Os fragmentos que compõem a obra que, hoje, conhecemos como Pensées, são notas preparatórias de uma apologia da religião cristã que Blaise Pascal pretendia escrever. Ao nos debruçarmos sobre as anotações do filósofo francês, chama-nos a atenção o fato de o autor, em nenhum momento, propor qualquer demonstração metafísica da existência de Deus ou mesmo pretender provar, de modo inquestionável, algum dos dogmas católicos. A total ausência de demonstrações que se pretendam perfeitamente probantes explica-se, a nosso ver, pelo fato de Blaise Pascal ser um filósofo cético, ou seja, pelo fato de Pascal não crer que a razão humana é um instrumento capaz de apreender a Verdade. Assim, trata-se, aqui, de, primeiramente, estipular a plausibilidade da hipótese de leitura segundo a qual Pascal pode, com justiça, ser considerado um pensador cético. Isto feito, tratar-se-á de analisar os motivos que levaram nosso filósofo a não se utilizar de nenhuma das tradicionais provas da existência de Deus e a não considerar como plenamente probantes os raciocínios por ele elaborados em prol da religião cristã fatos que caracterizamos como limites epistemológicos da apologética de Blaise Pascal. / The fragments that compose the book that today we know as Pensées are preparatory notes of an apologetics of the Christian religion that Blaise Pascal intended to write. When examining the annotations on the French philosopher, our attention is attracted by the fact that the author never proposes any metaphysical demonstration of God\'s existence, neither intends to prove, unquestionably, some of the Catholic dogmas. The total absence of demonstrations presented as definitive is explained, in our point of view, by the fact that Blaise Pascal is a skeptical philosopher, ie, because Pascal does not believe that human reason is an instrument capable of grasping the Truth. Thus, it is here to, first, establish the plausibility of the hypothesis of the interpretation according to which Pascal may justly be regarded as a skeptical thinker. This done, well analyze the reasons why our philosopher did not use any of the traditional proofs of God\'s existence and did not consider as fully demonstrative the reasonings he elaborated himself in favor of the Christian religion - facts that we consider as epistemological limits of the apologetics of Blaise Pascal.

In chapter one the question is asked: Is something like the bodily resurrection of Jesus Christ really non-negotiable? To come to an informed understanding of this question, hermeneutical, epistemological and exegetical approaches, underlying the resurrection debate, is analysed in five scholars with divergent interpretations. They are William L. Craig (1); Gary R. Habermas (1), Gerd Lüdemann (2), A.J.M. (Sandy) Wedderburn (3) and N.T. (Tom) Wright (1). In chapter two, their views on the resurrection are briefly stated. Then their hermeneutical presuppositions are discussed, which indicate that group (1) believes God can intervene in nature, and number (2)&(3) deny it. Group (1) believes that the Bible is a divine book giving credible witness to the resurrection, while numbers (2)&(3) see it as a purely human book with highly contradictive resurrection evidence. In chapter three crucial texts in 1 Cor. 15, which give the earliest New Testament evidence, are analysed. The texts and interpretations are: Verse 4 - kai oti etafh (he was buried) - For group (1) this phrase refers to Jesus’ empty tomb. For number (3) this phrase only allows for that possibility, but rejects it eventually. For (2) this phrase excludes an empty tomb. Verse 6 - pantakosioi~ adelfoi`~ ([he appeared also to] 500 brethren) – For group (1) this phrase is historical. For (2)&(3), this phrase is a redactional addition. Verses 8-11 - Paul the escaton (last) to see Jesus - For group (1) Paul saw Jesus in bodily form. For number (2) Paul had a hallucination and number (3) affirms that possibility. Verse 44 - swma pneumatikon (supernatural body) - For group (1), this phrase indicates that Christians will arise from the dead with a tangible glorified body. For numbers (2)&(3) it indicates no bodily resurrection. Verse 50 - sarx kai aima (flesh and blood [cannot inherit the kingdom of God]) – For group (1) this phrase refers to a typical Semitic expression. This means the resurrected body will be without sin and glorified. For numbers (2) &(3) this phrase indicates no bodily resurrection. In chapter four a summary of their exegetical results is given. Furthermore their hermeneutical presuppositions and epistemologies are critiqued. In the case of group (1) critical realism is shown to be a helpful tool, but with reservations. Forthwith, number (3) is discussed and indicated that his “reverent agnosticism” is the result of (a) 19th century liberal theology and (b) his “historical Jesus”. He then expresses faith through (c) existentialism combined with (d) mysticism. At this stage number (2) is discussed. He concurs with number (3): (a)&(b)&(c). He then utilizes Wilhelm Herrmann’s version of (c). Eventually however, he renounces Christianity all together. Numbers (2)&(3) are then discussed together to indicate the similarities. Furthermore it is argued that (a)&(b)&(c) represent a deviation from the foundational meta-narratives of the Christian faith. It is then stated that the bodily resurrection of Jesus Christ is a foundational Christian meta-narrative which is indispensable. In the conclusion it is argued that Christian churches should have the courage to confess unashamedly the bodily resurrection of Jesus Christ, particularly now, in the 21st century. / Dissertation (MTh (New Testament Studies))--University of Pretoria, 2006. / New Testament Studies / MTh / unrestricted

Submitted to the Faculty of Education in fulfilment of the requirements for the degree of MASTER OF SCIENCE EDUCATION in the Department of Mathematics, Science and Technology (MSTE) at the University of Zululand, 2015. / This study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed) students about the nature of science and science teaching and learning. The research sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum Statement (NCS) for Physical Sciences grades 10-12. The conceptual framework of this study was framed upon the preponderance of literature that carried the view that a teacher’s classroom practices are a consequence of two main dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science, which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual framework guiding the study opined that teachers holding naïve beliefs about the nature of science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches. This study was a case study conducted at a South African university, and involved one hundred and eighty-four third and fourth year students registered for a four-year Bachelor of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS. The study found that pre service students held significantly more sophisticated epistemological beliefs about the nature of science at fourth year than at third year level. The results also showed that fourth year students demonstrated a significantly higher level of ‘reformed oriented teaching and learning beliefs’ about science than did the third year students. The results however showed that third and fourth year students held beliefs that were not in line with the beliefs espoused by the National Curriculum Statement (NCS). These results support studies which have found that student teachers become more sophisticated in their epistemological beliefs towards graduation. The findings also showed that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme succeeded in developing these beliefs was however quite small. This study recommends that further investigations be done to determine whether students who hold sophisticated epistemological beliefs about the nature of science and ‘reformed beliefs about science teaching and learning’ also demonstrate superior science teaching skills

In this paper I examine Plato's response in the Sophist to the problem of falsity as it had developed in ancient Greek philosophy. The problem of falsity has its origins in Parmenides' absolute ontological distinction between being and not-being. This ontological distinction was translated by the sophists into an epistemological distinction between truth and falsity: a true statement says what is; a false statement says what is not. Because the problem of falsity has its roots in the views of these earlier thinkers, Plato's approach to this problem in the Sophist is historical. In this paper I attempt to trace out the ways in which Plato's response to the problem of falsity is a response to those thinkers who had made falsity so problematic, viz. Parmenides and the sophists. It has long been recognized that the first part ofPlato's Sophist is a response, indeed a challenge, to Parmenides. What has not been recognized is that the second part of the Sophist is also a challenge--to the sophists. The role the sophists played in the development of Plato's later period epistemological views has been, I think, quite underrated. Though Plato's middle period views on truth and falsity were not quite the same as those of Parmenides, they were certainly Parmenidean in spirit. In the Sophist we see a change. The Parmenides-inspired views on falsity have been quietly dropped. It is the sophists' definition of falsity-a false statement says that which is not--which is adopted, though with significant modifications. I believe it is the purpose of the second part of the Sophist to challenge the sophists by showing that they didn't understand their own definition. Though the sophists were right in holding that a false statement says that which is not, the implications they drew from this were entirely incorrect. A statement which says that which is not is no more problematic than a statement which says that which is. In this paper I examine the Sophist as a challenge directed towards Plato's predecessors. I believe this dialogue can only be properly understood against the historical backdrop ofthe problem ofnot-being and falsity as it developed out of the philosophies of Parmenides and the sophists. It is only by looking at the Sophist against this backdrop that Plato's accomplishment in this dialogue can truly be appreciated. / Thesis / Master of Arts (MA)

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Submitted by Leonardo Cavalcante (leo.ocavalcante@gmail.com) on 2018-05-15T15:01:13Z No. of bitstreams: 1 Arquivototal.pdf: 2814676 bytes, checksum: c6bcaac36895441f78fed6762d205648 (MD5) / Made available in DSpace on 2018-05-15T15:01:14Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 2814676 bytes, checksum: c6bcaac36895441f78fed6762d205648 (MD5) Previous issue date: 2015-07-01 / This thesis, entitled The Relationship of the Categories Pluralism and Eclecticism Epistemological with the Production of Knowledge in the History of Education, aimed to analyze the study’s overall production of knowledge in the area of postgraduate education – Stricto Sensu – in the Federal University of Paraíba, specifically in the line of research in History of Education, Postgraduate Program in Education, in the light of the Pluralism and Eclecticism categories in their epistemological dimensions. All this considering the dilemmas present in social knowledge and in education as the result of the crises that permeated the societies and the humanities and social sciences. The kind of research set up of dialectical and plural types, of theoretical character and with a predominantly qualitative analysis approach, through the use of bibliographic and documentary research, as investigative processes around the production of knowledge in the field of history of education of the Postgraduate Program in Education of UFPB. Accordingly, the source of documentary research were the theses and dissertations in the line of research in History of Education on the said Postgraduate Program. Ten theses and forty-three dissertations were found on the collection of Digital Library of Theses and Dissertations of UFPB and on Education Sector Library of the Center of Education of UFPB, during the period of 2009 to 2014. Period in which was possible have access to the firsts theses defended on the Doctorate of the said Program since this Doctoral Course only began in the year of 2003 on UFPB. Authors like Carlos Nelson Coutinho, Dermeval Saviani, François Dosse, Luciano Mendes de Faria Filho, Diana Gonçalves Vidal and others have been worked on this Thesis. Among the results of the research we found that the paradigm of subjectivity has prevailed in the line of research in History of Education as well as the epistemological idealists bases. This is confirmed by the very high presence, in this line of research, of the interpretative array of the New Cultural History that is permeated by the defended characteristics in the said social paradigm. However, others interpretative currents also live in the said line of research, and we also found that although the predominance of this matrix of the New Cultural History, there is an opening to the Epistemological Pluralism that we defend in this thesis. We conclude that this Pluralism defended in this work is not confused with fragmentation of knowledge, since it is not mere diversity, but rather a diversity containing a conducting yarn that makes it cohesive and articulate. This conducting yarn concerns the search for the approximation to reality perspective, and this is true of analysis contextualized, analysis that interrelate micro and macro realities, dialectically, analysis that emphasize the interaction between subjective and objective aspects. Therefore, in this way, the pluralism can experience the unity in the diversity, reaching a dialectical synthesis. Keywords: Epistemological Pluralism. Eclecticism Epistemological. History of Education. Production of knowledge. / A presente tese, intitulada A Relação das Categorias Pluralismo e Ecletismo Epistemológico com a Produção do Conhecimento na História da Educação, teve como objetivo geral de estudo analisar a produção do conhecimento na área de educação Pós-Graduada – Stricto Sensu – na Universidade Federal da Paraíba, especificamente na linha de pesquisa em História da Educação, do Programa de Pós-Graduação em Educação, à luz das categorias Pluralismo e Ecletismo em suas dimensões epistemológicas. Tudo isso considerando os impasses contemporâneos presentes no saber social e na educação, fruto das crises que perpassaram as sociedades e as ciências humanas e sociais. O tipo de pesquisa configurou-se de tipo dialético e plural, de caráter teórico e com uma abordagem predominantemente qualitativa de análise, através da utilização das pesquisas bibliográfica e documental, como processos investigativos em torno da produção do conhecimento no campo da história da educação do Programa de Pós-Graduação em Educação da UFPB. Nesse sentido, a fonte de pesquisa documental foram as teses e dissertações da mencionada linha de pesquisa e do referido Programa de Pós- Graduação. Foram encontradas 10 teses e 43 dissertações no acervo da Biblioteca Digital de Teses e Dissertações da UFPB e na Biblioteca Setorial de Educação do Centro de Educação da UFPB, durante o período de 2009 a 2014. Período este em que foi possível ter acesso as primeiras teses defendidas no Doutorado do citado Programa, já que este Curso de Doutorado só iniciou-se no ano de 2003 na UFPB. Autores como Carlos Nelson Coutinho, Dermeval Saviani, François Dosse, Luciano Mendes de Faria Filho, Diana Gonçalves Vidal e outros, foram trabalhados nesta Tese. Dentre os resultados da pesquisa constatamos que o paradigma da subjetividade tem predominado na linha de pesquisa em História da Educação, bem como, as bases epistemológicas idealistas. Isto se confirma pela altíssima presença nesta linha de pesquisa, da matriz interpretativa da Nova História Cultural, que é permeada pelas características defendidas no mencionado paradigma social. Contudo, outras correntes interpretativas também convivem na referida linha de pesquisa, e também constatamos que apesar da predominância desta matriz da Nova História Cultural, há uma abertura ao Pluralismo Epistemológico que defendemos nesta tese. Concluímos que este Pluralismo defendido neste trabalho não se confunde com fragmentação do conhecimento, pois não é mera diversidade, mas, sim, uma diversidade que contém um fio condutor que a torna coesa e articulada. Este fio condutor diz respeito a busca pela aproximação com a perspectiva de totalidade, e isto se dá com análises contextualizadas, análises que interrelacionam micro e macro realidades, dialeticamente, análises que enfatizam a interação entre aspectos subjetivos e objetivos. Portanto, dessa forma, o pluralismo consegue vivenciar a unidade na diversidade, atingindo uma síntese dialética. PALAVRAS-CHAVE: Pluralismo Epistemológico. Ecletismo Epistemológico. História da Educação. Produção do Conhecimento.

Cette thèse explore les ressources cognitives que mobilisent des élèves ingénieurs dans un APP (Apprentissage par problème) dans une tâche de conception d’un objet technique. La situation-problème à laquelle ces élèves sont confrontés est constituée par un système technique inédit de réfrigération sans apport extérieur d’énergie. Dans cet apprentissage, les élèves doivent concevoir l’objet technique et apprendre des concepts en thermodynamique. Deux groupes d’élèves sont comparés : le premier dispose d’un modèle analogique d’une situation connue pour aborder la situation nouvelle, le second ne dispose que du texte. Les questions de recherches : Que construisent ces élèves comme connaissances ?Qu’apportent ces deux types d’apprentissage (l’apprentissage par une situation connue et l’apprentissage par le texte) ? Quels sont les obstacles que rencontrent ces élèves ? Les hypothèses : un apprentissage par une situation connue conduit à la construction de connaissances opératives (des concepts outils). Un apprentissage par le texte conduit à la construction de connaissances décontextualisées (des concepts objets). Un apprentissage par les situations dans un dispositif didactique conduit ultérieurement à la construction de concepts catégoriels. Ces deux types d’apprentissage impliquent l’obstacle épistémologique dans la construction des concepts dans leurs deux fonctions : outil et objet. / This thesis investigates the cognitive resources that pupils engineers in a PBL (Problem based Learning) in a task of conception of a technical object mobilize. The situation-problem with which these pupils are confronted is constituted by an unpublished technical system of refrigeration without outside contribution of energy. In this learning, the pupils have to conceive the technical object and learn concepts in thermodynamics. Two groups of pupils are compared: the first one has an analogical model of a situation known to approach the new situation; the second has only the text. The questions of researches: what build these pupils as knowledge? What bring these two types of learning (the learning by a known situation and the learning by the text)? What are the obstacles which meet these pupils? The hypotheses: a learning by a known situation leads to the construction of operational knowledge (concepts tools). A learning by the text leads to the construction of knowledge out of context (concepts objects). A learning by the situations in a didactic device leads later to the construction of category-specific concepts. These two types of learning involve the epistemological obstacle in the construction of the concepts in them two functions: tool and object.

Doctor of Philosophy / Department of Curriculum and Instruction / Jacqueline D. Spears / The purpose of this study was to investigate the relationship between demographic and educational variables, epistemological beliefs as measured by Schommer’s Epistemological Questionnaire (SEQ), and learner perception of selfdirectedness as measured by Guglielmino’s Self-Directed Learning Readiness Scale (SDLRS). Participants in this study were undergraduate adult students at a private university in the Midwest region of the United States (N=394). The instruments were administered online during regularly scheduled courses. Data were analyzed at the p<.05 level of significance using Pearson product-moment correlations, factor analysis, stepwise multiple regression, and other statistical techniques. Results of this research included several significant correlations between demographic and educational variables, SEQ factors, and SDLRS total and factor scores. The educational variables of class standing, exposure to the humanities, and exposure to the social sciences significantly correlated with five SDLRS and SEQ total and factor scores. The greatest number of correlations occurred between SEQ factor 2, thinking for yourself is a waste of time, and the SDLRS factors of openness to learning opportunities, view of self as an effective and independent learner, independence and initiative in learning, responsibility for learning, and creativity. Other significant correlations with SEQ factors and SDLRS total and factor scores included age, gender, race, marital status, mother’s and father’s education level, credit earned through independent studies, cohort or non-cohort program type, grade point average, and exposure to learning contracts. Significant findings from the correlations of demographic and educational variables (p<.002) and SEQ factors (p<.05) with SDLRS total scores were entered into a stepwise multiple regression. One educational variable and three SEQ factors accounted for 25.7% of the variance in SDLRS total scores. Several suggestions for the development of expanded empirical and theoretical research initiatives and the improvement of practice were offered. This research provided a clear and compelling rationale for the establishment of adult degree programs which are grounded in the liberal arts, include both career and personal development activities, and allow for increased opportunities for learner self-direction to occur. These elements are necessary to build what Kegan (1994) called a developmental bridge for adult learners.

This thesis examines in four parts a collection of philosophical arguments dealing with war. The conclusions drawn are that war is a definable and applicable concept, that above the level of biological reactions war is the result of beliefs, that an objective distinction exists between aggressive and defensive actions, and that war is only justifiable in the protection of core rights. The first part analyses competing definitions of war. It is argued that the concept of war is philosophically appropriate and captures the conceptual common denominator between particular wars. The essence of war is defined as “a condition of open-ended violence”. Part Two explores the causal relationships between metaphysical and epistemological beliefs and war. It is held that war cannot be explained away as an unalterable fact of the universe, hence deterministic explanations fail in favour of the conclusion that wars are the product of ideas and ideas are volitionally obtained. The third part continues an exploration of determinist accounts of war and examines how various theories of human nature attempt to explain why war occurs. For methodological purposes human nature is trisected into biological, cultural, and rational aspects. Theories that attempt to interpret war using only a single aspect are inadequate, for each aspect must logically presuppose the existence and hence the influence of the others. It is concluded that human wars are the product of ideas, but ideas are distinguishable between tacit and explicit forms. Tacit forms of knowledge evolve through social interaction and sometimes have unintended consequences; war on the cultural level can be the product of human action but not of human design (Ferguson), hence attempts to abolish war by reason alone are bound to fail. Part Four assesses the application of ethical and political reasoning to war. It is argued firstly that morality, in the form of universalisable core rights and socially generated general rules of conduct, must not be removed from the sphere of war. Secondly it is concluded that the ideal just government exists to protect rights, from which it will follow that defensive wars and wars of intervention to protect rights are morally supportable.

O estudo e observação de Sistemas Químicos Oscilantes vêm se destacando como importante campo de pesquisa da ciência química contemporânea. Tais sistemas têm como comportamento notório principal a variação periódica da concentração de um intermediário de reação química. Sua compreensão vem estimulando debates que transcendem o escopo químico e estabelecem relações com outras disciplinas científicas, e mais marcadamente, o estudo de sistemas complexos em geral. O ensino de sistemas químicos oscilantes, em específico, e de sistemas complexos, em geral, se apresenta na atualidade como desafio necessário e estimulante. Neste trabalho optou-se por tentar contribuir neste esforço, utilizando-se da noção de obstáculos epistemológicos inicialmente estabelecida pelo filósofo francês Gastón Bachelard. O conceito de obstáculos epistemológicos apresentou-se nas últimas décadas como importante ferramenta na abordagem das relações de ensino-aprendizagem de conceitos das ciências contemporâneas. Existem diferentes tipos de obstáculos epistemológicos, entre eles: experiência primeira, conhecimento geral, obstáculo verbal, conhecimento unitário e pragmático e obstáculo animista. Neste trabalho surge a proposta de utilizar a noção de obstáculo epistemológico voltada ao ensino de conceitos da complexidade pertinentes aos Sistemas Químicos Oscilantes. Foram analisadas as presenças de obstáculos epistemológicos em textos didáticos de ensino de sistemas químicos oscilantes. Os textos didáticos escolhidos foram artigos científicos da área de ensino de química voltados ao ensino de sistemas químicos oscilantes, livros didáticos usados em cursos de graduação e livros de divulgação científica. Foram analisados os conteúdos integrais de sete artigos científicos da área de ensino de química voltados ao tema reações químicas oscilantes. Foram também analisadas as seções referentes a reações químicas oscilantes de quatro livros didáticos utilizados em cursos de graduação da USP devotadas ao ensino de sistemas caóticos. Foram também analisadas as seções referentes a reações químicas oscilantes de quatro livros de divulgação científica que abordaram o tema sistemas químicos oscilantes. Foram encontrados grande número de obstáculos da experiência primeira e obstáculos animistas em livros didáticos e um grande número de obstáculos verbais em livros de divulgação científica. Todos os tipos de obstáculos epistemológicos listados foram identificados ao menos uma vez em algum dos textos. Demonstrou-se a viabilidade de aplicação do conceito de obstáculos epistemológicos em textos didáticos de ensino de sistemas químicos oscilantes. / The study and observation of Oscillating Chemical Systems have been highlighted as an important research field of chemical science contemporary. Such systems are notorious behavior as the main periodic variation of the concentration of an intermediate chemical reaction. Your understanding is stimulating debates that transcend the scope of chemical and establish relationships with other scientific disciplines, and most notably, the study of complex systems in general. The teaching of chemical oscillating systems, in particular, and complex systems in general, is presented nowadays as necessary and stimulating challenge. In this work it was decided to try to contribute in this effort, using the notion of epistemological obstacles initially established by the philosopher Gaston Bachelard. The concept of epistemological obstacle presented itself in recent decades as an important tool in addressing the relationships of teaching and learning of contemporary science concepts. There are different kinds of epistemological obstacles, among them: first experience, geral knowledge, verbal obstacle, pragmatic and unitary knowledge and animist obstacle . This work comes propose to use the notion of epistemological obstacle to teach the complexity of concepts relevant to oscillating chemical system .We analyzed the presence of epistemological obstacles in textbooks that have teaching oscillating chemical systems. The selected texts were scientific articles in the area of chemical education aimed at teaching oscillating chemical systems, books used in undergraduate and some popular science books. We analyzed the entire contents of seven papers in the area of chemical education geared to the theme oscillating chemical reactions. We also analyzed the sections pertaining to oscillating chemical reactions of four textbooks used in undergraduate courses devoted to teaching the chaotic systems at USP . We also analyzed the sections pertaining to oscillating chemical reactions of four popular science books that addressed the issue of oscillating chemical systems. We found many first experiences and animists obstacles in textbooks and a large number of verbal obstacles in popular science books. All kinds of epistemological obstacles identified were listed at least once at some of the texts. The results confirm the feasibility of applying the concept of epistemological obstacles in textbooks teaching oscillating chemical systems.