This thesis is an examination and reconstruction of morality. It divides into three parts. Part one argues that morality is best considered as the tradition of ethical thinking that begins with the Stoics, develops in Christian thought and reaches its apotheosis in Kant. This tradition structures ethical thinking around three basic concepts: cosmopolitanism, or universal applicability to human beings as such, the dignity of human beings and reciprocity. It is this tradition of morality that Nietzsche sets out to destroy. Part one criticises pre-Nietzschean theories of morality, such as Kant’s, that take universal and exceptionless rules to form the core of morality. It critiques both the possibility of putting forward an adequate set of such rules and the proposed relationship between morality and human life that is implicit in these theories. Part two begins with Nietzsche’s challenge: that morality is a system of values rooted in nihilistic resentment at the vitality of other, stronger modes of living. It argues that this challenge must be taken seriously, and that the best way to do this is to make it clear that morality has as its fundamental basis a responsiveness to the value of human life; hence it is Nietzsche’s ethics that should be called nihilistic. The rest of part two examines the possibility of answering Nietzsche’s challenge by demonstrating a necessary connection between human selfhood and the acknowledgement of the dignity of human beings. Here I criticise Christine Korsgaard’s arguments and consider Charles Taylor’s more promising approach to the self. Part three turns towards pragmatism, and in so doing gives up on the attempt to show that morality is somehow necessary for all human beings. Nietzsche’s challenge is answered more subtly: an empirically backed theory of human selfhood explains the point of morality in terms of our basic need for recognition. I complete the reconstruction of morality by reinterpreting the dignity of human beings in a naturalistic way and adopting a conception of moral rules that is informed by Jürgen Habermas’ discourse ethics.

Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The general purpose of this review is to summarize the research and literature in the field of creativity from 1946 until the present time. The Terman studies of the 1920s helped education take a giant step forward by giving it a measuring device that would greatly assist in differentiating the individual abilities of children. The value of the intelligence test certainly cannot be questioned. Current thought and research, however, seem to indicate that intelligence testing and concomitant attitudes are not doing the complete job of revealing our talented individuals. [TRUNCATED] / 2031-01-01

Thesis (Ed.D.)--Boston University

鄧國騫. / "2008年8月". / "2008 nian 8 yue". / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 26). / Abstracts in Chinese and English. / Deng Guoqian. / Chapter 第一章： --- 我所認知的世界- --- p.5-10 / Chapter 第二章： --- 這場遊戲叫做拼貼 --- p.11-18 / Chapter 第三章： --- 這應該，是對「拼貼符號」更細緻的一番看法 --- p.19-23 / 後記 --- p.24 / 圖片來源 --- p.25 / 參考書目及資料 --- p.26 / 附錄：硏究院時期作品〔摘錄〕及其簡述 --- p.27-31

Thesis (Ed.M.)--Boston University

Thesis (M.S.)--Boston University

Em resposta à pressão competitiva, as mudanças rápidas das necessidades do consumidor, a inovação é vista como relevante para as empresas buscarem novos caminhos, entrar em novas categorias ou canais de distribuição, assim como produzir novos produtos e serviços. Dessa forma, a inovação passa a ser o principal recurso de vantagem competitiva para muitas organizações diante de um cenário de mudanças rápidas e incertezas. O Design Thinking pode contribuir para o desenvolvimento de inovações, devido à natureza do seu processo, voltado a atender às necessidades das pessoas para alcançar o sucesso da inovação. Porém, para inovar, as pessoas envolvidas no processo devem ter as competências necessárias. Nesse sentido, identificar as competências necessárias para a inovação sob a ótica do Design Thinking ajuda também na minimização dos obstáculos para a obtenção do sucesso de uma inovação. Dessa forma, o presente estudo buscou verificar a sustentação teórica do Design Thinking, desenvolvendo uma abordagem para operacionalização do Design Thinking, por meio de um jogo. Além disso, foi desenvolvido e aplicado um instrumento para avaliação das competências necessárias para inovar apoiado nas bases teóricas do Design Thinking, com grupos de estudantes ingressantes e concluintes dos cursos de Engenharia, Arquitetura e Design A partir dos objetivos estabelecidos nesse estudo, foi possível verificar que a estruturação de um jogo com a base teórica e operacional do Design Thinking ajuda a acelerar o processo de aprendizado, bem como para o desenvolvimento de novos produtos, serviços e processos. Além disso, identificou-se que o instrumento para avaliação de competências apontou que há diferenças entre grupos de estudantes, mas que nenhum deles apresentou o perfil desejado. Este instrumento pode ajudar no desenvolvimento dessas competências nesses alunos.

Thesis (M. Ed.)--Kutztown State College. / Source: Masters Abstracts International, Volume: 45-06, page: 2752. Typescript (Xerox copy). Includes bibliographical references (leaves 68-70).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

La recherche a montré que les enseignants se réfèrent à un sous-ensemble délèves, le steering group, pour piloter leur enseignement (planification y comprise). Alors que les résultats de certains auteurs montrent que lenseignement est calibré sur les faibles, dautres études indiquent que ce sont les forts qui sont pris en compte. Cette thèse de doctorat rassemble sept articles qui se penchent sur le phénomène de steering group. Les sept articles sont organisés en trois parties. La première combine deux articles de revue de littérature portant sur les processus de pensée des enseignants lors de la planification et de linteraction en classe. La problématique du steering group y est située dans les processus de gestion de dilemmes de la part des enseignants. Après une partie plus méthodologique, une partie empirique rassemble quatre articles portant sur ce même phénomène. La pertinence de lhypothèse de la mise en dilemmes est quantitativement vérifiée (150 enseignants primaires) : les enseignants se posent-ils la question des élèves sur qui centrer lenseignement dans le cadre de la gestion des programmes officiels : les forts ou les faibles ? Ensuite, la manière dont les enseignants utilisent leur(s) steering group(s) est analysée dans des études qualitatives (10 enseignants primaires). Les résultats des différentes études montrent, dune part, que lhypothèse de la mise en dilemme peut être conservée et, dautre part, que la gestion de la classe va au-delà dune affaire de forts ou de faibles. Les enseignants centrent leurs interventions sur les forts en appliquant des stratégies de compensation réservées aux faibles et inversement. Enfin, les sept articles sont mis en perspectives dans une discussion qui propose diverses ouvertures de recherches portant sur lanalyse des processus décisionnels des enseignants ainsi que sur le développement et lévolution de leurs croyances et connaissances psychopédagogiques. / Research has shown that teachers refer to a subgroup of pupils, named steering group, to pace their teaching (planning thought processes included). While some researchers have shown that teachers refer to the low performance pupils, some other have shown that the high performers are taken into account. Seven articles focussed on the steering group phenomenon are regrouped in this doctoral dissertation. These seven articles avec organised in three main areas. The first area is theoretical and presents two literature reviews concerning the teacher thought processes during planning and teaching interaction in the classroom. The steering group phenomenon is situated in the thought processes teachers are engaged when they manage teaching dilemmas. After an article dealing with methodological issues, an empirical area is presenting four articles focussed on the steering group phenomenon. The relevance of the dilemma management by teachers is quantitatively analysed (150 elementary teachers): are teachers concerned with the question on which pupils to focus instruction regarding to progression in the official curriculum: low or high performers? The manner teacher use their steering group(s) is then analysed in some qualitative studies (10 elementary teachers). Results show, on the one hand, that the dilemma management hypothesis could be maintained and, on the other hand, that classroom management goes beyond focussing on the high or low performers. Teachers pace their instruction for the high performers, while implementing compensation strategies for the low performers, and inversely. Finally, the seven articles are discussed to suggest different research perspectives concerning teachers decision making processes and the development and evolution of their knowledge and beliefs.