A Journey from the Wordless is a study of the development of the author’s own professional knowledge.  After an introductory chapter on theory and method, there are four chapters treating of the author`s academic training as an artist (Ch. 2), a presentation and analysis of his own exhibitions (Ch. 3), a chapter on a cooperative effort entitled Pompeii in Time and Space (Ch. 4), and a concluding discussion of the nature of personal knowledge (Ch. 5). Questions are addressed concerning artistic knowledge; how it is built and transferred and how it is developed and transformed. Since the author`s own professional knowledge is the object of the research, special perspectives on personal experience emerges that otherwise would be difficult to articulate. The thesis is also a contribution to the debate surrounding artistic research in the visual arts, focusing on the importance of reflection and analysis in art education and creative art work. / QC 20100824

Uppsatsen tar upp frågan om döden inom den epikureiska filosofin. Det visar sig att frågan kan delas upp i flera frågor. Dessa delfrågor kring döden är kopplade till olika rädslor. Uppsatsen tar även upp hur frågan kring döden blir bron mellan metafysiken och etiken inom den epikureiska filosofin. Uppsatsens huvudpunkt är utredningen av Lucretius, De rerum natura. Uppsatsen följer Lucretius argumentation kring naturen, världen och universums uppbyggnad , gudarnas förehavanden och till slut döden som en icke-händelse och därför inget att frukta. För att förstå Lucretius bör man även studera Epikuros originaltexter. Frågan är om Lucretius argument tillför någonting nytt inom den epikureiska filosofin, eller om Lucretius endast omformulerar och ger nya liknelser kring det som redan står att finna i Epikuros originaltexter. Uppsatsens slutsats blir att Lucretius egentligen inte tillför någonting nytt och att Epikuros argument om döden som en icke-händelse står sig bra. / The purpose of this essay is to examine the question of death within the epicurean philosophy. The main question can be divided into part questions. These part questions are connected to different fears. The essay also discusses how the question of death becomes the bridge between metaphysics and ethics within the epicurean philosophy. The essay’s main focus is the examination of Lucretius, De rerum natura. The essay follows Lucretius argumentation about the construction of nature, the word and universe, the whereabouts of the gods and finally death as a non-event and therefore nothing to fear. To understand Lucretius one also has to study the original texts written by Epicurus. The question is if Lucretius argument adds anything new to the epicurean philosophy, or if Lucretius only rephrases and comes up with new metaphores about what already is found in the original texts by Epicurus. The essay’s conclusions are that Lucretius doesn’t add anything new, and that Epicurus original argumentation about death as a non-event is strong.

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In this essay I seek to examine how the Principle of Provenance can be discerned in the new activity-based wayof establishing an archival description. In which terms do authors of reports and works about archival descriptionspeak about provenance. Do they at all?In order to do so I have studied the history of the Principle of Provenance and what is to be its future – theregulation from the Swedish National Archives, RA-FS 2008:4. I have also read the referrel that was sent out toSwedish authorities, universities and other archival institutions. This to see how the referrel and the new ways ofarchival description was recieved, and also what was to be changed. To get a more extensive grip on the matter itwas necessary to read up on international standards on archival description, such as ISAD(G) and ISAAR(CPF),and standards for records management. How do they fit in to the activity-based archival description?

Die Idee einer philosophischen Bibliothek gewinnt im 19. Jh. eine neue Bedeutung jenseits der gelehrten und wissenschaftlichen Beschäftigung mit der Geschichte der Philosophie. Anders als viele Textsammlungen, die im 18. Jh. "Bibliothek" hießen und wissenschaftlicher Prosa vorbehalten waren werden nun Quellentexte in preiswerten Ausgaben zugänglich gemacht. In der Philosophie spielen damit auch Übersetzungen eine wichtige Rolle: Sie übernehmen einen wesentlichen Teil der Vermittlung des philosophischen Wissens für ein breites Publikum. Als Inkarnation der Idee einer philosophischen Bibliothek kann ein Unternehmen gelten, das 1868 von Julius Hermann von Kirchmann gegründet wurde und seit 1911 im Felix Meiner Verlag erscheint: die "Philosophische Bibliothek".

Swedish child-care institutions - day nurseries, kindergartens - did not until the 1930s become a concern of the Government. In 1943 the Swedish Riksdag for the first time passed a bill that gave child-care institutions a Government subsidy. This thesis deals with the Government's and the parliamentary commissions' attitudes to child-care institutions. Which type of institution ought to receive a subsidy? And for what reasons? The main argument for child-care institutions has always been that they could stimulate a sound development, for the child's own good and for society's. From the 1930s and into the 1950s most participants in the child-care debate stated that the kindergarten or part-time institutions for the pre-school child from the age of three and upwards was the preferable type. Day nurseries for children, even infants, of families were both parents had to work might be necessary but were to be seen as an emergency solution. From the mid-60s the attitu-de changed. Step by step full-time day nurseries became the institutions that were given priority by the Government. This change in attitude presupposes that the notion of the child changed as well. But it did not change in a vacuum. Borrowing an explanatory model from sociologist Johan Asplund, the thesis treats the child as a "figure of thought", placed between a super-structural discourse on child-care and society's basic, material conditions. Important changes at the level of discourse have been the attitude to modern, industrial society, e.g. the necessity of learning to live and work in a society which is complex, highly specialized and in constant change, and the debate on women's emancipation. At the level of material conditions, the most conspicious change is that more and more women have entered the labour market. The changing notion of the child can be understood as the effect of an influence from discourse and base on the "figure of thought". At the same time, the "figure of thought" in-fluenced the discourse. Thus, a child-care system for the benefit of child and woman and labour market could be established, and harmony could be created, at least in the discourse.

À la lecture d’ouvrages philosophiques anciens, nous sommes souvent surpris par la virulence des critiques adressées à l’écriture, dans la mesure où ces critiques nous parviennent au moyen de textes écrits. N’est-il pas paradoxal de tout à la fois rejeter et utiliser une même technologie ? Ou est-ce que les pratiques de l’oralité et de l’écriture des philosophes grecs, telles que ceux-ci les décrivent dans leurs ouvrages, peuvent être cohérentes avec leurs critiques ? Notre thèse visait, d’une part, à répondre à ce questionnement en confrontant les pratiques des philosophes anciens aux critiques qu’ils adressent à l’écriture, par le biais d’une étude systématique des discours sur la lecture et l’écriture dans des textes anciens d’auteurs et d’époques variés, et notamment des textes qui n’ont pas l’écriture pour objet. D’autre part, comme les travaux déjà publiés sur ce thème tentaient le plus souvent de trouver le point de rupture entre la tradition orale et la tradition écrite (cf. Havelock 1963, Lentz 1989), nous avons voulu inscrire notre objet d’étude dans une plus longue durée, ce qui nous a permis de constater qu’une rupture radicale entre les philosophes de tradition orale et ceux appartenant à la tradition écrite n’avait pas eu lieu, et que l’on observait plutôt une continuité des critiques et des pratiques de l’oralité et de l’écriture depuis l’époque classique jusqu’à l’Antiquité tardive. Malgré le développement de nouveaux supports matériels pour l’écriture, l’émergence d’une religion du livre, et la mise à l’écrit des poèmes homériques, la tradition philosophique grecque témoigne d’un usage circonspect de l’écriture et du refus de rejeter définitivement l’oralité. / When we read ancient philosophical works, often we are surprised to find that the Greek philosophers strongly criticize literacy, as we are still confronted with a written text. Is it not paradoxical to reject a technology while still using it? Or is the philosophers’ practice of literacy, as described in their works, consistent with their criticism? Is the philosophers’ practice of literacy, as described in their works, consistent with their criticism of it? This thesis aims to answer these questions, firstly, by comparing the ancient philosophers’ criticism of literacy to their practice of it, through the study of what various authors from various periods say about reading and writing. On the other hand, since earlier works on this topic have proposed that the classical period witnessed a sudden and, to a certain extent, definitive turn to literacy, and have tried to locate this turn in time, I have examined the situation in a broader perspective, over a longer period of time. The results show that, if we consider how philosophers criticize literacy and how they describe themselves in their own discourses, literacy patterns tended to remain similar until late Antiquity; and that, in spite of Aristotle's new use of literacy, the criticism we find in Plato lingers on. As a result, what we usually call the transition from an oral tradition to a written tradition could be better viewed as a cultural continuity. In spite of the commitment to writing recording of the Homeric poems, of the emerging of a book-centered religion, and notwithstanding an evident use of literacy, the ancient philosophical tradition testifies to a refusal, both theoretical and practical, of throwing away orality.

Problem-based learning (PBL) is a popular curricular approach in medical education. This thesis asks the question: How does PBL teach medical students about what matters in medicine using qualitative methods. The research demonstrates that PBL contributes to the on-going marginalisation of social issues in medical education.

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-07-30Bitstream added on 2014-06-13T20:47:17Z : No. of bitstreams: 1 nascimentojunior_af_dr_bauru.pdf: 2460497 bytes, checksum: 549f45d882c87fc34611cdfbd0645976 (MD5) / A tese foi desenvolvida buscando identificar os elementos necessários para uma compreensão da visão biológica sobre a natureza, numa perspectiva histórica e filosófica. Foi realizado um estudo teórico fundamentado no pensamento materialista dialético, visando identificar as principais questões que sustentam a biologia, considerando a sua história de construção e o olhar da filosofia da ciência sobre ela. Fez-se um levantamento documental principalmente nas fontes secundárias sobre a história e filosofia da biologia, também em algumas fontes primárias. Tendo realizada esta etapa, fez-se uma análise do conteúdo disciplinar dos Parâmetros Curriculares Nacionais do Ensino Médio (PCNEM), PCNEM+ e as Orientações Curriculares. O estudo foi direcionado por três questões: Quais são os elementos que caracterizam a biologia como tal ao longo da sua construção? Como estes elementos se caracterizam e se articulam? Os documentos curriculares oficiais consideram estes elementos na sua formulação? Como resultado, é trazida a história das ideias sobre os seres vivos na Antiguidade à Idade Média, sendo possível identificar algumas das questões que a biologia veio a se debruçar nos séculos seguintes. Em seguida, enfatiza-se a mudança ocorrida na visão de mundo na Idade Moderna que se opôs a Escolástica e suas implicações na organizaçãoda ciência que culminou na Revolução Científica. O século XIX marca o surgimento da biologia enquanto ciência. No início do século alguns ramos já se configuravam, porém ainda vinculados com a filosofia da natureza. Constitui-se a partir daí um olhar específico sobre a natureza considerando-se três teorias principais: teoria celular, teoria do equilíbrio interno e a teoria da seleção natural e origens das espécies. Duas perspectivas centrais se estruturaram, uma Mecanicista e outra Histórica, as quais sustentaram... / The thesis was developed in order to identify the elements necessary for an understanding of biological vision about the nature, historical and philosophical perspective. We conducted a theoretical study based on dialectical materialist thought, to identify the key issues underpinning biology, considering its history of construction and look at the philosophy of science about it. There was a documentary survey mainly on secondary sources on the history and philosophy of biology, also in some primary sources. Having performed this step, there was a review of disciplinary content of National Curriculum of Secondary Education (PCNEM) PCNEM + and Curriculum guidelines. The study walked directed by three questions: What are the elements that characterize the biology as such throughout its construction? How these elements are characterized and articulate? Documents of curriculum consider these elements in its formulation? As a result, it brought the history of ideas on living in antiquity to the Middle Ages, it is possibile to identify some of the questions that biology came to look over the following centuries. Then, we seek to emphasize the change in worldview in the modern era who opposed scholasticism and its implications to the science that culminated in the Scientific Revolution. The nineteenth century marks the emergence of biology as a science. At the beginning of the century there were already some branches, but still tied to the philosophy of nature. It consists from there a specific look on nature by considering three main theories: cell theory, theory of internal equilibrium and the theory of natural selection and origin of species. Two central perspectives are structured, a Mechanistic and another Historic, which ... (Complete abstract click electronic access below)

Este trabalho discute a introdução de tópicos de História e Filosofia da Ciência no ensino de Física para o segundo grau. Procurou-se dar embasamento teórico para atividades com tal temática, tanto no que diz respeito a questões metodológicas, com a análise de resultados de pesquisas em Didática das Ciências, como, também, quanto aos conteúdos histórico e filosófico. Tomando-se como tema o episódio de aperfeiçoamento da luneta no século XVII, foram elaboradas duas atividades de ensino que têm como finalidades a discussão das relações entre Ciência e Tecnologia e o papel dos referentes teóricos dos cientistas na observação e interpretação de dados. As atividades foram introduzidas em sala de aula e analisadas através de seu registro em vídeo. / The introduction of topics on history and philosophy of science in high school physics curriculum is discussed. Theoretical basis for the design of activities is presented concerning both methodological aspects, with the analysis of research on the teaching of science as, also, historical and philosophical content. Within the episode of the improvement of the telescope in the 17th century, two activities were developed, having the discussion of the relationship between science and technology and the influence of theoretical references of scientists on data observation and interpretation as themes. The activities were tried out in classroom and analysed through videotape records.