This thesis argues for the idea that there are deep interconnections between the notions of ontology and reflexivity. It starts from the idea that ontological claims are cognitionally prior to epistemological and methodological accounts. It is argued that ontology is of particular importance to social science because the boundary between the substantive and the ontological is less clear than in natural science. Furthermore, because social science is located within its object, society, it is argued that self-referential questions about the epistemic status of every social ontology emerge. In the face of these self-referential questions concerning ontological coherence, the ‘epistemic criterion of reflexivity’ is proposed in this thesis. Meeting this criterion is required to deal successfully with the self-referential problem emerging from the fact that the knowing subject is part of her object. I argue that it is only by conceptualizing agents as self-reflective knowing subjects that an ontology has a chance of satisfying the criterion of epistemic reflexivity which is proposed by this thesis. In Chapters 1 to 3, the works of Roy Bhaskar, Pierre Bourdieu, Jügen Habermas, Alvin Gouldner and Andrew Sayer, as well as of several social constructionists and ethnomethodologists are examined, considering their contribution to the notions of ontology and epistemic reflexivity. It is argued that proponents of both relativistic and deterministic social theories cannot satisfy the criterion of epistemic reflexivity because they cannot coherently account for their knowledge-claims using their own ontologies. I thus argue that it is not enough for a social theory to provide an account of self-reflection – for the wider ontology in which it is situated may itself deny the possibility of such a self-reflective activity. It is in this sense that I argue for the need for an improved conceptualization of self-reflection in which agents are conceptualized as having the capacity of self-objectivation within context. It is through having such a presupposition that ontologies can fulfill the epistemic criterion of reflexivity proposed. The need for such a conceptualization of self-reflection leads me to explore two relevant approaches in Chapters 4 and 5, those of Archer and Castoriadis. I begin by looking at Margaret Archer’s account of the ‘internal conversation’. However, Archer’s internal dialogue will be shown problematic in the sense that it results in various contradictory claims. The thesis then considers Cornelius Castoriadis’ notion of self-reflective imagination which partially meets the epistemic criterion of reflexivity proposed in this thesis.

By autobiography retrospection and self reflection, this research aims to describe what influence an individual and his learning process pose on a teacher¡¦s way of creative teaching. Personal creative teaching ideas and implementation patterns are presented through the case-sharing of creative teaching. I attempted to find out the teaching concept and the method of cultivating students¡¦ creativity, further to promote teaching efficiency, and to share with parents and education-related personnel with the results as the reference for future planning and executing creative teaching activities. Main findings in this research are: 1. Growing in a respectful, liberal, open family lays the solid foundation of future creative teaching. 2. During schooling and working, theories discussion and teaching experiences sharing with professors and colleagues benefit the practice of creative teaching. 3. That a school respects teachers¡¦ professional teaching provides the room of freedom of creative teaching, which benefits teachers conducting creative teaching activities. 4. Maintaining characteristics such as curiosity, independence, and innocence gives the researcher the impetus to urge creative teaching. 5.Creative teaching should be that on the basis of students learning demands and their living experiences, teachers carefully design the teaching content both informatively and entertainingly; in addition, provide students the effective learning pattern to absorb knowledge and skills by actual operation. In the end, according to the findings of this research, suggestions are made and shared with parents and teachers for future reference of planning and executing creative teaching activities.

Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2013 / This dissertation investigated the the practice of self-reflection by primary school teachers in the Mankweng Circuit, Capricorn District. The aim of the research was to investigate the practice of self-reflection by primary school teachers, in order to suggest and encourage them to use reflective models that will help them improve their practice. The literature revealed that the use reflective models can help teachers to realize their mistakes and improve their practice. Furthermore, the literature revealed that if teachers are exposed to multiple reflective models, they will be able to choose the best model that is appropriate to their practice. The study also focused on the theory of Henderson‟s Ethical Model on Enquiry on Reflective Practice. The theory discusses what characterizes reflective practitioner. This theory explains that reflective teachers are experts who know their subject matter and are able to teach it well. This study was conducted in order to gain a greater insight and comprehensive understanding of the research problem, that is, Self-reflection is expected to all teachers but is seldom enforced. In policy documents, self-reflection is stipulated but there are no formalised templates that guide, monitor and evaluate how teachers reflect on their own practice. This may also result in teachers not reflecting on their work at all and not regarding self-reflection as part of the teaching process; and treat it as a separate issue. The methodology used in this study was qualitative approach. Phenomenological research design was adopted; and in terms of data collection tools, open-ended questionnaires and interviews were used. The findings of this study revealed that teachers in primary schools of Mankweng Circuit do not reflect on their practice because of the heavy work-load that they have. The study further revealed that teachers must be trained to use reflective models to improve their practice. Lastly, the study has recommended a new reflective model for a rural primary school context. The model is titled Big four reflective model: critical thinker; resource allocator, problem solver and practice developer. The model is recommended to be used in teaching in primary schools.

Portant sur luvre littéraire dE.T.A. Hoffmann (1776-1822), notamment sur les récits « Das Fräulein von Scuderi » et « Doge und Dogaresse » qui sont traités comme des paradigmes de luvre, le travail sest proposé comme objectif de mettre en évidence le fonctionnement intertextuel des ouvrages de cet auteur. En effet, bien quelle ait eu ses prédécesseurs en ce qui concerne lintertextualité chez Hoffmann, létude met au jour tout un réseau de références cachées (c.-à-d. non marquées) à dautres uvres qui, jusquà présent, sont passées inaperçues, entre autres : - des recours systématiques à dautres textes littéraires (en premier lieu aux uvres de Heinrich von Kleist et de Ludwig Tieck, et, à part cela, à des écrivains aussi divers que Boccace, Molière, M.G. Lewis ou Novalis) ; - des renvois précis et bien élaborés à la Bible et à la mythologie de lAntiquité ; - des citations de sources historiques ; - des recours à la peinture (entre autres Rubens, Canaletto, Hogarth, Goya, C.W. Kolbe) et à la sculpture (Michel-Ange), intégrant des éléments spécifiques de ces uvres en tant que composants narratifs au sein des récits ; - des références à lopéra (Mozart : « Don Giovanni » et « Die Entführung aus dem Serail » [« LEnlèvement au sérail »]) ou à la Commedia dellarte ; - des indices poétologiques (y compris des renvois aux poétiques dAristote ou de Boileau) inscrits dans luvre même tel un commentaire inhérent au texte ; - des références extratextuelles, c.-à-d. des allusions aux développements politiques et sociaux de lépoque scrupuleusement cachées, dépassant le domaine des artéfacts et qui, en quelque sorte, livrent des explications extérieures aux phénomènes textuels observés, tout en révélant des aspects dune critique sociale allusive et sous-entendue (le souverain, par exemple, y est nié en tant que centre positif dun État absolu et en tant que représentant de Dieu sur terre) sans jamais trouver, cependant, une issue de lambiguïté élémentaire qui pénètre luvre même jusquau fond de la sphère sociopolitique. La fonction principale de ces éléments consiste dans ce que cette étude décrit comme « lautoréflexion » de luvre même, c.-à-d. dans une réflexion de ses antécédents littéraires ou artistiques, de sa propre place dans lhistoire littéraire par le biais dune citation dautres uvres, celles-ci étant reflétées comme apparentées ou comme opposées. Ainsi, la thèse poursuit le chemin déjà indiqué par R. Homann (Munich 1986) qui, en partant des drames de Lessing et, surtout, de Kleist, avait démontré détonnants aspects dune autoréflexion de la littérature chez ces deux auteurs (et avait postulé le même caractère autoréflexif pour les successeurs dans le domaine de la littérature qualifiée par elle de littérature « esthétique ») parmi lesquels on peut également, daprès les résultats du présent travail, bel et bien ranger Hoffmann qui, dans sa propre uvre, livre dune manière bien précise la suite logique, conséquente et radicale du modèle établi par ses antécédents littéraires. Lidée centrale du concept de lautoréflexion de la littérature est que, après les résultats bouleversants des Lumières ainsi quen réaction contre lesthétique hégélienne du « beau » et en relation avec la proclamation de la « fin de lart », luvre « esthétique » (par opposition à luvre « naïve ») ne peut plus continuer à représenter simplement le monde, mais, en même temps, elle est dorénavant forcée à se représenter elle-même. Cest à cause de la disparition du narrateur omniscient qui était le garant dune histoire unifiée et à cause de la mise en question de la narrabilité dun monde qui est considéré comme étant devenu absurde que, dans les textes de certains auteurs, la littérature commence à parler delle-même. Par conséquent, les textes dHoffmann cette recherche sefforce bien de le démontrer sont lisibles à la fois comme des narrations dune histoire et, sur un deuxième plan « esthétique » ou « autoréflexif », comme des narrations de la narration, c.-à-d. comme des textes qui traitent implicitement de lacte décrire, qui contiennent leurs propres commentaires, qui comportent une sorte dhistoire littéraire inhérente. Cest ce plan autoréflexif que cette étude essaie de déchiffrer, et cest dans ce contexte que les récits dHoffmann témoignent dune modernité avant la lettre. Signes incontestables dune intrusion du « dehors » dans un intérieur dont on avait pensé quil était protégé et à labri des menaces de la multiplicité, symptômes dune contamination du « moi » par les puissances sous-jacentes de « lautre » devenues inévitables, les recours autoréflexifs à dautres uvres témoignent dune crise didentité fondamentale et bouleversante, dune identité déchirée de luvre dart ainsi que de sa propre mise en cause de son caractère unique. Au bout dune analyse de ces aspects à la fois, si lon veut, intertextuels et intermédiatiques à laquelle la thèse sest engagée, elle a, finalement, découvert un lien plus étroit et plus profond entre lautoréflexivité de luvre dune part et, dautre part, la disparition dune vérité absolue au milieu de ces uvres, c.-à-d. la « perte du centre » qui constitue le deuxième grand volet de létude. En effet, au cours des analyses, létude sest retrouvée face à des irrégularités troublantes dans les profondeurs incommensurables au-dessous de la surface saine des textes, à des ruptures narratives et à des contradictions immanentes qui sont cachées à lintérieur des récits et que la thèse sest, dès lors, efforcée de mettre en évidence. Cest aussi par ces fractures internes que les textes dHoffmann suivent les uvres de Kleist au-delà des sentiers battus de la narration traditionnelle ou « naïve », uvres qui sont, elles-mêmes, marquées de ruptures fondamentales. Cest par ces fractures internes, également, que les récits dHoffmann parlent de la disparition dun Dieu unifiant dans un univers brisé, dénué de sens, voire totalement absurde et, à cet égard, décidément « kafkaïen » bien avant la lettre, tandis que les références à « lautre » tournent autour dun centre vide, sans jamais pouvoir remplir la place laissée libre par la foi perdue. Et cest par ces fractures internes, finalement, que les textes témoignent dune négation des idées telles que les romantiques (parmi lesquels on a bien trop souvent rangé Hoffmann) les postulaient, ainsi que dune « décentralisation » du « moi » et du « monde » dans une uvre qui, à travers limage de la chute de lhomme, semble être tombée dans lobscurité, poussée loin au-delà des lumières dune clarté divine. Cette « perte du centre » décrite dans la thèse finit par révéler des correspondances surprenantes dans le domaine littéraire avec ce que H. Sedlmayr, dans son travail sur la peinture et les arts plastiques des 19e et 20e siècles (Salzbourg/Vienne 1948), a appelé la « perte du milieu », terme par lequel il désigne la disparition catastrophique et (à ses yeux) regrettable dun Dieu qui fut, un jour, au centre naturel de lart et du monde spirituel, mais qui, depuis lapparition de ce que Sedlmayr décrit comme un tournant historique autour de la Révolution Française, nest plus saisissable que par les signes de son absence. Mais bien que la thèse cherche à établir des liens entre les phénomènes textuels observés dune part et des événements ou changements historiques dautre part et notamment à trouver des explications à ces phénomènes dans ce quelle décrit comme la « révolution triple » (industrielle, métaphysique, sociopolitique) entrant en scène autour des années 1800 , elle aboutit, finalement, au diagnostic dune « crise de sens » plus vaste, plus complexe et plus profonde qui se manifeste dans les uvres dE.T.A. Hoffmann et qui paraît continuer de semparer de lhistoire de lhomme jusquà nos jours.

In this investigation, I discuss how students can examine and reflect on themselves through aesthetic practice in various pedagogic situations. The field study took place over two months in the international settlement of Auroville in the south of India, where I visited schools and observed various pedagogical methods. In this study, I focus on two of these pedagogical methods: Play of Painting and Awareness Through the Body. In both, the body is considered an important part of the student’s learning and development. These experiences form the background for this investigation. I investigated Play of Painting and Awareness Through the Body through focussing on one lesson from each method. I describe how the methods are organised and practised in Auroville schools with observations, visual material, and interviews from my field study.  In this investigation, I use a phenomenological and aesthetic perspective together with a brief introduction to the theory of Integral Education. I believe that aesthetics can be used in many different ways in a school context. In this thesis, I use the term aesthetic practices to understand and study Awareness Through the Body and Play of Painting. I see these methods as two examples of how aesthetic practices and conditions for aesthetic learning processes with different ways of reflection can be encouraged in an educational environment.  The children in Play of Painting and Awareness Through the Body learn about themselves through the experience of practising aesthetics with their whole bodies and senses. Through creating conditions for aesthetic practice as in Awareness Through the Body and Play of Painting, children can reflect on themselves together with others.  The purpose of this investigation is to research how aesthetic practices can be used in pedagogic situations through the methods Play of Painting and Awareness Through the Body. I focus on how pupils can examine and reflect on themselves through aesthetic practice in these two methods.

Esminiai žodžiai: pasitenkinimas darbu, savirefleksija, pedagogai. Šio tyrimo tikslas – nustatyti pedagogų pasitenkinimo darbu sąsajas su poreikiu savirefleksijai ir įsitraukimu į savirefleksijas. Tyrime dalyvavo 122 Utenos ir Švenčionių pedagogai. Respondentams buvo pateikta anketa, sudaryta darbo autorės ir naudota demografiniams kintamiesiems rinkti. P. E. Spector (1994) pasitenkinimo darbu klausimynas (Job Satisfaction Survey ) ir A. M. Granto (2001) sukurta SRIS skalė (Self-reflection and Insight Scale). Tyrimo rezultatai parodė, kad amžius susijęs su pasitenkinimo darbu aspektais: bendradarbiai ir komunikacija; pedagoginis stažas susijęs su pasitenkinimo darbu aspektais: vadovavimas, bendradarbiai ir komunikacija; pedagogų turimas darbo krūvis susijęs su bendru pasitenkinimu darbu ir pasitenkinimu darbo aspektais: bendradarbiai ir komunikacija. Tiek bendras pasitenkinimas darbu, tiek ir pasitenkinimas jo aspektais skiriasi priklausomai nuo auklėjamosios klasės turėjimo bei kvalifikacinės kategorijos. Taip pat tyrimo metu buvo nustatyta, kad poreikis savirefleksijai yra susijęs su pedagogų turimu darbo krūviu ir kvalifikacine kategorija. Įsitraukimas į savirefleksijas yra susijęs su amžiumi. Tyrimo rezultatai atskleidė ir pedagogų poreikio savirefleksijai sąsajas su bendru pasitenkinimu darbu bei jo aspektais: vadovavimas, darbo pobūdis bei komunikacija. Įsitraukimas į savirefleksijas yra susijęs su pasitenkinimo darbu aspektais: darbo pobūdžiu ir pripažinimu. Tyrimo... [toliau žr. visą tekstą] / The aim of the study was to evaluate teacher satisfaction with work associations with need for self-reflection and involvement into self-reflections. The subjects of the study were 122 teachers from Utena and Švenčionys towns. The study subjects were given a questionnaire that included demographical questions, Job Satisfaction Survey by P. E. Spector (1994) and Self-reflection and Insight Scale (SRIS) by A. M. Granto (2001). Results of the study showed that participant age is related to satisfaction with work in aspects of associates and communication; pedagogical experience correlates with satisfaction with work in aspects of leadership, associates and communication; teacher‘s workload is associated with general satisfaction with work and satisfaction with work in aspects of associates and communication. General satisfaction with work and satisfaction with work in separate aspects differs depending on having educating class and pedagogical qualification category. The research found that the need for self-reflection is related to teacher‘s workload and pedagogical qualification category. Involvement into self-reflection is associated with participant‘s age. It was discovered that the need for self-reflection is correlated to work satisfaction in aspects of leadership, work specification and communication. Involvement into self-reflections is related to satisfaction with work in aspects of work specification and acceptance. The predictive models revealed that... [to full text]

Bakalauro darbe analizuojamos J. Šliūpo pažiūros tautiniu klausimu ir savirefleksija. Taip pat apibūdinamas lietuvių tautinis atgimimas bei nustatoma J. Šliūpo vieta jame. Vis dėlto didžiausias dėmesys darbe skiriamas pažiūrų tautiniu klausimu analizei. Pastarosios pateikiamos per lietuvių, lenkų, rusų, vokiečių, latvių ir žydų tautų vertinimą ir pastarojo kaitą. Požiūrio kitimą bene didžiausia dalimi įtakojo besikeičiančios istorinės aplinkybės. / The bachelor paper analyses the views of J. Šliūpas on the national question and self-reflection. It also describes Lithuanian national Revival and establishes J. Šliūpas’ place in it. However, the paper focuses on the analysis of the views on the national question. They are provided through assessment of Lithuanian, Polish, Russian, German, Latvian and Jew nations and its alteration. Variation of the views is mostly influenced by changing historical circumstances.

In this art-based study I will examine the construction of identity creating three life size figures utilizing metaphor and symbolism. I recorded and analyzed the process through reflections. The artist/teacher/researcher will provide conclusions based on art production and self-reflection.

Thesis on the theme Client{\crq}s self-reflection support during observing dietary regime is divided into two parts. The problems of dietary regime and self-reflection is mapped on the basis of studied literature in a theoretic part. Practical part deals with a research which is focused on nurses` supporting client{\crq}s self-reflection during observing dietary regime or whether clients use a self-reflection during observing dietary regime and whether their family members support them. The research was made with a method of questioning, questionnaire technique, in hospitals in České Budějovice, Písek and Příbram and was aimed at three informant groups.

The purpose of this study was to examine the impact of completing online diaries with specific topics on students’ self-regulated behavior in online courses. Also, this study sought to determine the impact of completing online diary topics with different topics (content-based or experience-based) on students’ self-regulation in online courses. The participants’ use of learning strategies was assessed to aid in this investigation. The research design utilized for this study was a quasi-experimental pretest/posttest design. The participants of this study included 30 undergraduate students from a variety of majors who were enrolled in one of two online courses. Of the 30 participants, 15 of the participants were in the content-based treatment group while the other 15 were in the experience-based treatment group. Convenience sampling was used to recruit participants for this study. Using data collected from the Motivated Strategies for Learning Questionnaire (MSLQ) and the diary entries submitted by the participants, the researcher did not find associations between completion of online diary topics and participants’ self-regulated behavior within the online courses. However, results did indicate that the content-based group reported higher levels of critical thinking usage than the experience-based group after the treatment was administered.