<p>This dissertation deals with curriculum debates concerning science, mathematics and technology within the Swedish secondary schools between 1900 and 1965. The aim of the study is to analyze different conceptions of these school subjects. How were they looked upon and presented during the debates? What kind of values and functions were they said to promote? I also discuss more principal questions regarding why the school subjects became objects for debate. Why did different actors engage in these discussions? A leading perspective of the study is that schools and their curricula often are used as arenas for larger debates concerning the role of science and technology in society. One of the reasons for this, I argue, is that a curriculum often is seen as representing a standpoint in these broader societal discussions. In the study, this is shown through a number of different debates concerning, for example, the amount of hours devoted to science, student conducted experiments, eugenics and environmental aspects. All of these issues demonstrate how the shape of curriculum was seen as having wider significance for society. An important reason for this is the connection between curriculum and future perspectives. Situations where a curriculum was to be rewritten were apprehended as opportunities to influence and secure the future. </p><p>Much previous work on curriculum matters has been occupied with the question of what curriculum “does” in schools; it includes and excludes certain ideas, it regulates and governs students to understand and reason about themselves in specific ways. In relation to this, my own research deals with what curriculum – or rather <i>the image</i> of curriculum – does to other groups in society. Through analyzing the engagement of teachers, politicians, authors and editors, I conclude that a curriculum can threaten or promise future perspectives and values that are important to these groups. </p>

This dissertation deals with curriculum debates concerning science, mathematics and technology within the Swedish secondary schools between 1900 and 1965. The aim of the study is to analyze different conceptions of these school subjects. How were they looked upon and presented during the debates? What kind of values and functions were they said to promote? I also discuss more principal questions regarding why the school subjects became objects for debate. Why did different actors engage in these discussions? A leading perspective of the study is that schools and their curricula often are used as arenas for larger debates concerning the role of science and technology in society. One of the reasons for this, I argue, is that a curriculum often is seen as representing a standpoint in these broader societal discussions. In the study, this is shown through a number of different debates concerning, for example, the amount of hours devoted to science, student conducted experiments, eugenics and environmental aspects. All of these issues demonstrate how the shape of curriculum was seen as having wider significance for society. An important reason for this is the connection between curriculum and future perspectives. Situations where a curriculum was to be rewritten were apprehended as opportunities to influence and secure the future. Much previous work on curriculum matters has been occupied with the question of what curriculum “does” in schools; it includes and excludes certain ideas, it regulates and governs students to understand and reason about themselves in specific ways. In relation to this, my own research deals with what curriculum – or rather the image of curriculum – does to other groups in society. Through analyzing the engagement of teachers, politicians, authors and editors, I conclude that a curriculum can threaten or promise future perspectives and values that are important to these groups.

This dissertation examines the discussion that took place during the 19th century surrounding men’s violence against their wives, as well as the contemporary norms and ideas that shaped people’s understanding of, and ability to deal with the problem. The overall objective is to examine how cultural conceptions of gender, class, violence and power (relationships) were created and expressed during the period 1810–1880. I approach this objective through an examination of how men’s violence against their wives was reported and treated as marital conflict, both within local religious arenas (such as church councils and cathedral chapters) and in the Riksdag of the Estates. With a longer diachronic analysis of the discussions in the Riksdag of the Estates con-cerning propositions for changes in the law regarding marital conflict and divorce during the period 1828–1860, the dissertation shows that men’s violence against their wives as well as other forms of male misuse of power were neither made invisible, privatised nor marginalised in the public discussion in Sweden, which previous research has maintained. In contrast to previous research, the dissertation also shows that political attention to wife-beating and the reform work that took place in 19th century Sweden cannot be entirely characterised as a secularised project. The attention politicians directed towards the problem took place in a re-ligious context where the clergy, in practice, through their experience of dealing with wife-beating and other unsatisfactory conditions in marital relations, took the initiative and were instigators in the political process that after the middle of the century brought changes in the law on marital conflict and divorce. The dissertation’s investigations of how marital conflict and violence were dealt with by church councils and cathedral chapters also show how those involved talked about marital conflict based on competing ideas of gender, class, violence and marriage. The dissertation supports previous research that has demonstrated how men’s violence against their wives tended to be made invisible when it was interpreted and dealt with as marital conflict within the religious arenas. However, the results of the dissertation open up for other interpreta-tional perspectives regarding how violence was made invisible in the past, demonstrating that the prevailing understanding of violence that existed through concepts such as conflict and maltreatment may rather have resulted in an exposition of violence, which also included other forms of marital violence and oppression that were not physical. With a starting point in a marital ideology that perceived marriage as being in principle life-long, the intention of the church’s warnings during conflicts was to mediate, even in cases that included men’s vio-lence against their wives. The principal significance was not to make it easier for wives to remove themselves from their husbands’ violence, but to preserve the sanctity of marriage. Despite this, the study of praxis during the period shows that the church councils in particu-lar could assume more flexible and pragmatic attitudes towards the law. In their attempts to find solutions to their congregation’s unsatisfactory state of marital problems, they could even pursue actions that conflicted with legal provisions.

We now live in an era of experts on virtually everything, among which we have professional medical ethicists, who gained prominence in the late 60s due to dramatic advances in medical technology. Before then, medical ethics issues were not thought as separable from the warp and woof of the everyday life. Medical technology’s advancement cascades legions of moral problems in medicine and biomedical research. Series of innovative interventions in medicine raise throngs of ethical questions. In most cases that have to do with issues of life and death, there are perceived moral conflicts. Due to this swath of problematic issues that need solutions, some apologists favour medical ethics experts as fit for the job, while critics argue that no one has the knowledge or skill for dealing with moral quandaries because objective truth is not feasible in ethics and moral judgment is relative to cultures, beliefs and values. The necessity for medical ethicists to take active role in Medical Ethics Debates, either in Committees at the institutional level, or at any other decision-making mechanisms is justified in this thesis. In addition to this, the thesis also justifies medical ethicists’ role as expert consultants to clinicians and individuals alike This justification is based on complex moral problems accentuated by medical technology, which are far from being easily solved through mere appeal to individual reason, but rather by involving medical ethicists based on their specialized knowledge and high level understanding of research and practice. Although critics question the authority with which experts speak on these issues, nevertheless, the thesis unravels the roles, functions, significance and components of expert’s expertise that separate him/her from the crowd. Arguments are critically analysed and medical ethicists’ limits and professional flaws are addressed, with a view to establishing a virile foundation for the profession of medical ethics.

This dissertation aims at analyzing the debates among intellectuals concerning humanism, and concurrently designed &ldquo / Turkish Humanism Project&rdquo / during the nation/identity-building process in the early decades of Turkey&rsquo / s Republican Era. During in&ouml / n&uuml / Era (1938-1950), the nationalism and westernization of Atat&uuml / rk&rsquo / s reforms turned into an uncompromising secularism, and consequently humanist culture and &ldquo / humanism&rdquo / became the quasi-formal ideology of the state. In order to spread the newly designed cultural policy, then unnamed &ldquo / Turkish Humanism Project&rdquo / was developed. The present dissertation starts with debates on humanism among those intellectuals who were influential over the decision of the state to support humanist culture. Following that, it analyzes the three pillars of the project, namely, Greek and Latin lessons in high school curriculum, establishment of the Translation Office, and opening of the Village Institutes, respectively. In the dissertation, the emergence of humanism in the country is discussed in an historical perspective. Moreover, the general understanding of both the intellectuals and the state of humanism as a solution to the problems faced in cultural and national identity-building process and in westernization movement is demonstrated. As that perception evolved into another perception that humanism was now the cure to all kinds of problems in the society, humanism was charged with tasks too burdensome for such a project to accomplish. This evolution is also demonstrated in the dissertation. The failure of all three pillars of Turkish Humanism Project is attributed not only to the political turmoil during the period but also to the inability of country&rsquo / s intellectuals to conceptualize any phenomena in question as well as their turning the project into a &ldquo / utopian romanticism&rdquo / in the course of time. Nevertheless, the most important factor behind the failure is defined as the rejection by then existing social structure of a concept to alien Turkish national-being, imposed on the society. While the dissertation aims at revealing the intellectual map of the early Republican intellectuals, it also attempts at making an inventory of the debates about &ldquo / humanism&rdquo / , and hence modestly contributes to the existing relevant literature which is insufficient and at times inaccurate.

Thesis (Ph. D.)--Georgia State University, 2008. / Title from file title page. Philo Hutcheson, committee chair; Richard Lakes, Marybeth Gasman, Joyce King, committee members. Description based on contents viewed Nov. 13, 2009. Includes bibliographical references (p. 159-165).

This two years master’s thesis is a review and exploration of the Swedish debate concerning children’s literature from the 19th century to the present, as well as the evaluation and analysis of four adaptations of the tale Red Riding Hood. The aims are to identify how ideas and values regarding the role of children’s literature in society have developed over time and to contribute with a knowledge base for continued reflection and discussion on the subject of children’s reading and mediation of children’s literature in public libraries. The theory and method used in the thesis, is primarily based on the discourse analysis of Michel Foucault. I have identified four main discourses: the educational discourse, the liberation discourse, the politicized dis- course and the popular discourse. To explore the tension between contingency and permanence within the dis- cursive field I have revolved the analysis around key concepts such as ”pedagogy”, ”children” and ”childhood”. The four different adaptations of Red Riding Hood illustrate how beliefs about children and children’s reading have been revised over time. The study shows that the debate and the literature have evolved from a didactic and instrumental point of view to a more liberating and aesthetic approach. But the movement is not linear and uni- vocal. The current debates and the range of children’s literature today exhibit tendencies both of protective mo- rality, expressive and imaginative aesthetics and political awareness. The predominant view of children is still as human “becoming’s” rather than “beings”, and the value of reading literature is thus regarded as extrinsic and as a tool for language development. This continuous and ongoing educational discourse takes little interest in the children’s own ideas and opinions about books and reading. It is my conclusion that children’s libraries, as me- diators of children’s literature, have an enhanced role to play in today’s technologically based society; providing and encouraging book discussions and other literary activities where not only the literature is in focus, but the children’s own reading experiences as well.

Made available in DSpace on 2016-06-02T19:35:57Z (GMT). No. of bitstreams: 1 6114.pdf: 42250343 bytes, checksum: 4e3a862d6b674efaa1898779ec3bf675 (MD5) Previous issue date: 2014-07-03 / Financiadora de Estudos e Projetos / This thesis was inspired in the professors Paolo Nosella and Ester Buffa s research, A Educação Negada , a paper about the great debates which permeated Brazilian education throughout the 20th century. However, unlike the masters, she did not lean on the opinion of any great exponent, limiting to observe if teachers, principals and pedagogic coordinators currently participates, resist or only accompany the various everyday debates that permeate not only the most theoretical issues of education, but also characteristics and particularities of the educational system and the operation and management of the school systems structures. To achieve this aim, the research focused on two municipal schools from Cristais Paulista, in São Paulo. During almost 2 years, 62 educators were approached through semi-structured interviews, informal conversations and questionnaires. The study also used on-site observation, with the participation of this researcher in the HTPC meetings (pedagogic meetings where the teachers work as a group on the discussion and analysis of educational issues). Based on the assumptions of Oral History, and believing that doxa is the fertile ground for the emergence of episteme, the research stressed the opinion of the interviewed educators, adding them to the observations and collected data. Facing the inability to discern which would be the most true, it was listened as much as possible and considered the most probable not as ways to possible solutions, but simply to understand the context in which these teachers navigate. As stages of this investigation, it was sought, in first place, to understand how was the formation of the Brazilian State and the influence of this process in the formation and development of our society, which allowed us to see its authoritarian and little opened to debate feature. In a second moment, the paper endeavored to trace some of the main theoretical debates that have developed in our educational history, trying to show the main currents that disputed the primacy in our educational system. In this way, it was found that nowadays teachers are very distant from an effective participation in the main debates that permeate current Brazilian education. In general, they seem not to worry with the theories that, despite their understanding, end up guiding their way of teaching. Beyond that, they seem unwilling to the theories that discuss the role of schools and the currents that debate the best way to manage them. In the end, and with no concern to conclude, this study leaves as a proposal to improve Brazilian education the idea to heavily invest in a more beautiful and pleasant school, with teachers working full time and with more administrative, financial and pedagogic autonomy. / Esta tese inspirou-se na pesquisa dos professores Paolo Nosella e Ester Buffa, A Educação Negada , um trabalho acerca dos grandes debates que permearam a educação brasileira ao longo do século XX. Porém, ao contrário dos mestres, ela não se debruçou sobre opinião de nenhum grande expoente, limitando-se a observar se os professores, diretores e coordenadores pedagógicos atualmente participam, resistem ou somente acompanham os vários debates cotidianos que permeiam não apenas as questões mais teóricas da educação, mas também as características e particularidades do sistema de ensino e o funcionamento e a gestão das estruturas escolares. Para alcançar esse intento, a pesquisa concentrou-se em duas escolas municipais da cidade de Cristais Paulista, interior de São Paulo. Durante quase dois anos, 62 educadores foram abordados por meio de entrevistas semiestruturadas, conversas informais e aplicação de questionários. O estudo utilizou-se também da observação in loco, com a participação deste pesquisador nas reuniões de HTPC. Baseandose nos pressupostos da História Oral, e acreditando que a doxa é o terreno fértil para o surgimento da episteme, a pesquisa ressaltou a opinião dos educadores entrevistados, somando-as à observação e aos dados coletados. Diante da impossibilidade de se discernir quais seriam as mais verdadeiras, procurou-se ouvir o máximo possível e considerar as mais prováveis não como caminhos para possíveis soluções, mas simplesmente para entender o contexto em que navegam esses professores. Como etapas dessa investigação, buscou-se, em primeiro lugar, compreender como se deu a formação do Estado brasileiro e a influência desse processo na formatação e no desenvolvimento de nossa sociedade, o que nos permitiu perceber seu caráter autoritário e pouco aberto ao debate. Em um segundo momento, o trabalho esforçou-se por traçar alguns dos principais embates teóricos que se desenvolveram em nossa história educacional, procurando mostrar as principais correntes que disputavam a primazia em nosso sistema de ensino. Nesse percurso, constatou-se que os professores atualmente estão muito distantes de uma participação mais efetiva nos principais debates que permeiam a educação brasileira atual. De forma geral, parecem não se preocupar com as teorias que, a despeito de sua compreensão, acabam orientando sua forma de ensinar. Além disso, parecem pouco dispostos às teorias que discutem a função das escolas e às correntes que debatem a melhor forma de administrá-las. No final, e sem nenhuma preocupação de concluir, esse estudo deixa como proposta para melhorar a educação brasileira a ideia de se investir maciçamente em uma escola mais bonita e agradável, com professores em tempo integral e com mais autonomia nas esferas administrativa, financeira e pedagógica.

La Tunisie a longtemps été un laboratoire de recherches pour les sociologues occidentaux sur l'apport des sciences sociales dans un pays du Maghreb. Toutefois ces études sociologiques restent encore centrées sur une période très précise qui dénotait l'existence d'un pouvoir autoritaire et les abus du gouvernement. Le débat occidental s'est alors cristallisé sur la forme du régime et les contestations protestataires en Tunisie. Il a fallu attendre le 13 Janvier 2011 lors du discours au palais de Carthage, pour que la question de la remise en question se pose sans équivoque. Le président Ben Ali avait atteint avec cet ultime affront aux citoyens tunisiens, les limites de son autorité abusive. Au 14 Janvier 2011, la fuite du président déchu Ben Ali a consommé la rupture avec l'ancien régime et a créé ce phénomène que l'on nomme à tort ou à raison la transitologie. Pour la première fois dans le pays, les élections étaient ouvertes à différentes catégories socio-professionnelles, de cultures politiques différentes, à tous les partis hormis le RCD ancien parti du régime, et aux femmes comme aux hommes. Cette initiative a créé un tel engouement, que le jour d’entrée des élus parlementaires au sein du Palais du Bardo, il était nécessaire de déterminer qui étaient ces nouveaux locataires du palais. C’est ainsi que débutent ces travaux de recherche / Tunisia has been, for a long time, a research laboratory for Western sociologists in terms of the contribution of social sciences in a Maghreb country. However, these sociological studies are still focused on a very precise period which pointed out the existence of an authoritarian power and the abuses of the government. The Western debate then froze on the form of the regime and protests in Tunisia. It was not until January 13, 2011 that the issue of questioning arises unequivocally, during the speech at the palace of Carthage. President Ben Ali had reached the limits of his abusive authority with this ultimate outrage to Tunisian citizens. On January 14, 2011, the flight of the deposed President Ben Ali consumed the break with the old regime and created this phenomenon that is rightly or wrongly called transitology. For the first time in the country, elections were open to different socio-professional categories, from different political cultures, to all parties except the former RCD party of the regime, and to both women and men. This initiative has created such a craze, that the day of entry of elected MPs in the Palace of Bardo, it was necessary to determine who were these new tenants of the palace. This is how this research begins

DAMASCENO, Francisco Roterdan Fernandes. A argumentação sob o prisma da problemática da influência no processo de extradição de Cesare Battisti. 2013. 165f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2013 / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-06-06T11:53:12Z No. of bitstreams: 1 2013_tese_frfdamasceno.pdf: 1963861 bytes, checksum: 10719081de301e52c082cb285c299ef9 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-06-06T12:34:19Z (GMT) No. of bitstreams: 1 2013_tese_frfdamasceno.pdf: 1963861 bytes, checksum: 10719081de301e52c082cb285c299ef9 (MD5) / Made available in DSpace on 2014-06-06T12:34:19Z (GMT). No. of bitstreams: 1 2013_tese_frfdamasceno.pdf: 1963861 bytes, checksum: 10719081de301e52c082cb285c299ef9 (MD5) Previous issue date: 2013 / Esse trabalho tem por objetivo geral investigar o discurso jurídico, mais precisamente o discurso produzido pelos atores envolvidos no processo de extradição do italiano Cesare Battisti, ou seja, os juízes do Supremo Tribunal Federal, os advogados das partes, bem como os representantes do Ministério Público Federal e da Advocacia Geral da União. A abordagem dada ao tema baseou-se em pressupostos da Teoria da Argumentação, da Análise Argumentativa e da Teoria Semiolinguística e teve como aparato teórico-metodológico as concepções de Perelman e Olbrechts-Tyteca (2005), Charaudeau (2005, 2007, 2008 e 2010), Plantin (1997, 2003, 2004). Amossy (2005, 2006, 2007), de Meyer (2007), Haddad (2002), Maingueneau (2002), entre outras. A partir das contribuições teóricas, investigamos como se constrói a atividade argumentativa ao identificarmos os tipos de auditórios que compõem a situação de comunicação processo de extradição. Identificamos os tipos de ethé existentes e/ou recuperados nas peças que compõem o referido processo, bem como as estratégias argumentativas utilizadas pelos diversos atores envolvidos. Discutimos também o papel das emoções existentes e/ou recuperadas no decorrer do feito e sua institucionalização. Verificamos que os diversos ethé de Cesare Battisti permeiam todo o processo e servem de argumento para as teses defendidas pelas partes e que, embora haja essa variedade de ethé, no desfecho do processo, predominam o ethé de refugiado, condição que lhe fora atribuída por decisão do chefe do Ministério da Justiça à época, e o de extraditando, por ser o ethos que desencadeou a contenda judicial e se tornou preponderante. Concluímos que prevaleceram as visadas discursivas de influência como estratégias argumentativas, ainda que pudéssemos encontrar ouros tipos de visadas. Quanto ao modo de sentir (pathos), podemos concluir que as emoções suscitadas pelas partes processuais no decorrer do feito contribuíram indubitavelmente para a construção dos modos de dizer e de ser (ethos) no caso Cesare Battisti / Ce travail vise à étudier le discours juridique, à savoir le discours produit par les acteurs impliqués dans le procès d'extradition de l'italien Cesare Battisti, c'est à dire, les juges du Supremo Tribunal Federal (la cour suprême brésilienne), les avocats des parties et les représentants du Ministério Público Federal (le parquet) et de l’Advocacia Geral da União. L’approche donnée au sujet a été basée sur la théorie de l'argumentation, l'analyse argumentative et la théorie semiolinguistique et a eu comme support théorique et méthodologique les conceptions de Perelman et Olbrechts-Tyteca (2005), de Charaudeau (2005, 2007, 2008, 2010), de Plantin (1997, 2003, 2004), d’Amossy (2005, 2006, 2007), de Meyer (2007), de Haddad (2002), de Maingueneau (2002), entre autres. A partir des contributions théoriques, nous avons compris comment est construite l’activité argumentative lors que nous avons identifié les types d’auditoires qui composent la situation de communication procès d'extradition. Nous avons identifié les types d’ethé existants et ou récupérés dans les pièces qui font partie de cette procédure ainsi que les stratégies argumentatives mobilisées par les différents acteurs impliqués. Nous discutons également le rôle des émotions existantes et ou récupérées au cours de l’affaire et leur institutionnalisation. Nous avons remarqué que les divers ethé de Cesare Battisti imprègnent tout le procès et servent d'argument aux thèses soutenues par les parties et que, bien qu'il y ait cette variété d’ ethé, à la fin du procès prédominent les ethé de refugié, status qui lui avait été attribué par une décision du ministre de la Justice à l'époque, et d’extraditant, puisque c’est l’ethé qui a déclenché le litige et qui devient prédominant. Nous avons vu que les visées discursives d’influence ont prévalu comme des stratégies argumentatives, même si nous pouvions trouver d’autres types de visées. Quant à la façon de sentir (pathos), nous avons pu conclure que les émotions mobilisées par les parties au cours de la procédure ont sans aucun doute contribué à la construction des manières de dire et d'être (ethos) dans l’affaire Cesare Battisti