The purpose of this thesis is to contribute to the understanding of accountability in the context of civilization change in China. Using a Foucaultian epistemic framework and archaeological method, data has been gathered from four sources: textual, interviews, case studies and surveys. Each source has been considered in terms of the viability of the modern episteme and the possibility of episteme change to ecological civilization taking place in China. Also the actors in the sustainability accountability network have been identified along with the key contingencies that could lead to changes in accountability in China. Based on the data collected there is strong evidence that the existing industrial civilization in China is seen to be unsustainable. Also that there are particular contingencies in place in China that make episteme change both likely and perhaps already taking place. The key contingency in this research is the metaphysical continuum based on harmony ideas in ancient Chinese philosophy. As a result there are strong grounds for predicting that new forms of accountability will be based around groupings of organizations in provinces, geographical areas (river basins) and regions, feeding up to accountability for sustainability at national and supra-national levels. Practically this research has opened up the possibility of accountability in China that could seriously address sustainability issues rather than the typical Western approaches based on empty rhetoric to improve reputation and legitimacy. This research has operationalized Foucault’s ideas on episteme change empirically in China. As such it represents an original contribution to research on sustainability and accountability responses thereto.

Made available in DSpace on 2015-03-04T21:16:00Z (GMT). No. of bitstreams: 0 Previous issue date: 19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente tese de Doutorado em Educação tem como foco de estudos as Ciências Humanas. O estudo busca responder ao seguinte problema: Quais são os efeitos de sentido provocados por alguns discursos da Educação na atualidade, tomada como Ciência Humana? Tendo como referência teórica os estudos de Nietzsche e Foucault especialmente, analisou-se quatro teses de Doutorado defendidas no Programa de Pós-graduação em Educação da UNISINOS em 2006 e 2007. Com essa pesquisa buscou-se evidenciar traços da episteme moderna que, ainda hoje, serve de solo positivo para composição dos saberes e da moral operados pela Educação. Trata-se das relações com os modos de pensar a formação e a pesquisa, especialmente na docência, onde o que está em discussão é um certo regime de produção de verdades. Além disso, tomo a Igualdade, a Fraternidade e a Liberdade, bandeiras da Revolução Francesa, como figuras emblemáticas da episteme moderna que sustenta a produção de um determinado sujeito moral. Percorrendo esses efeitos fui levada àq / The present thesis for a PhD in Education has the Human Sciences as its study focus. The study seeks to answer the following problem: What are the sense effects provoked by some discourses of Education nowadays, taken as a Human Science? Using particularly the studies of Nietzsche and Foucault as theoretical reference, four doctorate thesis defended in the Post Graduation Program in Education of Unisinos in 2006 and 2007 were analyzed. With this research I tried to point out features of the modern episteme that, even today, serves as positive ground for the composition of knowledge and moral operated by Education. It is about the relations with the ways of thinking the education and the research, especially in teaching, where what is being discussed is a certain regime of production of truths. Beyond that, I take Equality, Fraternity and Liberty, flags of the French Revolution, as emblematic figures of the modern episteme, which sustains the production of a certain moral subject. Going through these effects I

A presente tese tem, basicamente, dois objetivos principais: traduzir um tratado fisiognomônico, o De Physiognomonia Liber, de autoria desconhecida, provavelmente do século IV d.C., e ainda estudar a fisiognomonia na Antiguidade Clássica, cotejando os preceitos expostos de diferentes manuais. Há pouca informação a respeito da fisiognomonia nos textos da Antiguidade, contudo, a análise fisiognomônica era adotada como mecanismo para representar ethos ou pathos. Geralmente considerada uma techne, seu estatuto tem sido questionado porque também era um método de divinação. Inúmeros teóricos, dentre os quais estão Platão e Aristóteles, discutiam diversos aspectos concernentes à teoria fisiognomônica, tais como a influência dos humores no caráter de um indivíduo e as analogias entre os homens e os animais. A fisiognomonia relaciona-se à medicina se considerarmos a teoria dos humores e, além disso, há o método etnológico em que se atribui características específicas ao ethos de acordo com a influência do ambiente sobre os indivíduos, proposição presente no corpus hipocrático. Procuramos também observar a presença de elementos fisiognomônicos na actio retórica e na literatura da Antiguidade. É possível inferir que o emprego de conceitos fisiognomônicos compõe o que alguns teóricos chamam consciência fisiognomônica, existente já na poesia de Homero. / The present thesis has basically two main objectives: to translate a physiognomical treatise, named De Physiognomonia Liber, by an unknown writer, probably from the 4th century; and also to study physiognomy, comparing concepts from different manuals. There is very little information about physiognomy in ancient texts. Nevertheless, physiognomical analysis was used in classical poetry and prose as a mechanism to represent pathos or ethos. Usually considered as techne, its status has been questioned because physiognomy was also a method of divination. Many theoreticians, including Plato and Aristotle, discuss several aspects which concern physiognomical theory, such as the influence of humours on a person\'s character, as well as the analogies between humans and animals. Physiognomy is related to medicine if we consider the theory of the humours, and also one of the physiognomical methods, the ethnological, which attributes specific features to ethos according to the influence of the environment where one lives, this is a statement already present in Hippocratic corpus. Besides, we try to observe the presence of physiognomical elements in both rhetorical actio and classical literature. Thus, the employment of physiognomical concepts is what some researchers call \"physiognomical consciousness\", which exists since Homer.

A presente tese tem, basicamente, dois objetivos principais: traduzir um tratado fisiognomônico, o De Physiognomonia Liber, de autoria desconhecida, provavelmente do século IV d.C., e ainda estudar a fisiognomonia na Antiguidade Clássica, cotejando os preceitos expostos de diferentes manuais. Há pouca informação a respeito da fisiognomonia nos textos da Antiguidade, contudo, a análise fisiognomônica era adotada como mecanismo para representar ethos ou pathos. Geralmente considerada uma techne, seu estatuto tem sido questionado porque também era um método de divinação. Inúmeros teóricos, dentre os quais estão Platão e Aristóteles, discutiam diversos aspectos concernentes à teoria fisiognomônica, tais como a influência dos humores no caráter de um indivíduo e as analogias entre os homens e os animais. A fisiognomonia relaciona-se à medicina se considerarmos a teoria dos humores e, além disso, há o método etnológico em que se atribui características específicas ao ethos de acordo com a influência do ambiente sobre os indivíduos, proposição presente no corpus hipocrático. Procuramos também observar a presença de elementos fisiognomônicos na actio retórica e na literatura da Antiguidade. É possível inferir que o emprego de conceitos fisiognomônicos compõe o que alguns teóricos chamam consciência fisiognomônica, existente já na poesia de Homero. / The present thesis has basically two main objectives: to translate a physiognomical treatise, named De Physiognomonia Liber, by an unknown writer, probably from the 4th century; and also to study physiognomy, comparing concepts from different manuals. There is very little information about physiognomy in ancient texts. Nevertheless, physiognomical analysis was used in classical poetry and prose as a mechanism to represent pathos or ethos. Usually considered as techne, its status has been questioned because physiognomy was also a method of divination. Many theoreticians, including Plato and Aristotle, discuss several aspects which concern physiognomical theory, such as the influence of humours on a person\'s character, as well as the analogies between humans and animals. Physiognomy is related to medicine if we consider the theory of the humours, and also one of the physiognomical methods, the ethnological, which attributes specific features to ethos according to the influence of the environment where one lives, this is a statement already present in Hippocratic corpus. Besides, we try to observe the presence of physiognomical elements in both rhetorical actio and classical literature. Thus, the employment of physiognomical concepts is what some researchers call \"physiognomical consciousness\", which exists since Homer.

This thesis reports the findings of research conducted with Irish primary teachers who had recently completed probation. The study employed semi-structured interviews to examine the teachers’ perceptions of beneficial influences on the development of their teaching identity. The principals of the two schools involved were also interviewed. The interviews were designed to allow me to explore influences that had been identified in the literature as important in the formation of teacher identity. In the interviews, themes that have been identified in the literature on teacher identity were explored with participants. The teachers identified incidents and persons whom they perceived as having inspired them to become teachers. Their perceptions of how their interactions with pupils and parents had influenced their identities were examined, as were their experiences of school cultures and of working in collaboration with colleagues. Finally, their awareness of theoretical literature as a tool to help their further development was examined. The findings of the study confirm that teachers’ identities are formed by a combination of factors and add a more detailed understanding of those factors in the Irish context. Beginning teachers are influenced strongly by their own biographies, and by their experiences as students prior to and during their pre-service teacher education. They are sensitive to the perceptions of them by parents and pupils. Their willingness to engage collaboratively with other colleagues, including their principals and mentors, features strongly in their own perceptions of how their identities have been formed. The importance of the school culture in helping to shape the teacher’s identity is highlighted as a phenomenon which both shapes and is reshaped in turn by teachers and their colleagues. Literature is generally not considered relevant by the Newly Qualified Teachers (NQTs) in this study, although the principals’ responses indicate their familiarity with themes common in the literature concerning teacher induction, and with concepts of teachers as reflective practitioners who need to continuously examine their practice and experience in order to promote the ongoing shaping of their identity as teachers. The thesis argues for a conception of teacher professionalism which respects the identity of teachers and the agency of teachers as individuals in a world of individuals who are engaged in the constructionist creation of knowledge. This understanding prioritises practical wisdom, phronesis, over the technical knowledge, techne, and knowledge of subject, episteme, which teachers also require. This is at odds with widespread competency-based conceptions of teacher professionalism. The findings of the research indicate that the development of teacher identity is complex and is affected by a broader range of influences than the imperative to develop competencies. It calls for an alternative approach to teacher induction which acknowledges the importance of these factors.

<p>Knowledge is frequently discussed in modern society, and has been since ancient Greece. Our goal is to examine the content of two political documents with the desire to point out their visions about how the Swedish school system should be shaped, in relations to knowledge. More precise this essay is going to concentrate on two specific political parties, Folkpartiet and Vansterpartiet and their official programs on the subject school and education, to see what they say about knowledge. The choice is made on the basis that these parties political standings differ most from each other, in the left/right scale in politics. The qualitative analysis takes its main base from Aristotels concepts of knowledge; Episteme, techne and fronesis, and Bernt Gustavssons modern defenitions of them. The study showed that Folkpartiet want knowledge related to episteme to be the main source of education through out the school system, while Vansterpartiet want fronesis as the central form of knowledge.</p>

Knowledge is frequently discussed in modern society, and has been since ancient Greece. Our goal is to examine the content of two political documents with the desire to point out their visions about how the Swedish school system should be shaped, in relations to knowledge. More precise this essay is going to concentrate on two specific political parties, Folkpartiet and Vansterpartiet and their official programs on the subject school and education, to see what they say about knowledge. The choice is made on the basis that these parties political standings differ most from each other, in the left/right scale in politics. The qualitative analysis takes its main base from Aristotels concepts of knowledge; Episteme, techne and fronesis, and Bernt Gustavssons modern defenitions of them. The study showed that Folkpartiet want knowledge related to episteme to be the main source of education through out the school system, while Vansterpartiet want fronesis as the central form of knowledge.

Made available in DSpace on 2014-06-11T19:24:11Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-12-11Bitstream added on 2014-06-13T20:51:40Z : No. of bitstreams: 1 barbosa_t_me_prud.pdf: 1383989 bytes, checksum: 4dcd1725518bb799d30d55781f1da8a1 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O presente trabalho teve a preocupação em apontar as diferentes concepções e conceitos de natureza, através de alguns pensadores ocidentais da filosofia e da geografia. Para isso partimos da leitura de Galileu e a verificação de como o filósofo compreendeu a natureza; assim construímos um raciocínio temporal e questionamos o conceito de natureza por meio das obras de alguns filósofos como kant, Hegel, Spinoza, Descartes, Locke, Marx, Sartre, Husserl, Heidegger e outros. / This work had the concern in pointing the different conceptions and concepts how much to the nature, through some occidental thnkers in such a way in the philosophy as in geography. For this we break of the reading of Galileu and the verification of as the philosopher uderstood the nature; thus we construct a secular and thematic reasonning how much to the concept of nature by means of the philosophers, such as Kant, Spinoza, Descartes, Hegel, Sartre, Heidegger, Hussel, Marx and Locke.

Although MOOCs have not lived up to previously breathless predictions of disruption, they have had an outsized influence on university administrators who see online learning as a “savior solution” for ever-shrinking budgets. Despite lower student persistent rates, faculty skepticism, and burdensome faculty workloads, the general public and administrative embrace of online learning has been enthusiastic, which may be explained in part using Foucault’s concept of the episteme to view the convergence of the parallel tracks of educational and technological development--the idea of a kind of mechanism for learning. While MOOCs once promised “best professors,” other institutions now promise the “best designed” mechanisms for learning, certified through corporatized quality assurance programs and learning management systems. While this may be appropriate for shopping educational products in a neoliberal marketplace, it seldom addresses human needs. Moreover, the temporal and human constraints that online promises to banish, in fact, continue to exist. Therefore, a more realistic examination of psychological and social factors, pedagogical tools, and the nature of online communication, is needed in order to create a more humane way of teaching, and learning.

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