Mémoire (M.A.)--Université de Québec à Chicoutimi, 1990. / Document électronique également accessible en format PDF. CaQCU

Thesis (doctoral)--Göteborgs universitet, 1982. / Added t.p. with dissertation statement, inserted. Includes bibliographical references (p. 171-179).

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 59-60.

Issued also as Thesis (Ph. D.)--Columbia University. / "The publication of the research reported in this volume was provided for in part by a grant from the Social Science Research Council." "The ... abridged review of non-correlational studies of the relation between delinquency and mental inferiority [chapters IV-V] is based on a tabular review of non-correlational studies of this relationship presented in a separate monograph, entitled 'A comparative study of delinquents and non-delinquents'."--P. 20.

Issued also as Thesis (Ph. D.)--Columbia University. / "The publication of the research reported in this volume was provided for in part by a grant from the Social Science Research Council." "The ... abridged review of non-correlational studies of the relation between delinquency and mental inferiority [chapters IV-V] is based on a tabular review of non-correlational studies of this relationship presented in a separate monograph, entitled 'A comparative study of delinquents and non-delinquents'."--P. 20.

Thesis (M.A.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Aug. 17, 2009). Directed by Gwen Hunnicutt; submitted to the Dept. of Sociology. Includes bibliographical references (p. 59-66).

Thesis (doctoral)--Göteborgs universitet, 1982. / Added t.p. with dissertation statement, inserted. Includes bibliographical references (p. 171-179).

Original publication from author's Habilitationsschrift--Zürich, 1976. / Translation of Platon und Aristoteles in der Nuslehre Plotins. Includes bibliographical references (p. [295]-297) and indexes.

The aim of this research is to investigate intellectual development of a group of Black mineworkers on a South African gold mine, in the light of their exposure to a technical industrial environment. The research was conducted within a Piagetian framework and attempts to establish:- 1. A conceptual profile which would highlight the subject's conceptual abilities in relation to job skill requirements. 2. An empirical analysis of combined Behavioural and 3. Explanatory responses to support the hypothesis that experienced Black mineworkers should perform better on the diagnostic battery than novices: the main reason for this being the contention that conceptual development is facilitated by cognitive adaptation to the demands of a selectively different technological environment. Whether the battery of Piagetian conservation tasks could be evaluated for use as conservation scales with sound statistical properties. A random sample of fifty six Black mine workers was realised and their performance indicated that:- a ) The concept of Force is not actively developed by mining. b) There was no significant difference in the performance of Novice and Experienced subjects. c) The diagnostic battery in its present form is inadequate and would have to undergo some relative modifications. d) Conceptual profiles showed that concept areas tapped were not developed past the stage of Concrete operations, and that in some instances subjects did not conserve concepts which are relevant to the occupation they were selected for on the Classification Test Battery. e) Piagetian methodology could only be selectively applied to the mining industry for purposes of selection and placement. f) Conservation scales were not realised because of anomalies found in the composition of sub-concepts in the battery. / KMBT_363 / Adobe Acrobat 9.53 Paper Capture Plug-in

Ce texthèse vise à établir un moyen pratique et relativement autonome de l’Éducation Potentielle comme un mode d’action. L’autonomie ainsi que la puissance ne sont pas liées à une essence mais à l’intensité immanente et matérielle de sa pratique, ellemême rattachée à une composition de synthèse relationnelle avec la divergence. Dans ce sens, il est fait appel à la notion de comédie intellectuelle de Paul Valéry mais en substituant le premier terme par celui d’‘autocomédie’, qui s’annonce comme un pouvoir d’autoproduction immanente. Il s’agit d’une autocomédie intellectuelle qui se produit en tant qu’extraction de la racine carrée de soi-même, qui ouvre un portail hypothétique pour le champ de l’investigation et fonctionne comme un espace incertain pour l’Éducation Potentielle. À la manière du OULIPO avec Georges Perec, ce texthèse instaure une anthropologie de l’endotique où l’énergie se projette dans l’espace pur de la fiction de réalité inventée en lien avec la manière de concevoir un espace de l’éducation. Spinoza définit l’éducation potentielle à travers la potentialité de son action, comme une façon d’exister qui choisit le rythme d’un rire éthique nié de l’ordre moral du monde. Du point de vue oulipien, sa puissance est dans la pratique qui se vaut de règles inventées ou réinventées, des efforts de création pour exploiter les potentialités des langages. Tout cela est écrit avec Jorge Luis Borges et son ouvrage Fictions. Dans le cadre des réciprocités relationnelles, l’objectif est de produire l’Éducation Potentielle comme un espace-temps potentiel de création et d’augmentation des paradoxes. / Este textotese postula dimensionar um meio prático e relativamente autônomo da Educação Potencial como um fazer. Tanto essa autonomia como a sua potência não estão relacionadas a uma essência, mas à intensidade imanente e material de sua prática; a qual, por sua vez, está relacionada a uma composição de síntese relacional com a divergência. Para tanto recorre à noção de Comédia Intelectual de Paul Valéry, corrompendo o uso do primeiro termo para o de autocomédia, que se anuncia como poder de autoprodução imanente. É a ideia de uma autocomédia intelectual que se produz, enquanto extração da raiz quadrada de si mesma, faz de si um hipotético portal para o campo da invenção e funciona como incerto espaço para a Educação Potencial. Ao modo do OULIPO, com Georges Perec, este textotese instaura uma antropologia do endótico, na qual a energia projeta-se no puro espaço da ficção de realidade inventada, articulando-se para conceber um espaço da Educação. Do ponto de vista spinoziano, a Educação Potencial define-se pelo que pode o seu fazer, como uma maneira de existir, que escolhe o ritmo de um riso ético, negado da ordem moral de mundo. Do ponto de vista oulipiano, sua potência está na prática, que se vale de regras inventadas ou reinventadas, como esforços de criação para explorar potencialidades das linguagens. Tudo isso escrito com Jorge Luis Borges e o seu livro Ficções. De maneira a, no âmbito de reciprocidades relacionais, produzir a Educação como um tempo-espaço potencial de criação e aumento de paradoxos.