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Titre de l'écran-titre (visionné le 1er février 2024) / La validité de la connaissance contemporaine est de moins en moins claire, certaine. Considérant l'impact de la réduction logique sur la transmission des connaissances, le savoir se transforme en ignorance et en croyance. Comment garantir la validité de la connaissance ? Loin des courants philosophiques traditionnels, Piaget rejeta la division entre connaissance scientifique et connaissance commune. En marge des courants philosophiques traditionnels, les travaux de Piaget proposent une compréhension alternative des notions de validité et de vérité épistémiques et épistémologiques au niveau de l'acquisition, de la validation, de la mise en application et de la fiabilité des connaissances. Se basant sur l'interprétation constructiviste radicale d'Ernst von Glasersfeld ainsi que de l'analyse holistique exhaustive de Marie-Françoise Legendre, ce travail revient aux sources fondamentales (souvent mal comprises) et explore cette notion piagétienne de la « connaissance valable ». Pour l'expliquer, nous avons dégagé « certaines » prémisses fondamentales (mais non les seules) du corpus piagétien et des travaux d'épistémologie génétique afin d'en constituer une "théorie des limites". Ancrées dans les fondements psychobiologiques développementaux de la connaissance, nous avons ainsi proposé une philosophie constructiviste dans un contexte de résolution de problème et d'adaptation psychobiologique. Ceci nous mena à envisager une méta-épistémologie normative portant sur l'application des connaissances afin d'y intégrer la notion de programme épistémologique. Notions associées : constructivisme, structuralisme, biologie de la connaissance, autorégulation, équilibration, assimilation, accommodation, phénocopie, pseudophénocopie, évolution variationnelle, évolution organisatrice, égocentrisme, décentration, connaissance valable, vérité, épistémologie génétique, psychologie génétique, validité épistémologique, validité épistémique, fiabilité épistémologique, processus d'objectivation, objectivation, dialectique, épistémologie, méta-épistémologie, logique épistémologique, logistique, déduction, induction, transduction, etc. Les auteurs principaux identifiés dans la thèse sont Jean Piaget, Marie-Françoise Legendre, Ernst von Glasersfeld, Edgar Morin, Jean-Louis Le Moigne, Burrhus Frederic Skinner, John Broadus Watson, Robert Nadeau, Willard Van Orman Quine, Ilya Prigogine et Philippe Lestage. / The validity of contemporary knowledge is becoming increasingly unclear and uncertain. Considering the impact of logical reduction on the transmission of knowledge, our understanding of reality transforms into ignorance and belief. How can we ensure the validity of knowledge ? Far from traditional philosophical currents, Piaget rejected the division between scientific knowledge and common knowledge. Alongside non-traditional philosophical currents, Piaget's work offers an alternative understanding of epistemic and epistemological validity and truth at the levels of acquisition, validation, application, and reliability of knowledge. Based on the radical constructivist interpretation by Ernst von Glasersfeld and a comprehensive holistic analysis by Marie-Françoise Legendre, this work returns to the fundamental sources (often misunderstood) and explores Piaget's notion of "valid knowledge." To explain this, we have identified "certain" fundamental premises (but not limited to) from the Piagetian corpus and genetic epistemology works to form a "theory of limits." Grounded in the psychobiological developmental foundations of knowledge, we have proposed a constructivist philosophy in the context of problem-solving and psychobiological adaptation. This led us to consider a normative meta-epistemology regarding the application of knowledge, integrating the concept of an epistemological program. Associated concepts include constructivism, structuralism, biology of knowledge, selfregulation, autoregulation, equilibration, assimilation, accommodation, phenocopy, pseudophenocopy, variational evolution, organizing evolution, egocentrism, decentration, valuable knowledge, truth, genetic epistemology, genetic psychology, epistemological validity, epistemic validity, epistemological reliability, objectification process, objectification, dialectic, epistemology, meta-epistemology, epistemological logic, logistic, deduction, induction, transduction, etc. The main authors identified in the thesis are Jean Piaget, Marie-Françoise Legendre, Ernst von Glasersfeld, Edgar Morin, Jean-Louis Le Moigne, Burrhus Frederic Skinner, John Broadus Watson, Robert Nadeau, Willard Van Orman Quine, Ilya Prigogine and Philippe Lestage.

Ce mémoire a pour sujet d’étude Le surréalisme et la peinture d’André Breton. Nous cherchons à montrer de quelle manière Breton redéfinit le mouvement surréaliste à la lumière des arts visuels. Nous avons pour postulat qu’il s’agit du texte central de Breton pour comprendre la peinture surréaliste, et qu’il pourrait même s’agir là d’un manifeste de la peinture surréaliste. Nous étudions de quelle manière Breton s’inscrit dans une lignée d’écrivains qui abordent les arts visuels dans leurs textes, et qu’il fait cela tout en se détachant des critiques d’art de son époque. Nous croyons que Le surréalisme et la peinture est un texte qui allie à la fois un discours critique et poétique. De plus, en nous penchant sur d’autres textes sur l’art de Breton, nous montrons l’évolution de ses idées sur les arts visuels. Nous nous penchons aussi sur des concepts comme le modèle intérieur et l’automatisme pour comprendre avec quels paramètres Breton tente de définir la peinture surréaliste.

A presente pesquisa pretendeu estudar a questão da indisciplina/disciplina em oficinas de jogos, tendo como objetivo identificar ações de indisciplina em crianças nestes contextos. O estudo foi feito no Laboratório de Psicopedagogia (LaPp), do Departamento de Psicologia da Aprendizagem, do Desenvolvimento e da Personalidade, do Instituto de Psicologia, da Universidade de São Paulo. Foram observadas ao longo de um ano e meio (2005-2006), três crianças: duas com 10 anos e uma, 11 anos. Caracterizamos do ponto de vista conceitual os aspectos de disciplina (atenção / concentração, respeito e persistência) e indisciplina (desatenção / dispersão, desrespeito, trapaça e desistência) tanto numa perspectiva teórica como numa perspectiva prática (entrevistando profissionais deste Laboratório). Desta forma, as observações relativas à indisciplina das crianças foram analisadas pelas categorias de: desatenção/dispersão, desrespeito às regras dos jogos ou atividades, desrespeito às regras da oficina, desrespeito aos colegas, trapaça e desistência. Como resultados, verificamos que as atitudes mais observadas nos três sujeitos foram de desrespeito e a menos observada de trapaça; em relação à freqüência das ações de indisciplina de cada criança, pudemos verificar que dois dos sujeitos observados (C2 e C3) agiram com relativa indisciplina no primeiro semestre, aumentaram as ações de indisciplina no segundo semestre e reduziram drasticamente essas ações no terceiro semestre. C1 manteve praticamente a mesma quantidade de ações indisciplinadas no primeiro e segundo semestre, mas também as reduziu drasticamente no terceiro semestre. Ao final (terceiro semestre), as três crianças estavam mais familiarizadas com o sistema de regras e, de uma maneira geral, passaram a atribuir valor ao fato de triunfarem nas tarefas propostas, buscaram melhorar seus desempenhos e expandir a si próprias (com valores positivos), e, conseqüentemente, agiram com menos indisciplina. Discutimos que os jogos são excelentes meios para se observar o prejuízo das ações de indisciplina. Consideramos estas ações negativas, porque dificultam a realização bem sucedida das atividades pretendidas. Por fim, verificamos que as oficinas de jogos constituem um espaço no qual, além de as crianças ampliarem seus recursos cognitivos, são desenvolvidas atitudes favoráveis à aprendizagem, que requerem, dentre outros, o desenvolvimento de ações de disciplina. / This research intended studying the indiscipline/discipline issue in games workshops, aiming the identification of childrens indiscipline actions in those contexts. The study was carried out at the Psycho-pedagogic Laboratory (Laboratório de Psicopedagogia (LaPp)), at the Department of Learning Psychology and Personality Development, in the Institute of Psychology at the University of Sao Paulo. Three children, two with 10 years old and one with 11 years old, were observed along one and a half year (2005-2006). From the conceptual point of view, the discipline aspects (attention/concentration, respect, and persistency), and indiscipline (lack of attention/concentration, dispersion, disrespect, cheating, and quitting) were characterized, both in a theoretical perspective and in a practical perspective (interviewing the aforementioned laboratorys professionals). This way, the observations regarding the childrens indiscipline were analyzed according to the following categories: attention deficit/dispersion, disrespect to the rules of the game or activity, disrespect to the workshops rules, disrespect to colleagues, cheating, and quitting. As a result, we verified that the attitude most often observed in the three subjects was disrespect and the least present attitude was cheating; regarding the frequency of indiscipline actions in each child, we were able to substantiate that two of the observed subjects (C2 e C3) acted with relative indiscipline in the first semester, built up indiscipline actions in the second semester and drastically lessened those actions at the third semester. C1 not only kept practically the same amount of indiscipline actions in the first and second semesters, but also reduced them dramatically at the third semester. At the end (third semester), the three children became familiarized with the set of rules and, in general, seemed to value the fact that they were fulfilling the proposed tasks, seeking to improve their performance and expand themselves (with positive values), and, consequently, acting with less indiscipline. We point out that games are an excellent way to observe the harm of indiscipline actions. We find these actions hindering, for they obstruct the realization of successful intended activities. Last, we concluded that games workshops constitute an opportunity for children to broaden their cognitive resources, developing attitudes that foster learning, which also leads to the development of discipline actions, among other favorable aspects.

吳達維. / 手稿本, 複本據手稿本影印. / Thesis (M.A.)--香港中文大學. / Shou gao ben, fu ben ju shou gao ben ying yin. / Includes bibliographical references: leaves 316-324. / Wu Dawei. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 序言 --- p.1 / Chapter 第一部 --- 背景 / Chapter 第一章 --- 神學基礎 --- p.8 / Chapter (一) --- 個人經驗 --- p.10 / Chapter (二) --- 宗教觀 --- p.25 / Chapter (三) --- 釋經原則 --- p.40 / Chapter (四) --- 小結 --- p.66 / Chapter 第二章 --- 論人 --- p.71 / Chapter (一) --- 研究方法 --- p.72 / Chapter (二) --- 人的本性 --- p.75 / Chapter (三) --- 人的命運 --- p.84 / Chapter (四) --- 人的社會 --- p.91 / Chapter (五) --- 小結 --- p.97 / Chapter 第三章 --- 論上帝 --- p.102 / Chapter (一) --- 詞語釋義 --- p.104 / Chapter (二) --- 上帝的本性 --- p.109 / Chapter (三) --- 上帝的工作 --- p.122 / Chapter (四) --- 小結 --- p.138 / Chapter 第二部 --- 本論 / Chapter 第四章 --- 論基督 --- p.142 / Chapter (一) --- 基督的身份 --- p.146 / Chapter (二) --- 道成肉身的耶穌 --- p.154 / Chapter (三) --- 基督的工作 --- p.165 / Chapter 甲 --- 拯救 --- p.167 / Chapter 一 --- 贖罪 --- p.167 / Chapter 二 --- 修好 --- p.173 / Chapter 三 --- 除魔 --- p.178 / Chapter 四 --- 小結 --- p.189 / Chapter 乙 --- 生活示範 --- p.195 / Chapter 一 --- 肉身成道 --- p.203 / Chapter 二 --- 受苦死亡 --- p.204 / Chapter 三 --- 復活升天 --- p.205 / Chapter 四 --- 末日再臨 --- p.211 / Chapter 五 --- 小结 --- p.216 / Chapter 丙 --- 社會改良 --- p.219 / Chapter 一 --- 天國主義的釋 --- p.223 / Chapter 二 --- 天國主義的探索 --- p.226 / Chapter 三 --- 天國主義的目標 --- p.229 / Chapter 四 --- 天國主義的應用 --- p.233 / Chapter 五 --- 小結 --- p.237 / Chapter 第五章 --- 基督論的綜觀 --- p.241 / Chapter (一) --- 系統 --- p.242 / Chapter (二) --- 方法 --- p.247 / Chapter (三) --- 獨特性 --- p.257 / 結語 --- p.274 / 凡例 --- p.283 / 注釋 --- p.285 / 參考書目 --- p.316

A fines del siglo XIX en Lima, luego de un período republicano marcado por las guerras que reafirmaran la independencia, el conflicto con Chile y la posterior ocupación de Lima, se produce una de las más encarnizadas guerras civiles de la historia: la lucha por el poder entre Andrés A. Cáceres y Nicolás de Piérola. Nunca antes se había librado una batalla ideológica y mediática tan intensa y violenta en torno al poder. Y, en esta etapa, la caricatura política protagonizó grandes y contundentes espacios dentro de la prensa combativa de un bando y otro. Certeros ataques del lápiz, la pluma y la represión en la carrera por el sillón presidencial. / Tesis

李凱琳. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 138-146). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Li Kailin.

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