This study has adopted the metaphor of �mind-forged manacles� to explore adolescent transformation within an educational context. It does this by examining the experiences of two groups of people who participated in an intensive, one-off personal development program for adolescents, known as Discovery. The first study involves secondary school students for whom the program was part of the school curriculum. The second study consists of an older group of people who did the program during their adolescence and outside the formal education system. The third study is a contemplation of transformation derived from my experience as researcher during the course of completing this thesis. In an attempt to reflect the perspectival worldview from within which the study is created I have drawn on a range of theorists. To integrate their ideas I created three different �lenses� or ways of viewing the data. The first lens is developed from consciousness theory, the second from process philosophy and complex self-organising systems theory, and the third from individual humanistic psychology. The educational pedagogy is holistic and embraces developmental models of thinking and learning. The study uses participant reflection to argue that a program of intentionally focussed challenges, combined with the support that enables these challenges to be successfully met, can be transformational for many young people. It suggests that the complex postmodern world requires teachers to be aware of their own and their students� consciousness, and demands learning experiences that are deliberately focussed on helping the process of consciousness transformation rather than only on achieving predetermined outcomes. Transformation is understood as a shift to a different order of consciousness in which it is how one sees rather than what one sees that changes. With each shift towards a new order of consciousness the mind-forged manacles are loosed and individuals accept increasing responsibility for their lives and how they live them. Educational programs can be developed to assist this process.

Thesis (Doctor of Philosophy in Urban Education)--Cleveland State University, 2010 / Abstract. Title from PDF t.p. (viewed on May 12, 2010). Includes bibliographical references (p.191-201). Available online via the OhioLINK ETD Center

Thesis (Ph.D.)--University of Alberta, 2009. / A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Faculty of Nursing. Title from pdf file main screen (viewed on November 15, 2009). Includes bibliographical references.

Cette thèse interroge la manière dont le développement durable est saisi par les concepteurs en agence d’architecture, d’urbanisme et de paysage. Elle analyse ce que les tentatives d’appropriation disent du fonctionnement de telles organisations, de leur place dans le processus de projet, et de la diversité des valeurs qui peuvent s’y développer. Basé sur l’observation in situ d’une agence parisienne d’une vingtaine de personnes entre 2010 et 2013, notre travail définit trois axes de recherche autour : des approches, contenus et statuts accordés au développement durable par les concepteurs ; des systèmes de valeurs portés par les concepteurs et leur évolution à l’épreuve du développement durable ; des compétences et du rôle des concepteurs dans la fabrique urbaine au prisme du développement durable. La démonstration met en lumière la diversité des approches et statuts accordés à celui-ci. Les compétences apparaissent comme un enjeu d’appropriation cognitive et opérationnelle, mais aussi de concurrence interprofessionnelle. En outre, les concepteurs s’appuient sur des systèmes de normes et de valeurs répondant aux logiques parfois contradictoires des mondes marchand, industriel, civique, de l’opinion, et de l’inspiration (Boltanski, Thévenot, 1991). Les tentatives d’appropriation du développement durable renforcent plus qu’elles ne transforment les tensions entre ces logiques. Cette thèse vise à enrichir la connaissance des mécanismes d’appropriation du développement durable par les acteurs de l’aménagement et de l’urbanisme. Elle participe à la compréhension des modes de fonctionnement d’un acteur particulier : le concepteur appréhendé dans le collectif de l’agence. / This thesis examines the ways in which designers in architecture, urbanism and landscaping agencies take sustainable development into account in their professional practices. It looks at what their attempts to appropriate sustainable development reveal about the operations of such organizations, the place of the latter in the project process, and the diverse positions and values that can develop as a result. Based on the in situ observation of a Parisian agency of about twenty designers between 2010 and 2013, our work has led to the definition of three axes of research : the approaches, contents and statuses that the designers attribute to sustainable development ; the designers’ value systems and how these evolve when they are faced with sustainable development ; the designers’ skills and roles in creating sustainable cities. The findings highlight that there is diversity in the designers’ approaches and priorities with regard to sustainable development. Skills appear to play a role in cognitive and operational appropriation, but also in the competition between professions. Furthermore, designers base their practices on norms and values that stem from the sometimes conflicting logics of the market, industrial, civic, fame and inspired worlds (Boltanski, Thévenot, 1991). The designers’ attempts to appropriate sustainable development reinforce rather than transform the tensions between these logics. This thesis aims to increase the knowledge about the mechanisms at play when urban design stakeholders adopt sustainable development. It contributes to a better understanding of the modes of operation of designers, observed in the environment of their agency.

Most of the training programmes received by the health advisers in the Gauteng health promotion directorate, are delivered in a lecture form, whereby trainers prepare their presentations according to themes chosen by management, without the involvement of trainees. After training, the health advisers adopt the same attitude with the individuals they educate. This study describes how participatory research was carried out to investigate how health advisers in the Gauteng Province experience and utilise these training programmes. It articulates the roles of the researcher and participants in the research process. The study showed that while it is true that trainees must receive theoretical information, it is equally true that they must be able to relate that information to their practical situations. The study indicates that this can occur by introducing a form of training in which the focus is on both the trainer and trainees as co-learners in the learning situation. / Social Work / M.A. Soc. Sc. (Mental Health)

Acompanha: Museu virtual na escola: organização de acervos mediada por recursos Web 2.0 / A presente dissertação explicita os resultados de uma pesquisa qualitativa, de caráter social e participante, enfocando a formação continuada de professores de dois estabelecimentos de Educação Básica, no uso de novas tecnologias de informação e comunicação (TIC), mais especificamente, ferramentas da Web 2.0 que auxiliem na produção de museus virtuais. Para tanto, desenvolveu-se o curso cognominado “Museu Virtual na Escola: organização de acervos mediada por recursos Web 2.0”, produto educacional resultante das leituras efetuadas em meio à revisão bibliográfica. Definiu-se como ponto de partida os seguintes questionamentos: O museu virtual pode ser utilizado na escola como instrumento de auxílio à organização e leitura de objetos e documentos em ambiente on-line? De que modo os professores da Educação Básica podem dinamizar suas aulas, via museu virtual, além de participar da discussão do seu uso? Tal abordagem justifica-se como possiblidade de reflexão docente sobre sua prática, buscando por alternativas que prezem pelo trabalho colaborativo e multidisciplinar. Portanto, considera-se importante analisar o uso do museu virtual como recurso pedagógico a partir das diferentes dimensões da produção humana. Por isso ofertou-se o curso a professores de disciplinas diversas, promovendo debates enriquecedores, valorizando diferentes visões de realidade. Adotou-se como procedimento epistemológico a didática para uma Pedagogia Histórico-Crítica, de modo que os professores-cursistas fossem motivados a transformar sua postura prática. Os resultados obtidos atestam a necessidade de formação continuada como a proposta nesse trabalho, tendo em vista o caráter de incompletude que envolve o ser humano, para além das tradicionais concepções que consideravam o professor o centro do saber historicamente acumulado. Almeja-se, portanto, que a pesquisa aqui apresentada contribua com os debates que envolvem não apenas a criação de museus virtuais na escola, mas também a formação de profissionais reflexivos como caminho para a transformação da prática docente. / The present dissertation explains the results of a qualitative research, social and participant character, focusing on the continuing education of teachers of two establishments of Basic Education, in the use of new information and communication technologies (ICT), more specifically, Web 2.0 tools to assist in the production of virtual museums. For this, was developed the course named "Virtual Museum at the School: organization of collections mediated for Web 2.0 resources," educational product resulting of the readings taken through the literature review. It was defined as a starting point the following questions: The virtual museum can be used in schools as a tool to aid the organization and reading of objects and documents in the online context? How the Basic Education teachers can improve their classes, by way of virtual museum, as well as participate in the discussion of their use? This approach is justified as the possibility of teaching reflection on their practice, searching for alternatives that respect for the collaborative and multidisciplinary work. Therefore, it is considered important to analyze the use of the virtual museum as an educational resource from the various dimensions of human production. So it was offered the course for teachers of different subjects, promoting enriching discussions, valuing different reality views. It was adopted as an epistemological procedure the didactic for a Historical-Critical Pedagogy, so that the teachers of the course were motivated to transform your practice attitude. The results obtained attest to the need for continuing education as proposed in this work, with a view to the character of incompleteness that involves the human being, beyond the traditional conceptions that considered the teacher the center of knowledge historically accumulated. It is expect, therefore, that the research presented here contribute to the discussions involving not only the creation of virtual museums in school, but also the formation of reflective professionals as a way for the transformation of teaching practice.

Acompanha: Museu virtual na escola: organização de acervos mediada por recursos Web 2.0 / A presente dissertação explicita os resultados de uma pesquisa qualitativa, de caráter social e participante, enfocando a formação continuada de professores de dois estabelecimentos de Educação Básica, no uso de novas tecnologias de informação e comunicação (TIC), mais especificamente, ferramentas da Web 2.0 que auxiliem na produção de museus virtuais. Para tanto, desenvolveu-se o curso cognominado “Museu Virtual na Escola: organização de acervos mediada por recursos Web 2.0”, produto educacional resultante das leituras efetuadas em meio à revisão bibliográfica. Definiu-se como ponto de partida os seguintes questionamentos: O museu virtual pode ser utilizado na escola como instrumento de auxílio à organização e leitura de objetos e documentos em ambiente on-line? De que modo os professores da Educação Básica podem dinamizar suas aulas, via museu virtual, além de participar da discussão do seu uso? Tal abordagem justifica-se como possiblidade de reflexão docente sobre sua prática, buscando por alternativas que prezem pelo trabalho colaborativo e multidisciplinar. Portanto, considera-se importante analisar o uso do museu virtual como recurso pedagógico a partir das diferentes dimensões da produção humana. Por isso ofertou-se o curso a professores de disciplinas diversas, promovendo debates enriquecedores, valorizando diferentes visões de realidade. Adotou-se como procedimento epistemológico a didática para uma Pedagogia Histórico-Crítica, de modo que os professores-cursistas fossem motivados a transformar sua postura prática. Os resultados obtidos atestam a necessidade de formação continuada como a proposta nesse trabalho, tendo em vista o caráter de incompletude que envolve o ser humano, para além das tradicionais concepções que consideravam o professor o centro do saber historicamente acumulado. Almeja-se, portanto, que a pesquisa aqui apresentada contribua com os debates que envolvem não apenas a criação de museus virtuais na escola, mas também a formação de profissionais reflexivos como caminho para a transformação da prática docente. / The present dissertation explains the results of a qualitative research, social and participant character, focusing on the continuing education of teachers of two establishments of Basic Education, in the use of new information and communication technologies (ICT), more specifically, Web 2.0 tools to assist in the production of virtual museums. For this, was developed the course named "Virtual Museum at the School: organization of collections mediated for Web 2.0 resources," educational product resulting of the readings taken through the literature review. It was defined as a starting point the following questions: The virtual museum can be used in schools as a tool to aid the organization and reading of objects and documents in the online context? How the Basic Education teachers can improve their classes, by way of virtual museum, as well as participate in the discussion of their use? This approach is justified as the possibility of teaching reflection on their practice, searching for alternatives that respect for the collaborative and multidisciplinary work. Therefore, it is considered important to analyze the use of the virtual museum as an educational resource from the various dimensions of human production. So it was offered the course for teachers of different subjects, promoting enriching discussions, valuing different reality views. It was adopted as an epistemological procedure the didactic for a Historical-Critical Pedagogy, so that the teachers of the course were motivated to transform your practice attitude. The results obtained attest to the need for continuing education as proposed in this work, with a view to the character of incompleteness that involves the human being, beyond the traditional conceptions that considered the teacher the center of knowledge historically accumulated. It is expect, therefore, that the research presented here contribute to the discussions involving not only the creation of virtual museums in school, but also the formation of reflective professionals as a way for the transformation of teaching practice.

En grafisk designer är van att arbeta i en klassisk rak metod, och skapa sina designlösningar med tanke på användaren i tron om att de är experter på att visuellt kommunicera. Samhället kräver dock mer hållbara och användbara produkter och tjänster, vilket tyder på att slutanvändarintegrering kan vara en lösning som ger bred feedback på en potentiell lösningsmetod. En grafisk designers uppgift är att visualisera sin uppdragsgivares uppdrag, göra en målgruppsanalys och leverera en produkt eller tjänst efter en brief; detta inom designerns konstnärliga stil samt expertis. Hur blir det då att inkorporera en slutanvändare i en process där man som grafiker ofta gör individuella beslut? Denna uppsats undersöker vilket värde slutanvändarintegrering skapar och i vilken grad det används idag inom brädspelsbranchens skapandeprocess. Uppsatsen utmanar också genom att presentera barriärer för implementering av en slutanvändar-baserad designmodell. Med utgångspunkt i ett intervjumaterial destilleras ett standardiserat arbetsflöde för brädspelsdesign fram, vilket leder till en bättre förståelse för när och hur slutanvändaren framgångsrikt kan inkorporeras i processen. Detta jämförs sedan med egenutförda användarcentrerade designmetoder där brädspelet ”Green Guardians” har designats men hjälp av speltestningsgrupper bestående av slutanvändare. Intervjumaterialet ger en bred och generell förståelse för hur brädspel skapas, med ett fokus på vad moderatorn studerar under ett speltestningstillfälle. Det sammanfattade resultatet redovisar integrering av slutanvändare som en vital och tillförlitlig del av skapandeprocessen av brädspel. Däremot finns för lite forskning på hur teori och metod tillämpas i praktiken. Dessutom påvisar resultatet att det inte är vanligt att få feedback om brädspelets grafiska utformning och utmanar denna teori med påståenden om att den grafiska designern ser sig som expert, och att kommunikationsproblem kan stå som barriär. Uppsatsen ger därför förslag på hur interaktionen kan förbättras mellan moderator och speltestare för att brädspelet ska utvecklas optimalt.

No description available.

No description available.