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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Mlčenlivě naslouchat vlastnímu bytí: Souvislost tělesných pocitů a smyslu v rané filosofii M. Heideggera / Silently listen to one's own being: Relationship of bodily sensations and sense in the early philosophy of M. Heidegger

Žitník, Filip January 2012 (has links)
Title: Silently listen to one's own being: Relationship of bodily sensations and sense in the early philosophy of M. Heidegger Author: Bc. Filip Žitník Department: Department of general anthropology, FHS - UK Supervisor: Mgr. Ing. arch. Marie Pětová, Ph.D. Abstract: Master thesis Silently listen to one's own being: Relationship of bodily sensations and sense in the early philosophy of M. Heidegger deals with the question of possibility of discussing the motive of body and bodily sensations within the framework of M. Heidegger's fundamental ontology and finding a relationship between bodily sensations and sense within this conception. The first part of the thesis demonstrates through the exposition of worldhood as the existential trait of Dasein that Dasein as ,being in the world' is necessarily bodily being, otherwise the world which is the whole of references would disintegrate. The second part reveals the necessity to conceive the bodily sensations in relation to state-of-mind (Befindlichkheit) as a fundamental trait of this being and not as the mere concomitant phenomenon. Thus the bodily sensation is via state-of-mind (Befindlichkheit) co-constitutive trait of original phenomenon "there" which is in its nature a temporal unity of the traits state-of mind, speech and understanding. In this way the bodily...
2

The Impacts of Reflective Practices on the Dispositions for Critical Thinking in Undergraduate Courses

Sable, David 20 August 2012 (has links)
The primary objective of this research was to determine if a specific set of reflective practices enhance university undergraduate students’ abilities to: 1) reflect on their thinking processes to become more aware of their own intellectual habits and how they form; 2) inquire with open-minded curiosity, including suspension of assumptions long enough for them to be challenged; and 3) generate justifiable, contextual understandings and judgments, individually and in collaboration. “Reflective practices” refers to a specific set of reflective learning activities introduced to undergraduates in two courses: mindfulness practice extended into journal writing, listening, inquiry and dialogue. The purpose of the reflective practices in this research was to support independent, critical thinking: well-reasoned, evaluative judgments based on evidence, contextual understanding, and respect for others. Students were instructed in both individual, introspective activity as well as in paired and group interaction while preserving a degree of mindfulness. Indicators of the dispositions for critical thinking were developed using grounded theory methods to study students’ experiences, as well as those dispositions previously identified in the research literature. Qualitative results showed increased self-confidence, engagement with multiple points of view, and an unexpected sense of connectedness that was stronger between students who disagreed with each other than between students who found easy agreement in their interaction. Quantitative results showed statistically significant gains in the average number of indicators of critical thinking dispositions appearing in student journals comparing week 1 to week 11. There was also positive correlation between final essay exam scores graded for critical thinking skills and the total number of indicators found in students’ journals. / This thesis presents primary research on the impacts of mindfulness applied to introspective and interactive learning activities in undergraduate university courses.
3

A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing

Stasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
4

A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing

Stasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.

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