Programa de Pós-Graduação em Educação Matemática. Departamento de Matemática, Instituto de Ciências Exatas e Biológicas, Universidade Federal de Ouro Preto. / Submitted by Oliveira Flávia (flavia@sisbin.ufop.br) on 2015-10-13T21:30:40Z No. of bitstreams: 2 license_rdf: 22190 bytes, checksum: 19e8a2b57ef43c09f4d7071d2153c97d (MD5) DISSERTAÇÃO_ConstruçãoCorridaCarrinhos.pdf: 1750865 bytes, checksum: b13de7ee96ea8bc293db8e4ec5829432 (MD5) / Approved for entry into archive by Gracilene Carvalho (gracilene@sisbin.ufop.br) on 2015-10-26T13:04:09Z (GMT) No. of bitstreams: 2 license_rdf: 22190 bytes, checksum: 19e8a2b57ef43c09f4d7071d2153c97d (MD5) DISSERTAÇÃO_ConstruçãoCorridaCarrinhos.pdf: 1750865 bytes, checksum: b13de7ee96ea8bc293db8e4ec5829432 (MD5) / Made available in DSpace on 2015-10-26T13:04:09Z (GMT). No. of bitstreams: 2 license_rdf: 22190 bytes, checksum: 19e8a2b57ef43c09f4d7071d2153c97d (MD5) DISSERTAÇÃO_ConstruçãoCorridaCarrinhos.pdf: 1750865 bytes, checksum: b13de7ee96ea8bc293db8e4ec5829432 (MD5) Previous issue date: 2015 / Esta pesquisa objetivou o desenvolvimento de uma compreensão sobre o que gera uma sucessão de ações dos alunos em uma atividade de construção de carrinhos e em uma corrida que envolveu a mobilização e a aplicação de conceitos matemáticos e físicos. A pesquisa estuda as ações e interações dos participantes nessa atividade. O planejamento e a condução da atividade se fundamentam no conceito de experiência de Dewey (2010; 1979). Os participantes foram a professora pesquisadora e os estudantes do nono ano de uma escola pública no interior de Minas Gerais. A coleta de dados foi feita no ano de 2013, em um período de quatro meses distribuídos em 43 aulas, por meio de gravações em áudio-vídeo, fotografias, diário de campo da pesquisadora e trabalhos dos estudantes. A análise de conteúdo (CHARMAZ, 2009) foi utilizada para a interpretação dos dados. Os resultados construídos mostram que a sucessão de ações aconteceu em uma dinâmica, inter-relacionando as categorias de análise: proposta, desafio, interações, sucessão das ações dos alunos e aplicação de conceitos. Esses resultados proporcionaram a construção de um diagrama que fez uma sintetize entre essas categorias e a nossa compreensão do processo de aprendizagem que deduzimos nessa experiência de carrinhos com ensaios das ideias deweyanas. _____________________________________________________________________________________________ / ABSTRACT: This research had as its objective the development of an understanding concerning the results of a succession of student actions in an activity of toy car construction and racing involving the mobilization and application of mathematics and physics concepts. The present thesis analyzes the actions and interactions of the participants in this activity. The planning and execution of the activity are based on Dewey's (2010; 1979) concept of experience. The participants were the teacher-researcher and ninth grade students from a public school in the state of Minas Gerais. The data was collected in 43 class days, over a period of four months, by means of audio-video recordings, photographs, the researcher's field journal and students' papers. Content analysis (CHARMAZ, 2009) was used for data interpretation. The results constructed from these interpretations show that the sequence of actions took place in a dynamic that combined the categories of analysis: proposal, challenge, interactions, succession of student actions and application of concepts. These results provided a basis for the construction of a diagram that represents a synthesis between these categories and our comprehension of the learning process − which we deduced from this experience with toy cars performed in light of our interpretation of Dewey.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2015-03-05T19:16:32Z No. of bitstreams: 2 TESE Clóvis Marinho de Barros Falcão.pdf: 4039807 bytes, checksum: 565ae2cf1c485ebe16c1797caf9a7eab (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-05T19:16:32Z (GMT). No. of bitstreams: 2 TESE Clóvis Marinho de Barros Falcão.pdf: 4039807 bytes, checksum: 565ae2cf1c485ebe16c1797caf9a7eab (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-08-23 / A teoria do direito atual apresenta fortes tendências céticas e relativistas, relacionadas à queda da modernidade e do ideal de ciência cartesiano. Essa é uma linha coerente, mas não a única possível. O olhar pragmatista, menos exigente em relação aos métodos racionais, não pressupõe uma tão séria crise da razão. A verdade estética do pragmatismo clássico reconhece a importância de elementos sutis da argumentação, permitindo uma melhor convivência com o ambiente de incerteza da filosofia. Essa aceitação dos frágeis critérios de verdade pósmodernos permite que se enxergue melhor a importância de justificações modestas, contextuais. Ao aceitarem construir teorias da justiça a partir desse conceito deflacionado de verdade objetiva, John Rawls e Ronald Dworkin mostram, com a cautela de suas teorias, os elementos racionais do consenso público sobre valores morais. Esse modelo menos exigente da ordem pública, como reação às dificuldades da epistemologia pós-moderna, é bem adaptado ao ambiente de incerteza. Esta tese defende não haver contradição entre o ceticismo pós-moderno e as verdades absolutas em discussões morais, uma vez aceita a verdade estética do pragmatismo clássico de William James, Henri Bergson e John Dewey.

I denna fallstudie undersöks samspelet mellan estetiska uttrycksformer och det matematiska lärandet med en kvalitativ ansats. Syftet med studien är att undersöka vilken funktion estetiska uttrycksformer har och hur lärare och elever beskriver estetiska uttrycksformer som en del av matematikundervisningen. Studien grundas teoretiskt i pragmatismen och John Deweys tankar kring praktiskt lärande och att alla erfarenheter är estetiska. I insamlingen av empirin användes observation och semistrukturerade stimulated recall-intervjuer med en lärare och åtta elever. Materialet analyserades sedan med tematisk analys. Studien visar att estetiska uttrycksformer fungerar som ett underlag för social interaktion och somett verktyg för att visualisera matematiken. Elevernas beskrivning av estetiska uttrycksformer i matematikundervisningen, är att det kan visualisera det abstrakta, men är något för elever som behöver extra hjälp och att arbetet med estetiska uttrycksformer är tidskrävande. Lärarens beskrivning korresponderar med elevernas och läraren menade vidare att estetiska uttrycksformerär bra för alla i matematikundervisningen, men extra viktigt för elever som tycker att matematik är svårt.

John Dewey’s “Art As Experience” represents an unprecedented aesthetic theory insofar as it provides the reader with a way to think of aesthetic experience, not as relegated to a specialized realm of activity that one might denote as “the art world,” but as the primary mode through which human beings come to terms with the environment. This is one aspect of Dewey’s “cultural naturalism,” through which we can see how his philosophy intends a non-separation between the body, the mind, and the environment. This project aims to reveal the notion of the unconscious that is implicit within Dewey’s later work, particularly his aesthetics and metaphysics. This is a uniquely American unconscious with properties and functions that differ from the unconscious that was articulated by the tradition of psychoanalysis in Europe. I also make the pragmatic argument that when we treat the aesthetic and the unconscious as essentially linked, we benefit from a stronger hermeneutic for diagnosing culture, and we are better prepared to restore our connection with sensuous, immediate experience. This dual rehabilitation of the aesthetic and the unconscious serves to strengthen our capacity for eros, which, I will argue, is the need to live a shared aesthetic reality.

Agency and desire are interdependent. Agency is not a given, but an achievement of ordered desiring. We want to control our desires rather than be controlled by them, but the dilemma is that our selves are separate neither from our desires nor our control. John Dewey articulates this dynamic and proposes a solution; we can control desire and thereby ourselves by an immanent and reflective reconstruction of the meaning and object of desire. However, Dewey over-estimates the cognitive control of meaning and desire, because he presumes that desire is always ideational, rather than explaining how desire comes into cognitive awareness and control to be available for reflective manipulation. This work will extend Dewey's theory of experience and habit by explaining the structural habitual conditions necessary for the cognitive control of desire, e.g., how desire becomes ideational and subsequently an ideal. It offers a constructive criticism and a new heterodox phenomenological method based on the works of John Dewey, Thomas Alexander, and Victor Kestenbaum.

Sverige är ett demokratiskt land med en grund i demokratiska värderingar. Skolan ska följa samma anda, och ses som en medproducent av elever som förstår och kan använda sig av demokratiska synsätt. Demokrati i skolans värld yttrar sig som elevinflytande och delaktighet i elevernas eget lärande. Problematiseringen består i att skolan ska leva upp till kraven i styrdokumenten, samtidigt som den inte erbjuder några riktlinjer i hur inflytandet ska utföras.Detta innebär att det finns en variation i hur elevinflytande tolkas och praktiseras, vilket gör frågan om elevinflytande intressant. Vad betyder egentligen elevinflytande? Syftet med studien är att undersöka hur fem pedagoger i årskurserna ett till sex resonerar och berättar om elevinflytande utifrån ett lärarperspektiv. Undersökningen utfördes som en kvalitativ studie för ta reda på hur de fem pedagogerna arbetar med elevinflytande i sin undervisning och hur de tolkar uppdraget utifrån den nya läroplanen 2011. Resultatet i studien visar att det finns skillnader i hur pedagogerna i studien förstår och tolkar elevinflytandets betydelse. Vidare konstaterar vi att pedagogerna tolkar uppdraget i varierade former då styrdokumenten inte guidar pedagogen ska utföras. Samtliga pedagoger problematiserar elevinflytandet. Ett mönster finns i att alla anser att elevinflytandet kommer till sin rätt i en genomtänkt organisation.Dock menar pedagogerna att beroende på elevernas ålder och mognad blir deras möjligheter till inflytande olika stor. De menar att en yngre elever som inte kommit lika långt i sin mognads utveckling kanske inte kan ta lika stort ansvar för inflytandet i sin utbildning som de äldre eleverna.

This dissertation carries out a systematic study of the religious thought of the 20th century American philosopher John Dewey. Its motivation is that Dewey’s religious views have been seriously misunderstood and under appreciated by philosophers and Dewey scholars to date. Breaking with the standard interpretation of Dewey as a thoroughly scientific and secular thinker, the dissertation shows that Dewey’s writings reveal a robust and highly original religious naturalism. It further demonstrates that Dewey’s novel understanding of the religious dimensions of nature and the experiencing self can capably meet the challenges posed to philosophy of religion by the ecological turn presently transforming the philosophical landscape. The driving insight of the ecological turn in contemporary philosophy is the need to reconstruct our basic philosophical concepts and principles in light of the results of the ecological sciences, many of which challenge core tenets of modern Western thought. To make the case for Dewey as a serious religious thinker, the dissertation places him into critical-constructive dialogue with other theorists representing a wide range of philosophical and scientific perspectives, including those of pragmatism, naturalism, ecological and Gestalt psychology, deep ecology, and recent cognitive science. Dewey’s religious views are also analyzed in relation to the self-cultivation doctrines of Daoism and Zen Buddhism, highlighting rich connections between Dewey and Eastern thought; all of these thinkers and schools of thought share Dewey’s overriding concern to restore continuity between facts and values, between knowledge and action, between nature and the full range of human experience. The dissertation shows that by recovering Dewey’s religious naturalism, full of ecological insight and relevance, a new paradigm for philosophy of religion can be discerned, one that promises to bring philosophy of religion’s core problems and methods in line with the most up-to-date scientific developments.

No description available.

No description available.

Administrative reform as we have known it has been constrained by the ontological and epistemological premises and assumptions of Newtonian physics and the positivism of the early behavioral sciences, leaving constructs vital to a democratic polity impoverished and problematized by power inequities and distorted communication. If public administration could be liberated from those ontological limits through adoption of concepts from the new sciences - quantum theory, chaos theory, complexity theory, and today's ecological sciences - it might be possible to restore to the practices of citizenship and governance appropriate institutional structures which will preserve and nurture them. This dissertation develops lessons and activities pertinent to the practices of citizenship and governance drawn from the life work of John Dewey and Mary Parker Follett - lessons clarified by the premises and assumptions of the new sciences and activities congruent with those lessons. This dissertation is comprised of four broad components: a history of administrative reform as told through the literatures of the fields of public administration and public space philosophy; a history of science in two parts - the development of classical science and the development of the new sciences - from which defining ontological and epistemological characteristics of each are abstracted; case studies from American history that demonstrate the influence of classical science on political and social thought and action; and lessons and activities for public administration and its practitioners, framed in the context of the new sciences, drawn from the life work of John Dewey and Mary Parker Follett. The argument this dissertation makes is twofold. First, it is argued that, given the pervasiveness of the influence of modern thought in American society, it is unlikely that early reformers could have conceptualized administrative structure differently than they did. The modern worldview still dominates our thinking, despite the new understandings of how the world works that are available to us now. The second argument is that it is possible, if we choose to do so, to overcome the modern worldview and the structure it imposes on how we think and act, and that this could lead to alternative practices for public administration. The lessons that are our heritage from Dewey and Follett, and from the traditionalists of our own field, if viewed through the lens of the new sciences, resonate with the ontological perspectives of those sciences and provide a starting point for a reconceptualization of democratic administrative practice. / Ph. D.