Dissertations / Theses on the topic 'Unlearning'
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1
Frazer, Edorah. "Unlearning Racism:." ScholarWorks @ UVM, 2011. http://scholarworks.uvm.edu/graddis/85.
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Racism damages all of us. It degrades the lives of some, it diminishes the integrity of others, and it saps our resources and threatens our peace as a nation. Racism in the United States takes place on multiple levels: within and between individuals, in our cultural milieu, and in our social institutions. In this dissertation, I describe ways in which I have both encountered and perpetrated racism personally and professionally as an educator. I then explore ways in which racism can be unlearned by individuals and dismantled institutionally, particularly in the arena of education, so that our nation can be liberated from this most crippling disease. As a European American woman raised in affluence, my story is about unearned privilege on several levels, and my research asks the question of what I can responsibly do about that. However, my upbringing and the ongoing influences of mainstream America ask very different questions about dominant status; namely, what can one do with it? And how can one get more? This tension between power and responsibility forms the context for an examination of privilege in this scholarly personal narrative about unlearning racism.
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INOUE, ISAO. "The Unlearning of Incorrect Lexical Entries." 名古屋大学大学院国際言語文化研究科, 2001. http://hdl.handle.net/2237/7926.
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Ariel, Dana. "Sites of unlearning : encountering perforated ground." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052411/.
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This research project addresses the struggle to encounter and see others, and otherness, beyond preconceptions. Through my art practice I experiment with methods that aim to implicate the viewer in acts of ‘unlearning.’ These acts intend to provoke the desire to see beyond what has been seen and known before. I experiment with the printing processes of photographs and hybrid printmaking techniques, video, abstract concepts of drawing lines and text works in order to highlight the ambiguity in language and to create sites for ‘unlearning.’ My methodology developed from the German verb ‘verlernen,’ that translates to unlearning or forgetting in English. This verb contains within its meaning an action that is both passive and active. In my practice, it also emphasises the desire for a process that must be constantly at work. Experimenting with methods of erasure, I search landscape and language for moments of misidentification and misreading that offer generative ways to challenge the single reading of images and words. Through encountering sites in the UK, Germany, Israel and Palestine, as well as the material sites of making, I explore cultural and political narratives and my own biography. The encounters with these sites complicate the different rights and limitations applied to citizens, immigrants and refugees, and question what methods of identification are at play and whether they manifest themselves in the landscape. These encounters confront me with the ambiguity of the law and my national identity when meeting military forces and people who inhabit the landscape, as they both engage in acts of surveillance. These boundaries between different civil and national identities blur further through the collapse of dichotomies such as hospitality and hostility, poetics and violence and access and restrictions. The artworks I create allow for pauses or gaps that aim to challenge these positions and dichotomies.
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Hafner, Julee H. "A Conceptualization of Unlearning in Organizational Employees." Thesis, The Chicago School of Professional Psychology, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3639829.
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Previously, a worker one set of skills for an occupational lifetime. In today's environment, the need for constant skill changes have created difficulties for individuals who must unlearn, store and use knowledge in new processes to update the old. Today's workers must keep pace with changes to maintain competency. The amount of wasted time, additional energy and resources required continues to increase when actions are not updated through unlearning. Confusion regarding unlearning remains a persistent problem because a clear definition does not exist. This study: 1) investigated and collected descriptive unlearning characteristics; 2) proposed a theory to define unlearning. Study results: Ninety-three interviews with 31 participants were conducted. The participants' responses were categorized into unlearning experiences and perceptions. One Hundred-Seven participant quotations referred to Experimentation in unlearning of their Windows-based system or application. Experimentation was divided into Subcategories: 1) Unstructured Experimentation, 2) Structured Experimentation, and, 3) Resource-Based Experimentation. Employee perceptions were identified as category with subcategories of Incompetence and Competence. The third category, factors, suggests participant unlearn with, availability of support, time constraints and opportunities for experimentation. This definition was proposed: Unlearning is the process of using experimentation and available resources to promote the disuse of previous actions. Additionally, to propose a new theory of the unlearning process, the force-field theory was used as a basis for this new unlearning theory. From the study results, organizations can develop effective employees to maintain a competitive advantage.
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Grisold, Thomas, Alexander Kaiser, and Julee Hafner. "Unlearning before creating new knowledge: A cognitive process." University of Hawai'i at Manoa, 2017. http://epub.wu.ac.at/6413/1/paper0574.pdf.
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Recent research expresses serious doubts on the
concept of unlearning. It is argued that knowledge
cannot be discarded or eliminated in order to make
space for the creation of new knowledge. Taking into
account the recent scepticism, we focus on the
cognitive dimension of unlearning and propose an
alternative conceptualization. Considering how far
unlearning can go from a psychological/cognitive
scientific perspective, we propose that unlearning is
about reducing the influence of old knowledge on our
cognitive capacity. This study: (a) investigates the
unlearning process within the cognitive domain and
on an individual level and (b) proposes unlearning
process triggers that detract or facilitate the
knowledge change process, which could subsequently
contribute to unlearning on an organizational level.
6
Becker, Karen Louise. "Unlearning in the workplace : a mixed methods study." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16574/1/Karen_Louise_Becker_Thesis.pdf.
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Contemporary organisations face a raft of challenges in coping with competing demands and rapidly changing environments. With these demands and changes comes the need for those within the organisation to be adequately skilled to meet these challenges both now and into the future. There is a growing concern that the rate of change is such that learning will not be sufficient and that individuals will need to be skilled in unlearning or letting go of past practice and behaviour.
This research investigated individual unlearning as it applies in the workplace, and enabled the development of a process model of unlearning that provides specific indication of factors affecting unlearning during times of change.
In particular, this thesis highlights the critical importance of elements of a more personal and affective nature; often referred to as "soft" issues. Six key factors at the level of the individual were identified as impacting unlearning; positive prior outlook, individual inertia, feelings and expectations, positive experience and informal support, understanding the need for change, and assessment of the new way.
Two factors emerged from the organisational level that also impact unlearning; organisational support and training and history of organisational change. Many change efforts will fail because of lack of attention to individuals, how they unlearn and the level of feelings and expectations that accompany change. This research demonstrates that organisations must provide resources and education to provide both those in supervisory roles and those impacted by change with the necessary skills to unlearn and to embrace change at an individual level.
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Becker, Karen Louise. "Unlearning in the workplace : a mixed methods study." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16574/.
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Contemporary organisations face a raft of challenges in coping with competing demands and rapidly changing environments. With these demands and changes comes the need for those within the organisation to be adequately skilled to meet these challenges both now and into the future. There is a growing concern that the rate of change is such that learning will not be sufficient and that individuals will need to be skilled in unlearning or letting go of past practice and behaviour. This research investigated individual unlearning as it applies in the workplace, and enabled the development of a process model of unlearning that provides specific indication of factors affecting unlearning during times of change. In particular, this thesis highlights the critical importance of elements of a more personal and affective nature; often referred to as "soft" issues. Six key factors at the level of the individual were identified as impacting unlearning; positive prior outlook, individual inertia, feelings and expectations, positive experience and informal support, understanding the need for change, and assessment of the new way. Two factors emerged from the organisational level that also impact unlearning; organisational support and training and history of organisational change. Many change efforts will fail because of lack of attention to individuals, how they unlearn and the level of feelings and expectations that accompany change. This research demonstrates that organisations must provide resources and education to provide both those in supervisory roles and those impacted by change with the necessary skills to unlearn and to embrace change at an individual level.
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Hussain, Syed Tajammul. "A study of unlearning IT Instruments in health organization." Thesis, Linnaeus University, School of Computer Science, Physics and Mathematics, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6436.
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Nothing has been that consistent as the change is for the knowledge revolution to nourish and cultivate. Different forms of changes are occurring in organizations with the aim to improve the output performances. Health organizations have been more attached to the changes and the consequences that are brought with such changes. Such consequences are primarily connected with concepts of unlearning and learning. Any form of the change if initiated in organization asks for new routines learning, tasks conductions and the organizational cultural revolution. These new routines have been occurring at individual and organizational levels. The unlearning at any level in the organizational culture can be performed through investigating a primary connection between the organizational and individual routines. At the individual level unlearning brings a number of psychological, cognitive, social and moral hurdles. These hurdles at individual level basically help the organizational unlearning to occur. All of the routines occurring at individual level encompass the necessary information that goes from lower levels to upward, strengthening and holding the organizational memory firm.
This research was about to find how the health organizations unlearn the older practices and learn the new practices in IT change. This research had two streams i) finding whether there had been any connection between the organizational and individual unlearning in the cases of IT change, ii) For unlearning what kind of hurdles had been there at the individual level. Kalmar hospital pediatric department had been chosen for the empirical investigations. The research streams were about how and what parts which helped the researcher to go for the qualitative data gathering techniques.
The Results showed there had been a very thin connectivity between the organizational and individual unlearning. The results revealed and unfolded that many of the new learning are occurring simultaneously with discarding the older ways of practices. The impression of absorbing the change with respect to the unlearning had been varied from person to person. There had been a numbers of individual hurdles observed at individual level of unlearning. Apart from them, many individual routines (performative tasks) had the primary connectivity with the organizational routines (Ostensive routines) and shaping and reshaping of the organizational memory.
It is important to understand the unlearning notions with the type of change. In this research each of the interviewee had shared his thoughts of how the things could have been done differently by revealing the consequences with new learning. Literature suggests that for a profound and successful implementation of change more formal and informal trainings, clear strategy for shuffling the older individuals in the camp, more social and cognitive meetings and fast and quick actions in the cases of technical difficulties are to be taken.
Thesis
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Kope, Jared. "Empowerment and Unlearning: A Departure Towards Inter-Cultural Understanding." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31140.
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This thesis includes two stand-alone articles with the overall purpose of critically exploring experiences related to sport-for-development from the program participants’ perspective on the one hand, and from the practitioners’ perspective on the other. After outlining the research objectives and present a review of literature, theoretical framework, epistemology, methodology, methods, and analysis, the first article focuses on the YLP participants’ experiences with a particular interest on empowerment processes. Specifically, I employed a Critical Youth Empowerment (CYE) framework in relation to youth experiences and larger community involvement with youth programming (Jennings et al., 2006). Photovoice was conducted and supplemented with eleven semi-structured interviews, one focus group and a month-long participant observation. The above-mentioned research was juxtaposed with a second article presenting an autoethnographic account of my own experiences as a practitioner and researcher. My autoethnography mixes theory, methodology, and methods throughout the narrative. My hope was to produce a theoretically rich and reflexive account of the experiences that led me to conceptualize sport-for-development differently. This self-critical piece aims at providing an opportunity for readers to reflect upon and hopefully challenge their own practices, knowledge production, and research orthodoxy.
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Dole, Shelley Louise. "Percent knowledge : effective teaching for learning, relearning and unlearning." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36602/7/36602_Digitised%20Thesis.pdf.
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Strang, James. "The unlearning of null subjects in Cantonese speaking learners of English." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31653492.
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Singh, Virosha. "Unlearning in founder chief executive officers : a critical competence for success." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/64815.
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Founder-CEOÔs are highly influential in the growth of their businesses which operate in increasingly complex and turbulent environments. It is key for the businessesÔ survival that the Founder is adaptive and flexible in coping with changes in the external environment. Typically, Founder-CEOÔs bring certain knowledge and behaviours into the business, which may be unsuitable for the developing business context.
The literature shows a significant relationship between unlearning and change. Unlearning can facilitate the discarding of attachments to old knowledge and outdated behaviours. The literature, however, does not extensively discuss Founder-CEOs attachments and how they are unlearned. This study fills this gap in literature through the use of qualitative, exploratory research methods to gain deeper insights into the unlearning of unfavourable attachments of Founder-CEOÔs. A total of 15 semi-structured, in-depth interviews were conducted with Founder-CEOÔs of businesses from 14 different industries.
The key findings confirmed that Founder-CEOÔs are unfavourably attached to various knowledge structures, behaviours, attitudes, beliefs and skills. Certain external events transpire that force the Founder to unlearn these attachments during different stages of their businesses lifecycle. Letting go of a deeply entrenched attachment has an emotional impact on the Founder-CEO, as they find it difficult to let go of their preferred practises. However, the Founder-CEOÔs propensity for growth outweighs these emotions.
This study provides two major contributions towards the literature. Firstly, the findings provided the necessary insights to make adjustments to Rautenbach, Sutherland, & Scheepers (2015) original process model of unlearning an attachment for the context of Founder-CEOs. Secondly, and most importantly, a model for the Founder-CEO Unlearning Stages for Business Growth emerged from the findings. This model provides a means for the early identification of an unfavourable attachment through the processes of pre-unlearning, unlearning and post-unlearning. This will help the business transition to the next stage of its growth and improves its chances of survival.Mini Dissertation (MBA)--University of Pretoria, 2017.
lt2018
Gordon Institute of Business Science (GIBS)
MBA
Unrestricted
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Roembke, Tanja Charlotte. "Forget me, forget me not: unlearning incorrect associations in word learning." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6845.
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During word learning, many words are associated with many meanings to build a lexicon. A model by McMurray et al. (2012) suggests that vocabulary acquisition may not only depend on building correct associations, but also pruning incorrect ones. Additional evidence for the importance of pruning comes from a word learning analog in pigeons, where the opportunity for pruning incorrect associations between objects and symbols was manipulated during training (Roembke et al., 2016). To investigate pruning in humans, we conducted six supervised word learning experiments. Participants were first trained to link two objects to each word, and subsequently were tested how quickly these were pruned. Across experiments, association strength was measured by using either eye movements to to-be pruned objects, or a post-training accuracy assessment. Learners showed rapid—though potentially not complete—pruning of incorrect associations, but this depended on whether the symbols were auditory words, orthographic words or non-linguistic symbols. Thus, this dissertation provides first evidence that pruning is operative during word learning. We also examined how newly learned words compete against known words for recognition using eye-tracking and found that despite very high accuracy these words were not strong competitors.
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Pardini, Jill Kristen. "Being Myselves to Belonging Together." ScholarWorks @ UVM, 2020. https://scholarworks.uvm.edu/graddis/1186.
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This dissertation utilizes an autoethnographic methodology to explore experiences and memories from my own life, while applying a critical cultural and multidisciplinary lens to tell a story about how (un)learning is intertwined with living. By creating a story combining autobiographical elements, science fiction, and cultural critique, this work both draws the reader into reimagining what is possible (Dixon-Romån, 2017), while encouraging the reader to step outside of the conventional modes of academic learning, just as I did in writing it (Sousanis, 2015). This autoethnography includes five encounters inspired by Styres (2017) framework for centering indigeneity in learning (Adams & Jones, 2011; Ellis, 1995). Each encounter engages different embodied experiences (e.g. physical, cognitive, emotive, natural, and spiritual), and aligns it with personal memories that explore the realities and potentialities of trying to belong. This begins with my own self-identities and spirals outwards to include my role amongst various species, with others in society at large, across the planet, and in the Universe most broadly. Specifically, this research asks the question: what is it that I need to (un)learn to belong?
This is just one story. It’s my story. So, while it is perhaps not broadly generalizable even for those individuals sharing pieces of my identities that often box us in, the knowledge produced through this type of critical and creative scholarship offers a generative path so “that others can take [it] in and use [it] for themselves… the kind of understanding that make[s] me want to do as well as understand” (Ellis, 2002, p. 401 & 404). By engaging and creatively analyzing content such as: my queerness, my settler colonial positionality, my whiteness, and my complicity in climate change I share the (un)learning I needed to start belonging better in this world. The fifth and final encounter attempts to share an experience of the spiritual all around us, all the time. By imagining a space where all beings are held sacred, it is my hope that we begin to see the possibilities of what we need to (un)learn to belong together.
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Underhill, Helen. "Learning and unlearning in struggles for social change : activism and the continuing Egyptian revolution." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/learning-and-unlearning-in-struggles-for-social-change-activism-and-the-continuing-egyptian-revolution(6365541c-62a8-4f5e-9370-6658c9da3863).html.
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This thesis investigates the effects of participating in activism on the people who struggle for social change. Using a critical pedagogical framework, the study contributes to the theorisation of 'social movement learning' by drawing distinctions between processes, outcomes and implications of learning, and by developing the concepts '(un)learning'and 'pedagogical adversaries'. The research examines how activists who participate in social and political action develop different perspectives of social change. The conclusions draw on data collected throughout 2014, specifically interviews with, and observations of, UK-based Egyptian activists who engaged in social action during the continuing 25 January revolution between 2011-2014. As activists reflect on their understandings in the context of revolution and counter-revolution, coup d'etat, elections, strikes and various forms of social and political change, they reveal many 'pedagogical entry points'. The findings illustrate that social movements are continuous processes and sites of important, rich and potentially transformative learning because they generate pedagogical moments through which activists can engage with and develop critical perspectives of the way the world is and should be. Analysis of social movement learning as (un)learning exposes the cumulative and continuing nature of learning and unlearning, and generates important insights into how social movements challenge established 'knowledge' and 'truths' to create progressive alternatives. Drawing on critical and radical theories of social change, the thesis demonstrates the importance of continuing to question conceptualisations of social change and of a political imagination that understands the pedagogical potential of disjuncture and challenge.
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Lee, Chi Wai. "Learning and unlearning object drop in anaphoric and non-anaphoric contexts in L2 English." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2488.
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Chinese allows object drop in contexts where there is an antecedent (anaphoric contexts), where English generally requires an overt object pronoun (e.g. Mary’s bike is broken. I am going to repair *(it) for her). In non-anaphoric contexts, however, English allows a null cognate object e as in Mary reads [e] every night whereas Chinese requires an overt cognate object (kan-shu, literally ‘read-book’). Previous SLA studies indicate Chinese learners of L2 English have problems unlearning anaphoric object drop in English, generally ascribed to effects of L1 transfer. This study brings a novel perspective to the L2 learnability problem by incorporating Cheng and Sybesma’s (1998) proposed negative correlation between the two rules: that allowing object drop in anaphoric contexts is incompatible with allowing object drop in non-anaphoric contexts.
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Dunne, Guler. "The effect of stimulus and model characteristics on childhood vicarious fear learning and unlearning." Thesis, Kingston University, 2013. http://eprints.kingston.ac.uk/28761/.
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Rachman (1977) suggested that fears may be acquired via three distinct pathways: direct traumatic experience, verbal information received from others, and vicarious learning. In vicarious fear learning an individual learns from another individual by observing their response to a stimulus or situation. Mineka and Cook (1993) showed that in monkeys this observed fear response behaves as an unconditioned stimulus (US). Thus vicarious learning is likely to be similar, in a procedural sense, to classical conditioning and the success of learning is determined by the relative strength of these conditioned stimulus-unconditioned stimulus (CS-US) associations. Recent studies suggest that vicarious learning plays a role in the development of childhood fears (Askew & Field, 2007; Gerull & Rapee, 2002). However, little is known about the mechanisms underlying this type of learning and the factors that affect it. Associative learning research shows that the salience of the US (a measure of its effectiveness) is critical for learning, if the US is more salient, learning should be more effective. Therefore, the first group of experiments in this thesis manipulated factors expected to affect US salience and hence vicarious fear learning. Experiment 1 considered the importance of the relatedness of observers and models for US salience, specifically whether greater increases in children's fear-related responses are observed when fear responses are modelled by children's mothers compared to when they are modelled by strangers. It also looked at whether fear beliefs acquired vicariously can be unlearned via vicarious counterconditioning and whether the type of model influenced this. Results showed that children's fear responses for animals increased following fear-related vicarious learning and decreased following positive learning. Similarly, counterconditioning led to unlearning of these responses. Model type did not affect vicarious learning or subsequent vicarious counterconditioning. Experiment 2 looked at another factor expected to affect US salience: the age of the model relative to the observer. This experiment examined the relative effects of same-age peer modelling and adult modelling in changing children's fear-related responses. Results were nearly identical to the first experiment: learning and unlearning were similar irrespective of whether the model was a peer or an adult. Experiment 3 examined what effect the richness of the information source has on US salience using moving models (on film) compared to still (photographic) images. No significant effect of the threat-relevant vicarious film on children's fear beliefs and attentional bias was found. The second group of experiments concentrate on characteristics of the CS. Research with adults suggests that when fear-relevant stimuli are used, fear learning will generally be greater (produce a larger conditioned response), occur more rapidly (in fewer trials) and will be more robust (demonstrate superior resistance to extinction) than for fear-irrelevant stimuli (see e.g. Öhman & Mineka, 2001). However, Askew, Dunne, Özdil, Reynolds, and Field (2013) showed that vicariously acquired conditioned responses for fear-relevant stimuli were not significantly greater than those for fear-irrelevant stimuli in children (6 to 11 years). A further two experiments here examined the speed and robustness of vicariously learned responses for fear-relevant stimuli. Experiment 4 manipulated the number of CS-US pairings children saw and compared vicarious learning for two stimuli of differing fear-relevance. Results found increased fear-related responses for both types of stimuli: the effect was not affected by the fear-relevance of the stimuli, nor the number of CS- US pairings that children were exposed to. Fear beliefs were still found to be raised at follow-up one week later, and no . evidence was found for more robust learning for more fear-relevant stimuli. The final experiment, Experiment 5, looked at robustness in more detail. The resistance of learnt responses to extinction was compared in two stimuli of varying fear- -. relevance (animals and flowers). Significant increases in fear-related beliefs and avoidance for animals and flowers were found again, but there was no significant extinction effect observed for avoidance preferences for either CS type. Unexpectedly, significantly greater extinction was observed with fear beliefs for animals compared to flowers. In summary, the first set of experiments showed that in VL with children, the salience of the US is either not easy to manipulate or, more likely, US salience has little effect on fear learning. The second set of experiments demonstrated that the fear-relevance of the stimulus is also not important for children in VL. These findings may have an evolutionary explanation: for children of this age, acquiring knowledge of a potential threat and acting upon it may be more important in terms of survival than the salience/relevance of the US or CS that facilitates such acquisition.
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Andrews, Kathryn M. "Knowing, learning and unlearning in a knowledge creating company: An inductive, theory-building case study." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36620/1/36620_Digitised%20Thesis.pdf.
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This study draws together two independently powerful but largely discrete constructs: organizational learning and organizational knowledge. It investigates organizational learning, unlearning, and knowledge processes in a knowledge company, and culminates in exploration of the relationships between the constructs.
Organizational learning is recognised as a centra~ rather than peripheral organizational factor, with its competitive value widely acknowledged. However the literature is characterised by divergence, uncertainty and flux, and there is wide spread agreement that new empirical research is required. Similarly, there has been recent intense interest in knowledge as an organizational and commercial factor, but there has been little systematic research on its influence and implications.
The present study conducted inductive, theory-building case study research to investigate organizational learning, unlearning and knowledge processes. The knowledge-creating company, with its pioneering emphasis on knowledge and learning, was selected as a fertile setting in which to study knowledge and learning factors.
The case study site was a bio-medical research consortium, and data gathering comprised four phases. Firstly, two focus groups of scientific staff were conducted to identify a pool of actual instances of organizational learning and unlearning. Secondly, an individual interview took place with the centre's director to select a focal example of organizational learning I unlearning for further investigation. The third data gathering phase was individual semi-structured interviews with scientists, which investigated the learning and unlearning associated with the focal critical incident, and how learning I unlearning occurred more generally. The semi-structured interviews also explored scientists' views of knowledge, initially by asking them how they would describe the knowledge they worked with. The final data gathering phase, which took place in the semi-structured interviews, was a knowledge descriptor exercise purpose-designed in the present research. In the knowledge descriptor exercise, interview participants reviewed twelve knowledge descriptors, and selected and discussed those that they considered described their own knowledge.
Consistent with the theory-building purpose of the study, analysis and interpretation was a highly iterative, data driven process, with new themes and insights emerging directly from the study' s small data set.
Drawing together findings across the study, four significant contributions emerged quite clearly. Moving from the most general to the most specific of the findings, the study's initial contribution was to bring forward a series of complex and subtle relationships between organizational learning and knowledge processes. Secondly, the knowledge dimensions that came forward as significant in the present study extended beyond the well-accepted and influential tacit - explicit knowledge dimension. Specifically, the radical unpredictability of the knowledge creation environment, and the way scientists thought about knowledge itself(their theory of knowledge) also appeared to impact on learning-related processes. Thirdly, the term knowing emerged as more appropriate than knowledge, as knowing reflects the active, mediated knowledge-related processes that the present study identified. Finally, analyses in the study pointed to a special texture of working relationships in the knowledge-creating company, in which social and intellectual processes were deeply interwoven. The micro, psychological and social processes that underpin knowledge processes emerged as highly influential. The interleaving of social and intellectual processes suggests that conceptualising knowledge creation and learning in knowledge companies as solely intellectual pursuits may underestimate the complexity and dynamism oflearning-related processes.
In summary, by exploring organizational learning and organizational knowledge processes concomitantly, subtle and intricate relationships between the two constructs were brought forward in the study. Taken together, the study's results suggest that knowing may be at the core of organizational processes in knowledge companies, and that organizational theories should properly be seen as in orbit around knowing itself Building adequate models of organizational processes in knowledge companies may well depend on understanding the intellectual and social dynamics of knowing.
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Lindholm, Ebba, and Madeleine Thomson. ""(Un)Learning by Doing" : En kartläggning av HR-funktioners perspektiv på arbetet med avlärande vid onboarding." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-446375.
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Studiens syfte var att undersöka avlärande vid onboarding ur ett HR-perspektiv. Avlärande innefattar det medvetandegörande, det övergivande och det omlärande stadiet, genom vilka föråldrade arbetssätt överges för att öppna upp utrymme för nya. Onboarding innebär de program en organisation skapar för att underlätta nyanställdas inträde i organisationen. Syftet för studien konkretiserades i de tre frågeställningarna: Hur arbetar organisationers HR-funktion med avlärandets tre stadier?, Hur arbetar organisationers HR-funktion med avlärandets tre stadier vid onboarding? och Hur relateras organisationers strategiska onboardingnivå till deras arbete med avlärande vid onboarding?. Material till studien insamlades genom sex semistrukturerade intervjuer med en stark teorianknytning. Intervjuerna genomfördes med respondenter från organisationers HR-funktion. De teoretiska ramverk som användes var Cegarra-Navarro och Wensleys (2019) teori om avlärande, teorin om Bauers (2010) fyra C, samt Bauers (2010) framställning av organisationers strateginivåer för onboarding. En tematisk analys av undersökningens material utfördes och grundades i en deduktiv ansats där skildringen av teman föranledde resultatframställan. Studiens resultat visar att HR-funktioner saknar uttalade arbetssätt relaterade till avlärande. Trots detta indikerar studien att organisationers HR-funktioner kan belysa processer i vilka man kan tolkas arbeta med avlärandets medvetandegörande, övergivande och omlärande stadier både med befintliga medarbetare, samt i onboardingen av nya medarbetare. Vidare uppdagades att arbetet relaterat till avlärandets tre stadier kan skilja sig mellan organisationer på olika strateginivåer för onboarding, definierade utifrån teorin om strateginivåer för onboarding.The aim of this study was to examine unlearning in relation to onboarding, from an HR perspective. Unlearning entails the stages of awareness, relinquishing and relearning in order to abandon obsolete patterns and create room for new ones. Onboarding implies the programs created by an organisation to facilitate the introduction of new employees. The aim of the study was broken down into three research questions: How does organisations’ HR functions apply the three stages of unlearning in their way of working?, How does organisations’ HR functions apply the three stages of unlearning in their onboarding processes?, and How does organisations’ onboarding strategy relate to their application of unlearning during onboarding?. The material of the study was collected through six semi-structured interviews strongly based on the study’s chosen theories. The interviews were conducted with respondents from organisations’ HR function. The theoretical frameworks used were Cegarra-Navarro and Wensley’s (2019) theory of unlearning, Bauer’s (2010) Four C’s as well as Bauer’s (2010) strategic levels of onboarding. A thematic analysis of the study’s material was carried out with a deductive approach where the themes identified laid the base for the results. The results of the study show that organisations’ HR functions lack explicit processes related to unlearning. Despite this, the study indicates that organisations’ HR functions can illustrate processes in which the three stages of unlearning, awareness, relinquishing and relearning, can be identified, both in regards to current and new employees. Furthermore the work related to the three stages of unlearning can differ between organisations on different strategic levels of onboarding, defined by the theory of strategic levels of onboarding.
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Riegel, Chara Joy. "Buddhist philosophy and practices as applied to unlearning racism : a project based upon an independent investigation /." View online, 2008. http://hdl.handle.net/10090/5923.
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Grey, Leslee. "Multiple Selves, Fragmented (Un)learnings: The Pedagogical Significance of Drag Kings' Narratives." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/59.
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This dissertation features the stories of drag king performers. Through life story interviews coupled with participant observations, and informed by gender performance, poststructuralist, and psychoanalytic theories, this project examines the ways in which drag performers construct, take up and perform multiple subjectivities and how they benefit from multiple knowledges in their learnings and unlearnings. Through an examination of the creation and circulation of these drag king pedagogies, I suggest ways in which drag performers create and sustain gendered knowledge, while navigating difference and working with multiple discourses of identity, oppression, and power in a socially and economically diverse city. Participants’ perceptions of their gender identities point to the ways in which identity categories are insufficient. Each participant uses an existing identity label (e.g., transgender, tranny, boi) or a combination of existing labels, to understand their gender identities, even as their narratives point to the failures of fixed categories. It is my contention that the narratives of these particular performers highlight the multiplicity of all selves, and the ways in which all learnings and unlearnings are fragmented. Thus, drag king narratives have significant pedagogical value in examining the relationships between subjectivities and knowledge.
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Andreasson, Lisa, and Jönsson Johanna Olsson. "I am still unlearning it : A qualitative study of how Indian journalists perceive their reality from a gender perspective." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52167.
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India experienced huge media coverage from all over the world associated with the Nirbhaya-case in 2012, when a young middleclass girl was brutally raped in a bus by five men in Delhi. After this horrifying incident a lot of demonstrations followed all over India. Women in the urban areas was arguing for the same rights as men and was standing up for a more equal society where everybody is able to live as freely as someone else, no matter what gender you was born with. This study aim to examine what experiences, perceptions and opinions Indian journalists in English written press have of their reality from a gender perspective. We wanted to know how and when Indian journalist represent women and if there is a certain way of thinking about representation of women in the media content. In interviews with a total of eleven journalists and ethnographic observations in two of India’s largest cities we tried to examine the structures and perceptions that influenced the journalist’s worldview and thus also the messages that appears in the news. By using the theory of structuration, agenda setting, performativity and intersectionality we examined what structures that the journalists live and operates within and how this is affecting the media content.
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Wiker, Wikström Hannah. "Pre Face." Thesis, Konstfack, Institutionen för Konst (K), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7775.
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A speculative inquiry into perception regimes, ‘unlearning’, entanglements and how to discuss re-production in the realm of (art) production today. A textual crossreading of how to actively admit and amplify the colonial and imperial consequences active in all levels of society, both personal and collective, and how these ideas continues to (re)produce in ways outside (and inside) of our imagination. An experimental essay negotiating the relations and symbioses between form an ideology, a try to undermine binary thought formations such as nature and culture, private and public. A proposed crossreading of theory and lived life; how to deal with the (im)possibility of imagining outside of neoliberal conditions, of colonial and capitalist frameworks?
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Kim, Jee Hyun Psychology Faculty of Science UNSW. "Extinction of conditioned fear in the developing rat." Publisher:University of New South Wales. Psychology, 2008. http://handle.unsw.edu.au/1959.4/41106.
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The present thesis examined extinction of conditioned fear in the developing rat. In the adult rat, the hippocampus is thought to be important for the context-specificity of extinction. Because the hippocampus is a late-maturing structure, it was hypothesised that context-modulation of extinction may be different across development. The first series of experiments investigated reinstatement of extinguished fear in the developing rat (Chapter 2). The results showed that P24 rats exhibited context-specific reinstatement. On the other hand, P17 rats did not exhibit reinstatement of extinguished fear following a US reminder treatment. The failure to see reinstatement in P17 rats was not due to the reminder treatment being ineffective in these rats because the same treatment alleviated spontaneous forgetting in rat this age. The second series of experiments then examined the renewal effect and GABAergic involvement in extinction in P24 and P17 rats (Chapter 3). It was observed that P24 rats displayed renewal whereas P17 rats did not. Also, pre-test injection of FG7142 recovered extinguished fear in P24 rats but not in P17 rats, even across a range of doses. This failure to see any FG7142 effect on extinction in P17 rats was not due to the lack of responsiveness to this drug in these rats because FG7142 was found to be effective in alleviating spontaneous forgetting in rats this age. The third series of experiments then examined the effect of temporary inactivation of the amygdala on extinction and re-extinction in the developing rat (Chapter 4). It was observed that extinction retention is impaired in both P24 and P17 rats if the amygdala is inactivated during extinction training. Interestingly, when a CS that had been previously extinguished and then re-trained was re-extinguished, re-extinction was amygdala-independent if initial extinction occurred at 24 days of age but amygdala-dependent if initial extinction occurred at 17 days of age. That is, amygdala involvement in re-extinction was dissociated across development. Taken together, these experiments provide strong evidence for fundamental differences in mechanisms underlying fear extinction across development. The implications of the findings were discussed in light of the theoretical and neural models of extinction.
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Yildiz, H. Emre. "Calibrating integration : studies on status, culture, knowledge and cooperation in acquisitions." Doctoral thesis, Handelshögskolan i Stockholm, Institutionen för Marknadsföring och strategi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hhs:diva-2158.
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Acquisitions represent a common modus operandi of firm growth. Notwithstanding their lasting popularity, the majority of deals are reported to be unsuccessful. Given their prevalence and practical relevance, acquisitions have attracted scholarly interest from diverse academic disciplines and traditions. Despite the extensive volume of the acquisition literature, some intriguing questions remain unanswered and some essential assumptions remain untested. This dissertation seeks to explore several of these unanswered questions: What determines “us versus them” type of thinking in acquisitions? What influences social preferences, willingness to learn and the type and degree of trust in acquisitions? What roles do culture, organizational identity and status play in this regard? Shall we expect differences to be problematic all the time? Could it be the case that cultural differences sometimes lead to positive perceptions and reactions among individuals involved in acquisitions? Motivated by these questions and many others, this dissertation primarily looks at the human side of acquisitions, and, in so doing, it problematizes the sociocultural dynamics during the initial phases of the post-acquisition process. Building on theories of social-psychology and utilizing experimental designs, the dissertation consists of three theoretical and three empirical papers, which address the aforementioned questions. The theoretical arguments and the empirical findings reported in this dissertation suggest that status differences between acquiring and acquired firms have discernable effects on key sociocultural integration outcomes like trust, social preferences, organizational commitment and knowledge transfer. Taken together, the arguments raised and results reported in this dissertation point out the important, yet hitherto relatively neglected, role of status in acquisitions, and in other similar inter-organizational modes.Diss. Stockholm : Handelshögskolan i Stockholm, 2012
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Grisold, Thomas, and Alexander Kaiser. "Leaving behind what we are not. Applying a systems thinking perspective to present unlearning as an enabler for finding the best version of the self." Informa UK Limited, trading as Taylor & Francis Group, 2017. http://dx.doi.org/10.1080/14779633.2017.1291145.
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In response to criticism on the concept of "unlearning", we
suggested that unlearning on an individual level should
be defined as the reduction of the influence of old
knowledge on cognitive and/or behavioural processes. In
this article, we apply a systems thinking perspective on
this definition to explore how far this kind of unlearning
can possibly go and what happens if this process is
inward-directed, i.e. affects the cognitive and behavioural
patterns that define who we are. We take a knowledge
perspective on the concept of the self and suggest that
unlearning could trigger a disequilibrium, which in turn,
enables a deep learning process and guides us to what is
referred to as ideal or best version of the self. This does
not only have implications for the individual level but
it can initiate fundamental change processes in
organizations.
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Mansur, Daniel Valentim. "Literatura bop: a poética do desaprendizado entre Charlie Parker e Julio Cortázar." Universidade Federal de Juiz de Fora, 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/483.
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Este trabalho tem o objetivo de analisar as formas de criação artística engendradas pelo escritor Julio Cortázar a partir da noção de poética e de desaprendizado que ele retira da musicalidade do saxofonista Charlie Parker, um dos precursores do bebop surgido na virada para a década de 1940. Focando obras literárias e críticas selecionadas, produzidas pelo autor entre as décadas de 1940 e 1960, tentamos demonstrar como a transformação de Parker em personagem de Cortázar (Parker-em-Cortázar), no conto “O perseguidor” (1959), consolida um processo poético de acesso à realidade como fonte de criação artística, em constante tensão com o outro lado de nossa moeda: o processo racional e científico de produção de conhecimento.
This work aims at analyzing the forms of artistic creation engendered by writer Julio Cortázar from the notion of poetics and unlearning he derives from the musicality of saxophonist Charlie Parker, one of the pioneers of bebop, emerged at the turn of the 1940s. Focusing on selected literary and critical works produced by the author between the 1940s and 1960s, we try to demonstrate how the transformation of Parker in a Cortázar‘s character (Parker-in-Cortázar), in the short story "O perseguidor" (1959), consolidates a poetic access to reality process as a source of artistic creation, in constant tension with the other side of our same coin: the rational and scientific process of knowledge production.
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Botelho, Érica de Aguiar. "Desaprendizagem organizacional em empresas graduadas." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6121.
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The aim of this study was to analyse how organizational unlearning occurs in ventures that have graduated from business incubation process. The research is exploratory, qualitative, with retrospective longitudinal time frame. A multiple case study was conducted, with the selection of six cases. Data was collected from semi-structured interviews, documentation and direct observations. Ventures and incubator perspectives were considered. Content analysis was taken. NVivo software was used to support the research. Based on theoretical backgrounds an analysis frame was elaborated in order to present the selected approaches. How organizational context of gradutated ventures that were bonded to a University Business Incubator in the technology sector can influence organizational unlearning was examined. Changes in organizational routines of graduated ventures were described, involving specific routines, from the new venture creation and development processes. Organizational unlearning was verified, predominantly in writing or updating business plan routine. Types of interplay between organizational learning and unlearning were identified. Isolated organizational learning was identified in every routine and all organizational unlearning situations were caracterized as isolated. Thus distinction between the two processes was corroborated. Situations where organizational unlearning precedes or occurs simultaneously to organizational learning were not observed. Relearning was verified only in writing or updating business plan routine. It was noticed that the context of these ventures offers opportunities for studying organizational unlearning not only after graduation but also during incubation period. Propositions were established based on venture incubation, new venture creation and development processes and organizational unlearning literatures.
Este estudo teve por objetivo analisar como ocorre a desaprendizagem organizacional em empresas que foram graduadas após processo de incubação. Trata-se de uma pesquisa exploratória, qualitativa, abrangendo horizonte temporal longitudinal retrospectivo. Adotou-se a estratégia de estudo de casos múltiplos, tendo sido selecionados seis casos. Recorreu-se a entrevistas semi-estruturadas, documentação e observações diretas. Perspectivas relacionadas às empresas e à incubadora foram consideradas. Para a análise dos dados, foi realizada análise de conteúdo. Foi adotado o software NVivo para suporte à condução da pesquisa. Com base na fundamentação teórica, foi elaborado um quadro de análise que especificou as abordagens que foram seguidas. Foi examinado como o contexto organizacional das empresas graduadas, que tiveram vínculo com Incubadora de Empresas de Universidade com atuação no setor de tecnologia, pode influenciar a desaprendizagem organizacional. Foram descritas mudanças nas rotinas organizacionais das empresas graduadas, tendo sido tratadas rotinas específicas, a partir dos processos de criação e desenvolvimento de novos negócios. Foi verificada a ocorrência de desaprendizagem organizacional, com predominância do descarte da rotina de elaboração ou atualização de plano de negócios. Foram identificados tipos de interação entre aprendizagem e desaprendizagem organizacional, constatando-se ocorrência de aprendizagem organizacional isolada em todas as rotinas examinadas e classificação de todas as situações de desaprendizagem organizacional como isolada. Assim, foi corroborada a distinção entre os dois processos. Não foram observadas situações de desaprendizagem organizacional precedendo tampouco ocorrendo simultaneamente à aprendizagem organizacional. Foi verificada reaprendizagem apenas na rotina de elaboração ou atualização de plano de negócios. Percebeu-se que não somente após a graduação, mas também durante o período de incubação, o contexto dessas empresas oferece oportunidades para o estudo da desaprendizagem organizacional. Proposições foram formuladas, tendo sido fundamentadas nas literaturas de incubação de empresas, processos de criação e desenvolvimento de novos negócios e desaprendizagem organizacional.
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Charney, Renee L. "Rhizomatic Learning and Adapting: A Case Study Exploring an Interprofessional Team’s Lived Experiences." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1507540369064755.
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Duclos, Nicolas-Louis. "Les dérives nomopathes de la qualité et la figure émergente de l'Ingénieur-Stratège." Thesis, Compiègne, 2015. http://www.theses.fr/2015COMP2172/document.
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A l’occasion de deux études de cas, une démarche de tableau de bord stratégique hospitalier et une réorganisation de direction des systèmes d’information dans une entreprise de services, nous avons, dans cette recherche, analysé les freins qui apparaissent dans les démarches de changement technologique et managérial.Nous avons montré dans le premier cas comment le modèle du Balanced Scorecard peut être adapté pour piloter un programme de projets et promouvoir un travail coopératif, sous condition d’une évolution du rôle des dirigeants. Le deuxième cas nous a permis de montrer comment les démarches qualité s’enferment dans une logique de qualité-conformité contre-productive qui n’est pas due au manque de formation ou d’implication. Dans les deux cas, nous avons constaté que l’insuffisance de capacité méthodologique des ingénieurs et des managers renforce leur résistance au changement et leurs difficultés en situation complexe. Nous avons montré que la résistance organisationnelle se manifeste en deux temps : des difficultés de premier niveau, dérives nomopathes, apparaissent sous la forme d’un appauvrissement méthodologique du modèle choisi, puis les actions correctives sont suivies de difficultés de deuxième niveau constituant un phénomène de déviance computo-cogitationnelle, sorte de résilience organisationnelle qui voit la transformation de l’état final attendu en un état final hybride. Ces acquis méthodologiques nous ont permis, après une analyse historique de l’évolution des concepts de la qualité puis sur l’évolution du rôle des managers, de dresser des constats à un niveau méso reliant le niveau macro-économique (domination financière dans les entreprises, révolution numérique, renouveau bureaucratique) au niveau micro des entreprises (injonctions paradoxales, juridicisation de la société et conformité généralisée). Nous avons enfin proposé plusieurs modélisations, notamment le concept cyclique d’information-valeur, la figure tripolaire d’un Ingénieur-Stratège et l’ébauche d’un futur modèle de management des intangiblesThe two case studies concern an approach of the strategic dashboard of a hospital and the reorganization of an IT department in a services company. We have, in this research, analyzed the brakes which appear in the technological and managerial change approaches. In the first study case, we have showed how the Balanced Scorecard model can be adapted to pilot a projects program and to promote a cooperative way of working, under the condition of an evolution of the managers role. In the second case we have shown how the quality approaches lock themselves in a counter-productive logical of quality-conformity which is not due to a lack of training or implication. In the both cases we have noticed that the insufficiency of methodological capacity of the managers strengthens their resistance to change and their difficulties in complex situation We have noticed that the organizational resistance express itself in two times : first level difficulties, nomopathic drifts, appear as a methodological impoverishment of the choosen model, then the corrective actions are followed by second level difficulties who form a phenomena of computo-cogitational deviancy, a kind of organizational resistance who transforms the awaited final state to a hybrid final state. These methodological grants, after a historical analysis of the evolution of quality concepts then of the evolution of the managerial roles, succeeded to meso level reports joining the macro-economic level (financial domination in companies, numeric revolution, bureaucratic revival) to the micro-economic level in companies (paradoxical orders, juridical transformation of society and generalized conformity). A last, several modellings are proposed, in particular the cyclic concept of information-value, and the three-pole figure of the engineer-strategist, towards the sketch of a future model of management of intangibles
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Lundberg, Bouquelon Petra. "Aesthetic Experiences and the Miracle of Action : On the Radical Possibility of Art in Teaching and Learning." Thesis, Södertörns högskola, Estetiska lärprocesser, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38560.
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This master essay starts with the author having an encounter with two 14-years old boys who claim that they are Nazis. In a school project where the pupils made films about norms in the society they made a film with a clearly racist and homophobic message. As a freelance artist the author was a part of a school development program in aesthetic learning, and the assignment in the actual school was supposed to teach the pupils about norms and how they effect people on an everyday basis. All the films fulfilled this purpose, but the actual film did something more: it revealed the zerotolerance rule in this particular school as a norm that silenced not only these boys, but also any pupil having a different opinion than the teachers. The situation described took place in a classroom in primary school in the area of Stockholm some years ago and even though the film was never shown to anybody that could be offended except the author herself, the author left the school with a feeling of total failure, and two questions craving for answers: Why couldn’t she, nor the teachers, find the time and space to meet the boys, taking their invitation to discuss the zere-tolerance-norm seriously? And what role did the fact that the school had a “zero-tolerance-for-racism rule” play in the cultivation of the boy’s feelings of exclusion and in the way the teachers treated their obvious need for recognition as sane and (soon-to-be) grown up men? Using Hannah Arendt’s ideas of action as the fundament of the investigation, the author poses questions about what space for action there is in the daily work of a teacher today, but also what happens when there is no room for action, when we become the blind administrators of homo faber. The method of the study includes 1) a dialogue seminar with teachers from elementary school, 2) examples and reflections from the author’s own teaching practice at the teacher education and 3) a philosophical investigation focusing on the concepts of aesthetic experience, aesthetic learning, not-knowing and unlearning. In dialogue with Sarah Ahmed, John Dewey, Hans-Georg Gadamer, Maurice Merleau-Ponty, Jacques Rancière, Cusanus and Jonna Bornemark, she further tries to understand what role the film, as an aesthetic experience, played in the example with the Nazi boys. Is there a radical possibility in art that can create space for action in Arendt’s sense? Further, in dialogue with the poet Wiszlava Szymborska, the clown Nalla Laanela, and two novelists; Rachel Cusk and Albert Camus, she tries to understand the possibilities that lie within aesthetic learning when it comes to re-thinking the role of the teacher aiming for a sustainable approach to teaching and learning in a society where teachers work themselves sick.I inledningen till denna masteruppsats möter författaren två fjortonåriga pojkar som säger att de är nazister. I ett skolprojekt där eleverna skulle göra kortfilmer som gestaltade samhällsnormer gjorde de här pojkarna en film med ett tydligt rasistiskt och homofobiskt budskap. Författaren hade, i egenskap av frilansande konstnär inom skolutvecklingsprogrammet Skapa och Lära, uppdraget att leda eleverna i arbetet med filmerna och syftet var att eleverna skulle lära sig något om de olika normer som påverkar oss människor varje dag. Alla filmer uppfyllde syftet, men denna film gjorde något mer: den fick den här specifika skolans noll-tolerans-mot-rasism-regel att framstå som en norm som tystade inte bara de här två pojkarna, utan alla elever med –ur lärarnas perspektiv -avvikande åsikter. Den ovan beskrivna situationen utspelade sig i ett klassrum i Stockholmsområdet för ett antal år sedan och även om filmen aldrig visades för någon som hade kunnat ta illa upp –förutom författaren själv –lämnade författaren skolan med en känsla av totalt misslyckande och två frågor ringande i öronen: Varför kunde inte hon, och ingen av lärarna i skolan, ta sig tid att möta pojkarna genom att ta deras inbjudan till samtal om noll-tolerans-normen på allvar? Och vilken roll spelade det faktum att skolan hade en noll-tolerans-mot-rasism-regel i kultiverandet av pojkarnas känslor av exkludering och i lärarnas hanterande av deras uppenbara behov av erkännande som sunda, snart vuxna unga män? Med utgångspunkt i Hannah Arendts idéer om handlandet ställer författaren frågor om vilket handlingsutrymme lärare i dagens skola har, men hon undersöker också vad som händer när det inte finns något handlingsutrymme, när läraren blir en blind administratör, en homo faber. Metodologiskt använder sig författaren av 1) ett dialogseminarium med lärare från grundskolan, 2) exempel och reflektioner från hennes egen lärarpraktik, och 3) en filosofisk undersökning med fokus på begreppen estetisk erfarenhet, estetiska lärprocesser, icke-vetande och av-lärande. I dialog med Sarah Ahmed, John Dewey, Hans-Georg Gadamer, Maurice Merleau-Ponty, Jacques Rancière, Cusanus och Jonna Bornemark, försöker hon vidare förstå vilken roll filmen som en estetisk erfarenhet spelade I exemplet med de två nazistpojkarna. Finns det en radikal potential i konstnärliga uttryck som kan skapa handlingsutrymme i Arendts mening? Vidare,i dialog med poeten Wiszlava Szymborska, clownen Nalle Laanela, och två romanförfattare; Rachel Cusk and Albert Camus, försöker författaren utröna vilka möjligheter som kan rymmas i estetiska lärprocesser vad gäller att tänka om (om-tänka) lärarrollen med målet att finna ett hållbart förhållningssätt till undervisning och lärande i ett samhälle där lärare arbetar sig sjuka.
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Burton, Nadya. "Feminist pedagogy and unlearning homophobia." Thesis, 1993. http://spectrum.library.concordia.ca/3267/1/MM87300.pdf.
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Manning, Courtney Sale. "Transfer : unlearning the director's role in playmaking." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5439.
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In this thesis I will examine my own directing praxis and transfer, the instant where ideas become action. I will define transfer as an initial trajectory toward a lasting event and examine how that practice has influenced four productions while at UT: The Fictional Life of Historical Oddities, september play, 360 (round dance) and Emergency Prom.text
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You, Sheng-Chi, and 尤聖棨. "Dynamic Unlearning for Online learning on Concept-drifting Data." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/70755694904308094203.
Full textAbstract:
碩士國立臺灣大學
資訊工程學研究所
103
Real-world online learning applications often face data coming from changing target functions. Such changes, called the concept drift, degrade the performance of traditional online learning algorithms. Thus, many existing works focus on detecting concept drift based on statistical evidence. Other works use sliding window or similar mechanisms to select the data that closely reflect current concept. Nevertheless, few works study how the detection and selection techniques can be combined to improve the learning performance. We propose a framework on top of existing online learning algorithms to improve the learning performance under concept drift. The framework detects the possible concept drift by checking whether forgetting some older data may be helpful, and then conduct forgetting through a step called unlearning. The framework effectively results in a dynamic sliding window that selects the data flexibly for different kinds of concept drifts. We design concrete approaches from the framework based on three popular online learning algorithms. Empirical results show that the framework consistently improves those online learning algorithms on ten synthetic data sets and two real-world data sets.
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"Triggering the unlearning of null arguments in second language acquisition." Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5895615.
Full textAbstract:
by Yang Xiaolu.Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 134-140).
Chapter 1. --- Introduction --- p.1
Chapter 1.1 --- Parameter Model of Acquisition --- p.1
Chapter 1.2 --- "Positive Evidence, Negative Evidence and the Catapult Hypothesis" --- p.5
Chapter 1.3 --- The Focus of the Present Study --- p.7
Chapter 1.4 --- The Organization of the Thesis --- p.9
Chapter 2. --- Null Arguments: A Theory of Parameters and Language Acquisition --- p.10
Chapter 2.1 --- A Theory of Parameters: the Null Argument Parameters --- p.10
Chapter 2.2 --- Predicting and Explaining L1 Acquisition --- p.17
Chapter 2.2.1 --- A Summary of Research Findings --- p.18
Chapter 2.2.2 --- The Initial Setting --- p.21
Chapter 2.2.3 --- Identification of Early Null Arguments --- p.22
Chapter 2.2.4 --- Triggers in the L1 Acquisition of the Target Parameters --- p.25
Chapter 2.3 --- A Review of L2 Acquisition Studies: Related Issues --- p.31
Chapter 2.3.1 --- The Null Argument Phenomenon in L2 Acquisition --- p.31
Chapter 2.3.2 --- The Initial Setting and the Role of L1 --- p.35
Chapter 2.3.3 --- Identification of the Null Arguments in Interlanguages --- p.36
Chapter 2.3.4 --- Parameter Resetting and Triggers --- p.37
Chapter 3. --- The Formulation of The Present Study --- p.40
Chapter 3.1 --- The Status of Null Arguments in Chinese --- p.40
Chapter 3.2 --- The Null Argument Parameters in Chinese and English --- p.50
Chapter 3.3 --- Resetting the Null Argument Parameters and Unlearning Null Arguments --- p.53
Chapter 3.4 --- Suggesting Triggers in the L2 Acquisition of English --- p.54
Chapter 3.5 --- "Predictions: Null Arguments, Triggers and ILs" --- p.57
Chapter 4. --- The Present Study (I): The Experiment´ؤMethodology --- p.59
Chapter 4.1 --- Subjects --- p.59
Chapter 4.2 --- The Tasks --- p.61
Chapter 4.3 --- Coding and Marking --- p.67
Chapter 5. --- The Present Study (II): The Experiment´ؤResults --- p.70
Chapter 5.1 --- An Overview of the Written Results --- p.70
Chapter 5.1.1 --- Comparing Task Performance --- p.70
Chapter 5.1.1.1 --- Comparing Task 1 and Task2 --- p.70
Chapter 5.1.1.2 --- Comparing Task 2 and Task3 --- p.72
Chapter 5.1.2 --- An Overall View of the Written Results --- p.73
Chapter 5.2 --- Null Elements in the Interlanguages of Chinese Learners of English --- p.75
Chapter 5.2.1 --- Null Subjects and Null Objects --- p.76
Chapter 5.2.2 --- Null Expletives --- p.79
Chapter 5.2.3 --- Null Subjects in Matrix Clauses and Tensed Embedded Clauses --- p.81
Chapter 5.2.3.1 --- Null Thematic Subjects --- p.82
Chapter 5.2.3.2 --- Null Expletive Subjects --- p.86
Chapter 5.3 --- Infl and Null Thematic Subjects --- p.89
Chapter 5.4 --- Expletives and Null Arguments --- p.92
Chapter 5.5 --- Results: Oral Task --- p.94
Chapter 6. --- Discussion --- p.97
Chapter 6.1 --- The Expletives-as-triggers Hypothesis Reconsidered --- p.97
Chapter 6.2 --- "There, Weather it and Raising it: Their Status as the Triggering Experience" --- p.101
Chapter 6.3 --- Triggering the Unlearning of Null Arguments --- p.108
Chapter 7. --- Conclusion --- p.112
Appendix --- p.118
References --- p.134
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Steinhardt, Jasmin. "Unlearning within accelerators : how and what nascent ventures unlearn and why." Master's thesis, 2017. http://hdl.handle.net/10400.14/22035.
Full textAbstract:
O estudo investiga startups que participaram em programas de aceleração e olha para fatores
que afetam o sucesso da startup. Especificamente, este trabalho apurou que a
desaprendizagem que ocorre dentro das aceleradoras é crucial para a aprendizagem do
empreendedor. Os resultados negativos de empreendedores anteriores não mostraram um
impacto significativo na desaprendizagem.
Além disso, analisou que o empreendimento pode aumentar sua tecnologia, mercado e
especificamente no conhecimento empresarial. A tecnologia e o conhecimento empresarial
foram identificados para melhorar os resultados dos empreendimentos de forma notável. Por
isso, foram estabelecidas duas amostras investigadas dentro de um estudo empírico
qualitativo e um quantitativo que derivam da aceleradora Building Global Innovators e de
diversos aceleradores de startups da Websummit.
The study investigates startups that participated in acceleration programs and looks at factors
that affect the startup success. Specifically, this work investigated that unlearning takes place
within accelerators and it is crucial for the entrepreneur’s learning. Negative prior venture
outcomes did not show to significantly impact unlearning. Moreover, it analysed that the
venture can increase its technology, market and specifically in business knowledge.
Technology and Business knowledge was identified to improve outcomes of ventures in a
remarkable way. For this sake, two samples investigated within a qualitative and within a
quantitative empirical study were established who stem from the Building Global Innovators
accelerator and diverse accelerators from startups from the Websummit.
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Lee, I.-Chao, and 李宜釗. "A Research on Relationship between Unlearning and New Product Development Performance." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/23414669873134633983.
Full textAbstract:
碩士國立中央大學
企業管理研究所
95
Many studies indicated that the experience of the past may be limited organizational learning, and lead to organization become weak. Unlearning prevents organizations fixed, so that competitive advantage can be sustained. However, the literatures about unlearning are mostly confined in the qualitative research, there has been little in empirical analysis. Therefore this study completes the research in this area. In this study, unlearning is defined as an organization eliminated the existing knowledge or habits, as change in team beliefs and organizational routines. This research treats the important of unlearning in new product development (NPD) process. The results show that (a) changing team’s market beliefs or organizational routines correlates with knowledge application, and correlate indirectly with NPD performance; (2) the effects of different unlearning on knowledge application are not the same; (3) long-term orientation and information technologies moderate the relationship between unlearning and knowledge application. If the organization encourages members to change team’s market beliefs or organizational routines, it will reduce problems of new product, and new products can be developed and launched successfully. We found that changing team’s market beliefs is more important than changing organizational routines, so firms should focus on re-scanning the market perspective, and if necessary we must abandon the original view, re-learn the real needs of customers. The results also pointed that high level of changing team’s market beliefs must be assisted by long-term orientation. Otherwise, the firm that has low level of changing organizational routines should enhance using flexible procedures for the management or encourage employees to use IT. This study proposes that unlearning can effectively increase the level of knowledge application. That managers should encourage members changing team’s market beliefs or organizational routines will improve NPD performance. However, managers should be careful of unlearning, because changing team’s market beliefs or organizational routines without evaluation may lead to loss knowledge.
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DuRinck, Lachlan. "The inevitable Australian republic and the unlearning of traditional national identity." Thesis, 1997. https://vuir.vu.edu.au/32973/.
Full textAbstract:
After numerous proposals, the final decision was to write a piece which demonstrated that Australian national identity and the most recent push for an Australian
republic are intertwined, and that one issue, at present cannot be discussed without the other.
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Chen, Tseng-Guang, and 陳增廣. "The effects of unlearning, slack resource and social capital on radical innovation." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60306022870372298592.
Full textAbstract:
碩士國立東華大學
國際企業學系
101
To avoid losing their positions in industry when faced with technology, most firms have established corporate R&D departments in recent years and hope to promote their radical innovation performance. Most firms are aware of the trend that they need to have greater innovation performance radically rather than incrementally, but we have found only a few firms that really have succeeded in increasing their radical innovation performance. Unlearning is a new concept that has attracted many researchers’ interests. In order to prevent core-competencies from becoming core-rigidities or competency traps, unlearning emphasizes that firms perform memory elimination, since established and accepted beliefs and methods are often the main barriers to innovation, and in particular change their beliefs, norms, values, procedures, and routines. This study firstly investigates the relationship between unlearning and radical innovation. Then, we examine the influence of slack resource and social capital on radical innovation. Finally, we consider the interaction of unlearning and slack resource on radical innovation, and the interaction of unlearning and social capital on radical innovation. A total of 125 electronics manufacturing firms constitute the analytical sample. Hierarchical regression analysis reveals that unlearning and social capital have a positive effect on radical innovation. The results also show that, when a firm has a greater unlearning, the effect of social capital on radical innovation will be weakened. However, there are no effects both between slack resource and radical innovation and the interaction effect with unlearning on radical innovation.
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Schmidt, James R. "Contingency Learning and Unlearning in the Blink of an Eye: A Resource Dependent Process." Thesis, 2009. http://hdl.handle.net/10012/4611.
Full textAbstract:
Recent studies show that when words are correlated with the colours they are printed in (e.g., MOVE is presented 75% of the time in blue), colour identification is faster when the word is presented in its expected colour (MOVE in blue) than in an unexpected colour (MOVE in green). The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect was already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly, suggesting that only a handful of the most recently encountered trials are used to predict responses. Two reanalyses of data from Schmidt, Crump, Cheesman, and Besner (2007) ruled out an account of the effect in terms of stimulus repetitions. Experiments 2 and 3 demonstrated that participants who carry a memory load do not show a contingency effect, supporting the hypothesis that limited-capacity resources are used to retrieve a small number of trial memories in order to prepare a response. Experiment 4 demonstrated that memory resources are required for both storage and retrieval processes.
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Hissong, Angela N. "Learning self nurturance and unlearning patriarchy a feminist poststructural narrative inquiry of rural mothers' constantly shifting identity /." 2005. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-839/index.html.
Full text
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Harley, Anne. "'Unlearning' hegemony : an exploration of the applicability of Alain Badiou's theory of the event to informal learning through an examination of the life histories of South African social movement activists." Thesis, 2012. http://hdl.handle.net/10413/9318.
Full textAbstract:
This thesis argues that it is both necessary and possible to change the world. Changing the
world requires engaging with, to try to understand it from the basis of lived reality, and then
acting. Our ability to do this is, however, affected by hegemony, which attempts to convince
us that the way things are is either normal and natural and the only possible way they could
be, or that it is impossible to change them. Nevertheless, there is always resistance to this,
and I suggest that we might learn something useful by examining how this happens.
The thesis thus explores Gramsci’s theory of hegemony, and its applicability to our current
world; and also considers resistance to this. I argue that the nature of capitalism has shifted,
and discuss how this shift has impacted on hegemony, identifying three current interlocking
hegemonic ideologies. I consider current resistance to this hegemony, including the role of
social movements. Much resistance, and many social movements, I argued, cannot properly
be called counter-hegemonic in that, although it/they may critique the dominant economic
system, it/they remain trapped within hegemonic logic. However, it is clear that there is
existing truly counter-hegemonic resistance, including some social movements, and I argue
that Abahlali baseMjondolo is one such counter-hegemonic movement. Thus it is possible
that those who join/align themselves with this movement might be considered to have
‘unlearned’ hegemony and be useful subjects for this study. I thus consider the life stories of
seven people who have aligned themselves to this movement, in order to determine whether
they have indeed ‘unlearned’ hegemony, and if so, how.
I discuss relevant and appropriate theory for examining this phenomenon, including
experiential learning, transformative learning and Freirean emancipatory learning. I argue
that whilst these theories of learning are helpful, they cannot entirely account for unlearning.
I then turn to the theory of the event of Alain Badiou as a possible complementary or
alternative way into thinking about unlearning. I apply both the learning theories and
Badiou’s theory of the event to the stories, all of which show strong evidence of unlearning,,
and consider how useful the theories are in understanding this.
I conclude that all of the theories help to some extent in understanding the unlearning in
stories. There are, however, fundamental differences between the learning theories on the one
hand and Badiou’s theory on the other. I construct a model showing that the basis of the
difference between the adult learning theories and Badiou’s theory of the event rests on the
locus of the trigger for transformation. I argue that Badiou’s theory provides a very useful
additional perspective to adult learning theory; but that it cannot be considered to have
replaced existing theories in understanding how people learn informally to think and act in
counter-hegemonic ways.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.