Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work is intended for examining the Husserlian propose of formal ethics in the light of the idea of the analogy between logic and ethics, limited to the pre-war lectures, focusing especially on the three Vorlesungen über Ethik und Wertlehre, courses taught by Husserl from 1908 to 1914, and occasionally on Logical Investigations and Ideas I. From the thesis of the parallelism among philosophical disciplines, the first chapter presents the most general elements that constitute the idea of analogy between logic and ethics, which play the role of analogue guiding principle in order to find parallel structures in the affectivity sphere. Afterwards, by means of the reconstruction of issues related to the intention of feelings and will contained in Vorlesungen, it is shown to what extent it is possible to maintain values as objects, which compound the thematic field of theoretical and formal ethics. Finally, the last chapter considers the subjects which constitute formal ethics. Originally it is about the exposition of formal axiology, which addresses the emotion sphere upon the exhibition of formal laws governing the valuations and, besides it, of a formal practice regarding the laws of will and wanting in the strict sense, culminating in the problem of the categorical imperative. Thus, the idea of analogy and logic is instructive and considerably limited at the same time. / O objetivo do trabalho é examinar a proposta husserliana de ética formal à luz da ideia de analogia entre lógica e ética, circunscrita às preleções do período préguerra, concentrando-se, sobretudo, nos três Cursos sobre ética e teoria do valor, proferidos por Husserl entre 1908 e 1914, e, ocasionalmente, nas Investigações Lógicas e também em Ideias I. Partindo da tese do paralelismo entre as disciplinas filosóficas, o primeiro capítulo apresenta os elementos mais gerais que perfazem a ideia de analogia entre lógica e ética, a qual desempenha o papel de fio condutor analógico para a descoberta de estruturas paralelas na esfera da afetividade. Posteriormente, através de uma reconstrução da problemática relacionada à intencionalidade do sentimento e da vontade nos Cursos, mostra-se em que medida é possível falar em termos de valores como objetos, os quais compõem o domínio temático de uma ética teórica e formal. Finalmente, o último capítulo examina as disciplinas que constituem a ética formal. Trata-se, primeiramente, da exposição de uma axiologia formal, que tematiza a esfera do sentimento mediante a exibição das leis formais que regem as valorações, e, além desta, de uma prática formal, concernente às leis do domínio da vontade e do querer em sentido estrito, que culmina no problema do imperativo categórico. A ideia de analogia com a lógica, ao mesmo tempo em que se revela instrutiva, mostra-se consideravelmente limitada.

O presente trabalho trata do uso de analogias em atividades didáticas voltadas às aulas de ciências e, mais especificamente, do uso de analogias em aulas sobre temas de física quântica para alunos do ensino médio. Partimos, então, da aparente contradição que resulta da tentativa de abordar conceitos da física quântica, conceitos estes abstratos e sem relação com a realidade sensível, por meio de um mecanismo representativo que é baseado na comparação entre dois domínios do conhecimento, no qual um deles pertence ao repertório do conhecido (familiar) e o outro diz respeito ao que se deseja conhecer. Nossa principal contribuição, ligada à nossa proposição inicial, se dá na medida em que propomos inicialmente reflexões a respeito do conceito de analogia em três dimensões: a primeira, associada à perspectiva da psicologia cognitiva, na qual a analogia se constitui como elemento central do pensamento e assim da formação dos conceitos em toda a história do sujeito; a segunda, relacionada à epistemologia da ciência, especificamente sob a perspectiva de Henri Poincaré, a partir da qual se apontam basicamente três categorias de analogias (figurativas, mecânicas e matemáticas); a terceira, ligada às atividades didáticas que consideram a analogia como ferramenta de aprendizagem, e que busca, a partir de esforços coletivos presentes na literatura especializada em ensino de ciências, sistematizar o seu uso. A partir de uma ampla leitura das três dimensões supracitadas, propomos uma síntese que nos permita um olhar específico para nosso objeto de pesquisa. A fim de analisar o potencial de nossa síntese teórica, realizamos um ensaio empírico que consistiu na elaboração de episódios criados a partir de aulas de temas de física quântica ministradas a alunos do ensino médio (modelos atômicos, efeito fotoelétrico, dualidade onda-partícula, interpretações da Mecânica Quântica). A metodologia usada na interpretação dos episódios pressupõe que analogias em atividades didáticas podem ser classificadas quanto ao seu nível de elaboração, assim como em aspectos ligados ao seu uso, como o formato de apresentação e de ações prévias. Os resultados nos ajudam a perceber situações de uso de analogias prioritariamente figurativas com alguns casos de analogias mecânicas. A ausência de uso de analogias matemáticas, assim como do formato de apresentação matemático-representativo, nos permite reafirmar o caráter crucial de se investigarem novos \"formatos\" de analogias que sejam adequados à comunicação e ao ensino de conceitos da física quântica. / This work deals with the use of analogies in teaching activities of sciences and, more specifically, with the use of analogies in high school quantum physics courses. Our starting point is the apparent contradiction of attempting to approach the concepts of quantum physics, abstract and deprived of any relation with the sensory reality, through a mechanism of representation based on the comparison of two fields knowledge: a first one which is known and familiar, and a second one which we wish to grasp. Our main contribution lies in our initial proposition to reflect on the concept of analogy from three different perspectives: first, there is the point of view of cognitive psychology, in which analogy appears as central element of thought and therefore of the formation of concepts during the whole history of the subject; second, there is the point of view of epistemology of science, and particularly that of Henri Poincaré who distinguished three basic categories for analogies (figurative, mechanical and mathematical); third, there is the point of view of educational activities, which considers analogies as a learning tool and attempts, through collective efforts manifested in the science education literature, to provide a systematic account of their use. Based on an ample reading along the three aforementioned dimensions, we then propose a synthesis enabling us to adopt a specific look at our object of research. In order to analyse the potential of this theoretical synthesis, we have conducted an empirical test constituted by episodes created within high school quantum physics lectures (atomic models, the photoelectric effect, the wave-particle duality, and the interpretations of Quantum Mechanics). In order to interpret these episodes, the methodology assumes that analogies in teaching activities can effectively be classified according to their level of development and to some aspects of their use, such as the presentation format and the previous actions. The results help us in perceiving how most of the analogies used are figurative, even though there are also some mechanical analogies. The lack of use of mathematical analogies, as well as the absence of the mathematical-representative presentation format, allows us to reaffirm the crucial need of investigating new \"formats\" of analogies, better suited for the communication and teaching of the concepts of quantum physics.

Uma nova ferramenta de aeroacústica computacional baseada em simulações RANS (Reynolds Averaged Navier-Stokes) foi desenvolvida para a predição do ruído gerado pelo escoamento tri-dimensional de jatos complexos. O método é denominado de LRT o qual surgiu da combinação da analogia acústica de Lighthill com o método de acústica geométrica Ray-Tracing. A grande vantagem da utilização do método LRT para predições de ruído é que este determina não apenas as fontes sonoras presentes no escoamento, mas também modela os efeitos da interação fluidoacústica e, sua influência no ruído em um campo distante. Esta característica tornou-se extremamente importante para a indústria de motores aeronáuticos já que investigações em bocais assimétricos estão atualmente em andamento devido à necessidade de redução de ruído. O método LRT é uma ferramenta relativamente rápida de predição de ruído de jatos baseado na Analogia Acústica de Lighthill e que usa como dados de entrada os resultados obtidos à partir de uma simulação RANS do escoamento. A interação fluidoacústica é calculada através da utilização da Teoria de Traçamento de Raios. O método LRT foi formulado como um método tri-dimensional e, portanto, não possui limitações de aplicabilidade para a predição sonora em relação ao tipo de escoamento ou à geometria do bocal. Diversas simulações numéricas foram conduzidas com sucesso para uma grande variedade de escoamento de jatos (jatos simples, coaxiais e assimétricos) utilizando o LRT como uma ferramenta de engenharia. O resultado deste trabalho é uma ferramenta numérica que permite a realização de predições de ruído para casos de escoamento de jatos complexos, assim como possibilita sua aplicação para a investigação de efeitos de interação do escoamento do jato com superfícies hiper-sustentadoras no campo acústico. Adicionalmente, o método LRT pode ser aplicado para complementar análises experimentais possibilitando, portanto, um melhor entendimento sobre os mecanismos fluidodinâmicos e acústicos presentes em escoamentos de jatos complexos. / A novel computational aeroacoustics tool based on RANS (Reynolds Averaged Navier-Stokes method) is developed for predicting the noise generated by complex three-dimensional jet flows. The new method is called LRT which arises from the combination of Lighthills acoustic analogy with Ray-Tracing acoustics. The powerful advantage of applying the LRT method for noise predictions is that it calculates not only the noise sources but it also models and takes into account sound-flow interaction effects without any geometric simplification, such as flow symmetries of the problem. This is now a strong requirement from aero-engines manufactures since investigations on asymmetric nozzles, as a means of noise reductions are in progress. The LRT method is a relatively fast jet noise prediction tool based on Lighthills Acoustic Analogy and it uses a Reynolds-Average Navier-Stokes (RANS) computational fluid dynamics (CFD) simulation as input information. The sound-flow interaction is computed by solving the propagation using Ray-Tracing equations. The LRT method has been formulated as a general three-dimensional method and it has no restrictions on the type of the flow field or nozzle geometry for noise prediction. Successful numerical noise predictions have been carried out for a variety of jet flows (single, coaxial and asymmetric jets) using the LRT as an engineering tool. The outcome from this thesis is a numerical tool that allows noise predictions of complex exhaust systems and the variations in sound field due to modifications of the flow field generated by the interaction of the jet flow with high-lift surfaces. In addition, the LRT method can be applied to complement experimental analysis providing a better understanding about the flow and acoustics mechanisms for complex jets.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-10-31T19:09:08Z No. of bitstreams: 1 rondnellydinizleite.pdf: 2136069 bytes, checksum: c88a66c411a6f93300f11ebe0b5b196b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-11-09T14:13:43Z (GMT) No. of bitstreams: 1 rondnellydinizleite.pdf: 2136069 bytes, checksum: c88a66c411a6f93300f11ebe0b5b196b (MD5) / Made available in DSpace on 2017-11-09T14:13:43Z (GMT). No. of bitstreams: 1 rondnellydinizleite.pdf: 2136069 bytes, checksum: c88a66c411a6f93300f11ebe0b5b196b (MD5) Previous issue date: 2017-09-15 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente pesquisa pretende abordar o modo pelo qual Bernhard Welte enfrenta o problema de Deus na contemporaneidade. Nesse sentido, começaremos nossa investigação com uma sucinta contextualização histórico-filosófica acerca dessa questão no contexto do pensamento do filósofo, isto é, procuraremos analisar como se articula a relação e, por conseguinte, o influxo da filosofia heideggeriana na reflexão weltiniana. Feito isso, voltaremos nossa atenção para os dois caminhos através dos quais Welte procura alcançar Deus, a fim de tratarmos de sua demonstração da realidade do mistério absoluto. Partindo dessa demonstração, chegaremos à discussão acerca dos pressupostos que lhes concerne em um cotejo crítico com as provas tradicionais da existência de Deus no medievo e sua crítica por parte de Kant. Depois de esclarecidos tais pressupostos, discutiremos a demonstração ulterior realizada por nosso autor da pessoalidade e da divindade do mistério absoluto. Neste ponto de nosso itinerário investigativo, analisaremos o modo pelo qual Welte resolve a questão da diferença fenomenológica e a relevância de seu empreendimento para o âmbito de competência relativo ao pensamento estritamente filosófico. Com vistas à consecução de tal objetivo, abordaremos a retomada dos conceitos de causalidade e analogia no pensamento de Welte, a crítica da teologia ao seu modo de pensar e o fato de Heidegger, seu mestre, não considerá-lo como um filósofo, mas como teólogo. Trata-se, portanto, de mostrar, através da perquirição weltiniana, a premência e a atualidade da questão de Deus para o pensamento filosófico contemporâneo e como a reflexão de nosso autor contribui de forma paradigmática para esse debate no âmbito exclusivo da filosofia. / The present research intends to approach the way by which Bernhard Welte faces the problem of God in the contemporaneity. In this sense, we will begin our investigation with a succinct historical-philosophical contextualization about this question in the context of the philosopher's thought, that is, we will search to analyze how the relation and, consequently, the influx of Heidegger's philosophy in the weltinian reflection is articulated. Having done this, we will turn our attention to the two paths through of which Welte seeks to reach God in order to deal with his demonstration of the reality of the absolute mystery. Starting from this demonstration, we will come to the discussion about the presuppositions that concern them in a critical comparison with the traditional proofs of the existence of God in the Medieval and his critique by Kant. Having clarified such assumptions, we shall discuss the further demonstration made by our author of the personality and divinity of the absolute mystery. At this point in our investigative itinerary, we will analyze the way in which Welte solves the question of phenomenological difference and the relevance of his enterprise to the scope of competence relative to strictly philosophical thinking. With a view to achieving this objective, we shall approach the resumption of concepts of causality and analogy in Welte's thinking, the critique of theology to his way of thinking, and the fact that Heidegger, his master, does not regard him as a philosopher, but as theologian. It is therefore a question of showing, through Weltinian perquisition, the urgency and actuality of the question of God to contemporary philosophical thought and how the reflection of our author contributes in a paradigmatic way to this debate in the exclusive sphere of philosophy.

Les premiers lecteurs de la « Trilogie de Pan » (1929-1930) puis l’historiographie stylistique tout entière ont systématiquement rapproché l’écriture de Jean Giono de celle de Charles Ferdinand Ramuz, et singulièrement de celle de son roman de 1926, La Grande Peur dans la montagne. Or, quelque soit l’observable linguistique choisi (la référence à la langue orale, la pratique de la répétition, les formes de l’analogie), de nettes différences apparaissent entre les deux pratiques rédactionnelles. C’est que la perception d’une parenté stylistique entre deux écrivains est contrainte par bien autre chose que des faits linguistiques. Dans le cas présent, on a, d’une part, projeté sur des formes langagières dissemblables une évidente communauté d’imaginaire. On a, d’autre part, préjugé de la similarité des formes langagières à partir de la proximité du projet esthétique : les deux oeuvres mettent en effet en tension la revendication d’une fidélité à une langue parlée régionalement inscrite, et une pratique de la langue qui emprunte aux codes « poétiques » conventionnels. / The first readers of the “Trilogie de Pan” (1929-1930) and the whole stylistic historiography havesystematically compared Jean Giono’s style with that of Charles Ferdinand Ramuz, and notably withthe style of his 1926 novel, La Grande Peur dans la montagne. Whatever linguistic criterion one maychoose (the reference to oral speech, the uses of repetition, the forms of analogy), it neverthelessappears that there is not so much in common between these two prose styles. The reason of thatfrequent comparison is simple: one often judges stylistic features from a non linguistic point of view.In the present case, readers have had the impression that both writing styles were similar because theauthors shared a common imaginary backround, but also because they had the same literary project:they both wanted to remain faithful to popular and local manners of speaking and at the same timedecided to resort to the same poetical stylistic conventions.

Le christianisme traverse aujourd’hui des moments de tumulte. Il peut être attaqué mais il est surtout de plus en plus ignoré. Nous avons oublié que la religion qu’il est a engendré une sagesse, sagesse qu’il faut en retour connaître et vivre pour être à même de le servir pour ce qu’il est. Cette sagesse est le fruit de la rencontre de la foi en Jésus-Christ et de la raison grecque qui donne à notre humanité de rentrer dans l’intelligence de la Révélation. Cependant, le Christianisme demeure Mystère qui appelle et prévient, qui invite et laisse à distance. En acceptant la transcendance de Dieu et donc en creux notre finitude, la sagesse se fait ici prudence. Mais par essence, elle est folie et scandale parce que confrontée à l’Homme-Dieu crucifié pour le salut des hommes égarés par le péché. Tant qu’elle ne fait pas son lit dans ce scandale pour engager la véritable conversion, la sagesse en quête de Dieu est manquée. Il s’agit alors de vivre par cette sagesse, d’une vie qui est d’abord rapport de soi à Dieu, et c’est l’authenticité de ce rapport qui est à conquérir. La relation de soi aux autres vient ensuite, et parce qu’elle est nourrie du service rendu à Dieu, elle peut témoigner de son effectivité si elle se prête avec charité au souci du prochain et de manière plus générale du bien commun. Aujourd’hui, la sagesse est confrontée au modernisme qui ignore le principe qu’est Dieu et donc remet en cause la possibilité même de l’humaine sociabilité. Parce que la sagesse est présence à la vie, et à la Vie de Dieu, il faut au chrétien non pas éluder mais prendre en compte cette insociabilité croissante qu’il finit par ressentir comme intenable. Ré-accorder la sagesse à la vie demande donc d’abord de se préserver soi-même et pour cela de rompre avec la vie du monde, ce monde dont le Christ disait dès l’origine qu’il n’était pas venu y apporter la paix, mais le glaive. / Christianity is undergoing a troubled period. It may be attacked, but most of all, it is more and more ignored. We have forgotten that, as a religion, it has given birth to wisdom. A wisdom one has in return to know and experience in order to serve what it is. This wisdom results from the meeting with Jesus-Christ faith and the Greek reason, which allows our humanity to enter the intelligence of Revelation. However Christianity remains Mystery which calls and warns, invites and keeps us at distance. Through accepting God’s transcendence and hence our finitude, wisdom becomes prudence here. But by essence, it is madness and scandal when confronted to Man-God crucified for the salvation of men, misled because the sin. Wisdom while searching for God is unwise when avoiding this scandal to reach true conversion. One has thus to live by this wisdom, first as a relationship of one with God, and the truth of this relationship has to be deepened. One’s relation to others comes as a consequence, and because it bears God’s service, it can witness its effectiveness if used charitably for one’s neighbour, and more specifically for general interest. Today, wisdom is confronted to modernism, which ignores God as a principle, and questions the very possibility of human sociability. As wisdom is present to life, and to God’s life, a Christian must not avoid but take into account this growing incivility, which becomes intolerable. To link wisdom to life means first to protect one’s self, hence to break off with this world’s life, faithful to Christ, who said from the beginning that he came on Earth not to bring peace, but sword.

Ce mémoire propose d’explorer trois « expérience de pensée » décrites dans les œuvres de Diderot, en particulier dans la Promenade du sceptique, l’Encyclopédie et le Rêve de D’Alembert, qui laissent entrevoir par leur forme même l’image de l’activité de la pensée. Le but de cette recherche est de tester la possibilité d’une connaissance historique (prise au sens large) au travers de l’expérience de sens que constituent ces œuvres de Diderot conçues comme « fictions », dans le statut ontologique des objets engagés dans l’expérience et la fonction de l’histoire dans ces expériences. La première partie présente une nature fixe et désordonnée, de laquelle l’observateur fait une expérience spatiale et temporelle dont il rend compte dans un discours analogique qui l’interprète, c’est-à-dire la calque. Diderot critique ainsi le cogito de Descartes, uniquement tourné vers le présent de l’énonciation. L’histoire, comme genre littéraire, est pratiquée de manière subversive pour critiquer l’érudition. La deuxième partie présente la complexité de la structure de l’Encyclopédie et son mode de fonctionnement interne qui rend compte d’une conception historicisée de l’expérience (par accumulation de données et redéfinition processuelle des frontières de la connaissance). L’ouvrage a un rapport ambigu avec l’histoire et plusieurs pratiques historiennes se côtoient. La troisième partie, quant à elle, présente une forme de connaissance historique interne à l’expérience du soi dans la mémoire dont il est constitué et fait signe vers une « métaphysique » de la poésie, conçue dans sa possibilité d’accès à la pensée des liaisons nécessaires du monde. / The purpose of this research is to explore three « experiences of thought » described in Diderot’s oeuvres, in particular in the Promenade du sceptique, the Encyclopédie and the Rêve de D’Alembert, each of which reveal in themselves the image of thought’s activity. It proposes to elucidate a kind of historical knowledge (of history in general) by examining the experience of meaning that constitutes these works of “fiction”, in which one uncovers the ontological status for objects supplied by experience, as well as the role that history plays in these experiences. The first chapter presents nature as both a fixed and disordered, something which the observer interprets and even outlines via an analogical narrative. Diderot also criticizes Descartes’ cogito, which is orientated in particular towards to the present, or the moment of enunciation. History, as a literary genre, is practiced subversively and aimed at criticizing intellectual erudition. The second chapter deals with the complexity of the structure of the Encyclopédie as well as its internal operation, which presents a historicist conception of experience in and through the accumulation of facts and successive redefinitions of the limits of knowledge. His work as a whole has an ambiguous relationship with history and entails several historical practices. The third chapter explicates a form of historical knowledge internal to the experience of the self in the memory that constitutes it, and points to a “metaphysics” of poetry. This poetry opens up the possibility of thinking the necessary relations that make up the world.

This thesis focuses on the role and historical development of strategies of experimental domestication in scientific knowledge production, with a particular focus on the function of the laboratory strains known as 'wild types' in the model organism systems of classical genetics, where they play the role of standing in for the 'natural' instance of the species so that variation may be measured. As part of establishing how lab wild types came to assume this role, I have situated them within a much longer historical trajectory that tracks how changes in the manner that European intellectual traditions conceptualised the domestic-wild divide were linked to the development of new forms of scientific domestication and knowledge production. These new developments required that existing domesticating practices be intensified, expanded and analogised in order to better control, capture and comprehend 'wild' nature. My first two chapters introduce the domestic-wild divide by discussing both contemporary and ancient interpretations of it. In my third and fourth chapter, I explore the roots of the knowledge regime of European scientific domestication. I highlight Francis Bacon's campaign to use knowledge of domesticating practices to restore human dominion, before showing how Linnaeus later re-conceptualised the natural economy as an autonomous order and original order, with domestication reinterpreted as an artful transformation of nature requiring human maintenance to prevent reversion to its wild 'natural state'. I identify this idea of the wild as original and the domestic as derivative and artificially maintained as the basis of the original wild type concept. In my fifth chapter, I discuss Darwin's attempt to unite the domestic and wild under common laws of variation and selection, including his argument that reversion was simply a product of a return to ancestral conditions of existence. I observe that Darwin's theory of variation was problematic for the effort to bring wild nature under controlled conditions for study, so in my sixth and seventh chapters discuss how this difficulty was resolved, first by experimental naturalists both before and after Darwin who utilised vivaria and microscopes to bring pieces of nature indoors, and then by Weismann and Galton's sequestration of heredity, which helped persuade scientists that domestication was not in itself a cause of germinal variation. In my eighth and ninth chapter, I detail how sequestration led the early Mendelians de Vries and Bateson to assume that wild types could be brought into the lab from nature and purified into true-breeding strains. I discuss their differing atomist and interactionist perspectives on wild type, with de Vries favouring 'elementary species' as units of nature, whereas Bateson held wild types and mutants to represent normal and abnormal forms of the species respectively. In my last chapter, I cover the replacement of Bateson's interactionist genetics by the reductionist genetics of the Morgan group and argue that this led to a disintegration of wild types into their component genes. I conclude with a discussion of what wild type strains in classical genetics were meant to be representative of, and end by establishing that whilst these strains may not wholly be representative of their species, they are nonetheless useful tools for scientific knowledge production.

A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ action and imagination to simulate systems and processes that are too fast, too slow, too big, too small, too expensive or too dangerous to observe in the classroom. A small group of quantitative and qualitative studies over the past thirty years has suggested that these physical simulations enable learning in secondary students, by promoting discourse and by conveying concept features through a range of sensations. The field is as yet under-theorised, consisting of single case designs and unreplicated methodologies. This multiple case study focused upon an intervention design based on a pedagogical model developed in my Masters research. This study aimed to explore the characteristics of students' interaction and the nature of their resultant conceptions over four months. Each case focussed upon one of eight Key Stage 3 and Key Stage 4 classes across a variety of UK schools. In each, a curriculum-based particle theory topic was taught in a double-period lesson. Data included video, participant observations, and interviews with three students from each class collected at pre, post and delayed intervals. Findings suggested that the pedagogy engendered engagement and self-regulation in group model-making tasks, and supported thought experiment-type visualisations of dynamic processes. Conceptual development was found to continue up to four months after the lessons. A model of learning was developed in which social interaction and multimodal discourse promoted the association of conceptual features with affective, visual and embodied images, which supported recall, discussion and further conceptual development in the longer term.

Presented thesis explores the ground at the intersection of three topics: education, relational thinking and economics. Within the sphere of economic education it investigates the use of concepts known from (i) conceptual metaphor theory, (ii) psychological model of analogical reasoning, (iii) model of generative learning from educational psychology and (iv) existing research on use of metaphors and analogies in natural sciences education. Thesis shows the potential of metaphorical origin of economic terminology for teaching economic concepts and educational use of economic media content. At the same time it proposes a notation for visualizing metaphorical mappings between domains. It addresses economic interpretation from the viewpoint of the relationship between theoretical economic models and actual economic situations, as well as from the viewpoint of the relationship between mathematical structure of the model and its economic meaning. In the first case, it shows interpretative skill, being framed within the revised Bloom taxonomy, as a complex cognitive task, in the second case it develops model of economic interpretation of mathematical structures on the basis of psychological model of analogical reasoning. In both cases it formulates highlights students should know about the analogical nature of economic models. On the basis of the model of generative learning it develops a set of visual methaphors applicable in the introductory topics of microeconomics and macroeconomics and examines effects of their use in the classes of economics. By undertaking such research it initiates the exploration of paths leading in the directions suggested by the theoretical analysis.