This inquiry examines the lived experience of a believing Christian seeking authentic space on a secular academic course. It has come about as a result of an experience of both angst and transformation leading to the focus of this inquiry which is looking to answer the question of: 'How does a committed Christian with a belief in foundational truth, authentically relate and integrate their faith and new found knowledge in counselling practice and research on a secular training course'? Research literature acknowledges a growing interest and demand for further debate and research in the domain of integration of faith and psychotherapy and practice, where evidence points to there being a gap in training. Integration is acknowledged as problematic but specific challenges are noted as not being so well researched. The study is written in the form of a paradigmatic case study where the researcher is also the researched. It embraces a pluralistic methodology incorporating aspects of personal narrative, interpretive phenomenological analysis and tacit understanding as advocated by Polanyi. This inquiry explores both the problem encountered and the solution found. The problem was epistemological, that of a personal belief in foundational truth, the central tenet of the Christian faith and the challenge of co-habiting a secular relativist space. The purpose and goal of this inquiry is to both show and tell the process of integration, which allowed authentic space to emerge both personally and theoretically. An exploration of a personal epiphany of 'heart and mind' integration is pivotal in this inquiry. The key finding which made integration possible was the discovery of and engagement with both Michael Polanyi and C.S. Lewis and their progressive theories of knowledge: theories which embrace both fundamental Christian belief and the fundamental values and theories taught in the dialogue of both person-centred and psychodynamic approaches. This study and reflexive analysis has created the basis of a body of work, which can be used as a means of support for Christian trainees who encounter similar challenges in academic spaces and in practice in this postmodern age. It can also be of benefit to trainers and course designers and counselling practitioners as they engage and dialogue with this re emerging phenomena. Finally this inquiry can be the catalyst for further research and development in order to begin to bridge the epistemological gap encountered in training.

Made available in DSpace on 2017-05-12T14:42:22Z (GMT). No. of bitstreams: 1 Mauricio Bergamo.pdf: 3049922 bytes, checksum: 14d5ff4dda53065962c9751bab6e2b55 (MD5) Previous issue date: 2016-05-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation aims to analyze the relationship between the epistemological processes and the vision of nature established by man in modernity. This task refers to a scientific, philosophical and artistic itinerary closely linked to the progress of the western civilization. We will highlight the main characteristics of Ancient and Medieval knowledge and thus we will defend that invisible, intangible and sacred faces, qualitative attributes of the nature of these times, result from the development of metaphysical and allegorical sets developed by thinkers who lived and dedicated themselves, intellectually, to these historical periodization. Similarly, we will defend that the quantitative, measurable and mechanical image of the cosmos began to be developed to the extent that the artisans and the Renaissance engineers began to offer pragmatic possibilities to science. The adoption of mathematical principles allied to experimentation of natural phenomena, in the epistemological processes conducted by natural philosophers, scientists, and philosophers, is also presented as one of the main elements contributing to the homogeneous objective and unified representation of the cosmos. Hesiod, Plato, Aristotle, St. Augustine, St. Thomas Aquinas, Leonardo da Vinci, Copernicus, Giordano Bruno, Johannes Kepler, Galileo Galileo, Isaac Newton, Descartes and Francis Bacon will be some of the characters investigated in this dissertation. Through this historical and epistemological journey, we will conduct a deep analysis of some of the major historical events and the methods used by these big names. Hence, we want to defend that quantitative representation, homogeneous and objective in nature, is derived (in part) of the attitudes and behavior adopted by intellectuals in their scientific research. Therefore, we want to emphasize that the purpose of the phenomena and the ontological laws of nature came to be linked to men's intentions. With the unveiling of the secrets of nature promoted by the Mathematics and Experimentation, men duped with the mysteries of the soul, forward transcend inventions and mechanical ingenuity. And nature, in turn, lost its qualitative attributes to become a mechanic and measurable body. / Esta dissertação de mestrado flui para o âmbito geográfico através do conceito de natureza e, tem por objetivo analisar a relação entre os processos epistemológicos e a cosmovisão, instituída pelo homem, nas Idades Antiga, Medieval, no Renascimento e na Modernidade, Essa tarefa remete a um itinerário científico, filosófico e artístico, estreitamente ligado ao progresso da civilização Ocidental. Destacar-se-ão, assim, as principais características dos saberes Antigos e Medievais e, desse modo, defender-se-á que os semblantes invisíveis, imateriais e sagrados, atributos qualitativos da natureza daquelas épocas, decorrem da elaboração dos conjuntos metafísicos e alegóricos elaborados pelos pensadores que viveram e muito se dedicaram, intelectualmente, nessas periodizações históricas. Da mesma maneira, defender-se-á que a imagem quantitativa, mensurável e mecânica do cosmos, começou a ser elaborada na medida em que os artesãos e os engenheiros do Renascimento passaram a oferecer possibilidades pragmáticas à ciência. A adoção dos princípios matemáticos aliados à experimentação dos fenômenos da natureza, nos processos epistemológicos conduzidos por cientistas, astrônomos e filósofos, também será apresentado como um dos principais elementos que contribuíram para a representação homogênea, objetiva e unitária do cosmos. Hesíodo, Platão, Aristóteles, Santo Agostinho, São Tomás de Aquino, Leonardo da Vinci, Copérnico, Giordano Bruno, Johannes Kepler, Galileu Galilei, Isaac Newton, René Descartes e Francis Bacon serão alguns dos personagens investigados nesta dissertação. Ao longo desse percurso histórico e epistemológico, realizar-se-á uma análise minuciosa de alguns dos principais acontecimentos históricos, e dos métodos utilizados por esses importantes nomes. Com isso, almeja-se defender que a representação quantitativa, homogênea e objetiva de natureza é oriunda (em parte) das posturas e dos comportamentos adotados pelos intelectuais em suas pesquisas científicas. Diante disso, pretende-se destacar, também, que a finalidade dos fenômenos e dos estatutos ontológicos da natureza somou-se às intencionalidades dos homens. Com o desvelamento dos segredos da natureza, promovido pela Matemática e pela Experimentação, os homens ludibriaram-se com os mistérios da alma, para transcenderem frente às invenções e às engenhosidade mecânicas. E a natureza, por sua vez, perdeu seus atributos qualitativos, para tornar-se um organismo mecânico e mensurável.

It is widely accepted, amongst epistemologists, that evidence plays an important role in our epistemic life. Crucially, there is no agreement on what evidence is. Following Silins, we can cash out the disagreement around the notion of evidence in terms of the opposition between Evidential Internalism and Evidential Externalism (Silins, 2005). Evidential internalists claim that evidence supervenes on one's non-factive mental states, such as, beliefs, impressions (BonJour, 1999, Audi, 2001). Evidential Externalists deny that. In this Thesis, first, I contrastively assess the plausibility of two prominent contemporary externalist theories: Duncan Pritchard's Epistemological Disjunctivism, the thesis on which one's evidence in perceptual cases is truth-entailing and reflectively accessible (Pritchard, 2012), and Timothy Williamson's E=K, the thesis on which one's evidence is all and only the propositions one knows (Williamson, 2000). Second, I develop a novel externalist account of evidence that I call Ecumenical Evidentialism. I show how Ecumenical Evidentialism is able to bring together some of the benefits of both Pritchard's Disjunctivism and Williamson's E=K. This Thesis is structured into three sections, each of which addresses the following three questions respectively: Does the Access Problem represent a real threat to Evidential Externalism? Is Evidential Externalism committed to a sceptical variety of Infallibilism? How does Evidential Externalism understand the relation between evidence and epistemic justification? I argue that neither Epistemological Disjunctivism nor E=K are fully satisfying Externalist accounts of evidence. On one hand, I argue that Disjunctivism captures the orthodox intuition on which justification is a matter of being evidence-responsive, but it does so on pain of facing the so-called Access Problem. On the other hand, by rejecting any strong accessibility thesis, Williamson's E=K is better positioned to resist both the Access Problem as well as the Infallibility Problem, but it does not vindicate the orthodox intuition on which justification is a matter of being evidence-responsive. Finally, I show that, while retaining the main commitments of Williamson's theory of evidence, such as, E=K, my Ecumenical Evidentialism is able to capture the orthodox responsiveness intuition about epistemic justification.

Embora a questão do esclarecimento não fosse novidade na História das Ciências, Gaston Bachelard (1884-1962) impôs-lhe várias mudanças ao demonstrar a historicidade da razão movendo-se para muito além das categorias a priori e negar uma continuidade necessária entre teorias e conceitos científicos. Por acreditar que a ciência é o local de onde emergem nossas verdades, Bachelard atribuiu à História das Ciências a tarefa de descrever as rupturas que marcaram os momentos em que o irracionalismo foi abandonado. A revolução metodológica imposta por seu trabalho e pelo etos responsável por ela deu dignidade filosófica à História das Ciências e fez com que os historiadores assumissem a postura de juízes, função que exige uma avaliação epistemológica do nosso passado científico através da sua persistência na ciência atual, razão pela qual podemos falar de uma História epistemológica. Por todas essas razões, ao escrevermos a história intelectual dessa nova disciplina pretendemos demonstrar que, não apenas a epistemologia bachelardiana se inscreve na tradição filosófica nietzschiana, como inaugurou a via de aproximação entre a história das ciências e a história social. / Although the question of enlightenment was no novelty in the History of Science, Gaston Bachelard (1884-1962) imposed several changes on it demonstrating the historicity of reason moving itself away from the idea of a priori categories and denying a necessary continuity among scientific concepts and theories. Because he believed that Science is the place where our truths emerge from, Bachelard argued that the task of History of Science was to describe the ruptures that marked the moments when irrationalism was abandoned. The methodological revolution imposed by his work and the ethos responsible for it gave philosophical dignity to the History of Science and made the historians assume the obligation of judgment, an assignment which they need to evaluate epistemologically our scientific past questioning its persistence through the actual science, reason why we can say that Bachelard inaugurated an epistemological History. For all this reasons, we think that the intellectual history of this new discipline allow us to understand the bachelardian epistemology in relation with the nietzschean tradition of critical philosophy and to demonstrate how it sets the basis for an approximation between history of science and social history.

本研究主要目的為：(一)探討不同主修領域背景的大學生，其知識信念是否有差異。(二)探討大學生知識信念與學習策略的關係。(三)探討大學生主修領域背景與學習策略的關係。 本研究以自編「大學生知識信念與學習策略量表」為工具，抽取政治大學、清華大學、中興大學法商學院、台灣藝術學院與東海大學等五所大學 368 位大學生為對象，共分為自然科學領域大學生 116 人，社會科學領域大學生 141 人與人文學科領域大學生 111 人。探討主修領域背景對大學生知識信念與學習策略的影響。 主要研究結果如下： 一、知識信念是一個具備多個面向的信念系統。 二、知識信念並不具有跨領域特性；學習策略的使用也會受個體主修領域背景所影響。 三、個體對知識本質與認識本質的看法會影響其學習策略的使用。 四、自然科學領域的大學生比其它兩個主修領域的大學生擁有較靜態的知識信念與傾向於常使用複誦策略來學習。 本研究並對教育實務與未來的研究方向，提供以下幾點建議： 一、教育實務方面 1.實施具有反思性特質的科學教育。 2.實施反思性師範教育方案。 3.多使用具建構精神的教學法。 4.實施具備「科技整合」特質的大學教育並多開設「學習策略學習」有關的課程。 5.教學時需多種教學元素的配合，才能促動學生更有效學習。 二、未來研究方向 1.配合多種方法研究大學生的知識信念。 2.對大學生的知識信念進行長期縱貫性的研究。 3.編製信效度良好的學習策略量表。

This dissertation constructively explores the implications for natural theology of (especially) John McDowell’s anti-Cartesian philosophy of mind and perception. Traditionally, an important element within natural theology is the idea that nature testifies to its creator, thereby making knowledge of a creator available to humans. In traditional accounts, the relevant knowledge is usually conceived as inferential. From observations of “the things that have been made” (Rom 1: 20), we may reason our way to the existence of a creator. The dissertation presents an alternative construal of creation’s testimony. It argues that biological nature may have expressive properties of a similar kind as human behaviour and art seem to have. We may be able to perceive nature as creation, i.e., as expressive of the mind of a creator. The knowledge of a creator acquired from nature is, according to this construal, perceptual rather than inferential. The viability of the dissertation’s suggestion depends, however, on the rejection of certain common and fundamental assumptions about the nature of mind and perception – assumptions that may rightly be called “Cartesian.” In chapters 1-3, a radically anti-Cartesian outlook on mind and perception, drawn mainly from McDowell’s work, is presented. The outlook (labelled “open-mindedness”) conceives the mind as a system of essentially world-involving capacities. One such capacity is perception, which is portrayed as (when all goes well) a direct, cognitive openness to the world. Chapter 4 argues that open-mindedness makes an attractive construal of our knowledge of “other minds” available. Human behaviour may, as McDowell suggests, be construed as having expressive properties, i.e., perceivable properties the instantiation of which logically entails the instantiation of certain mental properties. The main problem confronting this idea is the so-called “argument from pretence” – a version of the more general “argument from illusion.” The fact that behaviour that is the result of pretence can be indistinguishable, for an observer, from behaviour that is genuinely expressive of the mental property pain, can seem to entail that it is impossible to perceive that somebody else is in pain. It is argued that accepting the outlook of open-mindedness and the view of perception it includes dissolves this problem and makes it possible to construe (some of) our knowledge of the mental states of other people as perceptual rather than inferential knowledge. Chapter 5 argues that the same philosophical moves that dissolve the “problem of other minds” also can be used to overcome the problems confronting the (from a Christian perspective) attractive idea that nature may be perceptibly expressive of the mind of a creator. It is argued that the idea that other phenomena than human behaviour can be genuinely expressive of mind is not at all counter-intuitive. Artworks have, for instance, (according to a common view) expressive properties that make something of the mental life of the artist available to others. Furthermore, many people seem to have experiences in which natural structures appear to them as intentionally created. Even atheists report that biological organisms strike them as “designed.” Experiences in which natural phenomena appear to the subject as intentionally created or “designed” are candidates for being veridical perceptions of expressive properties in nature. It is argued that the suggested construal of biological nature as expressive of the mind of a creator is completely compatible with the fact that biological species have evolved by natural selection. Chapter 6 briefly reflects on the consequences of the dissertation’s argument for Christian theology.

The purpose of the present study was to investigate the predictive influences of epistemological beliefs, achievement motivation, learning approaches on sixth grade students&rsquo / achievement in classification concepts. The study was carried out in the fall 2006-2007 semester. One thousand forty one 6th grade students from twenty five randomly selected elementary schools in &Ccedil / ankaya district of Ankara participated in this study. In this study Turkish version of the Learning Approach Questionnaire, Epistemological Beliefs Questionnaire, Achievement Motivation Questionnaire and Classification Concept Test were used as measuring instruments to collect relevant data. Multiple Regression Correlation Analyses was computed in order to find out the contribution of students&rsquo / learning approaches, epistemological beliefs and achievement motivation to their achievement in classification concepts. The results revealed that these variables explaining 14% of the variation in students&rsquo / achievement in classification concepts. Stepwise multiple regression analyses was conducted in order to find out which variable best predicted students&rsquo / achievement in classification concepts. Students&rsquo / learning approaches were found to be the best predictor of achievement explaining 12% of the variance. The remaining 2% of variance was explained by epistemological beliefs of the students. Achievement motivation, however did not contribute to students&rsquo / achievement in classification concepts. Results also revealed significant positive correlations between students&rsquo / achievement in classification concepts, their learning goal orientations, epistemological beliefs and learning approaches. Students&rsquo / performance goal orientations, and self efficacy beliefs, however, were not found to be related to their achievement in classification concepts.

The purpose of this study was to investigate scientific epistemological beliefs, perceptions of constructivist learning environment, attitude towards science, prior knowledge and gender as determinants of students&rsquo / approaches to learning. This study was carried out in 2005-2006 Spring Semester. One thousand, one hundred and fifty two eighth grade students from seven public schools in &Ccedil / ankaya, a district of Ankara participated in this study. Epistemological Beliefs Questionnaire, Constructivist Learning Environment Scale, Learning Approaches Questionnaire and Attitude towards Science Scale were administered to students in order to determine their scientific epistemological beliefs, their perceptions of constructivist learning environments, approaches to learning and attitudes towards science respectively. Descriptive statistics were used in order to explore the general characteristics of the sample. Paired samples t-test was used in order to evaluate the mean difference iv between the scales of the actual and preferred learning environments. Pearson Correlation Analyses and Multiple Regression Analyses were conducted to see the relationships among the variables and the variables that contribute to students&rsquo / meaningful and rote learning approaches. Results of the paired samples t-test showed that the actual learning environments of the students did not adapt their preferences. In fact, students preferred more constructivist learning environments where they have more opportunity to relate science with the real world, communicate in the classroom, take role in the decision making process of what will go on in the lesson to be more beneficial for them, question what is going on in the lesson freely and experience the formulation of scientific knowledge. Pearson correlation analyses, however, showed that students who had meaningful learning orientations had tentative views of scientific epistemological beliefs, positive attitudes towards science, high prior knowledge and perceived their learning environments as constructivist. On the other hand, students who had rote learning approaches had fixed views of scientific epistemological beliefs, positive attitudes towards science and low prior knowledge. In addition, the rote learners perceived their environments as constructivist in all scales except shared control scale. Multiple Regression Analyses by using actual learning environment showed that attitude towards science is the best predictor of both meaningful and rote learning approaches.

This study aimed to explore the relationships between elementary students&rsquo / epistemological beliefs, learning approaches, self-regulated learning strategies, and their science achievement. In this investigation, a model of the potential associations among these variables was proposed and tested by using structural equation modeling. It was hypothesized that (a) students&rsquo / epistemological beliefs would directly influence their learning approaches, self-regulated learning strategies, and science achievement, (b) students&rsquo / adopted learning approaches and their use of self-regulated learning strategies would be related with science achievement, and (c) students&rsquo / learning approaches were expected to be related with their use of self-regulated strategies. A total of 1240 seventh graders from 21 public elementary schools throughout the &Ccedil / ankaya district of Ankara completed measures designed to assess students&rsquo / (a) epistemological beliefs (beliefs about the Certainty of Knowledge, Development of Knowledge, Source of Knowing, and Justification for Knowing) (b) adopted learning approaches (either rote or meaningful), (c) use of self-regulated learning strategies, and (d) science achievement. Separate confirmatory factor analyses were conducted to determine the structure of students&rsquo / epistemological beliefs and their adopted learning approaches. While the factor analyses of students&rsquo / responses to the epistemological beliefs questionnaire supported the multidimensional nature of these beliefs, some features distinct from the findings of the Western countries were identified. Socio-cultural influences were proposed to account for the observed differences in the factor structure obtained with the Turkish sample. The results of the structural equation modeling while supporting some of the proposed hypotheses, contradicted with others. Epistemological beliefs emerged as a major contributor to learning approaches and science achievement as expected, whereas those beliefs can not be used as a predictor of self-regulated learning strategies. In addition, students&rsquo / adopted learning approaches were found to be a predictor of their self-regulated learning strategies which in turn influence the science achievement in the model. Contrary to the expectations, learning approaches of the students were not found to be directly related with their science achievement.

The primary purposes of present study were 1) investigation of epistemological beliefs held by preservice teachers, 2)investigation of relationship between pre-service teachers&rsquo / environmental literacy and their epistemologicalbeliefs,3)investigation of predictors of pre-service teachers&rsquo / intentions to act environmental behavior. Secondary purpose of the study was to investigate effect of gender, academic major, and grade level on environmental literacy of pre-service teachers. This study was carried out during the spring semester of2008. Sample of this study constituted 560 pre-service teachers from a public university in Ankara. In this study data was obtained from the administration of Turkish versions of Schommers&rsquo / Epistemological Belief Questionnaire and Environmental Literacy Questionnaire. The data were analyzed by using factor analysis, correlational analysis, multiple regression analysis, and multivariate analysis of variances (MANOVA). We found five epistemological belief factors which indicated that pre-service teachers held multidimensional epistemological beliefs.Epistemological belief components, innate ability and quick learning, were significantly related with behavior component of environmental literacy. Innate ability, quick learning dimensions of epistemological beliefs and environmental attitude, concern were investigated to be the predictors of behavior. mean scores of pre-service teachers&rsquo / .Moreover,results of this study revealed that gender / academic major and grade level have effect on environmental literacy of pre-serviceteachers.