Gotowe bibliografie tematyczne / Problematology

Gotowa bibliografia na temat „Problematology”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 11 lutego 2022

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Artykuły w czasopismach na temat "Problematology"

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Michel Meyer. "The Brussels School of Rhetoric: From the New Rhetoric to Problematology". Philosophy and Rhetoric 43, nr 4 (2010): 403–29. http://dx.doi.org/10.1353/par.2010.0007.

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Golden, James L. "An application of Michel Meyer's Theory of problematology to David Hume's Diaologues concerning natural religion". Argumentation 5, nr 1 (luty 1991): 69–89. http://dx.doi.org/10.1007/bf00058419.

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P.G., Snyman. "Kommunikasiewetenskap: problematologie, metodologie en kriterialogie". Communicatio 12, nr 2 (styczeń 1986): 22–37. http://dx.doi.org/10.1080/02500168608537686.

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Motte, Warren F., i Michel Meyer. "De la problematologie? Philosophie, science et langage". Poetics Today 8, nr 3/4 (1987): 729. http://dx.doi.org/10.2307/1772592.

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"Michel Meyer's philosophy of problematology: Toward a new theory of argument". Argumentation 5, nr 1 (luty 1991): 57–68. http://dx.doi.org/10.1007/bf00058418.

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Barbosa, Rodrigo Seixas Pereira. "A FIGURA DA IRONIA COMO PROCESSO RETÓRICO-PROBLEMATOLÓGICO E EFEITO DO INCONSCIENTE". Revista DisSoL - Discurso, Sociedade e Linguagem, nr 1 (24.10.2014). http://dx.doi.org/10.35501/dissol.v0i1.11.

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A ironia se configura como a figura de retórica por excelência por exemplificar e comprovar, em sua própria definição e constituição, a natureza “problematológica” da linguagem. Durante bastante tempo, a retórica considerou o homem como fundamento de si, do dizer, portador e produtor de uma racionalidade assertórica que muito pouco questionava o próprio dizer e a sua condição enquanto sujeito de razão. Entretanto, a teoria retórica da “problematologia” do filósofo belga Michel Meyer (1991, 1992, 2007) apresenta que a retórica é antes uma ferramenta de racionalidade interrogativa, que rejeita o proposicionalismo da razão cartesiana e positivista, em prol de uma visão do sujeito retórico e da própria retórica como plurais, irresolutos, desfundamentalizados e, em parte, frutos de processos do inconsciente, e que, portanto, põe o logos como o momento do resgate da diferença problematológica e das falhas de sentido. Destarte, esse artigo visa apresentar a ironia como uma marca condensada do caráter problematológico da linguagem e das implicações das falhas de sentido e, em certa medida, dos processos do inconsciente.
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Nascimento, Lucas. "O PLURALISMO RETÓRICO E A RAZOABILIDADE DO DILEMA COMO DISPOSITIVO ARGUMENTATIVO, EDUCATIVO E PROBLEMATOLÓGICO". Revista DisSoL - Discurso, Sociedade e Linguagem, nr 1 (24.10.2014). http://dx.doi.org/10.35501/dissol.v0i1.10.

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É inerente aos seres humanos terem pontos de vista diferentes, outrossim, a divergência entre eles é constitutivo de qualquer sociedade democrática, mas deve sê-lo também a habilitação dos cidadãos para saberem negociar as distâncias, defenderem, por assim dizer, suas proposições sem precisarem lançar mão da coerção e da violência. Portanto, faz-se necessária certa educação para a divergência, para o convívio com a pluralidade dos valores e das diferenças, sobretudo, aprender a avaliar criticamente as convicções sedimentadas e os valores que as constituem. Nesse sentido, as teorias retóricas, como a Nova Retórica de Perelman e Olbrechts-Tyteca ([1958] 2005) e a Problematologia de Michel Meyer (1991), contribuem efetivamente para pensarmos a democracia nas suas diferentes esferas, sobremaneira, no diz que respeito à liberdade da discussão em torno de temas polêmicos e de interesse coletivo. Sendo que muitos assuntos categoricamente controversos, tantas vezes, assumem formatos que se enquadram num molde do dilema, ou mesmo, que esse modelo pode ser utilizado não apenas para argumentar, todavia para fazer refletir as temáticas. Diante disso, propomos, em diálogo com o filósofo Michael Sandel (2013), a aplicabilidade desse molde quase lógico como dispositivo argumentativo-analítico-educativo e problematológico, destarte, como mecanismo tanto que põe em questão os valores aos quais estamos agarrados, bem como auxilia no processo argumentativo. Para tanto, fazemos um percurso teórico e procedemos ao apontamento de algumas possibilidades de aplicação, de igual modo, a análise de textos opinativos do domínio da política sob a ótica da noção supramencionada.
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Rozprawy doktorskie na temat "Problematology"

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Turnbull, Nicholas James Social Science &amp Policy UNSW. "Policy in question: from problem solving to problematology". Awarded by:University of New South Wales. Social Science and Policy, 2005. http://handle.unsw.edu.au/1959.4/22382.

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Since the postpositivist critique of the policy sciences, policy theory has come into question. More particularly, the ???problem orientation??? upon which Lasswell defined the policy sciences has come into question because policy making does not conform to his problem solving logic. That logic is inadequate. I argue that we must reconsider the problem orientation at a philosophical level to reconstruct it upon a more appropriate foundation. This thesis does not depict how we should conduct policy making but deals with foundational concepts and issues. I draw on Michel Meyer's new philosophy of questioning, problematology, to consider policy theory in terms of questioning and to reconstruct the problem orientation on problematological grounds. The thesis is in two parts. Part I reviews and critiques past policy theory in terms of questioning, commencing from the problem solving basis of Dewey's philosophy and Lasswell???s ???policy sciences???. I criticise this basis and outline how it made politics and argumentation residual aspects of reason. I discuss how the postpositivist critique problematised the policy sciences and how this permits us to pose policy theory itself as a question. Part II answers this question by reconstructing policy theory upon the problematological foundation of knowledge. Meyer???s logic of questioning incorporates problematicity in answering, allowing us to account for the politics of policy. I outline the dynamic nature of the logic of questioning and how it incorporates key concepts of interpretative epistemology; hermeneutics, dialectic, and rhetoric. I conclude by describing policy making as a synthesis of two questions: the policy question and the question of legitimacy.
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Perez, Elizabeth. "Art as a questioning process". Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/605.

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The topic of this thesis is, broadly, the crisis of postmodernity and the solution that French rhetorician, Michel Meyer, presents in his theory “problematology.” Meyer looks to relocate the focus of philosophical attention on the question as opposed to the answer. Meyer calls preoccupation with answers “propositionalism.” Propositionalism can be likened to the looming scientism that threatens philosophy in general. Meyer shows, through an examination of questioning, how philosophy can be rescued from obsolescence without being detracted to scientism. Although Meyer’s philosophy is promising, it could not be considered thorough if it did not address art. Using Gilles Deleuze and Felix Guattari’s definition of art as externalized experience, this thesis will explore whether or not Meyer has examined the important relationship between art and philosophy. Through analysis of his three main books in English along with multiple essays, this thesis shows that, although Meyer did not examine art to a great extent, his philosophy contains underlying themes that correspond to the art world. If Meyer’s philosophy is shown to be thorough enough in every respect, it could serve as a new starting point for thought. Meyer’s philosophy has the potential to pioneer a new paradigm of thought that has not been previously explored.
B.A.
Bachelors
Arts and Humanities
Philosophy
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Książki na temat "Problematology"

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Of problematology: Philosophy, science, and language. Chicago: University of Chicago Press, 1995.

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Michel Meyers Problematology Questioning And Society. Bloomsbury Publishing PLC, 2014.

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Meyer, Michel. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199691821.003.0012.

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The Conclusion summarizes the new conception of rhetoric as provided in the preceding chapters. It recapitulates the basic tenets of this view, showing the boundaries and the principles of rhetoric to be finally established by means of the question-view of thought, called problematology. This conclusion brings together all elements contained in our definition of rhetoric and vindicates this synthesis as a new and original conception of rhetoric and which includes all principal (if partial) contributions to the discipline since the Greeks and Romans.
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Meyer, M. De la problematologie: Philosophie, science et langage. Mardaga, 1986.

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Części książek na temat "Problematology"

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Meyer, Michel. "Problematology and Rhetoric". W Practical Reasoning in Human Affairs, 119–52. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4674-3_8.

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Cuenca, Alexander. "The Problematology of Supervising Student Teachers". W Supervising Student Teachers, 21–32. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-095-8_2.

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Meyer, Michel. "From Grammatology to Problematology". W Questioning Derrida, 1–5. Routledge, 2017. http://dx.doi.org/10.4324/9781315100029-1.

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Levano, Marcos. "Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing". W Advances in Business Information Systems and Analytics, 63–81. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2492-2.ch004.

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The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.
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