Teses / dissertações sobre o tema "Arts – study and teaching – philosophy"
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Hood, Emily Jean. "Creative Matter: Exploring the Co-Creative Nature of Things". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404623/.
Texto completo da fonteDodson, Susan W. "An examination of the sources and practice of art as transformation : a case study of Peter London's philosophy and teaching process /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924880.
Texto completo da fonteSilva, Luis Fernando Lima e. "Dimensões curriculares do ensino de filosofia: uma interlocução com a arte". Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20587.
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The present research has as central focus the teaching of Philosophy in interlocution with Art. This study aims to investigate the curricular dimension of the discipline of Philosophy throughout history, as well as the potential of the object of Art and its formative character in Philosophy. The understanding of Art as a communicative, perceptive and reflexive resource in the educational process in Philosophy is emphasized as presupposing in this dimension, being this one conceived in a dialogical way and having the teacher as an important mediator of that process. In this bias, the hypothesis is assumed that the treatment given to the object of Art in the classroom can exceed the usual sense of illustration or sensitization and characterizes the teaching of Philosophy supported in the interlocution of knowledge. The reflections developed on the meaning of Art in the teaching of Philosophy, have repercussions on an exploratory process on the role of didactic book in the process of interlocution of knowledge. The investigations were carried out having as object the didactic book Filosofia: experiência do pensamento (2014), since it contains subsidies for a critical reading on the interlocution between Art and Philosophy, given its differentiated structure in the presentation of the philosophical problems that brings a considerable number of pieces of Art used in the formative process in Philosophy. The analysis has as premise that the didactic material reflects educational intentionalities and it i still an instrument that subsidizes teaching practices. Finally, the research recognizes the place of aesthetics as a language that provides knowledge through art, not only restricted to the contemplation or apprehension of beauty, but rather as an important element in the process of building philosophical knowledge
A presente pesquisa tem como foco central o ensino de Filosofia em interlocução com a Arte. Este estudo se propõe a investigar a dimensão curricular da disciplina de Filosofia ao longo da história, assim como o potencial do objeto de Arte e seu caráter formador em Filosofia. Enfatiza-se como pressuposto nessa dimensão a compreensão da Arte como recurso comunicativo, perceptivo e reflexivo no processo educativo em Filosofia, sendo este concebido de modo dialógico e tendo o professor como importante mediador de tal processo. Neste viés, assume-se a hipótese de que o tratamento dado ao objeto de Arte em sala de aula pode ultrapassar o sentido usual de ilustração ou sensibilização e caracteriza o ensino de Filosofia respaldado na interlocução de saberes. As reflexões desenvolvidas sobre o significado da Arte no ensino de Filosofia, repercutem em um processo exploratório sobre o papel do livro didático no processo de interlocução de saberes. As investigações foram realizadas tendo como objeto o livro didático Filosofia: experiência do pensamento (2014), por conter subsídios para uma leitura crítica sobre a interlocução entre Arte e Filosofia, dada sua estrutura diferenciada na apresentação das problemáticas filosóficas que traz um número considerável de peças de Arte utilizadas no processo formativo em Filosofia. As análises têm como premissa que o material didático reflete intencionalidades educativas e ainda é um instrumento que subsidia práticas de ensino. Por fim, a pesquisa reconhece o lugar da estética enquanto linguagem que propicia um conhecimento por meio da Arte, não restrito à contemplação ou à apreensão do belo, mas sim, como um elemento importante no processo de construção de saberes filosóficos
Johanek, Cynthia L. "A contextualist research paradigm for rhetoric and composition". Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115713.
Texto completo da fonteDepartment of English
Barnes, James L. "An international study of curricular organizers for the study of technology". Diss., Virginia Tech, 1987. http://hdl.handle.net/10919/37284.
Texto completo da fonteEd. D.
Savoie, Alain. "Le désintéressement comme valeur de base de l'art et de son enseignement : Bergson contre Nietzsche". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36770.
Texto completo da fonteIn order to philosophically illustrate and support my position, I use the aesthetic thoughts of Bergson and Nietzsche and put them in opposition. This is because they exemplify two opposite conceptions of morality that currently permeate society. Bergson's concept of aesthetics depends upon a stance of disinterest. Nietzsche's is utilitarian. The first exemplifies a humanist orientation that supports an altruistic morality and an aesthetics that puts emphasis on perception. This ethical position actually emerges from an active consciousness, a personal mode of being. On the other hand, Nietzsche's stance is a precursor to one strand of postmodern thought that may be described as a pragmatism oriented towards the achievement of power. This attitude excludes any possible form of disinterestedness. Indeed, Nietzscheism espouses a "noble egoism" and an impersonal mode of being that breeds a narcissistic and immature form of artistic creation. This is a creation that becomes a glorification and edification of oneself, albeit an impersonal self. This is a narcissistic attitude that finds an echo in some trends of contemporary art.
In regard to contemporary art, I argue that Nietzsche's influence may be seen in a deviant utilitarian morality that results in a scientistic and anti-aesthetic artistic current. This is a nihilistic trend evident in the work of artists such as Marcel Duchamp. As an alternative, I propose a Bergsonian "ethico-aesthetic" conception of art, inspired and encompassed by disinterestedness as a mature pedagogical value. From this perspective, instead of a neutral attitude, we maintain a more empathic position toward life and art. This altruistic morality produces a responsible and sensible art---concerned with the creation of common grounds. This suggests a need for a form of creation that unfolds from what Bergson could term a "mysterious" sentiment of obligation to bear witness to beauty, in all its forms, as a precisely non-utilitarian and disinterested experience of perception.
Higgins-Linder, Melissa M. "Case Study of the Columbus Museum of Art's Teaching for Creativity Summer Institute". Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499353441955593.
Texto completo da fonteSpičanović, Vladimir. "Beyond the anti-aesthetic". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=20473.
Texto completo da fonteMercader, Victor. "Study of the ethical values of college students". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001545.
Texto completo da fonteBelluigi, Dina Zoe. "Excavating the 'critique' : an investigation into disjunctions between the espoused and the practiced within a Fine Art studio practice curriculum". Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003413.
Texto completo da fonteLutkus, Lauren Julia. "Holistic Approaches to Art Education: A Case Study of Choice-based Art Education". Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564572381222662.
Texto completo da fonteMuriana, Marina Borges. "O percurso da lagarta: tradição e complexidade no ensino de língua inglesa em escolas de idiomas". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21433.
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In this research I investigate the phenomena traditional class, whose backbone is the coursebook, and complex class, based on the Complex Educational Design (CED), both from the students’ perspective. The phenomena emerge from experiences in English language classes for adults, at a language institute. The English proficiency level in Brazil is not satisfactory when compared to other countries and, associated to that, the contemporary world demands didactic alternatives which can be more inclusive, being able to embrace the interwoven network knowledge. Thus, I propose a reflection upon the contrasts between a traditional and a complex class, based on the essence arising from the description and interpretation processes of such classes. For this purpose, the methodological basis is the complex hermeneutic-phenomenological approach (FREIRE, 2010, 2012, 2017), which, for being a qualitative approach, enables the articulation of objectivity and subjectivity during the interpretation process, fostering the revelation of the essence of the human experiences’ phenomena studied. As theoretical support, I chose the complexity epistemology (MORIN, 1999, 2001, 2005, 2013, 2015) due to its articulation to the methodological approach used, which demonstrates its inter/transdisciplinarity from a teaching-learning point of view, according to Fazenda (2006, 2012) and Leffa (2006). To design the traditional classes, I used coursebooks by an international publisher and for its theoretical basis I found support in the studies of Paiva (2009), who brings a historical overview of the English language coursebook in Brazil, and Souza (1997-1998), who considers that a pedagogical weapon. To the complex classes, I chose a design based on the Complex Educational Design (FREIRE, 2013) proposing a course design based on complexity. Average forty-five-minute classes were taught to two different groups; each one had a traditional and a complex class and the teacher required the seven students to write a text describing the class they had just participated in. Fourteen texts were obtained, and they were interpreted based on the complex hermeneutic-phenomenological approach. From the texts describing the traditional classes, the following themes emerged: Grammar, Learning, Information, Transmission, Repetition and Dynamism. From the complex classes, the themes that emerged were Reflection, Discussion, Learning, Expression and Sharing. The contrasts between the themes of the two kinds of classes suggest that a complex design, for embracing traditional aspects, can be more inclusive, besides promoting reflections upon contemporary issues
Neste estudo, investigo os fenômenos aula tradicional, cuja espinha-dorsal é o livro didático, e aula complexa, baseada no design educacional complexo (DEC), ambos na perspectiva dos alunos. Os fenômenos descritos e interpretados são as vivências dos alunos, tendo como contexto aulas de língua inglesa para adultos, em um instituto de idiomas. O nível de proficiência em língua inglesa no Brasil não é considerado baixo se comparado a outros países e, associado a isso, o cenário contemporâneo demanda alternativas didáticas mais inclusivas, capazes de abarcar também um pensamento em rede. Proponho, por isso, a reflexão a respeito dos contrastes entre uma aula tradicional e uma aula complexa, por meio das essências que emergem do processo de descrição e interpretação de tais aulas. Para tanto, baseio-me metodologicamente na Abordagem Hermenêutico-Fenomenológica Complexa, ou AHFC (FREIRE, 2010, 2012, 2017), que, por ser uma abordagem qualitativa de estudo, permite que objetividade e subjetividade se articulem durante o processo interpretativo, auxiliando na descoberta das essências dos fenômenos da experiência humana estudados. Como aporte teórico, optei pela epistemologia da complexidade (MORIN, 1999, 2001, 2005, 2013, 2015), a qual está articulada à abordagem metodológica escolhida e que, no âmbito do ensino-aprendizagem, apresenta sua característica inter/transdisciplinar conforme Fazenda (2006, 2012) e Leffa (2006). Para a confecção das aulas tradicionais, utilizei livros didáticos voltados ao ensino de língua inglesa de uma editora internacional e, para a fundamentação teórica a respeito do mesmo, obtive respaldo nos estudos de Paiva (2009), que apresenta um panorama histórico do uso do livro didático de língua inglesa no Brasil, e de Souza (1997-1998), que o apresenta como uma arma pedagógica. Para o desenho das aulas complexas, utilizei uma proposta embasada no DEC (FREIRE, 2013), o qual propõe um desenho de curso fundamentado na complexidade. Foram ministradas aulas de quarenta e cinco minutos, em média, em dois grupos distintos; cada um dos grupos participou de uma aula tradicional e de uma aula complexa e, ao final de cada aula, a professora pediu que os sete alunos participantes escrevessem um texto descrevendo a aula da qual participaram; foram obtidos quatorze textos, que foram interpretados por meio da AHFC. Dos textos referentes às aulas tradicionais emergiram os temas Gramática, Aprendizagem, Informações, Transmissão, Repetição e Dinamismo, e, dos textos referentes às aulas complexas, os temas foram Reflexão, Discussão, Aprendizagem, Expressão e (o) Compartilhar. Os contrastes entre os temas advindos dos dois tipos de aulas sugerem que uma proposta complexa, por abarcar também o tradicional, pode ser mais inclusiva, além de promover reflexões pertinentes a questões contemporâneas
Giroud, Jeanette. "Secondary arts teachers' perceptions of integrated arts". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1726.
Texto completo da fonteParis, Lisa. "Visual arts history and visual arts criticism : Applications in middle schooling". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1240.
Texto completo da fonteFallona, Catherine Ann 1968. "Manner in teaching: A study in moral virtue". Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288891.
Texto completo da fonteHaines, Elizabeth. "The web of exchange : a study of relationships between the separate arts". Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683305.
Texto completo da fonteTattersall, J. "A strategy for culture : five nation study of arts support systems". Thesis, City University London, 1986. http://openaccess.city.ac.uk/7401/.
Texto completo da fonteKamaluddin, Latif. "A study of the teaching of Baba Sawan Singh in the Gurmat Siddhant". Thesis, University of Stirling, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292561.
Texto completo da fonteRocha, Samuel D. "Education, Study, and the Person". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280945814.
Texto completo da fonteBrandeis, Judy. "English language arts and media education : making links". Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21197.
Texto completo da fonteIn order to clarify the co-relation between English Language Arts theory and Media Education theory, I interviewed experts in both fields to shed light on how these two areas of study complement one another and where the points of difference lie. The information points to the development in theory and opportunities for research that may help teachers in training and classroom teachers integrate Media Education and ELA education.
Thomas, Brennan. "Composition studies and teaching anxiety a pilot study of teaching groups and discipline- and program-specific triggers /". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1151207488.
Texto completo da fonteJay, Joelle K. "Matters of reflection in quality teaching : a study of teachers' reflection in the contexts of their professional lives /". Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/7917.
Texto completo da fonteTurner, H. J. M. "St. Symeon the new theologian : A study of his experience and teaching concerning spiritual fatherhood". Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370966.
Texto completo da fonteWang, Li. "A Study on Wach's & Eliade's Approaches to Comparative Religion". TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2939.
Texto completo da fonteVroombout, Lynn. "Striking a balance between formalism and expression in visual arts practice and visual arts education". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/859.
Texto completo da fonteJansen, Richo. "The language of arts and culture". Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2362.
Texto completo da fonteArts and Culture is one of the new learning areas in the grade 8 and 9 school curriculum. To understand and then express themselves in a correct and confident manner, learners need the correct terminology for Arts and Culture. The learners need more than the day to day terminology in order to participate in conversations focussing on specialised subjects such as music, dance, drama and visual arts. It is important to note that the idea is not to develop expert academics but it is an attempt to enrich children for life and give them more self confidence. The aim of this computer project is to provide an information website to assist the grade 9 learners in the Arts and Culture domain to develop the appropriate language needed in the learning area.
Cao, Li 1957. "Professors' post-class reflection : a case study". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36884.
Texto completo da fonteMenon, Nimi. "Schooling the imagination : an experiment in arts-based education". Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79797.
Texto completo da fonteGibson, Susan E. "Drama praxis : Rural arts workers and lifelong learning : a phenomenological study". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1359.
Texto completo da fonteJohnston, Jerre Lynn. "ART CRITICISM: A "READING" OF THE VISUAL ARTS". Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/291319.
Texto completo da fonte林志明 e Chi-ming Lam. "Engaging children in doing philosophy to promote an open society". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45551777.
Texto completo da fontepublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Deumier, Morgan. "Egoistic Teaching: Rousseau, the Good Life, and the Teacher's Role". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27920.
Texto completo da fonteBurgess, Linda Kathryn. "The Sufi teaching story and contemporary approaches to composition". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1533.
Texto completo da fonteYau, Foon-chi Lynn, e 邱歡智. "The arts and education policy: a comparison of the Hong Kong and international baccalaureate arts curricula". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37338687.
Texto completo da fonteChoi, Ching-ha Maggie. "Perceptions of using language arts activities in teaching short stories : a case study". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36743124.
Texto completo da fonteChoi, Ching-ha Maggie, e 蔡青霞. "Perceptions of using language arts activities in teaching short stories: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B36743124.
Texto completo da fonteBuescher, Eileen Maura. "Learning to Teach English Language Arts in Urban Middle Schools:A Cultural and Interactional Perspective". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492691799114938.
Texto completo da fonteKyle, Judy A. "Investigating philosophical discussion with children as co-researchers : a case story of doing educative research using collaborative philosophical inquiry". Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36776.
Texto completo da fonteUsing an open and systematic inquiry approach, I answer the dissertation research question in three ways: by demonstration, by surfacing philosophical inquiry research acts and by conceptual investigation. In a set of co-researching stories, I use document and verbatim transcribed data obtained from audio and video tapes of forty-eight co-research sessions to demonstrate the co-researcher children at work using their own voices. Using these data I surface philosophical inquiry research acts by identifying philosophical inquiry 'moves' the children use in the research context. And I present a conceptual investigation of research roles as a way of answering how the philosophical work the children co-researchers do can be seen as 'doing research'.
This investigation offers a textured portrayal of children using philosophical discussion as a way of doing research. It presents their work as a complex and comprehensive account of 'philosophical discussion'. It uses children's verbatim data to surface the philosophical in research thereby supporting my assertion that to do philosophy is to do research. It presents a conceptual refinement of a variety of research roles. And it presents a viable example of how philosophical and qualitative research methodologies can work together for mutual benefit.
Kibirige, Geoffrey. "Philosophy for children and McPeck's critique of the concept of generic and transferable thinking skills". Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61304.
Texto completo da fonteThe hidden question is: "Can Lipman's program withstand McPeck's critique?" Is there anything that can be salvaged? Though McPeck's critique undermines Lipman's claims regarding the use of generic thinking skills as a means of educating a critical thinker, this thesis suggests that the skills that Lipman calls "generic" seem to exist. In addition it is suggested that what is needed is to find out what impedes their transference.
This thesis suggests that McPeck's reflections and critique should send us to prepetual inquiry which is the very heart of "Philosophy for Children" where Lipman's program should be viewed simply as a resting place out of which to jump on to better answers.
張壽安 e So-an Chang. "The development of the Hui-Chou school of Confucian philosophy in the mid-Ch'ing period". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31230581.
Texto completo da fonteTrotter, Andrew Hugh. "Understanding and stumbling : a study of the disciples' understanding of Jesus and his teaching in the Gospel of Matthew". Thesis, University of Cambridge, 1987. https://www.repository.cam.ac.uk/handle/1810/250904.
Texto completo da fonteMassie-Laberge, Catherine. "Toward a systematized pedagogy of musical expression: an observational study of instrumental teaching". Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121391.
Texto completo da fonteLes études sur l'enseignement instrumental présentent un nombre limité de données concernant l'efficacité des différentes méthodes d'enseignement (Karlsson & Juslin, 2008; Kennell, 2002). Bien qu'il ait été démontré que la technologie améliore la communication émotionnelle (Karlsson, 2008), les musiciens peuvent avoir une attitude négative envers son utilisation pour l'apprentissage des compétences expressives (Lindström, Juslin, Bresin, & Williamon, 2003). Davantage d'études doivent être effectuées quant à l'utilisation de la technologie dans l'apprentissage de l'expression (Laukka, 2007). Les objectifs de cette recherche étaient (a) d'étudier la nature de l'enseignement instrumental, en particulier l'expression, (b) d'évaluer la façon dont les enseignants et les élèves conceptualisent l'expression et son enseignement, et (c) de vérifier les perceptions de l'utilisation de la technologie dans l'enseignement de l'expression. Nous avons (a) observé des leçons instrumentales, et (b) réalisés des entrevues (12 étudiants instrumentistes de premier cycle et leurs enseignants : n = 6). Les interactions entre professeurs et élèves de 12 leçons furent analysées en fonction de quatre fonctions éducatives (test, instruction, accompagnement, expression). Pour la durée totale des cours instrumentaux, 18% fut consacré au développement des compétences expressives. Les professeurs utilisaient davantage les stratégies verbales pour enseigner l'expression, plus précisément la stratégie «outcome feedback». Les réponses au questionnaire ont révélé que l'expression, caractéristique la plus appréciée, est définie comme un concept multidimensionnel. Les stratégies, telles que l'expérimentation sonore, la modélisation, les métaphores, aident à développer l'expression des élèves. L'intérêt des professeurs quant à l'utilisation de la technologie pour l'enseignement de l'expression a diminué après avoir reçu de l'information concernant le logiciel Feel-ME, tandis que celui des étudiants est demeuré positif. Un schéma de stratégies comprenant un feedback informatif est suggéré comme modèle d'enseignement systématique pour aider les étudiants à développer leur expression.
Barker, Beverly Dee. "Teaching philosophy and practices among chemistry faculty attending the MID project workshops implications for reform in chemistry /". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001612.
Texto completo da fonteNiblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.
Texto completo da fonteGrimes, Larry G. "Teaching Evolution: A Heuristic Study of Personal and Cultural Dissonance". Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/23.
Texto completo da fonteCurrie, Joni L. "Traditional and interdisciplinary teaching approaches a comparative study of teacher's attitudes toward the arts in general education /". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1988. http://www.kutztown.edu/library/services/remote_access.asp.
Texto completo da fonteSource: Masters Abstracts International, Volume: 45-06, page: 2747. Typescript. Abstract precedes thesis as preliminary leaves i-ii. Includes bibliographical references (leaves 60-64).
Lee, Han-Soo. "Divine Grace and the Christian life : a study of Paul's teaching on the tension between Divine Grace and human responsibility". Thesis, University of Aberdeen, 1990. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU026810.
Texto completo da fonteSmith, Janet L. "Integrating language arts and social studies through the use of literature". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/736.
Texto completo da fonteDaniel, Sheri. "A layered conceptual model of factors critical to the architectural design laboratory". Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/543772.
Texto completo da fonteDepartment of Architecture
Costa, Solange Lopes Vinagre. "Oficina on-line complexa como extensão da sala de aula de inglês: percepções e construções". Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21441.
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This is a qualitative research in the Applied Linguistics field which aims at describing and interpreting the phenomenon experiencing a complex online workshop, developed based on the complex educational design (FREIRE, 2013), as an extension to the English language classroom, from a students’ perspective. It also investigates how the use of the complex educational design as a guide to develop online English language teaching-learning activities can contribute to maintaining the participation of students, who usually show an interest in using digital technology tools to extend their classroom learning, but who often discontinue their use. Besides the complex educational design, this study is also theoretically grounded on complexity (MORIN, 2003, 2005, 2015a, 2015b, 2015c), which are the basis for the development of complex online workshops that reflect students’ reality, interests, needs, and expectations. The research is methodologically grounded on the complex hermeneutic-phenomenological approach (FREIRE, 2010, 2012, 2017), which articulates with the theoretical foundation used. The eight research participants were students from different face-to-face classrooms from the English language course of an educational institution in the city of São Paulo. Their English language proficiency level ranged from beginning of B1 to B1+ of the Common European Framework of Reference for Languages. The focal workshop was two weeks in length and was held asynchronously on the Google Classroom virtual environment. Three research instruments were used by students to textually record their perceptions of the phenomenon: a first week account, a final questionnaire, and a non-participation account. The texts generated by students’ responses to the instruments were interpreted following the complex hermeneutic-phenomenological approach procedures, which revealed the following themes: learning, development, time, difference, interaction, self-reflection, protagonism, and connection. Such themes depict the nature of the experience of the phenomenon under investigation
Esta é uma pesquisa qualitativa na área de Linguística Aplicada que tem por objetivo descrever e interpretar o fenômeno vivência em oficina on-line complexa, desenvolvida com base no design educacional complexo (FREIRE, 2013), como extensão da sala de aula de inglês, na perspectiva dos alunos. Também investiga de que forma a utilização do design educacional complexo como linha norteadora para o desenvolvimento de atividades on-line para o ensino-aprendizagem da língua inglesa pode contribuir para a manutenção da participação dos alunos, que, muitas vezes, demonstram interesse em utilizar ferramentas de tecnologia digital como extensão de sua aprendizagem presencial, mas que geralmente descontinuam seu uso. Além do design educacional complexo, este estudo também se embasa teoricamente na complexidade (MORIN, 2003, 2005, 2015a, 2015b, 2015c), que fundamentam o desenvolvimento de oficinas on-line complexas que refletem a realidade, interesses, necessidades e expectativas dos alunos. A pesquisa tem o embasamento metodológico da abordagem hermenêutico-fenomenológica complexa (FREIRE, 2010, 2012, 2017), que se articula à fundamentação teórica utilizada. Os oito participantes da pesquisa eram alunos de turmas presenciais diferentes do curso de inglês de uma instituição de ensino na cidade de São Paulo. Seu nível de proficiência na língua inglesa variava de início de B1 a B1+ do Quadro Europeu Comum de Referência para Línguas. A oficina focal teve a duração de duas semanas e foi realizada de forma assíncrona no ambiente virtual Google Classroom. Foram utilizados três instrumentos para o registro textual pelos alunos de suas percepções a respeito do fenômeno: um relato da primeira semana, um questionário final e um relato de não participação. Os textos gerados pelas respostas aos instrumentos foram interpretados segundo os procedimentos da abordagem hermenêutico-fenomenológica complexa, revelando os seguintes temas: aprendizagem, desenvolvimento, tempo, diferença, interação, autorreflexão, protagonismo e conexão. Tais temas caracterizam a natureza da vivência do fenômeno investigado