the very survival of mankind. In the present social configuration, we have modern problems to which we have no modern solutions. Such a situation tends to the construction of a new form of knowledge production, able to give resolution to problems that modern science itself has contributed to engender. This work aims to objective an analysis in the praxeological dimension of the theoretical-methological and sociopolitical presuppositions of the research âEpistemological study of the population of low Jaguaribe exposed to environmental contamination in area of agrotoxic usageâ. The case study method was used, preceded by the use of focal groups, interview in depth and semi-structured interview as technique. For the analysis of the qualitative material the Discourse Analysis in conformity with the presuppositions of the Hermeneutics of Profundity was adopted. In the midst of the epistemological disbelief that arises in the horizon of the modern paradigm, it is possible to find an opportunity to rethink new performance practices in the process of knowledge construction. This way, this study aimed to surpass the simplifier ways of understanding of reality from the conjugation of complex epistemological inputs. It was, then, transdisciplinary, since it aimed to understand the phenomenon in its multiple meanings. It refuted the false axiological neutrality that has historically favored the interests of the hegemonic classes, contributing to widen the social inequalities. The social destination of the knowledge produced was a preoccupation in this work, positioning itself in favor of the less favored social classes. In this way, the elaboration of a scientific knowledge able to commune with the popular wisdom was aimed, in a horizontal and fraternal manner. The commitment of maintenance of a permanent dialogue between the research and the social actors of the investigated territories was set, feeding the processes of fight and resistance of those communities. Thus, it used the scientific knowledge in favor of the counter hegemony with the intention of giving a voice to the experiences that were not made viable by the hegemonic paradigm of science. The need of an elaboration of new work processes in research, able to incorporate the dimension of the subjectivity and uncertainty is a present demand. One able to acknowledge in the incompleteness of the scientific knowledge, the favorable conjuncture for the making of new relations with the rustic peopleâs wisdom, Indians and traditional.
Wong, Man-kin. "Cong duo yuan zhu yi de guan dian kan ying de de yi yi : dui Wo'erze (Michael Walzer) zheng yi li lun de chan shi /." View abstract or full-text, 2003. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202003%20WONGM.
Full textIncludes bibliographical references (leaves 119-123). Also available in electronic version. Access restricted to campus users.
Estudillo, Alejandro J. "Multisensory and gaze-contingent stimulation of the own face." Thesis, University of Kent, 2016. https://kar.kent.ac.uk/53691/.
Full textCarroll, Vincent A. "Family Context and Weight Status among 18-Month-Old Infants in Southern Appalachia: The Role of Temperament, Parenting Style, and Maternal Feeding Practices." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/32.
Full textGregg, C. R. "It's Not So Simple: The Role of Simplicity in Science and Theory." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/97.
Full textRichard, Sébastien. "Genèse historique et logique du projet d'ontologie formelle: de l'ontologie traditionnelle à la métaphysique analytique contemporaine." Doctoral thesis, Universite Libre de Bruxelles, 2011. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209965.
Full textDoctorat en Philosophie
info:eu-repo/semantics/nonPublished
Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
Full text