Nesta pesquisa procuramos investigar se o uso do pluralismo metodológico nas aulas de Física pode contribuir para o aprimoramento da argumentação científica dos alunos. As atividades foram realizadas com alunos da terceira série do ensino médio de uma escola do interior do estado de São Paulo. No desenvolvimento da pesquisa foram utilizadas, em sala de aula, metodologias de ensino variadas: atividades experimentais e de demonstração, atividades com o uso das tecnologias de informação e comunicação e projetos como estratégia de resolução de problema. A coleta de dados foi feita por meio de quatro grupos focais e pelas apresentações de projetos pelos alunos, com a finalidade de investigar as suas argumentações sobre os conceitos físicos estudados por meio das metodologias mencionadas anteriormente. Para a análise da estrutura das argumentações dos alunos demos ênfase aos elementos constitutivos do padrão de Toulmin. Os resultados desta pesquisa mostram indícios do aprimoramento da argumentação científica dos alunos. Isso nos fez concluir que o uso do pluralismo metodológico, juntamente com o processo de interação social, promove o desenvolvimento da argumentação científica e é uma alternativa que colabora para a formação de alunos mais reflexivos e participativos no processo de ensino e aprendizagem de Física. / In this research we investigate if the use of methodological pluralism in Physics classes can contribute to the improvement of the student\'s cientific argumentation. The activities were conducted with students of the third grade of secondary education at a school in the state of São Paulo. In the research\'s development was used, in the classroom, varied teaching methodologies: experimental and demonstration activities, activities using information and communication technology and projects such as problem solving strategy. The data collection was done through four focus groups and by the student\'s presentations of the project, in order to investigate their arguments about physical concepts studied by the methods mentioned above. For the initial structure analysis of the students\' argumentation we gave emphasis to the constituent elements of the standard Toulmin. Our results show evidence of student\'s improvement in scientific argumentation. Using these data we concluded that the use of methodological pluralism, with the process of social interaction, facilitates the development of scientific argument and it is an alternative that contributes to the formation of more reflective and participatory students in the teaching and learning of Physics.

A presente pesquisa teve por objetivo conhecer as concepções de alunos de Ensino Médio em relação à fotossíntese e a cadeia alimentar e aplicar a metodologia Módulo Didático visando favorecer o processo ensino-aprendizagem. A metodologia Módulo Didático, concebida por Delizoicov e Angotti (1990), consiste em três etapas: problematização inicial (PI), organização do conhecimento (OC) e aplicação do conhecimento (AC). A pesquisa foi desenvolvida com uma classe de 35 alunos do 1º Ano do Ensino Médio de uma escola pertencente à Rede Estadual de Ensino, localizada no município de Lorena, SP. O desenvolvimento da pesquisa ocorreu em quatro etapas: aplicação de um questionário socioeconômico e de uma avaliação diagnóstica inicial, desenvolvimento do Módulo Didático, aplicação de uma avaliação diagnóstica final ao término da aplicação da metodologia e uma nova aplicação da avaliação diagnóstica final após o período de férias escolares dos discentes. A aplicação da metodologia foi pautada no pluralismo metodológico por meio dos seguintes recursos: questões problematizadoras, leitura e análise de textos de divulgação científica, vídeos, simuladores, jogo e mapa conceitual. Dentre os resultados relacionados à análise do perfil socioeconômico dos discentes, percebeu-se que 41% possui preferência por desenvolver as atividades em um grupo pequeno, enquanto 38% tem preferência por trabalhar com outra pessoa. A análise comparativa das avaliações diagnósticas inicial, final e final após o período de férias escolares revelou tendências ao se considerar o processo ensino-aprendizagem de fotossíntese e de cadeia alimentar. Para a temática fotossíntese, alguns assuntos necessitam ser abordados a partir de recursos distintos dos utilizados para o desenvolvimento da pesquisa, uma vez que não houve efetividade no conhecimento construído; para outros, o conhecimento construído se mostrou efetivo. Em relação à temática cadeia alimentar, o conhecimento construído apresentou efetividade. Os resultados obtidos, portanto, revelaram que o Módulo Didático se constitui como uma estratégia metodológica viável para desenvolvimento com alunos de Ensino Médio. A efetividade do processo ensinoaprendizagem está atrelada a outros fatores condicionantes, tais como os recursos utilizados, o modo pelo qual os discentes preferem desenvolver as atividades bem como o número de alunos por classe. / The following research has the aim to discover the views of secondary school (high school) students in relation to photosynthesis and the food chains, and the application of the Didactic Module methodology to facilitate the teaching-learning process. The Didactic Module methodology, designed by Delizoicov and Angotti (1990), consists of three stages: initial questioning, organization of knowledge, and the application of knowledge. The research was conducted with a class of 35 students from the 1st year of a secondary school which belonged to a network of public schools, located in the city of Lorena, SP. The development of the research took place in four steps: the application of a socioeconomic questionnaire and an initial diagnostic evaluation, the development of the Didactic module, the application of a final diagnostic evaluation at the end of the methodology application and a new application of the final diagnostic evaluation after a period of the student\'s school holidays. The methodology was based on methodological pluralism through the following resources: questions which cause problems, the reading and the analysis of scientific texts, videos, simulators, games and concept map. Among the results related to the analysis of the socioeconomic profile of students, it was noticed that 41% have preference for developing activities in a small group, while 38% have a preference for working with someone else. The comparative analysis of the diagnostic evaluations from the beginning, middle and end of the school holiday period revealed trends when considering the teaching-learning process of photosynthesis and the food chain. For the theme photosynthesis, some issues need to be addressed from different resources used for the development of the researches, since there was no effectiveness in the knowledge which was constructed; for others, the knowledge built was effective. Regarding the thematic food chain, the knowledge built was showed to be effective. The results obtained show that the Didactic Module is constituted as a viable methodological strategy for the development of students in high school (secondary school). The effectiveness of the teaching-learning process is linked to other conditioning factors such as the resources used, the way in which students prefer to develop the activities and the number of students per class.

Sustainable development (SD) is a pressing global issue that is becoming increasingly prominent on clients and governing bodies agendas. In order to survive, organisations are seeking ways to negate their detrimental environmental impacts. This is no easy feat: SD is both complex and dynamic. To be successful, organisations need to leverage and expand their most valuable asset – knowledge. Civil engineering plays a significant role in SD – it shapes our environment and governs our interaction with it. However, extant research asserts that civil engineering related disciplines have been slow to adopt SD oriented practices; a possible result of their complex and fragmented organisational environments. The literature suggests that effective knowledge sharing (KS) can overcome these barriers, thus driving enhanced SD performance. Consequently, this research aims to investigate how the civil engineering sector can improve its intra-organisational sharing of SD knowledge, using an international civil engineering consultancy as an exemplar. Whilst there has been much research surrounding KS and SD there has been limited research that has investigated KS for SD, thus this thesis contributes to this limited body of knowledge. Mixed-method research was used to address the abovementioned aim. An increasingly popular approach, it is widely believed to generate greater value through complementary integration of quantitative and qualitative research paradigms. This approach lends itself also to the ethnographic inclinations of the reported research: the author was embedded within the case organisation, and sought a rich and reliable understanding of the study phenomena. An initial set of semi-structured interviews suggested that the case organisation’s members exhibit positive attitudes towards KS and SD, yet are often constrained by a number of common KS barriers, namely: a lack of organisation slack (i.e. time); a silo mentality; and poor SD ICT systems. These socio-cultural and technical barriers were subsequently investigated and contested using social network analysis techniques and an intranet acceptance model. A number of observations are made on the relationships between the findings from the research activities. It is believed the organisation often exhibits a reactive approach to KS for SD, which is deemed undesirable. This signals the need for greater senior management support to cultivate a culture where KS for SD is the norm and is integrated with work practices. A series of recommendations are provided to help the case organisation understand how such change could be cultivated. Several implications follow from this work. The mixed-method approach revealed a number of contradictions between the findings of each research activity. It is therefore postulated that mixed-method designs can provide a richer understanding, thus reducing misconceptions of KS phenomena. Following from this, the research contends that it may be too easy for researchers to identify with ubiquitous KS barriers as the reported research suggests that these may be perceived rather than actual. The research also reinforces the need for senior management support. These individuals govern the systems in which organisational members operate and thus have the ability to enhance KS for SD. Finally, the research demonstrates that SD ICT systems have little impact unless they are embedded in receptive contexts. Thus, an action research approach to KS system development is advocated to ensure systems are shaped to meet user expectations and drive desired KS behaviours. This research is presented in five peer-reviewed articles.

A presente pesquisa teve por objetivo conhecer as concepções de alunos de Ensino Médio em relação à fotossíntese e a cadeia alimentar e aplicar a metodologia Módulo Didático visando favorecer o processo ensino-aprendizagem. A metodologia Módulo Didático, concebida por Delizoicov e Angotti (1990), consiste em três etapas: problematização inicial (PI), organização do conhecimento (OC) e aplicação do conhecimento (AC). A pesquisa foi desenvolvida com uma classe de 35 alunos do 1º Ano do Ensino Médio de uma escola pertencente à Rede Estadual de Ensino, localizada no município de Lorena, SP. O desenvolvimento da pesquisa ocorreu em quatro etapas: aplicação de um questionário socioeconômico e de uma avaliação diagnóstica inicial, desenvolvimento do Módulo Didático, aplicação de uma avaliação diagnóstica final ao término da aplicação da metodologia e uma nova aplicação da avaliação diagnóstica final após o período de férias escolares dos discentes. A aplicação da metodologia foi pautada no pluralismo metodológico por meio dos seguintes recursos: questões problematizadoras, leitura e análise de textos de divulgação científica, vídeos, simuladores, jogo e mapa conceitual. Dentre os resultados relacionados à análise do perfil socioeconômico dos discentes, percebeu-se que 41% possui preferência por desenvolver as atividades em um grupo pequeno, enquanto 38% tem preferência por trabalhar com outra pessoa. A análise comparativa das avaliações diagnósticas inicial, final e final após o período de férias escolares revelou tendências ao se considerar o processo ensino-aprendizagem de fotossíntese e de cadeia alimentar. Para a temática fotossíntese, alguns assuntos necessitam ser abordados a partir de recursos distintos dos utilizados para o desenvolvimento da pesquisa, uma vez que não houve efetividade no conhecimento construído; para outros, o conhecimento construído se mostrou efetivo. Em relação à temática cadeia alimentar, o conhecimento construído apresentou efetividade. Os resultados obtidos, portanto, revelaram que o Módulo Didático se constitui como uma estratégia metodológica viável para desenvolvimento com alunos de Ensino Médio. A efetividade do processo ensinoaprendizagem está atrelada a outros fatores condicionantes, tais como os recursos utilizados, o modo pelo qual os discentes preferem desenvolver as atividades bem como o número de alunos por classe. / The following research has the aim to discover the views of secondary school (high school) students in relation to photosynthesis and the food chains, and the application of the Didactic Module methodology to facilitate the teaching-learning process. The Didactic Module methodology, designed by Delizoicov and Angotti (1990), consists of three stages: initial questioning, organization of knowledge, and the application of knowledge. The research was conducted with a class of 35 students from the 1st year of a secondary school which belonged to a network of public schools, located in the city of Lorena, SP. The development of the research took place in four steps: the application of a socioeconomic questionnaire and an initial diagnostic evaluation, the development of the Didactic module, the application of a final diagnostic evaluation at the end of the methodology application and a new application of the final diagnostic evaluation after a period of the student\'s school holidays. The methodology was based on methodological pluralism through the following resources: questions which cause problems, the reading and the analysis of scientific texts, videos, simulators, games and concept map. Among the results related to the analysis of the socioeconomic profile of students, it was noticed that 41% have preference for developing activities in a small group, while 38% have a preference for working with someone else. The comparative analysis of the diagnostic evaluations from the beginning, middle and end of the school holiday period revealed trends when considering the teaching-learning process of photosynthesis and the food chain. For the theme photosynthesis, some issues need to be addressed from different resources used for the development of the researches, since there was no effectiveness in the knowledge which was constructed; for others, the knowledge built was effective. Regarding the thematic food chain, the knowledge built was showed to be effective. The results obtained show that the Didactic Module is constituted as a viable methodological strategy for the development of students in high school (secondary school). The effectiveness of the teaching-learning process is linked to other conditioning factors such as the resources used, the way in which students prefer to develop the activities and the number of students per class.

Nesta pesquisa procuramos investigar se o uso do pluralismo metodológico nas aulas de Física pode contribuir para o aprimoramento da argumentação científica dos alunos. As atividades foram realizadas com alunos da terceira série do ensino médio de uma escola do interior do estado de São Paulo. No desenvolvimento da pesquisa foram utilizadas, em sala de aula, metodologias de ensino variadas: atividades experimentais e de demonstração, atividades com o uso das tecnologias de informação e comunicação e projetos como estratégia de resolução de problema. A coleta de dados foi feita por meio de quatro grupos focais e pelas apresentações de projetos pelos alunos, com a finalidade de investigar as suas argumentações sobre os conceitos físicos estudados por meio das metodologias mencionadas anteriormente. Para a análise da estrutura das argumentações dos alunos demos ênfase aos elementos constitutivos do padrão de Toulmin. Os resultados desta pesquisa mostram indícios do aprimoramento da argumentação científica dos alunos. Isso nos fez concluir que o uso do pluralismo metodológico, juntamente com o processo de interação social, promove o desenvolvimento da argumentação científica e é uma alternativa que colabora para a formação de alunos mais reflexivos e participativos no processo de ensino e aprendizagem de Física. / In this research we investigate if the use of methodological pluralism in Physics classes can contribute to the improvement of the student\'s cientific argumentation. The activities were conducted with students of the third grade of secondary education at a school in the state of São Paulo. In the research\'s development was used, in the classroom, varied teaching methodologies: experimental and demonstration activities, activities using information and communication technology and projects such as problem solving strategy. The data collection was done through four focus groups and by the student\'s presentations of the project, in order to investigate their arguments about physical concepts studied by the methods mentioned above. For the initial structure analysis of the students\' argumentation we gave emphasis to the constituent elements of the standard Toulmin. Our results show evidence of student\'s improvement in scientific argumentation. Using these data we concluded that the use of methodological pluralism, with the process of social interaction, facilitates the development of scientific argument and it is an alternative that contributes to the formation of more reflective and participatory students in the teaching and learning of Physics.

[pt] Paul Karl Feyerabend é geralmente conhecido como o filósofo da ciência contrário à idéia de um método científico único, à racionalidade e à ciência enquanto conhecimento privilegiado. Defendendo o anarquismo epistemológico, Feyerabend afirmou que, em se tratando de regras metodológicas para a ciência, a única regra possível é tudo vale. Por entendermos que essa imagem é excessivamente simplificadora da epistemologia proposta por Feyerabend, pretendemos mostrar que este filósofo foi muito mais um ardoroso crítico da uniformidade e defensor da diversidade quanto às formas de conhecimento e visões de mundo, do que um opositor da ciência per se. Sob esse enfoque, a obra feyerabendiana ocupa uma posição diferenciada no debate sobre a racionalidade ou não da ciência, uma vez que sua abordagem vai além das propostas irracionalistas relativistas que afirmam a influência de fatores não racionais no desenvolvimento do conhecimento dito científico. Nesta pesquisa, daremos ênfase às teses feyerabendianas que trazem um alerta quanto à falta de crítica aos cânones científicos - Objetividade, Razão e Verdade - enquanto legitimadores da primazia da ciência sobre outras formas de conhecimento. Além disso, iremos discutir as conseqüências indesejáveis que a ausência dessa crítica traz, não apenas no âmbito da filosofia da ciência como também ao desenvolvimento desse conhecimento e, principalmente, à realização da individualidade, da liberdade e das potencialidades humanas. / [en] Paul Karl Feyerabend is generally known as the philosopher of science against the idea of a unique scientific method, rationality and the view that science is a privileged form of knowledge. He proposed and defended epistemological anarchism and argued that, regarding scientific methodological rules, the only possible rule is anything goes. Since we consider this general image a simplification of Feyerabend´s epistemology, we intend to show that this philosopher was much more a critic of uniformity and a defender of diversity, when it comes to different forms of knowledge and worldviews, than an opponent of science per se. From this point of view, Feyerabend´s writings occupy a special standing in the rationality of science debate, since his approach goes beyond the irrationalist relativist positions that state the influence of irrational factors in the development of so called scientific knowledge. In this research, we shall emphasize those feyerabendian arguments that constitute an alert towards the lack of a critical attitude regarding scientific standards - Objectivity, Reason and Truth - as providers of a legitimate privilege of science in relation to other forms of knowledge. In addition, we shall also discuss the undesirable consequences of this lack of criticism not only within the philosophy of science but also for the development of scientific knowledge itself and, over all, for the accomplishment of individuality, of liberty and of the human potential.

No description available.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2017-07-05T13:22:51Z No. of bitstreams: 1 PDF - Mariana Silva Lustosa.pdf: 41609903 bytes, checksum: 03c562487a5a972f797bd6a0ddebfa8f (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-07-20T12:19:08Z (GMT) No. of bitstreams: 1 PDF - Mariana Silva Lustosa.pdf: 41609903 bytes, checksum: 03c562487a5a972f797bd6a0ddebfa8f (MD5) / Made available in DSpace on 2017-07-20T12:19:08Z (GMT). No. of bitstreams: 1 PDF - Mariana Silva Lustosa.pdf: 41609903 bytes, checksum: 03c562487a5a972f797bd6a0ddebfa8f (MD5) Previous issue date: 2017-03-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work concerns research about the methodological pluralism as a teaching of the contents of the Natural Science, which we carried out with students from two 7 th grade classes from a public school in Lagoa Seca city (PB). In one of the classes the classes were taught with the methodological variation, in the other were taught classes with majority expository methodology. The data collection was based in note about of the intervention realized and in the application of two questionnaires to students. ( pretest- post test ) about the contents taught in the classes. Demonstrating a better performance of the students in the answer to the questionaries after didactic intervention, with games, conceptual maps, modeling and theater with puppets, in comparison to the results of the exclusively. Among the results obtained, we highlight that the interaction and the teaching strategies stimulated the attention of the students to the contents taught, providing the decrease of the dispersion. It was also possible to notice an increase in their motivation and their willingness to attend classes. The multiple activities developed based on methodological pluralism enabled the learning of concepts and attitudes that contributed significantly to the expansion of students cognitive abilities. / O presente trabalho apresenta uma pesquisa sobre pluralismo metodológico como formar de ensino dos conteúdos das Ciências Naturais, que realizamos com alunos de duas turmas do 7° ano, de uma escola pública do município de Lagoa Seca (PB). Nosso objetivo foi investigar a efetividade desse método, a partir de uma sequência didática desenvolvidas com ações diferenciadas. Em uma das turmas, as aulas foram ministradas com a variação metodológica, na outra, foram ministradas aulas com metodologia, majoritariamente, expositiva. A coleta de dados foi baseada em anotações a respeito das intervenções realizadas e na aplicação de dois questionários aos alunos (pré-teste e pós-teste), sobre os conteúdos ministrados nas aulas. Os resultados revelaram que o uso do pluralismo metodológico contribuiu para a aprendizagem dos conteúdos ministrados (Anelídeos, Moluscos e Artrópodes), demonstrando melhor desempenho dos alunos nas respostas aos questionários após intervenção didática com jogos, mapas conceituais, modelagem e teatro com fantoches, em comparação aos resultados das aulas exclusivamente expositivas. Entre os resultados obtidos destacamos que a interação e as estratégias de ensino despertaram a atenção dos alunos para os conteúdos ministrados, proporcionando a diminuição das dispersões. Também foi possível perceber aumento na motivação e disposição deles para as aulas. As múltiplas atividades desenvolvidas com base no pluralismo metodológico possibilitaram a aprendizagem de conceitos e atitudes que contribuíram significativamente para a ampliação das capacidades cognitivas dos alunos.

Dans une économie fondée sur la connaissance et le savoir, la maîtrise de ressources informationnelles est devenue un des principaux facteurs de succès et de compétitivité de toute organisation innovante. C’est ce qui explique l’important investissement en la matière de la part de tous les acteurs économiques. Dans ce contexte, le Knowledge Management apparaît comme une réponse permettant d’organiser et de maîtriser les connaissances et les compétences acquises en interne pour agir en externe. Le management des connaissances a pour but d’avoir un système d’information durable et une dynamique informationnelle au sein des organisations. Notre sujet nous a conduit à une longue observation des préoccupations des acteurs de la communauté Knowledge Management. Nous avons étudié leurs principales interrogations dans les différents canaux de communication ; nous avons par la suite regroupé leurs attentes dans deux grandes questions qui constituent en effet nos questions de recherche. Cette recherche vise à atteindre deux objectifs principaux : Le 1er objectif est de comprendre comment mettre en place une démarche Knowledge Management dans une organisation et de savoir si cette démarche est la même pour n’importe quel type d’organisation. Sinon quels sont les facteurs de contingence à prendre en considération ? Le 2ème objectif : une fois cette démarche mise en place, est – elle évolutive, changeante et incrémentale ou bien reste-t-elle statique ? Ces deux objectifs constituent les deux principales parties que nous traitons dans cette thèse. Pour répondre à cette problématique, nous avons choisi d’utiliser un pluralisme méthodologique s’appuyant d’une part sur des méthodes d’intelligence informationnelle, d’autre part sur une étude quantitative à l’aide d’un questionnaire et enfin sur une étude qualitative via des entretiens semi-directifs. / In an economy founded on the knowledge and the data, the mastery of informational resources became one of the main factors of success and competitiveness of all innovating organization. It is what explains the important investment on the subject on behalf of all economic actors. In this context, the Knowledge Management appears like an answer permitting to organize and to master the knowledge and expertise’s acquired in intern to act in external. The knowledge management has for goal to have a lasting information system and an informational dynamics within the organizations. Our topic drove us to a long observation of the preoccupations of the actors of the community Knowledge Management. We studied their main questionings in the different channels of communication; we regrouped their waiting thereafter in two big questions that constitute our questions of research indeed. This research aims to reach two main objectives : The 1st objective is to understand how to put a gait Knowledge Management in place in an organization and to know if this gait is the same for any type of organization. Otherwise what the factors of contingency are to take in consideration? The 2nd objective: once this gait setting up, is. her evolutive, changing and incremental or she remain static? These two objectives constitute the two main parts that we treat in this thesis. To answer this problematic, we chose to use a methodological pluralism leaning on the one hand on methods of informational intelligence, on the other hand on a quantitative survey with the help of a questionnaire and finally on a qualitative survey via interviews.

Diese Dissertation beschäftigt sich mit einer systematischen Organisation der epistemologischen Dimension des menschlichen Wissens in Bezug auf Perspektiven und Methoden. Insbesondere wird untersucht inwieweit das bekannte Organisationsprinzip der integrativen Ebenen, das eine Hierarchie zunehmender Komplexität und Integration beschreibt, geeignet ist für eine grundlegende Klassifikation von Perspektiven bzw. epistemischen Bezugsrahmen. Die zentrale These dieser Dissertation geht davon aus, dass eine angemessene Analyse solcher epistemischen Kontexte in der Lage sein sollte, unterschiedliche oder gar konfligierende Bezugsrahmen anhand von kontextübergreifenden Standards und Kriterien vergleichen und bewerten zu können. Diese Aufgabe erfordert theoretische und methodologische Grundlagen, welche die Beschränkungen eines radikalen Kontextualismus vermeiden, insbesondere die ihm innewohnende Gefahr einer Fragmentierung des Wissens aufgrund der angeblichen Inkommensurabilität epistemischer Kontexte. Basierend auf Jürgen Habermas‘ Theorie des kommunikativen Handelns und seiner Methodologie des hermeneutischen Rekonstruktionismus, wird argumentiert, dass epistemischer Pluralismus nicht zwangsläufig zu epistemischem Relativismus führen muss und dass eine systematische Organisation der Perspektivenvielfalt von bereits existierenden Modellen zur kognitiven Entwicklung profitieren kann, wie sie etwa in der Psychologie oder den Sozial- und Kulturwissenschaften rekonstruiert werden. Der vorgestellte Ansatz versteht sich als ein Beitrag zur multi-perspektivischen Wissensorganisation, der sowohl neue analytische Werkzeuge für kulturvergleichende Betrachtungen von Wissensorganisationssystemen bereitstellt als auch neue Organisationsprinzipien vorstellt für eine Kontexterschließung, die dazu beitragen kann die Ausdrucksstärke bereits vorhandener Dokumentationssprachen zu erhöhen. Zudem enthält der Anhang eine umfangreiche Zusammenstellung von Modellen integrativer Wissensebenen. / This dissertation is concerned with a systematic organization of the epistemological dimension of human knowledge in terms of viewpoints and methods. In particular, it will be explored to what extent the well-known organizing principle of integrative levels that presents a developmental hierarchy of complexity and integration can be applied for a basic classification of viewpoints or epistemic outlooks. The central thesis pursued in this investigation is that an adequate analysis of such epistemic contexts requires tools that allow to compare and evaluate divergent or even conflicting frames of reference according to context-transcending standards and criteria. This task demands a theoretical and methodological foundation that avoids the limitation of radical contextualism and its inherent threat of a fragmentation of knowledge due to the alleged incommensurability of the underlying frames of reference. Based on Jürgen Habermas’s Theory of Communicative Action and his methodology of hermeneutic reconstructionism, it will be argued that epistemic pluralism does not necessarily imply epistemic relativism and that a systematic organization of the multiplicity of perspectives can benefit from already existing models of cognitive development as reconstructed in research fields like psychology, social sciences, and humanities. The proposed cognitive-developmental approach to knowledge organization aims to contribute to a multi-perspective knowledge organization by offering both analytical tools for cross-cultural comparisons of knowledge organization systems (e.g., Seven Epitomes and Dewey Decimal Classification) and organizing principles for context representation that help to improve the expressiveness of existing documentary languages (e.g., Integrative Levels Classification). Additionally, the appendix includes an extensive compilation of conceptions and models of Integrative Levels of Knowing from a broad multidisciplinary field.