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Bertão, Renato Antonio. "Lean thinking e design thinking : aproximação teóricas". reponame:Repositório Institucional da UFPR, 2015. http://hdl.handle.net/1884/43266.
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Orientador : Profª. Drª. Maria do Carmo Duarte FreitasDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Sociais Aplicadas, Programa de Pós-Graduação em Ciência, Gestão e Tecnologia da Informação. Defesa: Curitiba, 04/08/2015
Inclui referências : f. 184-188
Resumo: O lean thinking e o design thinking são modos de pensar aplicados ao desenvolvimento, produção e gestão de bens e serviços. O primeiro articula-se em função da atribuição de valor pelo cliente e é voltado para a redução do desperdício. O segundo tem suas ações centradas no usuário e é voltado para a inovação. Baseando-se na análise dos seus princípios, este trabalho de pesquisa identifica as aproximações teóricas e as relações entre as duas áreas. A metodologia envolve a revisão de literatura e a análise qualitativa da amostra constituída pelos textos com os princípios do lean thinking e do design thinking e cinco artigos sobre cada um dos dois temas. O tratamento qualitativo dos dados utiliza a estratégia de codificação e pauta-se na Teoria Fundamentada nos Dados (TFD). Para a operacionalização do trabalho de análise qualitativa por meio de codificação utiliza-se o software ATLAS.ti. Os diferentes níveis de codificação permitem identificar 12 aspectos de aproximação entre as duas áreas. Uma análise final desse conjunto leva aos cinco mais relevantes: cliente, experiência, iteração, inovação e valor. Desta análise também deriva uma convergência teórica que possibilita entender como estes aspectos se relacionam entre si em termos de identificação do agente, definição do processo e constituição do ativo. Também permite inferir que a atribuição de valor é o aspecto que estrutura as relações entre o lean thinking e o design thinking. Os resultados da pesquisa apresentam um novo olhar sobre a dinâmica das relações destas duas áreas e abrem horizontes para aplicação prática destas conexões assim como para novos estudos sobre o tema.
Abstract: Lean thinking and design thinking are ways of thinking applied to the development, production and management of goods and services. The first is articulated according to the value assignment by the client and is aimed at reducing waste. The second has its actions focused on the user and is geared towards innovation. Based on the analysis of its principles, this research identifies the theoretical approaches and the relationship between the two areas. The methodology involves a literature review and a qualitative analysis of two texts with the principles of lean thinking and design thinking and five articles on each of the two themes. The qualitative data processing uses the coding strategy and is referenced on the Grounded Theory. In order to implement qualitative analytical work through coding is used ATLAS.ti software. The different levels of coding allow to identify 12 aspects of rapprochement between the two areas. From this set, a final analysis led to the five most relevant: customer, experience, iteration, innovation and value. This analysis also derives a theoretical convergence that enables to understand how these aspects relate to each other in terms of agent identification, process definition and constitution of assets. Also allows to infer that the value assignment is the aspect that structures the relationship between lean thinking and the design thinking. The research results present a fresh look at the dynamics of the relationship of these two areas and open horizons for practical application of these connections as well as for further studies on the subject.
2
Bevan, Susan R. "Thinking culturally about critical thinking in Cambodia". Thesis, London South Bank University, 2017. http://researchopen.lsbu.ac.uk/1838/.
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There is concern in Western, English-speaking universities about the ability of students from some Asian countries to think critically. This concern is often related to students’ lack of participation in class discussion. The association of questioning, discussion and debate in Western approaches to critical thinking adds to this perception, and lends itself to the stereotype of the ‘passive Asian student.’ Research suggests however that there are more diverse factors than a lack of ability to show critical thinking during classroom discussion. Student second language acquisition and confidence in speaking are important, as well as the language used by lecturers and the speed at which it is spoken. Cultural context also plays a part, and students studying in another country may struggle to understand unfamiliar discussion topics or examples. Different cultural understandings of the role of the lecturer, authority and appropriate classroom behaviour are also factors which may lead to international student’s reluctance to speak in class. My research took place in a Cambodian university, with Cambodian students and a teacher from the UK. It began with a question – How do Cambodian students experience courses aimed at developing Western style critical thinking skills? I then focused on three themes: the relationship between cultural context and critical thinking; the relationship between classroom participation and critical thinking; and the improvement of teaching and learning critical thinking through better understanding of those relationships. I created a ‘community of critical thinkers’ in the classroom. This involved asking ‘thought-encouraging’ questions in class and techniques such as small group discussion where students were allowed to code-switch between languages in a controlled fashion. Students were encouraged to apply critical thinking to their own culture and society and share examples which could be used for teaching later classes. We also compared Western approaches to critical thinking with a Buddhist approach. The research focused on the experiences of teaching and learning critical thinking for both teacher and students. A methodology based on ethnology and grounded theory was utilised to collect and analyse data. My results show that given a familiar cultural context, in classes tailored to their level of English language acquisition, students participated in classroom discussion in similar, but not identical ways to their English- speaking, Western counterparts. Likewise a lack of participation did not necessarily lead to lower marks; a propensity for speaking in class was not always related to receiving a higher mark. I recommend further exploration of different cultural approaches to critical thinking in the classroom, and a re-examination of attitudes towards participation. Not speaking in class can be the result of a range of complex factors and does not mean that students are not engaged in the process of learning. I further suggest the inclusion of different cultural applications of critical thinking when teaching can be beneficial for teachers and both international and national students.
3
Durkin, Rachel. "Thinking about thinking in the primary class". Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2622.
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The current research encompasses three chapters. The first reports on a systematic review of relevant literature. The second connects the findings from the review to the empirical study, whilst reporting on conceptual and methodological considerations. The final chapter reports on the findings from the empirical study and the associated implications. Researchers and theorists have acknowledged that skilful thinking enables a range of psychological and educational benefits such as enhanced academic performance and increased participation in teaching and learning. A range of interventions exist which have been developed to enhance thinking skills (TS) in school contexts. A systematic review of eleven studies examining a) the effects of TS interventions and b) the nature of TS interventions is presented. Taken in synthesis, findings suggested that interventions often measured individual effects. Teachers and pupils were often consulted at the evaluation stage of an intervention, rather than being involved actively during construction and implementation. This study aimed to explore how pedagogical action might support processes of teacher and pupil thinking in a primary classroom. Attention was afforded to factors which might support and sustain the implementation of a TS intervention. One teacher and six pupils from a Year Four class participated in the study. Consultations and focus groups were conducted, during the implementation phase of the ‘Think Aloud Paired Problem Solving’ intervention. Participant experiences of the intervention were explored through discussion and the completion of thinking templates. Constructionist Grounded Theory (CGT) was applied to the data generation and analysis process. General factors supporting thinking included the stance taken by the teacher, teacher responsiveness and teacher access to further support. Specific factors associated with the TAPPS intervention included particular organisation of pupil learning such as mixed ability pairings, and specific teaching strategies such as questioning. A suggested grounded theory outlines that there may be some general foundations that need to be in place before a more specific thinking pedagogy is applied. Educational Psychologists can continue to research this with teachers in their ongoing practice through reflective consultations.
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Conrod, Heidi Jill. "Magical Thinking". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35202.
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In Magical Thinking, Heidi Conrod explores through the act of painting, the depiction of mental states through the cautious release and withholding of visual, conceptual, and autobiographical cues. Reflecting on the nature of memory and time and the fluid ways in which these seemingly immaterial phenomena interact, the paintings represent multiple visions within one viewing experience; commenting not only on the surface of things, but also on what may lie hidden beneath. The works are best understood through introspection rather than a forced rationale.
These paintings are intended to read like a stream, or perhaps a pool of consciousness, where the unconscious is expressed through swirls of imagery with surrealist undertones alluding to the seemingly contradictory conditions of dream and reality. Here fact, fiction, memory and imagination, are intertwined in a non-linear style through a multitude of painterly applications.
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Campbell, J. "Spatiotemporal thinking". Thesis, University of Oxford, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384041.
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Árnadóttir, Steinvor Tholl. "Thinking animals". Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/17249/.
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Many personal identity theorists claim that persons are distinct from the animals that constitute them, but when combined with the plausible assumption that animals share the thoughts of the persons they constitute, this denial results in an excess of thinkers and a host of related problems. I consider a number of non-animalist solutions to these problems and argue that they fail. I argue further that satisfactory non-animalist solutions are not forthcoming and that in order to avoid these problems we ought to affirm our identity with animals. I then discuss arguments to the effect that i) animalism faces its own problems of too many thinkers, arising from the non- identity of animals with thinking bodies and thinking body parts, and ii) that in order to avoid these problems we must deny not just that there are persons distinct from animals, but that there are bodies and body parts distinct from animals Once the second of these claims is granted, there is a short further step to the conclusion that there are no such things as body parts, and from there there is a direct route to eliminative animalism. Eliminative animalism denies not only that there are persons distinct from animals, but that there are any composite objects distinct from animals. This position has been gaining popularity recently, but I argue that we need not, and indeed should not, accept it. Although the problems of the thinking animal do commit us to animalism, the problems of thinking bodies and thinking body parts do not commit us to eliminate animalism.
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Duhau, Girola Laura. "Thinking conceptually". Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435007.
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Shvets, Alina. "Design thinking". Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/13184.
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Farooqi, Abdul Haseeb. "Thinking Architecture". Thesis, Virginia Tech, 2009. http://hdl.handle.net/10919/46187.
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Sacred spaces have long existed due to their importance as a symbol of belief. Structures are designed to be timeless and forever lasting, representing the essence of faith. In this case, a Mosque has been designed for a site in La Jolla, California, keeping the sacred practices of the religion in mind during design composition. This includes the importance of connectivity for every man and woman, to God. The segregated praying areas for men and women are essential aspects of the design; from entering the site, the common area or courtyard at the center, to the separate walkways for each gender, symbolize the importance of gender segregation and yet a common ground for
unity and equality at the holy site. A walk through the corridor leads to the washing area for self cleansing and ritual ablution in preparation for entering the sacred space for prayers, the entrance to a space for a spiritual connection with God.Master of Architecture
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Croft, James. "Free Thinking". Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:25499788.
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In this dissertation I offer a justification of the claim that the development of those faculties necessary for autonomy should be a primary goal of public education, available to all children. To do this I 1) place autonomy into the framework of Capability Theory, showing why autonomy is essential to a full concept of human freedom, cleaning up some rough edges in the Capability Theory literature in the process; 2) demonstrate how thinking of freedom in terms of Capability Theory elucidates perennial questions and debates in the Philosophy of Education literature concerning autonomy; and 3) dig deeper into what educating for autonomy in terms of Capability Theory might look like through an analysis of rigor.
The questions which will guide my research are as follows:
1. What is "autonomy", and why is it a valuable goal to pursue in education?
2. Why must the state ensure that every child have the opportunity to become autonomous?
3. How can autonomy be developed, through schooling and through life?
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Lissner, Patricia Ann. "Chi-thinking". College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7687.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.Thesis research directed by: English Language and Literature. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Tweed, Stephanie, i Erika Bradley. "Forward Thinking". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3017.
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Forward thinking is a multi-faceted concept. Forward thinking does not entail predicting the future but rather anticipating what is next for an organization through the use of strategies, visions, and reflection. Words to describe forward thinking are possibility thinking, anticipation, tactical decision making, and envisioning.
Forward thinking applies to many areas of leadership. Within education, administrators particularly benefit from forward thinking strategies. Administrators can maximize his or her school’s forward thinking potential through strategies, reflection, and time management. Since the most successful strategies are built backwards, administrators must begin with the end result in mind; student achievement. Reflection allows administrators to look into the past to see deeper into the future by analyzing current trends and patterns to anticipate forward movement within his or her school. Time management is an administrator’s final step in maximizing his or her forward thinking potential. Designating time within an administrator’s schedule for deep reflection promotes a state of continuous awareness toward the future movement of his or her school.
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Tweed, Stephanie R., i Erika Bradley. "Forward Thinking". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/3055.
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Danvers, Emily. "Re-thinking criticality : undergraduate students, critical thinking and higher education". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61114/.
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Critical thinking is closely aligned with the higher in higher education – as a core element of ‘graduateness' and a cornerstone of the mission of higher education institutions. Yet while critical thinking is very much ‘part of the furniture' in the teaching and learning landscape of higher education, I argue that behind this seemingly good, everyday intellectual value lies further complexity and this research re-thinks how critical thinking is a highly contextualised and embodied set of practices. My fieldwork involved qualitative research with first-year undergraduate students at a research-intensive UK university. I conducted 3 months of loosely structured observation of students in their weekly lectures and seminars for a compulsory module. I focused on two cohorts of students – named as a professional – or applied social science subject and a more traditional academic social science discipline. I also interviewed 15 of these students at the beginning of their first year at university and conducted focus groups with 4 of these students at the end of their first year. These research encounters explored how undergraduate students understand what critical thinking means, what it requires, what it makes possible and its role in their studies, lives and futures. These data were then analysed using a critical, feminist sociological theoretical framework, informed by post-structural and new materialist theorisations. It drew specifically on the theoretical insights offered by Karen Barad and Sara Ahmed and how the connections and clashes in their work offer generative potential for re-thinking critical thinking. I argue that a specifically feminist analysis of critical thinking allows both a deeper exploration of how critical thinking legitimates itself through different bodies, as well how it gets constituted through higher education's structures of power and inequality. The thesis makes four analytical claims. Firstly, rather than critical thinking representing a cognitive act by reasoned, detached bodies, this thesis explores how it emerges both through the web of social, material and discursive knowledge practices that constitute critical knowledge and with different bodies that enact it. Instead of understanding pedagogical practices in higher education as fixed and stable, I highlight how the experience of critical thinking shifts in accordance with the social, embodied and relational contexts in which one is entangled at any particular moment. Secondly, I explore how critical thinking is an intensely affective experience. Students appeared to feel their way through complex affects of both desiring the transformative power of criticality whilst also wishing to resist it and apply it selectively as a consequence of its negativity. Such concerns over embodying the right kind of critical persona, demonstrate how becoming a critical thinker is not a simplistic act of thought and action but deeply affective processes of becoming critical. Thirdly, critical thinking is not undertaken by generic ‘critical beings' but critical bodies located in the particularities of their social characteristics and differences and the multiple intersecting impacts of these upon their own experiences. Critical thinkers are not neutral subjects but gendered, classed and raced beings and becoming a critical thinker is inseparable from the ways bodies are unequally positioned in the academy. Finally, this thesis explores how neoliberal higher education produces an increasingly narrow economic vocabulary for talking about education's value and values and a limited grammar for understanding the contextual and contingent nature of critical thinking.
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Candito, Kara Anne. "Thinking about fire". College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1668.
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Thesis (M.F.A.) -- University of Maryland, College Park, 2004.Thesis research directed by: Dept. of English. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Morgan, Daniel. "First-person thinking". Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547779.
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Azar, Elif Zeynep, Çağlayan Erdönmez i Desirée Verscheijden. "Developing Critical Thinking". Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6586/.
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Baars, Daniela, Michal Bajzík, Stanislav Pisarčík i Ines Weiser. "Developing critical thinking". Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6579/.
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1. What does critical thinking mean?
2. Critical thinking in school
3. Critical thinking as a process
4. Analysing and evaluating the questionnaire
5. Interview with one of the students
6. Analysis and evaluation of the assignments
7. Conclusion
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Groell, Janine, Caroline Stern i Pelin Turgut. "Developing critical thinking". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6596/.
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1. What does Critical Thinking mean?
2. Critical Thinking as defined by EVE and other authors
3. Analysing and evaluating the questionnaire
4. Developing critical thinking with the strategies
5. Problems and solutions while developing critical thinking
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Medved’, Jakub, Tomáŝ Matisovskŷ i Maico Suijkerbuijk. "Developing critical thinking". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6602/.
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1. Defining critical thinking
2. The importance of thinking critically about family values
3. How to teach critical thinking
4. Strategies as a means to develop critical thinking
5. Critical thinking in the EVE lessons
6. Conclusion
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Jones, Kath Renark. "Re-thinking desire". Thesis, University of Warwick, 1996. http://wrap.warwick.ac.uk/66754/.
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This thesis analyses the ways in which desire has been traditionally configured in terms of its relation to both being and becoming. Techniques for the domestication of desire through idealized concepts of community, the subject, the body, life and ethics, are analyzed in respect of their transcendental construction and the practices of power which they legitimate. The critical texts of Immanuel Kant are taken as the primary focus of an attempt to separate the negative values implicit in Humanism from the positive project of Enlightenment thinking. This separation, it is argued, effects a reconceptualization of the classical opposition between Man and Nature, allowing us to elaborate new definitional structures of the above themes (community, the subject, the body, life and ethics). In a postmodern era, these new formulations enable philosophical thought to accept the de-centering and dispersal of the subject without abandoning the critical project of self-experimentation, together with the political and ethical demands produced in the interactions and associations of selves in becoming. In the attempt to open up a space for thinking the desiring self of post-humanism, this writing follows a two-fold course. On the one hand, it argues against the internal organization and rationality of subject-producing ideologies. On the other, it seeks to elucidate the points of resistance in and against the power structures inherent in our societies and at work in our procedures of representation and objectification.
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Anderson, Tory S. "Thinking in stories". Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53880.
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This thesis considers cognitive narrative a component of intelligence that specializes in generality. In exploring the ubiquitous external (mediated) and internal (cognitive) functions of narrative it provides two contributions to the literature: a uniquely cross-discipline survey of narratology that bridges humanities, social science, and computational fields; and a theory to generate cognitive personal narratives from ongoing perception. The implications of narrative cognition and cognitive narrative are discussed as well as the limitations of this introductory theory and the grounds for promising future work.
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Harrison, Claudia. "Thinking Within Architecture". Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/35943.
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With historic ruins as a project vehicle, this
thesis investigates connections to an existing structure
through materials and spatial relationships. The
proposed intervention, guided by design elements
and preservation methods, reflects a sensitive
approach and provides a transition between our
built heritage and an adapted form of architecture.Master of Architecture
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Paquin, Garth William. "Thinking Through Making". University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242781351.
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Kite, Anne. "Developing children's thinking". Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/22381.
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This thesis reports on the results of a study to produce. ‘A Guide To Better Thinking’, a resource designed to help children more effective thinkers and learners, to bridge the gap between theory and classroom practice, and move teaching for thinking into the classroom. The study presents a broad overview of the literature on teaching thinking, and its implications for practice. It includes a review of relevant research on motivation and metacognition and an analysis of existing Thinking Skills Programmes, identifying their strengths, as well as the practical and theoretical weaknesses. This provides the theoretical foundation, highlights general issues concerning the design of effective programmes, and the need for a programme which: provides teachers with a manageable framework for teaching thinking, that synthesises the work of leaders in the field, but takes account of the constraints the classroom teacher faces; introduces a broad range of skills in Positive, Critical and Creative Thinking, considers how we can motivate children to want to use these skills, and emphasises the development of metacognition to help children monitor and direct their own thinking; provides ‘child and teacher-friendly’ material which is intellectually challenging, with issues of real concern, that provides explicit links with functioning in the real world for children; introduces ‘fun’ characters to model the thinking strategies and how to overcome obstacles to good thinking; is not restricted to the cognitive domain alone but embraces feelings attitudes beliefs and values. The goals of the programme were: to develop Positive Thinking and improve children’s concept of themselves as thinkers and learners; to develop Critical Thinking and improve children’s ability to reason and reflect on their thinking; to develop Creative Thinking and flexibility of thought. Given the broad aims of the programme, evaluation had to be wide-ranging in nature and a major concern was to use evaluation instruments well focused on the goals of the programme. Careful consideration was given to selecting appropriate assessment procedures and to the tailoring of instruments to the capacities being developed.
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Martin, Gwen A. ""Thinking the truth"". Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Karlsson, Håkan. "Re-thinking archaeology /". Göteborg : Department of archaeology, University of Göteborg, 1998. http://catalogue.bnf.fr/ark:/12148/cb37219627r.
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Bermúdez, José Luis. "Thinking without words /". New York : Oxford university press, 2003. http://catalogue.bnf.fr/ark:/12148/cb390039673.
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Eboli, Fang Regine Anne Marie. "Thinking Proust allegorically". Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20522526.
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Goulding, James Charles. "Historical Thinking Online". Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/19625.
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This thesis explored the impact of digital learning settings, and their associated social practices, on an individual’s historical thinking (Wineburg, 1991). The rationale was underpinned by the assumption that information transfer between print and digital mediums is not a neutral process, and that digital learning tools serve as carriers of patterns of knowledge known as Digital Epistemologies (Lankshear & Knoble, 2006), which stand in marked contrast to the critical understandings associated with historical thinking, providing theoretical warrant for an investigation into its potential impact. Data was generated via qualitative interviews where novice (student) and expert (historian) participants were asked to evaluate historical content embedded within different types of websites. A discursive analysis was undertaken using a neo-Vygotskian conceptual framework (Wertsch, 1991) focussing on social languages, the mediational tool kit, and privileging practices. Using a Wertschian framework, it was theorised that participants would have at least two sets of evaluative criteria available to them (formal and informal), and that these would exist in a state of epistemic tension during participant evaluation. It was found that when evaluating historical content online, participants appeared to be using a hybridised adaptation of the historical thinking heuristics identified by Wineburg (1991) and the informal digital heuristics identified by Metzger, Flanagin and Medders (2010), and that these two ‘evaluative discourses’ existed in tension, producing multiple, conflicting notions of website credibility. This tension appeared to impede participants’ critical historical thinking, and an association was identified between discursive tension and school-based understandings of website credibility and evaluation. A second aim was to identify key features of expert practices, and it was found that the historians engaged in a process termed ‘formalisation’, where informal web-based heuristics were adapted for critical disciplinary purposes. The paper will conclude by proposing models of expert practice and historical thinking online, and outlining a framework by which student evaluation might be formalised to better reflect the critical practices of experts.
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Profetto-McGrath, Joanne. "Critical thinking skills and critical thinking dispositions of baccalaureate nursing students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0025/NQ39582.pdf.
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Agren, Kathleen L. "Teaching for thinking critical thinking in diverse secondary social studies classrooms /". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Agren_K%20MITThesis%202007.pdf.
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Tan, Haw Hwa. "Educating gifted and talented students: From teachers' thinking to thinking teachers". Thesis, Tan, Haw Hwa (2012) Educating gifted and talented students: From teachers' thinking to thinking teachers. PhD thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/12742/.
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To bring about a transformation in the provision of a meaningful education for gifted and talented students in regular classrooms, teachers need to develop a critical awareness about equity as ‘needs-based’ and address the ‘taken for grantedness’ of perceptions about giftedness and practices. It is argued that when teachers’ thinking about equity, giftedness, gifted and talented students is changed first, their critical pedagogy will transform the status quo of gifted and talented education in regular classrooms. This thesis outlines research that examines the ways teachers think about giftedness and the education of gifted and talented students in regular classrooms in Western Australian primary schools and explores the circumstances in which teachers’ thinking transforms individual teachers into ‘thinking teachers’. A qualitative research approach with an emergent design and a critical interpretivist research paradigm grounded in Paulo Freire’s perspective of critical consciousness was utilised to understand teachers’ thinking. Twenty classroom teachers with different ethnic backgrounds and teaching experiences in both public and private primary schools were recruited through planned and snowball sampling. In-depth open ended face to face interviews were conducted with individual participants between December 2009 and July 2010 to find out what they thought about giftedness and the education of gifted and talented students. The recursive model of interviewing was used as the method for collecting data.
My overarching research question is: What do teachers think about giftedness and the education of gifted and talented students? My two specific research questions are: How does teachers’ thinking affect their conceptualisations of giftedness, gifted and talented students and their work in regular classrooms? Under what circumstances does teachers’ thinking change them into ‘thinking teachers’? Within the context of this study, ‘thinking teachers’ are conceptualised as those who reflect on why they are doing what they are doing, evaluate how they do what needs to be done and become empowered to transform the status quo and unsuitable teaching practices to provide a meaningful education to every student.
The findings suggested that individual participants were at different stages in the process of becoming ‘thinking teachers’. Participation in this study provided an opportunity for participants to examine more closely their ideas, beliefs and opinions about equity, giftedness, gifted and talented students and to reflect meaningfully about how they worked with those students. Despite their different perspectives of giftedness, all the participants acknowledged that giftedness is an above average ability to demonstrate an outstanding performance. There was a concern among many participants that certain teachers did not make any provisions for the gifted students in their regular classrooms. The findings also uncovered the notion of equity as equality (a concept based on sameness and equal shares) and a ‘taken for grantedness’ of perceptions about giftedness which affected both the participants’ identification of gifted and talented students and teaching practices.
This study concludes that stakeholders such as teachers, school principals, policy makers, Department of Education and teachers’ educational institutions need to bring about a transformation in the thinking of teachers to dispel misconceptions of giftedness and talent. Governments and the community need to support teachers with the resources and funds for teacher education and professional development in gifted education as well as gifted programs.
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Jonas, Julia. "Service thinking = Service action? : Service thinking in a public transport network surrounding". Thesis, Karlstad University, Service Research Center, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1147.
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Service thinking and the transition from a product-logic-perspective to a process-perspective are catchwords in current management research (e.g. Grönroos 2000, Kowalksowski 2006, Söderström 2003, Stremersch et al. 2001, Oliva & Kallenberg 2003, Lele 1986) While the product-logic is based on value distribution via the transition of a ready-made product or service, the service-process logic focuses on value-in-use that is created together with the customer. (Grönroos 2007) In the current service management view, value creation is regarded as the result of exchange with network partners in the perception of the customer (Normann & Ramirez 1998). This is why service thinking includes that a company seeks for co-operation with suppliers and customers through activated relationships, networks (Syson & Perks 2004).
Coming from a product-delivery-perspective on doing business can challenge a service provider to adapt to a service-process view. Legally and historically founded prerequisites, as well as for example corporate culture and financial resources, can be obstacles on the way to a service-process business approach. The purpose of this study is to gain insight into how these obstacles influence the possibility of a service operator to adapt to the service logic with customer- and supplier-interaction.
To gain deeper insight into the service thinking of a company in a network environment, a qualitative single case study on the public transport organisation “County Transport” has been used. Based on three personal interviews and literature study, this case explores how a public service organisation deals with its service mission. It also identifies and describes hinders on the way to a service logic approach.
The organisation of County Transport was found to be steered a lot on the basis of numbers and material parts of the service offering such as the bus itself and different support tools on the busses. County Transport follows the rules of the Public Procurement Act which gives the public transport operation a contract framework of a tendering based choice of operators for the time of 8-10 years. The relationship between County Transport and its operator “The Operator” can be seen as comparatively secure relationship without an introduction phase in which trust and adaptations to each other can be developed. With this quite formal relationship under economic pressure it was found that the cooperation between The PTA of County Transport and The Operator was worse than desired. Especially the influence of the brut contract on tender basis seemed to be hindering a good cooperation in a long-term perspective. It might be that a steering by costs and numbers on one side does not help to create a value-creating relationship based on adaptations and soft factors on the other side.
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Garland, Debra I. "Practical thinking, academic average, and the relationship to the Constructive Thinking Inventory". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ37811.pdf.
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Lamb, Caroline Marie. "Collaborative systems thinking : an exploration of the mechanisms enabling team systems thinking". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54602.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Aeronautics and Astronautics, 2009.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 197-214).
Aerospace systems are among the most complex anthropogenic systems and require large quantities of systems knowledge to design successfully. Within the aerospace industry, an aging workforce places those with the most systems experience near retirement at a time when fewer new programs exist to provide systems experience to the incoming generation of aerospace engineers and leaders. The resulting population will be a set of individuals who by themselves may lack sufficient systems knowledge. It is therefore important to look at teams of aerospace engineers as a new unit of systems knowledge and thinking. By understanding more about how teams engage in collaborative systems thinking (CST), organizations can better determine which types of training and intervention will lead to greater exchanges of systems-level knowledge within teams. Following a broad literature search, the constructs of team traits, technical process, and culture were identified as important for exploring CST. Using the literature and a set of 8 pilot interviews as guidance, 26 case studies (10 full and 16 abbreviated) were conducted to gather empirical data on CST enablers and barriers. These case studies incorporated data from 94 surveys and 65 interviews. From these data, a regression model was developed to identify the five strongest predictors of CST and facilitate validation. Eight additional abbreviated case studies were used to test the model and demonstrate the results are generalizable beyond the initial sample set. To summarize the results, CST teams are differentiable from non-CST teams.
(cont.) Among the most prevalent differentiators is a team's self-reported balance between individual and consensus decision making. Teams that engage in consensus decision making reported stronger engagement in collaborative systems thinking. Another differentiator is the median number of past program experiences on a team. Teams whose members reported more past similar program experiences also reported more engagement in collaborative systems thinking. Data show the number of past similar programs worked is a better predictor than years of industry experience. The apparent enabling effects of qualitative team traits are also discussed. The conclusions of this document propose ways in which these findings may be used to improve training and team intervention within industry, academia, and government.
by Caroline Marie Twomey Lamb.
Ph.D.
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Johansson, Martin, i Anders Ölund. "Thinking about thinking : A study of anxiety, neuroticism and Need for Cognition". Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135853.
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Previous studies have shown that the FFM factor neuroticism was negatively correlated with Need for Cognition. Anxiety has been shown to be highly correlated with neuroticism. It has also been shown that women tend to score higher on both neuroticism and anxiety. Need for Cognition has been shown to predict long term academic success. This study aims to contribute to the current understanding of anxiety, neuroticism and Need for Cognition by examining these three constructs together. The study will also analyzes how gender can affect the relationships between the constructs. 272 participants responded to three questionnaires measuring the constructs. 86 were men, 183 were women and 3 defined themselves as "other". 246 of the respondents were university students and 26 responded did not currently study at university. Results indicate that anxiety is a negative predictor for Need for Cognition. This is speculated to be because anxiety has an effect on working memory which in turn is associated with Need for Cognition. Gender differences are significant regarding all three constructs. Findings are complicated by a negative suppressor effect. Results, limitations, and future research are discussed.Tidigare studier har visat att FFM faktorn neuroticism var negativt korrelerad med Need for Cognition. Ångest har visat sig vara starkt korrelerat med neuroticism. Det har också visat sig att kvinnor tenderar att skatta högre på både neuroticism och ångest. Need for Cognition har visat sig förutsäga långsiktig akademisk framgång. Denna studie syftar till att bidra till aktuell kunskap om ångest, neuroticism och Need for Cognition genom att undersöka dessa tre konstrukt tillsammans. Studien analyserar också hur kön påverkar relationerna mellan konstruktionerna. 272 deltagare svarade på tre enkäter som mäter dessa konstrukt. 86 var män, 183 kvinnor och 3 definierade sig som "övrigt". 246 av de svarande var universitetsstuderande och 26 svarande studerade inte för närvarande på universitet. Resultaten tyder på att ångest kan vara en negativ prediktor för Need for Cognition. Detta spekuleras kunna bero på att ångest har en effekt på arbetsminnet, som i sin tur kan påverka Need for Cognition. Det fanns signifikanta könsskillnader gällande alla tre konstrukt. Resultaten kompliceras av en negativ suppressor effekt. Resultat, begränsningar och framtida forskning diskuteras.
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Ahlström, Lina. "The child's stereotypical thinking". Thesis, University West, Department of Social and Behavioural Studies, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1315.
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Dunne, Maureen N. "Visual and verbal thinking". Thesis, University of Oxford, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491435.
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In this thesis, I examined the general hypothesis that there are two different modes ofthought: verbal and visual. I argued that both the visual and verbal modes ofthinking have a developmental time-course that can be altered depending on a child's capacities and social-linguistic exposure. This i~sue was examined by conducting experiments on typically developing children and adults in comparison to children and adults with autism spectrum disorders and deaf children. Two general hypotheses explored a particular aspect ofthe relationship between mental states most heavily used, on the one hand, and mental language fluency, on the other hand, in providing an introspective report. The fITst hypothesis emphasizes the importance of the mode ofthinking most frequently used in studying introspection. Specifically, inner speech in typical development emerges from earlier use ofprivate speech and maintains the same verbal format. Young typically developing children, nevertheless, most frequently use visual imagery, at least until they develop proficient inner speech. Visual-spatial thinking then becomes more skilled in the course ofdevelopment and, by adulthood, both visual and verbal modes ofthinking are used depending upon the circumstances. In contrast to the typical developmental course, persons with autism spectrum disorders continue to rely more heavily on visual-spafial thinking. This suggests that inner speech is disrupted early in their development. Furthermore, deaf children's primary mode ofthought depends upon the nature oftheir linguistic exposure. Thus, I conclude in this thesis that by investigating the mode ofthinking most frequently used, young children, persons with autism and deafchildren demonstrate greater introspective capacity than previously assumed. The second hypothesis was that language ability is intimately connected to the ways in which children report on their mental states. The hypothesis was examined by studying typically developing children in comparison to children with autism and deaf children exposed to diverse linguistic backgrounds. In addition, participant's introspective reports were analysed not only in terms ofreferences to general mental states but also conceptual content. The experimenter used focused and repetitive prompts in eliciting introspective reports. The results indicated that although young preschool children, persons with autism and orally trained deaf children tend to use simple mental language, these groups, nevertheless, demonstrate some ability to reliably introspect. Furthermore, older typically developing children and adults, as well as fluent deaf signers, reported their mental states using more sophisticated and detailed mental language.
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Sarrazanas, Thomas, i Omer Salman. "Lean Thinking at Skatteverket". Thesis, KTH, Industriell produktion, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-55468.
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The Swedish Tax Office, Skatteverket, aims at providing a good service to its customers in order to favor compliance to taxes. The Tax Audit process of businesses plays a key role in this as Skatteverket and the taxpayer interact directly within this process. The focus of this thesis is to apply Lean philosophy to improve the Tax Audit process. Eliminating non value-adding steps, developing visual management tools and implementing a continuous improvement mindset are the tools used to achieve it. This Thesis states the observations of the current situation and develops three projects led by Lean. First one is a customer portal, an online platform which gathers all relevant information about the Audit. Second is the time reduction of an administrative process and last one consists in the improvement of the Pulsemeeting.
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Salman, Omer, i Thomas Sarrazanaz. "Lean thinking at Skatteverket". Thesis, KTH, Industriell produktion, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-121634.
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The Swedish Tax Office, Skatteverket, aims at providing a good service to its customers in order to favor compliance to taxes. The Tax Audit process of businesses plays a key role in this as Skatteverket and the taxpayer interact directly within this process. The focus of this thesis is to apply Lean philosophy to improve the Tax Audit process. Eliminating non value-adding steps, developing visual management tools and implementing a continuous improvement mindset are the tools used to achieve it. This Thesis states the observations of the current situation and develops three projects led by Lean. First one is a customer portal, an online platform which gathers all relevant information about the Audit. Second is the time reduction of an administrative process and last one consists in the improvement of the Pulse meeting. Keywords: Lean in services, Tax Audit, Pulse meeting, visual tools.
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Coffman, Jami L. "Counterfactual thinking and depression". Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941713.
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This study explored the relationship between counterfactual thinking and depressive self-schemata. Specifically, the effect of depression on the focus, direction, and action versus inaction of counterfactual thoughts was studied. It was found that the positive and negative outcome events containing action resulted in a greater range of affect (regret and joy) for the depressed group, and positive and negative outcome events with inaction resulted in greater affect (regret and joy) for the nondepressed group. The depressed and nondepressed groups did not differ in their focus on the self or other within their counterfactual thoughts in response to a positive or negative eventAlso, no differences between the depressed and nondepressed groups use of upward and downward counterfactual thoughts were found.Department of Counseling Psychology and Guidance Services
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Sarkohi, Ali. "Future Thinking and Depression". Doctoral thesis, Linköpings universitet, Institutet för handikappvetenskap (IHV), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-72214.
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The ability to imagine negative or positive future events is associated with psychological well-being. The present thesis deals with depressed individual’s ability to imagine negative or positive future events. It consists of three quantitative studies (I-III) and one qualitative study (IV). Participants in studies I-III were assessed in connection with a randomized controlled trial of two ways to deliver Internet-based treatment for major depressive disorder (MDD). Their ages ranged between 19-65 years. In addition to receiving treatment participants completed the Controlled Word Association Test; the Autobiographical Memory test (AMT) and the Future Thinking Task (FTT). Participants in study IV were recruited from a psychiatric clinic in Sweden. The sample sizes varied between study I (N=40), II (N=88), III (N=47) and IV (N=15). The aim of the first study was to compare positive and negative future thinking in a group of depressed individuals (n=20) who were compared with a matched group of non-depressed persons (n=20). The results showed that depressed persons report lower scores regarding anticipated future positive events, but that they do not differ in terms of future negative events. The aim of the second study was to examine the association between FTT and AMT in a depressed sample. The results showed that positive future thinking was significantly correlated with retrieval of specific positive autobiographical memories (r = 0.23). The results only gave weak support for an association between FTT and AMT. The aim of the third study was to investigate if scores on the FTT would change following two forms of Internet-delivered cognitive behaviour therapy for major depression (guided self-help and e-mail therapy). A second aim was to study if changes in depression scores as measured by the Beck Depression Inventory would correlate with changes in future thinking. The results showed that FTT index scores for negative events were reduced after treatment. There was no increase for the positive events. Change scores for the FTT negative events and depression symptoms were significantly correlated. The aim of the fourth study was to investigate representations of the future in depressed individuals by using open-ended methodology inspired by grounded theory. The results showed that depressed individuals experienced a state of “ambivalence”. Ambivalence and its negative emotional and cognitive effects were substantially reduced in strength when participants were asked about their distant future. The conclusions drawn from these studies are that depressed persons report lower scores regarding anticipated future positive events (Study I). There is some support for a positive association between FTT and AMT, but the association is weak and only concern positive FTT and positive AMT (Study II). Negative future thinking may be reduced after Internet-delivered treatment, and changes in depressive symptoms correlate to some extent with reductions in negative future thinking (Study III). The concept of ambivalence may be an important feature of depression which deserves more attention from both a theoretical and clinical perspective (Study VI).Förmågan att föreställa sig negativa eller positiva framtida händelser är förknippad med vårt psykiska välbefinnande. Denna avhandling fokuserar deprimerade individers förmåga att föreställa sig negativa eller positiva framtida händelser. Den består av tre kvantitativa studier (I-III) och en kvalitativ studie (IV). Deltagare i studie I-III rekryterades i samband med en randomiserad kontrollerad studie av två sätt att ge Internet-baserad behandling för egentlig depression (vägledd självhjälp och e-postterapi) . Deltagarnas ålder varierade mellan 19-65 år. Förutom att gå igenom behandling fick deltagarna genomföra olika tester ( Controlled Word Association Test (COWAT), Autobiographical Memory test (AMT) och Future Thinking Task (FTT)). Deltagarna i studie IV rekryterades från en vuxenpsykiatrisk klinik i Sverige. Sampelstorleken varierade mellan studie I (n = 40), II (n = 88), III (n = 47) och IV (n = 15). Syftet med den första studien var att undersöka positiva och negativa framtidstankar hos deprimerade individer (n = 20) vilka jämfördes med en matchad grupp av icke-deprimerade individer (n = 20). Resultaten visade att deprimerade individer rapporterade färre förväntade framtida positiva händelser, men att de inte skiljer sig åt vad gäller framtida negativa händelser. Syftet med den andra studien var att undersöka sambandet mellan FTT och AMT hos deprimerade individer. Resultaten visade att positivt framtidstänkande var signifikant korrelerat med specifika positiva självbiografiska minnen (r = 0.23). Dock visade resultaten enbart ett svagt stöd för ett statistiskt signifikant samband mellan FTT och AMT. Syftet med den tredje studien var att undersöka om poäng på FTT ändrades som en följd av två former av Internetbaserad kognitiv beteendeterapi hos deprimerade individer. Ett andra syfte var att studera om förändringar i depressionspoäng mätt med Beck Depression Inventory skulle korrelera med förändringar i FTT. Resultaten visade att FTT indexpoäng för negativa händelser minskade efter behandling. Det fanns ingen ökning gällande positiva händelser. Ändrade poäng för FTT negativa händelser och depressionssymtom var signifikant korrelerade. Syftet med den fjärde studien var att undersöka representationer av framtiden hos deprimerade individer genom att använda en ”open-ended” metodik inspirerad av grundad teori. Resultaten visade att deprimerade individer upplevde ett tillstånd av "ambivalens". Ambivalensen och dess negativa emotionella och kognitiva effekter minskade betydligt i styrka när de tillfrågades om en mer avlägsen framtid. Slutsatserna från dessa studier är att deprimerade individer rapporter färre förväntade framtida positiva händelser, men att de inte skiljer sig från en kontrollgrupp avseende antal negativa framtida händelser (Studie I). Det finns visst stöd för ett positivt samband mellan FTT och AMT, men sambandet är svag och avser endast positiva FTT och positiva AMT (Studie II). Negativt framtidstänkande kan reduceras efter Internetbaserad behandling, och förändringar i depressionssymtom korrelerar till viss del med minskning av negativt framtidstänkande (studie III). Koncepten ambivalens vid depression kan vara ett viktigt inslag av depression som förtjänar mer uppmärksamhet från både ett teoretiskt och kliniskt perspektiv (Studie VI).
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Salter, Michael. "Thinking through football hooliganism". Thesis, University of Sheffield, 1986. http://etheses.whiterose.ac.uk/10381/.
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The overall aim of this work is to uncover, describe and analyse the phenomenon of soccer hooliganism both as it appears and in the was that it presents itself to consciousness. But why "think through" football hooliganism at all? Surely quite enough has already been said and written about this highly Publicise, form of public disorder? Already there have been Psychological, sociological, soci. o-psychological., historical and media study accounts - to say nothing of numerous articles and newsreports in the popular media. Upon the basis of their distinctive ways of setting up and relating to this phenomenon, these accounts have produced various types of policy-orientated reactions and explanations in terms of psychological immaturity, the Alienation of traditional working class fans from "their club" in an age of consumer capitalism, ritualised aggression, the expression of a traditional male working class form of territorial localism and finally as the outcome of and subsequent reaction to the "labelling" of fans and "moral panic" of the media. In all honesty, what more is there to say? Why has not the author tackled an area of crime that has yet to be so fully documented? This study is not primarily concerned with adding to the ever escalating and add academic enterprise of reviewing reviews of reviews from pre-conceived standpoints upon standpoints about such standpoints etc., which themselves rarely address the possibility conditions of that which they theorise about. A brief glance down the booklist of this research will confirm that there is currently no shortage of studies which concern themselves with the rehashing of all that which has been previously written about both phenomenology and soccer violence. What, in the face of all-this, WOULD truly be an achievement is the APPLIED phenomenological explication of the phenomenon itself. Undoubtedly the purported explanations mentioned above have, { taken as a whole, responded, to the problematic presence of something our culture understands as hooliganism in such a way as to explain this "something" in terms of the presence of something else. Only for as long as we understand research purely in terms of this causal-explanatory manner and policy-reactive mode, can this area be said to be unquestionably well researched. It is on this implicit basis that there appears little justification for yet another study of football hooliganism. But are the possibilities of academic research exhausted by the setting up and responding to the established presence of phenomena "out there" in the real world in line with the dictates of established disciplines? The title of this studs summarises a foundational Project in that both the thinking and the object "thought through" are brought together. It is a major'contention of phenomenology -- the method of our foundational research - that all the activities of consciousness and experience are intimately connected to an experienced object or "phenomenon", so that all experience is experience OF some thematic object meant and meant in a distinctive manner. Thus prior to the questions "Why is there football hooliganism"?, and "What should be done about it? ", is a more fundamental or "foundational" problematic: one which precedes explanation and addresses the possibility-conditions for the cultural presence of both the phenomenon and our accepted ways of responding to our awareness of it.
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Saritas, Ozcan. "Systems thinking for foresight". Thesis, University of Manchester, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516738.
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Hayati, Alisa, i Husen Muhammad Umer. "Visual Thinking in Entrepreneurship". Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-358014.
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Merriman, Carolyn S. "Promoting Critical Thinking Tests". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8424.
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Isherwood, Jack Robert. "Re-thinking public reason". Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/125dc735ff6bb740e78f2412d862b1077c89fe0251dbadff751ddc97b712f305/2645036/Re_thinking_Public_Reason_FINAL.pdf.
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This thesis critically examines the concepts of civil discourse and civil disobedience expounded by John Rawls, Jürgen Habermas and Charles Taylor. I claim that their accounts fail to consider the impacts of epistemic injustices, which lead to the unfair dismissal of the political claims made by marginalized communities in the political realm, and the impacts of social practices of ignorance which render the contestation of social and political injustices extremely difficult. Consequently, I develop an account of civil discourse and civil disobedience inspired by feminist epistemological theory. I claim that this framework is more attuned to inequalities of epistemic status, leading to my argument that civil discourse should be re-thought as a relationship of trust which requires interlocutors to fulfil particular epistemic responsibilities towards each other. I further argue that this re-conceptualization of civil discourse allows us to transcend a dominant dichotomous interpretation of the concept in the current academic literature. This discourse either claims that civility is an essential political practice in the face of deep political and moral disagreement or that civil discourse is simply a means to stifle contentious political struggles and to solidify the political dominance of privileged social individuals, groups and communities. Furthermore, I also claim that civil disobedience should be re-conceived as a political practice which challenges patterns of vested social ignorance regarding oppressive social, economic and political arrangements while also contesting epistemic injustices. I develop this argument by critically appraising the theories of civil disobedience proffered by John Rawls and Jürgen Habermas. Like their theories of public reason, I maintain that they fail to consider the operation of oppressive epistemic norms, thereby severely limiting the insights of their accounts. Consequently, I develop a different set of normative criteria for analysing acts of civil disobedience which adequately considers the impact of oppressive epistemic norms while also proffering an explanation of how civil discourse is reconcilable with coercive political disobedience. Ultimately, therefore, I hope to illustrate that extending feminist epistemological insights into discussions of civil disobedience and civil discourse offers a fruitful way of exploring the broader connection between persuasion and coercion in contemporary liberal democracies.
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Bakken, Maja. "Thinking Inside The Box". Thesis, Konstfack, Ädellab, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7448.
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I am part of and dependent on a bigger unit – humanity. I am one of the small parts that build up this organism. Being human is an identity that I cannot choose, sometimes it is heavy to carry this role but it is also a support – and necessary for my survival. – My text describes some of the experiments I have performed, a few pages from my journal and some thoughts on which I base my making. My method has been an ethnographic exploration with myself and some objects I created as tools for researching my own body in relation to public spaces, using similar methods as Gösta Arvastson and Billy Ehn describe in their book Etnografiska Observationer (Arvastson & Ehn 2009). I noticed unconscious synchronised patterns of movement performed by people inhabiting public spaces. After some experiments I realized that I feel insecure when I break those patterns. It became clear to me that my body is programmed to, and does its best, to fit into certain norms. However, sometimes I am incapable or don´t want to conform.
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Chowdhury, Bushra Tawfiq. "Collaboratively Learning Computational Thinking". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/88016.
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Skill sets such as understanding and applying computational concepts are essential prerequisites for success in the 21st century. One can learn computational concepts by taking a traditional course offered in a school or by self-guided learning through an online platform. Collaborative learning has emerged as an approach that researchers have found to be generally applicable and effective for teaching computational concepts. Rather than learning individually, collaboration can help reduce the anxiety level of learners, improve understanding and create a positive atmosphere to learning Computational Thinking (CT). There is, however, limited research focusing on how natural collaborative interactions among learners manifest during learning of computational concepts.
Structured as a manuscript style dissertation, this doctoral study investigates three different but related aspects of novice learners collaboratively learning CT. The first manuscript (qualitative study) provides an overall understanding of the contextual factors and characterizes collaborative aspects of learning in a CT face-to-face classroom at a large Southeastern University. The second manuscript (qualitative study) investigates the social interaction occurring between group members of the same classroom. And the third manuscript (quantitative study) focuses on the relationship between different social interactions initiated by users and learning of CT in an online learning platform Scratch™. In the two diverse settings, Chi's (2009) Differentiated Overt Learning Activities (DOLA) has been used as a lens to better understand the significance of social interactions in terms of being active, constructive and interactive. Together, the findings of this dissertation study contribute to the limited body of CT research by providing insight on novice learner's attitude towards learning CT, collaborative moments of learning CT, and the differences in relationship between social interactions and learning CT. The identification of collaborative attributes of CT is expected to help educators in designing learning activities that facilitate such interactions within group of learners and look out for traits of such activities to assess CT in both classroom and online settings.PHD