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.

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.

M.A. / The principal aim of the study was to determine whether or not certain aspects of emotional intelligence account for the difference between students' academic success or failure. Although an in-depth study of existing literature on the topic of academic prowess soon disclosed that all aspects of an individual's functioning play a part in his or her academic performance, a flaw was uncovered in this argument in terms of the link between the individual's ability to deal with emotional processes and his or her academic functioning. The present study could, therefore, be considered to be the springboard for theory-building regarding the link between aspects of emotional intelligence and academic performance. Various studies in the domain of emotions have been undertaken with a view to study the manner in which individuals evaluate, communicate and apply emotions in their bid to solve problems and to adapt to circumstances of life. Emotional intelligence can be viewed as a meta ability that co-determines the extent to which an individual develops his or her potential, acquires and hones skills (including his or her intellect) and achieves his or her objectives. The manner in which the individual processes emotional contents could, therefore, have a profound effect on all intra and interpersonal aspects of his or her functioning, including his or her academic performance. In addition, existing literature soon discloses the multidimensional nature of the concept academic success to be a complex interchange between cognitive and non-cognitive factors. The interdependency between a number of these factors often serves to complicate any attempt to study them, however, and oft-times results in inconsistent and even contradictory findings. In the present study, the part that the individual's way of coping with emotional contents plays in his or her academic performance is subjected to close scrutiny. The experimental group selected for the purposes of the present study comprised 133 students in the age group 18 to 23 enrolled for a course in Psychology 1 at the Rand Afrikaans University. The said experimental group was deemed to represent the population of Human Sciences students at this institution. Based on their final-marks for Psychology 1, these students were divided into two categories, namely students who achieved academic success and students who failed to achieve academic success. Following, both groups of students were subjected to the Emotional Intelligence Battery of tests. Hotelling's T2-test was then used to determine whether or not the mean vectors of the two groups differed from each other. The F-test was applied to determine whether or not the variances between the two independent groups were homogeneous. Student's t-test was used to determine whether or not there be a statistically significant difference between the two means in terms of the five sub-scales of the Emotional Intelligence Battery. A stepwise discriminant analysis was conducted to determine which of the five variables (viz. the Social Translations (CBT) sub-scale of the Four Factor Tests of Social Intelligence, the Hogan Empathy Scale (HIES), the Self—Control Schedule (SCS), the Neuroticism sub-scale of the Eysenck Personality Questionnaire (EPQ), the total score of the Adolescent Self-Concept Scale (ASCS)) to the greatest extent contributed towards the differences between the two criterion groups (viz. academically successful students; academically unsuccessful students). The results of Hotelling's T 2-test indicated that the Emotional Intelligence Battery did indeed differentiate between students who achieved academic success and those who failed to achieve academic success in the specified population. Statistically significant differences were found in the vectors of means of Group 1 (viz. students who achieved academic success) and Group 2 (viz. students who failed to achieve academic success) with respect to the five sub-scales of the Emotional Intelligence Battery taken together. Statistically significant differences were found between the means of the two groups in respect of both the Social Translations sub-scale of the Four Factor Tests of Social Intelligence and the Hogan Empathy Scale. No statistically significant differences were, however, uncovered between the means of the two groups in respect of the rest of the sub-scales of the Emotional Intelligence Battery. The results of the stepwise discriminant analysis indicated that the variables Test 1 (the Social Translations sub-scale of the Four Factor Tests of Social Intelligence) and Test 5 (the Adolescent Self-Concept Scale (ASCS)) contributed towards the discrimination between Group 1 (academically successful students) and Group 2 (academically unsuccessful students). All in all, 64.8% of the experimental subjects was correctly classified by the two variables. In the present study, research was only undertaken in respect of the link between certain aspects of emotional intelligence and academic success. The present study could, therefore, be deemed to constitude an exploratory study, as no other study has ever been undertaken in the domain of the processing of emotional content in academic success. It is recommended that future research subject academic performance to a multidimensional scrutiny, with emotional intelligence being one of the factors. Further, it is recommended that future research be undertaken to determine the skills and abilities of experimental subjects from different cultural backgrounds and of both sexes, and that a comparison be drawn between these subjects' abilities and skills and their emotional intelligence.

M.Ed. (Educational Psychology) / The object of this research project was to determine if learning strategies of first year students with different intellectual abilities differed and if these differences also applied to male and female students of different language groups. The project comprised of two parts. The first part consisted of a literature study which defined the concepts of intelligence, learning, cognition, metacognition and learning strategies. This was followed by a discussion of possible reasons why intelligent students fail to use effective learning strategies . The second part included an empirical investigation of the differences in the learning strategies of first year students with different intellectual abilities. The students were divided into the following groups: Afrikaans speaking male students, Afrikaans speaking female students, male students from other language groups and female students from other language groups. It was evident from the literature stUdy that learning strategies consist of self-management skills that the learner acquires, presumably over a period of years, to govern his own processes of attending, learning and thinking. Researchers agree that the mastering of learning strategies by a student can influence the success of his university career. When attending university even the intelligent students need effective learning strategies. Some students fail to acquire affective learning strategies while still at school. These students cannot cope with the large quantities of study material and consequently they may underachieve or even fail.

Le monstre est un terme paradoxal, il est à la fois mot et chose, mot blanc et mot ésotérique. Il désigne un invisible qui se manifeste toutefois sous la forme d'une information irrationnelle. Autrement dit, ce qui se révèle à travers le monstre, se présente souvent comme un non-sens, une aberration. Le monstre se donne alors comme un problème mathématique dans une situation où s'annonce une différence en soi, intangible. Cette différence, je l'étends dans l'étendue de l'écart entre zéro et zéro de l'expérience où fulgurance du geste créateur et œuvre d'art coïncident: un lieu topologique qui porte la trace de l'intellect en donnant une transparence à l'image, son « cristal ». Ce lieu impossible de l'expérience serait la place logique d'où provient le langage et vers quoi il converge. Dans cette recherche, il ne s'agit pas de monstres tératologiques, mais de mouvements, d'une puissance qui traverse l'artiste au risque de la rupture. C'est alors que nous attribuons au Monstre une haute définition de la création à l'épreuve de l'existence. / The term monster is paradoxical; it is at the same time word and thing, the former being bath blank and esoteric. lt designates an invisible that is nevertheless manifested in the form of irrational information. ln other words, that which is revealed through the monster often appears as nonsense, an aberration. As such, the monster is given in the guise of a mathematical question whereby difference, in itself intangible, is announced. ln the present research, difference is understood in the gaping stretch between the zero and the zero of experience where bath work of art and the dazzling speed of the creative act coïncide; a topological place that bears the trace of the intellect while endowing the image with transparency or its "crystal". This impossible place of experience would be the place of logic; a place towards which language converges and from which it emerges all at once. This research is primarily concerned with the question of movements rather than with the teratology of monsters; it deals with this force, thus described, as it traverses the artist facing the perils of rupture. For that matter, the monster is associated with a higher order of creation, one that is, nevertheless, constantly submitted to the test of existence.

This study examines the current curriculum for primary schools in South Africa – Curriculum 2005 (C2005) and the subsequent Revised National Curriculum Statement (RNCS), with Outcomes-Based Education (OBE) as its fundamental educational approach - with specific reference to the place of music education in it. While the underlying principles and scope of this curriculum has many positive attributes, numerous studies have shown that there are still major stumbling blocks in the way of its successful implementation. Since the emphasis of the Arts and Culture Learning Area is on the nurturing of generic values and attitudes towards culture, it does not provide for sufficient development of subject-specific musical skills and knowledge. Instead this vital form of musical learning continues to be provided in the form of extra-curricular music programmes by those few schools who have the staff expertise and the funding to do so. Music therefore remains accessible only to the privileged few. .Although C2005 encourages and requires significant levels of integration in Learning Outcomes and Assessment Standards within and across Learning Areas, this is currently one of the least successful aspects of its implementation. This lack of success, it is argued, is in part the result of severe limitations in the training of teachers and the availability of necessary resources in schools, and in part the result of the curriculum’s own limited interpretation of integration. Psychologist Dr Howard Gardner’s Theory of Multiple Intelligences is a holistic approach to education that stresses, amongst other things, that Musical Intelligence is one of eight vital forms of intelligence that should be accessible to all children. It is argued that educational approaches based on Gardner’s Multiple Intelligences Theory provide some insights into the integration of Musical Intelligence with other forms of learning that may usefully be applied in C2005.

La thèse interroge le sens du travail, des origines de son institution dans la pensée politique moderne aux plus récentes transformations qui marquent le passage aux économies post-fordistes. La principale caractéristique que présentent ces dernières tient à leur intégration, au sein de la sphère productive, de toutes les activités de nature informationnelle, communicationnelle et affective, qui, traditionnellement, lui étaient demeurées extérieure. Cette opération est analysée grâce aux concepts de travail immatériel et de production biopolitique développés par les penseurs associés au mouvement opéraïste. Afin de sonder les conséquences de cette fusion de la production matérielle, éthique et juridique, la thèse sollicite l’éclairage de l’analyse marxienne de la valeur, qu’elle fait ensuite résonner avec la pensée de la technique que propose Heidegger, dans l’optique d’un dépassement de la métaphysique moderne du sujet, où, selon un diagnostic commun aux auteurs, se situe l’origine d’un asservissement du tout de la vie à un régime de production dévastateur – le nihilisme, ou la ruine de toutes les valeurs. S’appuyant sur une lecture contemporaine de Spinoza, notamment par Negri, cette critique de la métaphysique se révèle le geste initiateur d’un procès constitutif proprement politique. Enracinant plutôt le fondement de l’activité dans une ontologie de la finitude essentielle élaborée à la faveur d’une phénoménologie de la praxis collective, la thèse parcourt le chemin qui mène de l’explicitation du sens du travail comme usure du monde dans son ensemble, à l’anamnèse d’un usage intégral de la puissance productive, qui permet, dans les conditions actuelles de la production biopolitique, de déployer une imagination constitutive pour laquelle la notion d’utilité, au sens métaphysique, fournit un principe d’évaluation. Il s’agit d’apprécier, parmi les dynamiques tendancielles inhérentes aux formes de vie et de subjectivité engendrées dans la mobilisation incessante et irréversible qui nous affecte, l’imminence d’une réalisation du communisme dans la transvaluation de l’industrie en désœuvrement.

Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity-personality relationship. The participants (N = 224) were undergraduate students completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R2 = .277) than creative potential (R2 = .176) and more self-reported creativity (R2 = .348) than that which was externally-rated (R2 = .149). Personality predicted creativity beyond demographic and intellect variables, but the effects varied based on the creativity measure. Openness was most consistently and strongly related to creativity. Other personality factors demonstrated suppression effects in multiple models. Overall, the results suggest that despite relatively small effects of personality on creativity, it can help strengthen prediction in creativity models. Implications for educational settings and future research are discussed.

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Our tendency to be curious about our environment and our capacity to effectively explore it are central to human intelligence. This dissertation takes a functional approach to investigating curiosity and exploration, examining the systematic, and at times approximate, manner humans seek information in service of their varied goals. In chapter one, I examine exploratory behavior in the service of a prescribed goal using a paradigm that allows for tight experimental control. Comparing participants’ choices to the optimal strategy for this task, I show that humans explore as if balancing seeking goal-relevant information with managing their limited cognitive resources. Chapters two and three focus on epistemic information-seeking driven by curiosity in more naturalistic contexts. In chapter two I chart the relationship between information seeking and motivation, asking how an acute change to motivation impacts information seeking. By measuring the profound changes to motivation affected by the onset of the COVID-19 pandemic in the United States, as well as information seeking behavior and expectations of usefulness, I show that motivation both directs information seeking to goal-relevant information, as well as energizing the seeking of information of any kind. In chapter three, I examine how fine-scale changes to motivation, brought about by previous learning experiences, influence curiosity in a continual manner. I find that learning satisfying information both enhances curiosity for similar information and decreases curiosity for dissimilar information. Combined, these three chapters demonstrate the sophistication of human information-seeking strategies, which are efficient, flexible, and adapted to the constraints of human cognition.