Terence Hutchison's 193 8 essay has been variously interpreted as introducing positivism, ultra-empiricism, and Popperian falsificationism into economics. Given Popper's well known anti-positivist stance, this state of affairs may seem puzzling. It might be presumed either that contradictions of some kind are involved in Hutchison's position, or that Popper's stance is not so far removed from logical positivism after all. In this thesis the latter option is adopted and Popper and logical positivism is viewed as part of a wider 'logical reconstructionist' pre-Quinean philosophy of science. Yet this move may not, and should not, resolve all disquietude on the part of the reader. For, to the extent that Hutchison adopted those aspects of Popper which clashed with logical positivism, there is an inherent contradiction between the view that Hutchison introduced positivism and the view that he introduced Popper into economics. This provides us with the springboard we need for our thesis. For the contradiction is resolved once these views are recognised as turning Hutchison into a straw man. In the weak version of our thesis we argue that there has been· an overemphasis on the positivist and Popperian elements in Hutchison's essay and a neglect of the extent to which it is concerned with economic methodology. In the strong version of our thesis we argue that Hutchison's essay is best viewed as a modem restatement of the inductivist-empirical-historical, as opposed to the deductivist-apriorist-formalist, approach in the long-standing methodenstreit in economics. In this restatement Hutchison draws on various elements of positivism and Popper to support a position that arises out of, and is specific to, the concerns of economic methodology, rather than to promote any particular philosophy of science in economics. Survey chapters on the philosophy of science with special emphasis on logical positivism, and on aspects of the history of economic methodology, enable us to evaluate the nature of Hutchison's essay and to substantiate our thesis. Thereafter we highlight the shortcomings of the traditional interpretations of Hutchison's essay pointing to how these have limited Hutchison's influence in economics. / Economics and Management Sciences / D. Litt. et Phil. (Economics)

Alan Sokal has questioned the postmodern assertion that 'science is ... a "myth'', a "narration" ... a "social construction'" (1998: x). This dissertation examines his reasons for rejecting this allegedly postmodern declaration. Firstly, it suggests that the basis for Sol'1ll's contention that a 'true' world exists beyond one's awareness of it extends to an attack on modem philosophy, and is not limited to its postmodern component. Then, it describes defences of the 'linguistic construction' of science as thinly veiled attempts at emulating scientific discourses. In a more speculative vein, the dissertation goes on to evaluate claims made against science in terms of its connection to warfare; its insensitivity to mythology, and its generally misdirected values. It is in terms of value that the dissertation detects an analogous relationship between the discourses of mythology and science. Finally, a playful 'postmodern' reading is attempted of Sol'1ll's use of fiction in establishing the truth of his assertions. / English Studies / M.A.(English)

Orientador: Chritina de Rezende Rubim / Banca: Ana Lúcia Pastore Schritzmeyer / Banca: José Geraldo Poker / Banca: Jayme Wanderley Gasparoto / Banca: Gilberto Giacóia / Resumo: Nos últimos anos tem sido notado no campo do direito um significativo aumento do interesse pelo referencial teórico e metodológico fornecido pela antropologia. No entanto, e apesar de algumas relevantes contribuições direcionadas a uma aproximação entre a antropologia e o direito, o fato é que a antropologia jurídica, ao menos no cenário acadêmico nacional, ainda ressente de uma maior reflexão sobre o seu espaço epistemológico e possibilidades práticas. Nesse âmbito de análise, e partindo do pressuposto de que o conhecimento reivindicado de forma autônoma pelo direito e pela antropologia representam, sobretudo, domínios de saber que se expressam como discursos históricos, o presente estudo apresenta duas finalidades: primeiramente, identificar os fundamentos e as possibilidades de análise do discurso jurídico-antropológico através de uma leitura dos seus principais referenciais epistemológicos; e, num segundo momento, desenvolver uma etnografia do discurso jurídico no campo cultural da execução penal sob a proposta de uma antropologia do conhecimento / Abstract: In recent years it has been noticed in the field of law a significant increase in interest in the theoretical and methodological framework provided by anthropology. However, despite some outstanding contributions aimed at a rapprochement between anthropology and law, the fact is that anthropology of law, at least in the national academic scene, still lacks a major reflection on your epistemological space and practical possibilities. Within this framework of analysis, and assuming that the knowledge claimed autonomously by law and anthropology especially represent areas of knowledge that are expressed as historical discourses, this study has two purposes: first, identify the reasons and possibilities of discourse analysis, legal and anthropological frames; and, second, to develop an ethnography of legal discourse in the cultural field of criminal enforcement under the proposal for an anthropology of knowledge / Doutor

Made available in DSpace on 2014-12-17T15:05:01Z (GMT). No. of bitstreams: 1 WesleyCO_DISSERT.pdf: 6721230 bytes, checksum: 88cae54372de377ee09da74089205341 (MD5) Previous issue date: 2013-06-10 / In last decades, the importance of including the contents of the Nature of Science (NOS) in Science Education has been emphasized. Several studies have focused on investigating the conceptions of NOS, supported by students and teachers, as well as design, implement and evaluate proposals that aim to provide a reflection on this theme in the educational context. Considering the complexity of such content, studies indicate the need for explicit and contextualized approaches and the History of Science (HS) is one of the possible paths to this inclusion. We started from the premise that, through a historical study, that aims to discuss the meaning and the basis of our "beliefs", we can know the process of building on what we "believe" and better understand its meaning. This thesis is part of this perspective, proposing to explore the History of the Vacuum, a themed high didactic potential still little used, in order to collaborate with the teaching content of NOS. We present actions on different fronts that originated three products in the context of this research. On the first front, we insert the research and production of instructional materials (three historical texts) to subsidize people interested in the implementation of HPS for educational context through this material. The relevance of this front is justified by the existence of gaps with regard to the production of such material for the context of teacher training. However, we consider that the preparation of instructional material of good quality and accessible does not guarantee that these resources will be used, if they will not be accompanied by discussions in teacher training, on how to use them, contexts and obstacles to be faced. The second part presented refers to the organization and implementation of a workshop for undergraduate students in physics and physics teachers, considering the instrumentalization of these individuals to the preparation and use of teaching strategies to approach aspects of NOS through episodes of History of the Vacuum, as well as the preparation of the text orientation for people interested in implementing the instructional material for secondary education. This guidance text contemplates the difficulties anticipated by the literature of the area and the main challenges faced by the participants about the didactic transposition of HPS for the educational context they were noted during the workshop. The relevance of this second front, in particular, is justified by the existence of gaps with regard to the inclusion of the theme of NOS and the HPS teacher training / Nas ?ltimas d?cadas, a import?ncia de incluir conte?dos de Natureza da Ci?ncia (NdC) no ensino de ci?ncias tem sido enfatizada. Diversos trabalhos tem se preocupado em investigar as concep??es sobre NdC sustentadas por alunos e professores, bem como em elaborar, implementar e avaliar propostas cujos objetivos se relacionam a propiciar espa?os de reflex?o sobre essa tem?tica no contexto educacional. Dada a complexidade desses conte?dos, estudos apontam a necessidade de abordagens explicitas e contextualizadas dos mesmos, sendo a Hist?ria da Ci?ncia (HC) um dos poss?veis caminhos para essa inser??o. Partiu-se da premissa de que, por meio de um estudo hist?rico, que visa discutir o significado e a base de nossas cren?as , pode-se conhecer o processo de constru??o do que acreditamos e entender melhor o seu significado. A presente disserta??o se insere nessa perspectiva, propondo, com o objetivo de colaborar com o ensino de conte?dos de NdC, explorar a Hist?ria do V?cuo, tem?tica de alto potencial did?tico ainda pouco utilizado. Apresentaram-se a??es em diferentes frentes que originaram tr?s produtos no ?mbito do presente trabalho. Na primeira frente, inseriu-se a pesquisa e a produ??o de materiais instrucionais (tr?s textos hist?ricos) para subsidiar interessados na transposi??o da HFC para o contexto educacional a partir do referido material. A relev?ncia dessa frente, em particular, se justifica pela exist?ncia de lacunas no que diz respeito ? produ??o desse tipo de material para o contexto de forma??o de professores. Considerou-se, no entanto, que a elabora??o de material instrucional acess?vel e de boa qualidade n?o ? garantia de que esses recursos venham a ser empregados se n?o forem acompanhados de discuss?es, na forma??o dos professores, sobre como utiliz?-los, contextos e obst?culos a serem enfrentados. Partindo desse pressuposto, a segunda vertente apresentada diz respeito ? organiza??o e implementa??o de uma oficina para licenciandos e professores de F?sica, tendo em vista a instrumentaliza??o desses indiv?duos para a elabora??o e uso de estrat?gias did?ticas para abordagem de aspectos de NdC por meio de epis?dios da Hist?ria do V?cuo, bem como a elabora??o do texto de orienta??o aos interessados em transpor o material instrucional para o Ensino M?dio. Esse texto de orienta??o contempla as dificuldades previstas pela literatura da ?rea (FORATO, 2009) e os principais desafios enfrentados pelos participantes acerca da transposi??o did?tica da HFC para o contexto educacional, que foram notados durante a oficina. A relev?ncia dessa segunda frente, em particular, se justifica pela exist?ncia de lacunas no que diz respeito ? inser??o da tem?tica NdC e da pr?pria HFC na forma??o de professores

Esta dissertação aborda a controvérsia entre o naturalista inglês John Turberville Needham (1713-1781) e o naturalista italiano Lazzaro Spallanzani (1729-1799) sobre o tema da \"geração\" dos seres vivos. Inscrita no âmbito da História da Ciência e inserida na linha de pesquisa História Filosofia e Cultura no Ensino de Ciências, tem os objetivos de contextualizar a controvérsia Needham-Spallanzani a partir de estudos realizados por contemporâneos que desenvolveram trabalhos temática e metodologicamente semelhantes e de apresentar uma discussão sobre a ciência e o papel das controvérsias no desenvolvimento do pensamento científico. Além disso, discute a sua aplicação no ensino de Biologia, com vistas a uma abordagem explícita de questões relacionadas à Natureza da Ciência (NdC). Os resultados experimentais apresentados por Needham à Royal Society em 1748 continham evidências favoráveis à geração espontânea e foram apoiados por Pierre-Louis Moreau de Maupertuis (1698-1759) e Georges-Louis Leclerc de Buffon (1707-1788). Incentivado por Charles Bonnet (1720-1793) e René Antoine Ferchault de Réaumur (1683-1754), Spallanzani repetiu os experimentos de Needham e publicou os resultados em sua obra mais conhecida, Saggio di osservazioni microscopiche concernenti il sistema della generazione de\' Signori di Needham e Buffon (Ensaio de observações microscópicas sobre o sistema da geração dos Senhores Needham e Buffon) de 1765, em que refutou os resultados do naturalista inglês. A esse livro se seguiram comentários e objeções feitos por Needham em obra publicada em 1769, e uma tréplica de Spallanzani publicada em uma coletânea de trabalhos, Opuscoli di fisica animale e vegetabile (Opúsculos de Física animal e vegetal) de 1776. A análise da controvérsia permitiu concluir que nenhum dos dois autores mudou de posição em função dos experimentos realizados por estarem baseados em pressupostos teóricos distintos. Discutido à luz do papel das controvérsias científicas na ciência, o episódio possibilitou delinear componentes epistêmicos e não-epistêmicos nas situações de conflito entre teorias científicas rivais, aspectos relevantes para a alfabetização científica almejada para o ensino de ciências. / This dissertation approaches the controversy between the english naturalist John Turberville Needham (1713-1781) and the Italian naturalist Lazzaro Spallanzani (1729-1799) on the theme of \"generation\" of living beings. As a work related to the History of Science and inserted in the search topic History, Philosophy and Culture in Science Teaching, it has the purposes to contextualize the Needham-Spallanzani controversy from studies carried out by contemporaries of these two naturalists who developed thematically and methodologically similar studies and topresent a discussion about science and the role of controversies in the development of scientific thought. Furthermore, it discusses its application in the teaching of Biology with a view to an explicit approach on the Nature of Science (NOS) issues The experimental results presented by Needham to the Royal Society in 1748 contained favorable evidences to spontaneous generation and were supported by Pierre-Louis Moreau de Maupertuis (1698-1759) and Georges-Louis Leclerc of Buffon (1707-1788). Encouraged by Charles Bonnet (1720-1793) and René Antoine Ferchault of Reaumur (1683-1754), Spallanzani repeated Needham\'s experiments and published the results in his most famous work, Saggio di osservazioni microscopiche concernenti il sistema della generazione dei\' Signori di Needham e Buffon (Essay of microscopic observations about the generation system of Mr. Needham and Mr. Buffon) of 1765, which refuted the results of the English naturalist. Following that book, comments and objections made by Needham were published in 1769, and a reply made by Spallanzani was published in the collection of works Opuscoli di fisica animale e vegetabile (Booklets of animal and plants Physics) of 1776. The analysis of this controversy led to the conclusion that none of the two authors changed position due to the experiments made since they were based on distinct theoretical assumptions. Discussed in light of the role of controversies in the development of scientific knowledge, this episode allow to outline epistemic and non-epistemic components in conflict situations between rival theories, relevant aspects to scientific literacy longed for science education.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-11-01T18:39:34Z No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Approved for entry into archive by Renata Lopes (renatasil82@gmail.com) on 2018-11-06T13:35:47Z (GMT) No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) / Made available in DSpace on 2018-11-06T13:35:47Z (GMT). No. of bitstreams: 1 gilbertodeoliveirapaulino.pdf: 1030430 bytes, checksum: c2acae9f06608fb88e3c67868f785c33 (MD5) Previous issue date: 2018-08-24 / Este trabalho tem a finalidade de propor uma sequência didática, com abordagem histórico-filosófica, utilizando-se de experimentos e demonstrações históricas na introdução de conceitos do eletromagnetismo no Ensino Médio. Através desta sequência didática, apresenta-se aos estudantes do Ensino Médio o conceito de ondas eletromagnéticas, numa dinâmica histórica que inclui discussões a respeito da natureza da ciência. O experimento histórico escolhido didaticamente como central é o experimento demonstrativo de Oliver Lodge, que projetou um sistema efetivo de recepção das ondas eletromagnéticas cuja principal inovação foi o emprego do coesor no lugar da antena de Hertz. Nessa dissertação, assume-se uma perspectiva pedagógica que se aproxima da Pedagogia Histórico-Crítica (PHC) na medida em que considera a difusão dos conteúdos, vivos e atualizados e a transmissão de conhecimentos historicamente acumulados pela humanidade, tarefas centrais da Educação. Constatamos uma afinidade entre a PHC e o ensino de ciências e concluímos que o referencial da PHC pode subsidiar o uso da História e da Filosofia da Ciência no ensino de ciências. Por fim, apresenta-se um relato e avaliação do desenvolvimento e aplicação efetiva da sequência didática proposta em sala de aula. O Produto Educacional desenvolvido neste trabalho de mestrado consiste na sequência didática e sua descrição, dos textos e questionários utilizados nas aulas e do texto de apoio ao professor. / This work has the goal of proposing a didactic sequence, with historical-philosophical approach, using experiments and historical demonstrations in the introduction of electromagnetism concepts in High School. Through this didactic sequence, the students of high school are presented to the concept of electromagnetic waves, in a historical dynamic that includes discussions about the nature of science. The historical experiment chosen didactically as central is the Oliver Lodge's demonstrative experiment, which designed an effective system for receiving electromagnetic waves whose main innovation was the use of the coesor instead of the Hertz’s antenna. In this dissertation, is assumed a pedagogical perspective that approaches the Historical-Critical Pedagogy (PHC) insofar as it considers the dissemination of live and up-to-date contents and the transmission of knowledge historically accumulated by humanity, central tasks of Education. We verified an affinity between the PHC and the Science Teaching and we concluded that the PHC referential can subsidize the use of History and Philosophy of Science in Science Teaching. Finally, a report and evaluation of the development and effective application of the didactic sequence proposed in the classroom is presented. The Educational Product developed in this master's work consists of the didactic sequence and its description, in the texts and questionnaires used in the classes and in the text to support the teacher.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Science Teaching in Brazil has been increasingly acknowledged as a research field and has also been seeking for alternatives to improve scientific education in all levels. One of the research fields is the incorporation of History and Philosophy of Science (HFC) in education, which has received significant attention by government guidelines and researchers in the field. This work presents the results obtained by the implementation of a HFC related didactic module with undergraduate students from UFSM s course of Physics. The purpose of this work was to evaluate the use of Scientists Original Texts (TOC) and History of Scientific Ideas Texts (THIC) in Science Teaching, more specifically in Physics Teaching. In order to subsidize the elaboration of the module, we performed a research in the field magazines and events, trying to ascertain to what extent these publications concern class works and which are the resources used. The results were classified in classroom approaches or HFC subsidies. The results show that there is a low number of classroom approaches, and the main resources for HFC use in the classroom are texts. The results also show that there are almost no reports of the use of TOC and THIC in undergraduate courses. Optics was the chosen theme and conceptual aspects, nature of science aspects and the aspects concerning the requirements of teacher formation were considered. The results, obtained by the application of questionnaires during the length of classes, have indicated an advancement concerning students conceptions about science. They also have indicated that few students succeeded in using the discussions about Optics conceptual contents in the questions proposed. According to the research analysis, there was great acceptance about the texts, especially the ones concerning THIC. Based on the results, we propose didactic module changes and other possible research developments. / O Ensino de Ciências no Brasil tem se afirmado cada vez mais como campo de pesquisa e buscado incorporar os resultados das pesquisas ao longo dos anos para melhorar a educação científica em todos os níveis de Ensino. Uma das linhas de trabalho diz respeito à incorporação de História e Filosofia da Ciência (HFC) ao Ensino das Ciências, que tem ganhado significativa atenção por parte das orientações governamentais e também dos pesquisadores da área. O presente trabalho apresenta os resultados obtidos com a implementação de um módulo didático relacionado à HFC com alunos do curso de Licenciatura em Física da UFSM. O objetivo do trabalho foi avaliar a utilização de Textos Originais de Cientistas (TOC) e Textos sobre a História das Ideias da Ciência (THIC) no Ensino de Ciências, nesse caso, mais especificamente no Ensino de Física. Visando subsidiar a elaboração do módulo foi realizada uma pesquisa em periódicos e eventos da área que buscou verificar em que medida essas publicações contemplam o trabalho em sala de aula e quais são os recursos empregados para este trabalho. Esses resultados, que foram classificados em propostas para a sala de aula ou subsídios ao trabalho com HFC, mostraram que é reduzido o número de propostas para sala de aula sendo que os principais recursos utilizados no trabalho com HFC em sala de aula são textos. Os resultados também indicaram que praticamente não há relatos de utilização de TOC e THIC no Ensino Superior. O tema escolhido foi ótica e a proposta procurou associar aspectos conceituais desse assunto, aspectos sobre a natureza da ciência e aspectos relativos às necessidades formativas de professores. Os resultados, obtidos por meio da análise de questionários aplicados durante a execução das aulas indicaram um avanço em relação às concepções dos alunos sobre a Ciência. Também indicaram que poucos alunos conseguiram utilizar as discussões sobre os conteúdos conceituais de ótica nas questões propostas. Da análise realizada do trabalho desenvolvido constata-se uma grande aceitação dos alunos, principalmente em relação aos THIC. A partir dos resultados obtidos são propostas modificações no módulo didático e outros possíveis desdobramentos da pesquisa.

In 2016 the Ministry of Education in British Columbia (BC), Canada introduced the topics of quantum mechanics (QM) into the Grade 8 science curriculum. Science teachers with or without QM background are expected to learn and teach QM. Stemming from a constructivist theoretical framework, this in-depth exploratory case study explores the processes of learning and teaching the topics of QM by asking: “How does a Grade 8 science teacher learn to teach QM?” The purpose was to understand the teacher’s QM learning process, the development of pedagogical content knowledge (PCK) in QM and teacher’s views of the nature of science (NOS). The data was collected through multiple sources and analyzed by using thematic analysis. The themes were identified under five main categories: 1) the development of PCK in QM is complex, 2) the student-centered approach mandated in the redesigned curriculum may be limiting, 3) the nature of learning QM is not different than learning other subjects, 4) middle school science education is inconsistent with the current level of scientific knowledge, and 5) the development of informed views of NOS requires an accumulation and synthesis of prior knowledge in history and philosophy of science (HPS). The study proposes two previously unexplored integral aspects of PCK framework, since: the ‘allotted time’ in learning and teaching a subject and ‘pre-PCK’ change the nature of PCK development. The term pre-PCK was coined referring to the specific content oriented and student-centered activities that take place before the class with the goal of establishing an effective basis for the PCK development. The insights emerging from the study would be of interest to other Grade 8 science teachers in BC, pre-service teacher program coordinators at the universities, and the Ministry of Education in BC to provide institutional support. This study would also contribute to closing the knowledge and communication gaps between the fields of science, science education practice and science education research. / Graduate

Abstract This dissertation analyzes conceptions of the nature of the Treaty of Nöteborg, signed in 1323 between Sweden and Novgorod, especially in 19th and 20th century Finnish historical research and popular literature. The methodologies used are contextualization and the sociology of science. The treaty rose to great prominence in mid-19th century periodization of Finnish history. At the time, Finnish historiography considered the Crusade Period in Finland as a showdown between Sweden and Russia and emphasized the significance of interstate treaties. The treaty has maintained its status as a cornerstone of the periodization of Finnish history up to the present. It has symbolized the Christianization and Swedification of Finland and the nationalist myth of the birth of a unified Finnish people in medieval times. With the view of an era of Karelian disunity, symbolized by the treaty, an image of history was constructed in Finnish kinship ideology from the mid-19th century up to the end of World War II. This image was used in furthering the unification of Eastern Karelia with Finland. An image of the treaty as having confirmed an ancient Karelian position of power in Northern Finland was created with the view of the border as stretching to the Bay of Bothnia. This was important particularly in the 19th century, as various nations were constructing views of their own ancient dominance in the North Calotte region. Using these border conceptions, a nationalist image of Finns as having conquered Eastern Savo and Northern Finland for Sweden in late medieval times was also created. The conception of Northern Finland as a common was created in the 1960s. This view was partially based on the 19th century Swedish nationalist conception of the border as stretching to the Arctic Sea. Especially in Savo, views of the location of one’s own locality on the ancient borderline have been used in creating a local identity in the late 20th century. The conception of the border as a dividing line between modern Western and Eastern Finland arose in early 20th century Finnish ethnology based on dubious views of settlement history and geography. The hazy source material concerning borders has been interpreted based on various theoretical background assumptions, and it has been compatible with several different theories. / Tiivistelmä Tässä väitöskirjassa analysoidaan käsityksiä Ruotsin ja Novgorodin välillä vuonna 1323 solmitun Pähkinäsaaren rauhan luonteesta erityisesti 1800- ja 1900-lukujen suomalaisessa historiantutkimuksessa ja populaarissa kirjallisuudessa. Metodeina käytetään kontekstualisointia ja tieteensosiologian metodeja. 1800-luvun keskivaiheilla Pähkinäsaaren rauha nousi merkittävään asemaan Suomen historian aikakausijaottelussa. Ajan suomalainen historiantutkimus piti Suomen ristiretkiaikaa venäläis-ruotsalaisena välienselvittelynä ja korosti valtioiden välisten sopimusten merkitystä. Rauha on säilyttänyt asemansa Suomen historian periodisoinnin kulmakivenä nykypäivään asti. Se on symboloinut Suomen kristillistymistä ja ruotsalaistumista sekä nationalistista myyttiä yhtenäisen Suomen kansan synnystä keskiajalla. Käsityksellä Pähkinäsaaren rauhan symboloimasta Karjalan hajanaisuuden ajasta rakennettiin 1800-luvun puolivälistä toisen maailmansodan loppuun heimoaatteessa historiakuvaa, jonka mukaan itäinen Karjala tulisi yhdistää Suomeen. Käsityksellä Pähkinäsaaren rauhan Pohjanlahdelle ulottuneesta rajasta luotiin 1800-luvulla kuvaa rauhan luonteesta muinaisen karjalaisvallan vahvistajana pohjoisessa Suomessa. Tällä oli merkitystä varsinkin 1800-luvulla, jolloin eri kansakunnat rakensivat näkemyksiä omasta muinaisvallastaan pohjoiskalotilla. Rajanäkemyksillä on myös rakennettu nationalistista näkemystä siitä, että suomalaiset valloittivat itäisen Savon ja pohjoisen Suomen Ruotsille myöhäiskeskiajalla. 1960-luvulla syntynyt näkemys piti Pohjois-Suomea yhteisalueena. Se perustui osittain 1800-luvun ruotsalaiseen nationalistiseen näkemykseen, jonka mukaan raja ulottui Jäämerelle. Erityisesti käsityksiä oman paikkakunnan sijainnista muinaisella rajalla on voitu käyttää etenkin Savossa paikallisen identiteetin rakentamisessa 1900-luvun lopulla. Käsitys rajasta Itä- ja Länsi-Suomen jakajana syntyi 1900-luvun alkupuolen suomalaisessa kansatieteessä kyseenalaisten maantieteellisten ja asutushistoriallisten näkemysten pohjalta. Rajoihin liittyvää epäselvää lähdemateriaalia on tulkittu useiden eri teoreettisten taustaoletusten pohjalta, ja se onkin ollut yhteensopiva useiden eri teorioiden kanssa.

À partir d'une analyse de la science contemporaine comme état de pluralité scientifique, nous nous intéressons à la situation épistémologique particulière qu'est la mise en œuvre de cet état de pluralité, c'est-à-dire à la pluralité scientifique en action, sous la forme de projet de relations entre disciplines scientifiques distinctes. Nous définissons la relation disciplinaire comme une relation d'interaction volontaire entre différents chercheurs issus de disciplines et/ou de spécialités différentes, autour d'un problème commun, pour lequel leurs compétences épistémiques spécifiques sont requises. Dans ce but, nous associons une réflexion théorique à une d'un terrain propice : le LabEx IMU (Laboratoire d'Excellence de l'Intelligence des Mondes Urbains) et les projets scientifiques qui émergent en son sein, à partir de disciplines aussi distinctes que les sciences informatiques, l'archéologie, la biologie, sociologie, philosophie, etc. L'étude de pluralité scientifique en action veut également dire : telle que la pluralité scientifique est pratiquée. Notre objectif est de mobiliser les ressources philosophiques ( philosophie des sciences générale, pragmatisme, épistémologie sociale, philosophie empirique) pour rendre compte de la dimension proprement épistémique de ces projets, c'est-à-dire leur objectif de connaissance. Dans ce but, nous analysons le contexte de spécialisation disciplinaire dans lequel des situations d'interactions émergent, en considérant que bien que cette spécialisation soit le plus souvent justifiée épistémique, d'autres dynamiques scientifiques apparaissent comme nécessaires. Nous défendons la thèse suivante : ces interactions sont des réponses à la nécessaire tension à l'unité dans la science, tout en étant devant être considérées sur un plan épistémologique comme des tentatives de mise en ordre non théoriques, qui anticiperaient ce que la science qui devrait être. Pour préciser ce que sont les projets de relation disciplinaire, nous nous intéressons à la condition de la science qui les rend possible (division du travail scientifique ; communauté scientifique), ainsi qu'aux moyens d'instruire philosophiquement de telles situations, en mobilisant la notion d'enquête chez Peirce et Dewey, notamment dans le lien qu'elle permet entre sens commun et enquête scientifique. À l'encontre de plusieurs approches de l'interdisciplinarité, qui cherchent à définir un niveau d'interaction satisfaisant, nous proposons de rendre compte de la multiplicité des interactions épistémiques au sein de la science et de développer des moyens d'analyse susceptible de représenter ces situations. Dans ce but, nous revalorisons la place des disciplines, afin de justifier le fait que ces projets sont principalement la poursuite d'une science normale par d'autres moyens. Nous analysons également en quoi ces projets doivent être considérées comme une bonne manière de faire de la science, fondés en premier lieu par leur excellence épistémique. D'autres valorisation deviennent alors possibles : comme commensurabilité aux phénomènes, comme confrontation à des problèmes pratiques et comme maximisation de la culture et des valeurs scientifiques. En confrontant ces analyses à notre terrain d'étude, nous développons des catégories analytiques susceptibles de représenter les situations d'interactions, en proposant une typologie des relations disciplinaires ainsi qu'une étude plus globale des projets de relations disciplinaires en eux-mêmes. Nous terminons notre étude par l'analyse de différents projets du LabEx IMU, en leur appliquant les catégories de représentation précédemment développées. / From an analysis of contemporary science as a state of scientific plurality, we study the particular epistemologic situation of the implementation of this state of plurality, that is to say the scientific plurality in action, as it takes form into projects of relationships between distinct scientific disciplines. We define disciplinary relationship as a volunteer relation of interaction between different searchers from different scientific disciplines/specialites around a common issue, for which their specific epistmemic competences are required. In this goal, we associate a theoric reflexion with a fieldwork : the study of the Labex IMU - (Laboratoire d'Excellence de l'Intelligence des Mondes Urbains ; Excellence Laboratory of the Intelligence of Urban Worlds) within which scientific projects emerge, from disciplines as different as computer science, archeology, biology, sociology, philosophy and so on. Thus, the study of the scientific plurality in action means : as the plurality is practised. Our objective is to use philosophical ressources (general philosophy of science, pragmatism, social epistemology, empirical philosophy) to describe the epistemic dimension of these projects, that is to say their objective of knowledge. With this objective in mind, we analyse the origin of this state of diversity through the problem of disicplinary specialization, by showing that, even if these specialization is most of the time justified, other dynamics appears necessary. We defend the following these : these interactions are answers to the necessary tension toward the unity of science, and they must be considered from an epistemologic point of view as non-theoric set in order attempts which would anticipate the science that must be. To specify what are the projects of disciplinary relationships, we study at firt the scientific condition that makes it possible (scientific work division ; scientific community), and the means to analyse philosophically such situations, by engaging the notion of inquiry of Peirce and Dewey, in particular the link that it allows between common sens and scientific inquiry. On opposition to several interdisciplinarity approaches, which seek to define a satisfactory level of interaction, we propose to investigate the multiplicity of epistemic interactions in science and to develop analytical means to represent such situations. Thus, we accord more status to disciplines, in order to justify the fact that these projects are a mere continuation of normal science by other means. We analyse also how these projects must considered as good science, founded in epistemic excellence at first place. Other valorisations becomes possibles : as commensurability to phenomenons, as a confrontation to pratical issues and as a maximisation of scientific culture and values By confronting these analysis to our fieldwork, we develop analytical categories capable to represent the situations of interactions, by proposing a typology of disciplinary relationships and a more globla study of the projects of disciplinary relationships in their own. We finish our study by the analysis of several projects of the LabEx IMU, by apling to them the representational categories previously developped.