Texte remanie de: Diss.--München--Ludwig-Maximilians-Universität, 1991. / Bibliogr. p. 409-430. Index.

Texte remanié de: Diss. Ph. D.--Hamilton (Canada)--McMaster University, 1994. / Notes bibliogr. Bibliogr. p. 211-218. Index.

Thesis (MFA)--Montana State University--Bozeman, 2009. / Typescript. Six short films on the skipping of stones is a DVD accompanying the thesis. Chairperson, Graduate Committee: Walter Metz. Includes bibliographical references (leaves 34-37).

Diss.--Fakultät für Philosophie, Pädagogik und Publizistik--Bochum--Ruhr-Universität, 1996. / Bibliogr. 265-306. Index.

abstract: ABSTRACT Research has shown that students from elementary school to college have major misconceptions about the nature of science. While an appropriate understanding of the nature of science has been an objective of science education for a century, researchers using a variety of instruments, continue to document students' inadequate conceptions of what science is and how it operates as an enterprise. Current research involves methods to improve student understanding of the nature of science. Students often misunderstand the creative, subjective, empirical, and tentative nature of science. They do not realize the relationship between laws and theories, nor do they understand that science does not follow a prescribed method. Many do not appreciate the influence culture, society, and politics; nor do they have an accurate understanding of the types of questions addressed by science. This study looks at student understanding of key nature of science (NOS) concepts in order to examine the impact of implementing activities intended to help students better understand the process of science and to see if discussion of key NOS concepts following those activities will result in greater gains in NOS understanding. One class received an "activities only" treatment, while the other participated in the same activities followed by explicit discussion of key NOS themes relating to the activity. The interventions were implemented for one school year in two high school anatomy and physiology courses composed of juniors and seniors. Student views of the nature of science were measured using the Views of the Nature of Science - Form C (VNOS-C). Students in both classes demonstrated significant gains in NOS understanding. However, contrary to current research, the addition of explicit discussion did not result in significantly greater gains in NOS understanding. This suggests that perhaps students in higher-level science classes can draw the correlations between NOS related activities and important aspects of "real" science. Or perhaps that a curriculum with a varied approach my expose students to more aspects of science thus improving their NOS understanding. / Dissertation/Thesis / M.A. Curriculum and Instruction 2010

abstract: The nature of science (NOS) is included in the National Science Education Standards and is described as a critical component in the development of scientifically literate students. Despite the significance of NOS in science education reform, research shows that many students continue to possess naïve views of NOS. Explicit and reflective discussion as an instructional approach is relatively new in the field of research in NOS. When compared to other approaches, explicit instruction has been identified as more effective in promoting informed views of NOS, but gaps in student understanding still exist. The purpose of this study was to deepen the understanding of student learning of NOS through the investigation of two variations of explicit instruction. The subjects of the study were two seventh grade classes taught by the same classroom teacher. One class received explicit instruction of NOS within a plate tectonics unit and the second class received explicit instruction of NOS within a plate tectonics unit plus supporting activities focused on specific aspects of NOS. The instruction time for both classes was equalized and took place over a three week time period. The intention of this study was to see if the additional NOS activities helped students build a deeper understanding of NOS, or if a deep understanding could be formed solely through explicit and reflective discussion within content instruction. The results of the study showed that both classes progressed in their understanding of NOS. When the results of the two groups were compared, the group with the additional activities showed statistically significant gains on two of the four aspects of NOS assessed. These results suggest that the activities may have been valuable in promoting informed views, but more research is needed in this area. / Dissertation/Thesis / M.A. Curriculum and Instruction 2011

In mid-to-late Victorian fiction, pollution and waste drip, ooze, and seep through the built environment, threatening the boundaries between public and private, rich and poor, healthy and ill. Refuse and dirt held a paradoxical place in nineteenth-century society, as matter that was economically valuable, yet had the capacity to contaminate. My dissertation moves from this tension to ask three questions: What roles did dirt and waste play in critiques of capitalism? How did industrial and organic pollution shape the way that the Victorians imagined the natural world in the latter half of the nineteenth century? And how did changing views of the environment transform what constituted a “natural” social order? The project focuses on four Victorian authors fascinated by pollution and waste – Mary Elizabeth Braddon, Charles Dickens, Robert Browning, and Richard Jefferies – and contextualizes their work in a broader discourse on waste by such figures as John Ruskin, John Stuart Mill, Henry Mayhew, and Charles Darwin. For the Victorians, questions of nature and pollution were not only environmental or scientific. They also had serious implications for the way that society was structured. I argue that for some nineteenth-century writers, visions of strange, contaminated environments offered novel versions of the “natural” order, which in turn allowed them to depict alternative social orders that emphasized stewardship and care while challenging the logic of industrial capitalism. Scholars of the Victorian period have largely discussed depictions of filth in the context of England’s public health movement of the 1840s, identifying links between the containment of dirt and social boundaries. My dissertation builds on this work by arguing that pollution undermined Victorian efforts to distinguish the natural from the unnatural, enabling writers to portray different “natural” models of social, political, and economic organization. Taken together, the works of Mayhew, Braddon, Dickens, Browning, and Jefferies reflect a strain of Victorian thought that saw dirt and waste as central to the development of a just and compassionate social order. Rather than expressing an unmitigated disgust for contaminated spaces, these writers move beyond the nineteenth-century desire for the containment of filth to inscribe otherwise monstrous spaces with possibility.

Orientador: Márcio Benchimol Barros / Banca: José Fernandes Weber / Banca: Sinésio Ferraz Bueno / Resumo: Trata-se de investigar nas Conferências, pronunciadas por F. Nietzsche, intituladas Sobre o futuro de nossos estabelecimentos de ensino o problema da formação (Bildung) que é discutida por Nietzsche como uma crítica ao modelo educacional alemão. Tal crítica procura evidenciar que os estabelecimentos educacionais não promovem a formação de uma cultura autêntica aos jovens, tanto no sistema ginasial como no universitário, mas sim uma preparação para as atividades profissionais e para o sistema do mercado. O modelo de educação do Estado alemão tende a promover a extensão e à ampliação máxima da cultura, e a tendência à redução, ao enfraquecimento da própria cultura. Nietzsche propõe assim uma diferenciação entre as instituições profissionais, ditas instituições para as necessidades da vida, e as instituições de cultura. A definição de cultura proposta por Nietzsche se afasta dos dogmas e princípios modernos, tomando a ideia de "compreensão verdadeira e instintiva da natureza", do modelo grego e do neo-humanismo alemão. / Abstract: It is investigating the conferences, spoken by F. Nietzsche, entitled On the future of our Educations Institutions the problem of formation (Bildung) that is discussed by Nietzsche as a criticism of the German educational model. Such criticism seeks to highlight that educational institutions do not promote the formation of an authentic culture to young people, both in the system and the junior college, but a preparation for professional activities and the market system. The educational model of the German state tends to promote the extension and maximum magnification of culture, and the tendency to reduce, to the weakening of the culture itself. Nietzsche thus draws a distinction between professional institutions, these institutions for the necessities of life, and cultural institutions. The definition of culture proposed by Nietzsche departs from modern dogmas and principles, taking the idea of "true and instinctive understanding of nature," the Greek model and the German neo-humanism. / Mestre

Cette étude a pour objet de lire le thélogien anglicain, John Milbank à travers la thèse de surnaturel du théologien catholique français, Henri de Lubac. Dans sa thèse du surnaturel, de Lubac entend montrer qu’il n'y a aucune sphère purement naturelle indépendemment de la grâce de Dieu. Autrement dit, d’après cette thèse, la nature et le surnaturel constituent une unité organique. En fait, cette idée d’Henri de Lubac s’oppose à la notion néo-scolastique de natura pura, qui a été développée en vue de sauvegarder la gratuité de la grâce face à la crise Baianiste. La thèse du surnaturel a été appropriée par John Milbank et sa théologie peut être comprise comme une continuation de la thèse d’Henri de Lubac. Milbank s'approprie la thèse du surnaturel dans divers aspects de cette thèse. Cette thèse apparaît chez Milbank tantôt au niveau ontologique, tantôt au niveau éthique, tantôt au niveau ecclésial. Si l’idée du surnaturel de Lubac est organique (Balthasar), cette même thèse donne une cohérence au projet théologique de Milbank. Une originalité de l’appropriation milbankienne de la thèse du surnaturel consiste à la mise en rapport de l’idée du surnaturel avec le langage. Pour être plus précis, pour lui, le langage joue un rôle médiateur entre le materiel et le surnaturel. Bien que cette idée soit présente dans la théologie sacramentelle de de Lubac, Milbank développe cette théologie en élargissant cette idée à tous les domaines de la culture humaine. Autrement dit, la thèse du surnaturel rend possible la théologie de la culture chez Milbank. Mais ce qui est crucial, pour Milbank et de Lubac, c’est que l’Église elle-même doit être le véhicule de la création de la culture chrétienne. / This study aims at reading Anglican theologian John Milbank through the lens of French Catholic theologian, Henri de Lubac’s central concept of the idea of the supernatural. Henri de Lubac’s so-called, surnaturel thesis means that there is no reserved realm, which neo-scholastic theologians call pure nature (natura pura), independent of God’s grace. This means that nature and the supernatural constitute an organic unity. Milbank appropriates de Lubac’s thesis through and through. De Lubac’s idea of the supernatural penetrates Milbank’s all theological reflection ranging from ontological issues to political ones. One important point in Milbank’s appropriation of de Lubac’s surnaturel thesis is that he emphasizes the relationship of the supernatural to human language. For him, human language itself is supernatural in character. This means that human culture, which is constituted by human language, is itself theologically constituted. In other words, there is no neutral culture, but cultures based on particular theological convictions. From this insight, Milbank emphasizes, with de Lubac, the necessity of Christian philosophy which will be the true basis of human culture. Crucial to Milbank’s theological project is the centrality of the Church in the establishment of Christian culture. For both Milbank and de Lubac, the Church is not a means for atemporal salvation, but itself the goal of salvation. The Church is to be the place of heavenly peace which the Eucharist represents. Milbank is convinced that only the Church has the power to counter the neo-liberal capitalist order that is based on the ontology of violence.

Made available in DSpace on 2014-06-11T19:31:27Z (GMT). No. of bitstreams: 0 Previous issue date: 2005Bitstream added on 2014-06-13T18:42:05Z : No. of bitstreams: 1 bauab_fp_dr_prud.pdf: 2353029 bytes, checksum: eb42c028210079d3ca4268e45184e192 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Da Idade Média até a eclosão da Revolução Científica do século XVII, que tratamos enquanto marco estruturante/estruturado da/pela modernidade, referenciamos as discussões concernentes às noções de Natureza, Espaço e Tempo, sempre tendo como culminância a incidência de tais categorias em discussões geográficas. Sendo a Religião a base do conhecimento medieval, temos que a Natureza é tratada enquanto sujeito, figura vinculada ao drama cristão da salvação, ora sendo vista enquanto mudaneidade a ser rompida via re-ligação com a Divindade, ora marca Desta, signo, significante de Seu significado. Espaço e Tempo, por seu turno, são, ambos, medidos pelos conteúdos religiosos, sendo vistos enquanto emanação de um sentido somente presente no texto bíblico ou na luminosidade das Autoridades. A Geografia do período era também simbólica, tantas vezes transcrita, desatualizada de informações empíricas. Um amplo quadro de revoluções constrói os termos da ruptura efetuada com relação à Idade Média. Destacamos, no quadro revolucionário citado, os Descobrimentos e o chamado período renascentista. Foram muitos os impasses intelectuais trazidos pelos Descobrimentos, pela gradual descoberta do mundo enquanto orbe. No plano interno europeu, foram muitas as transformações surgidas no mesmo contexto histórico. Nicolau de Cusa problematiza a questão da posição do sujeito frente à interpretação do real. Copérnico defende a centralidade do astro Sol. Giordano Bruno opõe-se à finitude do Universo advinda do legado aristotélico. Kepler instaura a noção de causalidade matemática dos fenômenos. Por outro lado, eclodem todas as formas de misticismo, da magia à astrologia. Por fim, tratamos das transformações trazidas pela Revolução Científica, que redimensionaram o olhar humano sobre a Natureza, sobre a noção de Espaço, de Tempo,.... / From the Middle Age to the Scientific Revolution emergence, in the century XVIII, that we have as structure/structured mark of/for modernity, we report the concerning debatings to the concepts of Nature, Space and Time, always having as culmination the incidence of such categories in geographic debatings. Being the Religion the basis of the Medieval Knowledge, the Nature is treated like individual, shape linked to the Christian salvation drama, but being seen while mundane ness, to be broken by re-tied with the Divinity, but mark of This, sign, significant of Its meaning. Space and Time, by their turn are, both, measured, by the religion contents, being seen as emanation of a meaning only present in the biblical text or in the Authority's brightness. The Geography of the period was also symbolic, many times transcribed, in out of date empiric information. A wide list of revolutions build the time limit occurred with regard to the Middle Age. We emphasize in the revolutionary list mentioned, the Discoveries and the called Renaissancist Period. There were many intellectual impasses brought by the Discoveries, for the gradual discovery of the world as a globe. Inside the European plan, there were many transformations arised in the same historical context. Nicola of Cusa argues the matter of the individual position facing to the real interpretation. Copernicus defends the Sun as center of Universe. Giordano Bruno opposes to the end of Universe ad coming from Aristotelians legate. Kepler institutes the notion of mathematics causality in the phenomena. On the other hand, every mysticism form emerges, from the magic to the astrology. At last, we discuss about the transformations brought by the Scientific Revolution, which re-calculate the human look on the Nature, on the notion of Space, of Time, ending in the reinvention of the geographic speech... (Complete abstract, click electronic address below).