Cette thèse a pour but d’étudier les racinements et les représentations de la sociologie compréhensive. L’étude sur le fondement permet de représenter tous les éléments philosophiques, psychiques, sociologiques et historiques présents dans le monde réel et mental, et qui peuvent nous aider à mener à bien notre étude sociologique. La représentation nous pousse à établir un système de pensée sans chercher positivement la causalité et les lois générales. Le sens de la vie, la morale, l’éthique, etc. liées à l’être humain non seulement peuvent mais doivent être interprétées par la compréhension sociologique, car elles ne sont pas séparées de l’activité humaine dans les phénomènes. Sans confondre avec un aprioriste moral, l’idée vitale détermine que dans la recherche sociologique, la vie des hommes est considérée comme la finalité de toutes les activités. / This dissertation aims to study the basis and representations of interpretive sociology. The study on the basis allows representing all philosophical, psychological, sociological and historical elements present in the real world and mind, who can help us achieve our sociological study. Representation leads us to establish a system of thought without positively seeking causality and general laws. The meaning of life, morality, ethics, etc. related to humans not only can but also must be interpreted by the sociology, because they are not separated from human activity in the phenomena. Not to be confused with a moral apriorist, the vital idea determines that in sociological research, human life is regarded as the goal of all activities.

This dissertation examined how previous information literacy training, law student gender, age, and previously obtained education affects first, second, and third year law students selection of information sources, their understanding of common knowledge, and their decision of whether or not to give attribution to these sources. To examine these factors, this study implemented a paradigm called the principle of least effort that contended humans in general tended to complete the least amount of work possible to complete presented tasks. This study sought to discover whether law students follow this same path of completing the least amount of work possible to finish presented tasks, and whether this behavior affects information source selection, citation, and understanding of common knowledge. I performed six focus groups and crafted and disseminated an online survey to examine these factors. Via this data collection, it was discovered that law students do exhibit some differences in understanding of citation and citation behavior based on age and their year in law school. They also exhibited some differences regarding common knowledge based on their year in law school, where they received their information literacy training, and where they attend law school. Yet, no statistically significant differences were discovered regarding where one attends law school and citation and source selection. Further this study revealed law students do follow this paradigm and seek the path of least resistance to accomplish law school assignments.

對局理論的發展中，以往都著重於合作對局的探討與應用，且有相當的成 就與理論根據，但實際的現實生活中，合作對局並無法與之配合。譬如商 業上，經濟上的競爭，乃至於政治上，參與對局的任何一方，皆不願意把 其資訊，商情，完全的公開，此時，參與者彼此之間的資訊及對整個對局 的了解所產生的信念就對對局均衡解有極重大的影響。最初的對局乃假設 對局的結構(如償付、參與者）是完全資訊。爾後 Harsanyi將其引入自 然(nature)此一參與者及型式(type)和信念(belief)使得償付無法成為彼 此的共識(common knowledge)，但在不完全資訊下的對局仍可使用完全資 訊對局的方法概念，幫助我們如何求得不完全資訊對局之均衡解。因此本 文乃將先回顧完全資訊下的對局求解方法，然後探討如何引入資訊概念， 並求得不完全資訊對局之均衡解以及如何精簡(refi- nement)其解，和其 解是否存在。而不完全資訊對局先介紹型式、信念及均衡解的概念，並特 別對共識、近似共識(almost common knowledge)加以探討。本文分為七 章，第一章為前言，第二章為古典對局其主要分為正規型式對局(normal- form games)及擴展型式對局(extensive-form games)，及回顧Nash均衡 解之定義，並討論數種均衡解之求法，並証明混合策略 Nash均衡存在定 理，其主要參考資料為參考文獻[10][12][23]。第三章為不完全資訊下的 靜態對局，其主要乃說明貝氏均衡的概念並以此詮釋完全資訊下混合策略 Nash均衡的涵義。第四章為不完全資訊下的動態對局，其著重於敘述完全 貝氏均衡(Perfect Baysian Equilibrium)，及一般對局精簡之概念即逐 次均衡(Sequential Equilibrium)、完全均衡(Perfect Equilibrium or Trembling-Hand Perfect Equilibrium)和Proper Equilibrium。第 五章討論第四章的重要特例即不完全資訊下的動態對局─訊息對局，並應 用到1973年Spence工會─廠商訊息對局(Job-market signaling game)。 第六章討論共識的意義及性質，並應用在電子郵件系統，其主要參考資料 為參考文獻為[3],[24]。第七章介紹一種近似共識及及共有$p-$信念( common $p-$belief)的概念可幫助我們解決第六章遭遇的問題，其主要參 考資料為參考文獻[20]。最後第八章乃結論。

Este estudo investiga a concepção de flor para educandos de diferentes níveis de escolaridade, em uma escola da rede estadual de ensino, na capital do Rio Grande do Sul, Brasil. Para o processo de aprendizagem, torna-se relevante identificar e considerar a concepção que o aprendiz formula sobre o assunto a ser estudado. Essa concepção revela as relações feitas, nesse caso sobre a flor, evidenciando o que precisa ser desenvolvido para que essa concepção seja reelaborada como conhecimento científico. A pesquisa foi realizada com 199 educandos, distribuídos nos quatro anos do ensino fundamental e nos três anos do ensino médio. Os educandos responderam a um questionário com questões dissertativas e produziram um desenho livre de flor, demonstrando nessas atividades as suas concepções. A avaliação dos resultados demonstrou que, ao pensar em flor, os educandos estabelecem mais relações com os conhecimentos provenientes das relações humanas do que com os conhecimentos das ciências naturais, com exceção dos educandos do terceiro ano do ensino médio, que relacionaram mais palavras de conhecimento de Botânica. Já quando expressaram seus conhecimentos através de um parágrafo explicativo, foi possível constatar que a grande maioria revela a concepção de que a flor é uma plantinha, mas principalmente ela é linda e enfeita a nossa vida. Esse levantamento se mostrou muito importante a fim de diagnosticar a ideia inicial dos educandos sobre a flor, indicando que explorar os conhecimentos humanizados com o objetivo de aproximá- la do seu interesse pode contribuir para a construção de um novo modo de pensar, a partir de informações científicas que permitam localizar a flor como um elemento indispensável para a reprodução das angiospermas, e a sobrevivência de espécies e biomas específicos e, especialmente, para a preservação ambiental. / This study investigates the conception of the flower for students in different levels of schooling. The project was developed at a public school in the capital of Rio Grande do Sul, Brazil. It is relevant to identify and to consider the conception given from each student about the subject studied for the process of learning. This conception reveals the relation between the students and the flower, showing what it needs for this conception to be known as a scientific knowledge. The research was made with 199 students, divided into four years of fundamental school and three years of middle school. The students responded to the quiz with short answers and produced a freehand drawing flower, showing in their activities your conception. The evaluation of the results demonstrated that when the students think about the flower they establish more relations with the knowledge from the humans’ relations than with the knowledge from natural science. Only the last year middle school students related more words from Botany knowledge. When all students expressed your knowledge through an explanation paragraph, most of them had the same conception: a flower is a little plant, but mainly she is beautiful and decorates our life. This survey it has shown to be very important to demonstrate the students’ initial idea about the flower. These ideas indicate that the exploration of the humanized knowledge can contribute to build a new way of thinking, from the science information that allows thinking about the flower as an indispensable element to the angiosperm’s reproduction, and the survival of species, and the specific biomes, and especially to the environmental preservation.

Este estudo investiga a concepção de flor para educandos de diferentes níveis de escolaridade, em uma escola da rede estadual de ensino, na capital do Rio Grande do Sul, Brasil. Para o processo de aprendizagem, torna-se relevante identificar e considerar a concepção que o aprendiz formula sobre o assunto a ser estudado. Essa concepção revela as relações feitas, nesse caso sobre a flor, evidenciando o que precisa ser desenvolvido para que essa concepção seja reelaborada como conhecimento científico. A pesquisa foi realizada com 199 educandos, distribuídos nos quatro anos do ensino fundamental e nos três anos do ensino médio. Os educandos responderam a um questionário com questões dissertativas e produziram um desenho livre de flor, demonstrando nessas atividades as suas concepções. A avaliação dos resultados demonstrou que, ao pensar em flor, os educandos estabelecem mais relações com os conhecimentos provenientes das relações humanas do que com os conhecimentos das ciências naturais, com exceção dos educandos do terceiro ano do ensino médio, que relacionaram mais palavras de conhecimento de Botânica. Já quando expressaram seus conhecimentos através de um parágrafo explicativo, foi possível constatar que a grande maioria revela a concepção de que a flor é uma plantinha, mas principalmente ela é linda e enfeita a nossa vida. Esse levantamento se mostrou muito importante a fim de diagnosticar a ideia inicial dos educandos sobre a flor, indicando que explorar os conhecimentos humanizados com o objetivo de aproximá- la do seu interesse pode contribuir para a construção de um novo modo de pensar, a partir de informações científicas que permitam localizar a flor como um elemento indispensável para a reprodução das angiospermas, e a sobrevivência de espécies e biomas específicos e, especialmente, para a preservação ambiental. / This study investigates the conception of the flower for students in different levels of schooling. The project was developed at a public school in the capital of Rio Grande do Sul, Brazil. It is relevant to identify and to consider the conception given from each student about the subject studied for the process of learning. This conception reveals the relation between the students and the flower, showing what it needs for this conception to be known as a scientific knowledge. The research was made with 199 students, divided into four years of fundamental school and three years of middle school. The students responded to the quiz with short answers and produced a freehand drawing flower, showing in their activities your conception. The evaluation of the results demonstrated that when the students think about the flower they establish more relations with the knowledge from the humans’ relations than with the knowledge from natural science. Only the last year middle school students related more words from Botany knowledge. When all students expressed your knowledge through an explanation paragraph, most of them had the same conception: a flower is a little plant, but mainly she is beautiful and decorates our life. This survey it has shown to be very important to demonstrate the students’ initial idea about the flower. These ideas indicate that the exploration of the humanized knowledge can contribute to build a new way of thinking, from the science information that allows thinking about the flower as an indispensable element to the angiosperm’s reproduction, and the survival of species, and the specific biomes, and especially to the environmental preservation.

Este estudo investiga a concepção de flor para educandos de diferentes níveis de escolaridade, em uma escola da rede estadual de ensino, na capital do Rio Grande do Sul, Brasil. Para o processo de aprendizagem, torna-se relevante identificar e considerar a concepção que o aprendiz formula sobre o assunto a ser estudado. Essa concepção revela as relações feitas, nesse caso sobre a flor, evidenciando o que precisa ser desenvolvido para que essa concepção seja reelaborada como conhecimento científico. A pesquisa foi realizada com 199 educandos, distribuídos nos quatro anos do ensino fundamental e nos três anos do ensino médio. Os educandos responderam a um questionário com questões dissertativas e produziram um desenho livre de flor, demonstrando nessas atividades as suas concepções. A avaliação dos resultados demonstrou que, ao pensar em flor, os educandos estabelecem mais relações com os conhecimentos provenientes das relações humanas do que com os conhecimentos das ciências naturais, com exceção dos educandos do terceiro ano do ensino médio, que relacionaram mais palavras de conhecimento de Botânica. Já quando expressaram seus conhecimentos através de um parágrafo explicativo, foi possível constatar que a grande maioria revela a concepção de que a flor é uma plantinha, mas principalmente ela é linda e enfeita a nossa vida. Esse levantamento se mostrou muito importante a fim de diagnosticar a ideia inicial dos educandos sobre a flor, indicando que explorar os conhecimentos humanizados com o objetivo de aproximá- la do seu interesse pode contribuir para a construção de um novo modo de pensar, a partir de informações científicas que permitam localizar a flor como um elemento indispensável para a reprodução das angiospermas, e a sobrevivência de espécies e biomas específicos e, especialmente, para a preservação ambiental. / This study investigates the conception of the flower for students in different levels of schooling. The project was developed at a public school in the capital of Rio Grande do Sul, Brazil. It is relevant to identify and to consider the conception given from each student about the subject studied for the process of learning. This conception reveals the relation between the students and the flower, showing what it needs for this conception to be known as a scientific knowledge. The research was made with 199 students, divided into four years of fundamental school and three years of middle school. The students responded to the quiz with short answers and produced a freehand drawing flower, showing in their activities your conception. The evaluation of the results demonstrated that when the students think about the flower they establish more relations with the knowledge from the humans’ relations than with the knowledge from natural science. Only the last year middle school students related more words from Botany knowledge. When all students expressed your knowledge through an explanation paragraph, most of them had the same conception: a flower is a little plant, but mainly she is beautiful and decorates our life. This survey it has shown to be very important to demonstrate the students’ initial idea about the flower. These ideas indicate that the exploration of the humanized knowledge can contribute to build a new way of thinking, from the science information that allows thinking about the flower as an indispensable element to the angiosperm’s reproduction, and the survival of species, and the specific biomes, and especially to the environmental preservation.

The centralised control over curriculum framing and pedagogy, the generally poor quality of teaching with little sensitivity to children’s sociocultural environment; and very high drop out rates, even at the primary school level, are some of the challenges facing school education in many of the regions of India. However, one of the successful approaches to these challenges has been the Digantar school system, working in rural communities. The study is based in one Digantar School in Rajasthan and employs concepts derived from the Vygotskian tradition to interrogate the methods employed in Digantar school system. The study took Edwards’ (2010a, 2011, 2012) idea of common knowledge and Hedegaard’s (2008, 2012, 2013) idea of institutional demand in practices as conceptual lenses through which to investigate the components of the pedagogical practices that help Digantar teachers to align the motives of the school with those of the child in classroom activities. In doing so it analyses the institutional practices that lead to the development of common knowledge that in turn facilitates how teachers engage pupils as learners. Data were gathered over six months and comprised around 120 hours of school-based video data together with interviews and detailed observations with teachers and community members. Data were gathered in classrooms, teacher meetings, meetings between parents and teachers and at school-community meetings. Analyses focused on the construction of common knowledge and the use made of it by the school to achieve a mutual alignment of motives between the practices of the school with the community and the families. The study has revealed that teachers’ engagement with the knowledge and motives of other teachers and community members helped to create common knowledge, i.e. an understanding of what mattered for each participating group, which facilitated teaching-learning in the school. The analysis also points towards a form of democracy, which enhances children’s participation in their learning. It was found that building and sharing of common knowledge and creating a socially articulated ‘space of reasons’ (Derry 2008) produced a pedagogical model that engaged children in creating their social situation of development, seeking and recognising the curriculum demands being placed on them.

Les traitements du cancer de la prostate permettent d’analyser les savoirs tels qu’ils sont élaborés actuellement en cancérologie. Les propositions de traitement découlent des savoirs scientifiques. La participation du patient au choix du soin s’en trouve questionnée. Le patient est une figure socialement construite et médicalement produite qui n’a de sens qu’au regard du rôle professionnel du médecin. La relation entre ces deux acteurs s’inscrit dans une structure de soin. Cette situation sociale est instituée autour de la nécessité du soin, entendue comme réponse à la souffrance de l’autre. Notre analyse montre les tensions qui traversent le groupe professionnel des médecins sur la question des recommandations thérapeutiques. Les questions de légitimité et d’expertise permettent de mettre à jour la concurrence entre les urologues et les oncologues-radiothérapeutes. Cette concurrence se joue à travers les traitements proposés. Les savoirs mobilisés pour justifier de la légitimité ne sont pas les mêmes et ne sont pas uniquement scientifiques. Ils s’organisent selon une priorité accordée à la sur-vie. En outre, ces savoirs médicaux retentissent de façon différente chez les patients, eux aussi détenteurs d’un savoir sur le soin. En somme, les savoirs sur le soin apparaissent comme une recherche de sens, une mise en cohérence de la pathologie, inhérente à des mondes sociaux différents, mais qui se nourrissent les uns des autres. / Treatments for prostate cancer have led us to analyze how knowledge can be produced in cancer research. The different treatment options offered to the patient directly originate from scientific knowledge. At that point already, one can question the patient’s participation to the choice of his treatment. The patient is a figure who is socially constructed and medically produced. This figure only becomes significant in regard to the doctor’s professional role. The relation between those two actors – doctor and patient – has to be replaced in its context of a social structure of care. Social situation instituted from the necessary of care, as an answer to human suffering, the analysis shows the tensions that arise within the professional group of doctors. Issues of legitimacy and expertise have revealed the rivalry between urologists and oncologists. That rivalry shows mostly through the treatments which are offered. The knowledge used to legitimate one option or the other varies and is not exclusively scientific. Different bodies of knowledge take priority according to the survival (goal). Moreover those medical bodies of knowledge are not understood in the same way for each patient, as they themselves hold particular knowledge about care/cure. In the end, it appears the pieces of knowledge about cure/care inherently belong to different social worlds that feed from each other, and those different bodies of knowledge seek to make sense of illness.

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No. of bitstreams: 1 Tese com ficha - Marcel Ribeiro.pdf: 1182673 bytes, checksum: 983f638fb4441b4f69f72f3ca516c059 (MD5) Previous issue date: 2018-05-22 / This dissertation study the implications of strategic uncertainty induced by imperfect common knowledge for macroeconomic models and economic policy. In the first chapter, I evaluate whether central bank’s transparency enhances the effectiveness of monetary policy. I study this question using a New Keynesian model in which firms do not observe the time-varying inflation target or monetary policy shocks. Two informational assumptions are considered: (i) firms observe the interest rate decisions only (standard assumption) and (ii) firms observe the interest rate and an idiosyncratic signal about the inflation target. Under the standard assumption, agents infer output and inflation fluctuations by realizing that other agents are acting exactly like them. That ceases to be true when agents face strategic uncertainty induced by the idiosyncratic signal. One key implication is that, in the case of a monetary contraction, greater transparency improves the inflation-output trade-off only under the second assumption. In the second chapter, for a general class of DSGE models, I show that whenever agents extract information from endogenous variables that depends directly on the underlying unobserved shock, there is a qualitative difference in the signal extraction from those variables under imperfect information and imperfect common knowledge. This difference in learning about unobserved shocks does not vanish even in the limiting case when the variance of the private signal goes to infinity. Intuitively, strategic uncertainty prevents agents from knowing other agents’ decision, despite that those actions are the same in equilibrium. This discontinuity challenges this benchmark assumption by showing the implicitly substantial knowledge about endogenous variables assumed available to agents under imperfect information. The third chapter develops a novel solution method for a general class of DSGE models with imperfect common knowledge. The main contribution is that the method allows for the inclusion of endogenous state variables into the system of linear rational expectations equations under imperfect common knowledge. One key implication is that the endogenous persistence of state variables is the same under full information and imperfect common knowledge. A primer empirical evaluation of the informational frictions suggests that the model under imperfect common knowledge explains better the expectation data but is relatively worse at explaining the macroeconomic aggregates. / Esta tese estuda as implicações da incerteza estratégica induzida pelo conhecimento comum imperfeito para modelos macroeconômicos e política econômica. No primeiro capítulo, avalio se a transparência do banco central aumenta a eficácia da política monetária. Eu estudo essa questão usando um modelo Novo Keynesiano no qual as firmas não observam a meta de inflação variável no tempo e os choques de política monetária. Duas suposições sobre a informação dos agentes são consideradas: (i) as firmas observam apenas as decisões da taxa de juros e (ii) as firmas observam a taxa de juros e um sinal idiossincrático sobre a meta de inflação. Sob a suposição padrão, os agentes inferem flutuações de produto e inflação percebendo que outros agentes estão agindo exatamente como eles. Isso deixa de ser verdade quando os agentes enfrentam a incerteza estratégica induzida pelo sinal idiossincrático. Uma implicação principal é que, no caso de uma contração monetária, maior transparência melhora o trade-off inflação-produto apenas sob a segunda hipótese. No segundo capítulo, para uma classe geral de modelos DSGE, mostro que sempre que os agentes extraem informações de variáveis endógenas que dependem do choque subjacente não observado, as extrações de sinal daquelas variáveis sob informação imperfeita e conhecimento comum imperfeito são diferentes. Essa diferença no aprendizado de choques não observados não desaparece nem no caso limite quando a variação do sinal privado vai para o infinito. Intuitivamente, a incerteza estratégica impede que os agentes conheçam a decisão de outros agentes, apesar de essas ações serem as mesmas em equilíbrio. Essa descontinuidade desafia a suposição padrão, mostrando o conhecimento substancial sobre variáveis endógenas implicitamente assumido disponível para agentes sob informação imperfeita. O terceiro capítulo desenvolve um novo método de solução para uma classe geral de modelos DSGE com conhecimento comum imperfeito. A principal contribuição é que o método permite a inclusão de variáveis de estado endógeno no sistema de equações lineares de expectativas racionais sob conhecimento comum imperfeito. Uma implicação chave é que a persistência endógena de variáveis de estado é a mesma sob informação completa e conhecimento comum imperfeito. Uma avaliação empírica preliminar das fricções informacionais revela que o modelo sob informação imperfeita e dispersa explica melhor os dados de expectativas do que o modelo de informação completa. No entanto, isso ocorre ao custo de ser relativamente pior na explicação dos agregados macroeconômicos.

Cette thèse a pour objectif de contribuer à la compréhension du développement des augmentations de capital réservées aux salariés au sein des entreprises en France. Le premier chapitre définit le concept d’augmentation de capital réservée aux salariés et présente le cadre légal au sein duquel s’inscrivent ces opérations. Nous considérons qu’une augmentation de capital réservée aux salariés est une émission d’actions nouvelles réservées aux salariés non-dirigeants adhérents au plan épargne entreprise ou au plan épargne groupe. Le deuxième chapitre présente, sur la base des théories qui traitent de la politique de financement des entreprises, une revue de la littérature qui s’est intéressée aux opérations d’ouverture du capital des entreprises aux salariés. Le troisième chapitre examine si la prise en compte par les dirigeants des intérêts des actionnaires, des modalités de prise de décision des salariés et de la politique de l’Etat influence la décision des entreprises de recourir à une augmentation de capital réservée aux salariés. Les estimations sont menées à partir d’un échantillon de 110 entreprises françaises non financières appartenant au SBF250 de 1998 à 2007 soit 1 083 firmes-années. Les résultats confirment partiellement les prédictions de la théorie positive de l’agence. Ils montrent une relative influence des intérêts des actionnaires (structure de propriété) et de la politique de l’Etat à l’égard des augmentations de capital réservées aux salariés sur la décision des entreprises de recourir à ce mode de financement. Le quatrième chapitre étudie l’impact du niveau d’asymétrie d’information sur la décision des entreprises de recourir à une augmentation de capital réservée aux salariés sur la base du même échantillon. Les résultats confirment partiellement les prédictions de la théorie du financement hiérarchique. Nous trouvons une influence partielle du niveau d’asymétrie d’information et du déficit de financement sur la décision des entreprises de recourir à cette forme d’augmentation de capital. Enfin, le cinquième chapitre teste l’influence de la volonté des dirigeants de créer et protéger une base de connaissances commune sur la décision des entreprises de recourir à une augmentation de capital réservée aux salariés toujours sur la base de l’échantillon des 110 entreprises. Les résultats confirment partiellement les prédictions des théories cognitives. Nous montrons que l’intensité du capital humain et l’effort d’innovation influencent la décision des entreprises d’émettre des actions exclusivement destinées aux salariés. / This thesis aims to contribute to the understanding of the development of employee equity issue within French companies. The first chapter defines the concept of employee equity issue and presents the relevant legal framework. We consider that an employee equity issue takes place when new shares reserved to non-executive employees acceding to the company savings plan or group savings plan are issued. The second chapter is a literature review of studies of employee stock ownership based on theories that deal with firms’ financing policies. The third chapter examines whether the fact that executives take into account shareholders’ interests, employees’ decision-making modes and the State policy affects companies’ decision to issue shares reserved to employees. We use a sample of 110 non financial French companies belonging to the SBF250 index covering the period 1998 to 2007, totaling 1,083 firms-years. Results partially confirm the predictions of the positive agency theory. They show the relative influence of shareholders’ interests and of the State policy regarding employee equity issue on the decision of companies to resort to this source of financing. The fourth chapter studies the impact of the degree of asymmetric information on companies’ decision to issue shares reserved to employees on the basis of the 110 companies’ sample. Results partially confirm the predictions of pecking order theory. We find that the level of asymmetric information and financing deficit partially influences the decision of companies to resort to employee equity issue. Still on the basis of the 110 companies’ sample, the fifth chapter examines the extent to which companies’ willingness to create and protect a common knowledge base influences their decision to issue shares to employees. Results partially confirm the predictions of cognitive theories (knowledge based view). We show that the intensity of human capital and the innovation effort influence firms’ decision to issue shares destined to employees.