Proclus is part of a long exegetical tradition that understands Plato and Homer to be in agreement. The Sixth Essay of his Commentary on Plato’s Republic particularly significant because it is the only extant ancient text that attempts to prove the concord of Plato and Homer philosophically. Yet, despite his uniquely reasoned approach, this endeavour suffers from charges of irrationalism. The necessity that drives him to seek this conciliation is thought to come from the pious attachment he has to Homer as an authority rather than the properly philosophical demands of his rational system. The aim of this thesis is to show that Proclus’ need to show Plato and Homer’s agreement is not an irrational adjunct to an otherwise rational outlook, but that it follows from the central doctrines of his philosophy. This will be accomplished through a detailed consideration of Proclus’ doctrine of the poetic ????????. In looking at how Proclus’ reading of Plato in the Sixth Essay is informed by his understanding of ????????, we will see how Homer becomes the means, both of taking the traditional criticisms of Plato’s apparent self-contradiction seriously and also of defending him against them. In looking in turn at how the soul actually experiences the ??????? of Homer’s inspired poetry, it shall become apparent that Homer does not just save the coherence of rational thought in this exterior way, but that his poetry operates as both the possibility and perfection of the rational soul’s various powers.

This research deals with learning in science, including learning in environment for sustainable development. Learning in environment and sustainable development are obligatory perspectives in science as well as in other school subjects. The longitudinal study started in 2003, concerning 28 pupils nine years of age in a city in southern Sweden. Data collection has been caught in the pupils’ science lessons from year 2003 to 2006. In order to analyse the pupils’ development of concepts in science and in environment for sustainable development, I have videotaped a lot of sequences from the science lessons and followed up with questionnaires and questions in interviews. Stimulated recall is used to find the teacher’s intentions and reactions on the outcome of the lessons. The results are analysed according to the Earth System Science (ESS) model. It is a model, which describes the relations and interactions between the natural spheres: the atmosphere, hydrosphere, lithosphere as well as the biosphere, including man, and the technosphere/anthroposphere. The longitudinal approach resulted in important findings regarding the changes in the pupils’ answers over time. They develop complicated 'concept webs'. The concepts found among the pupils in this study are e.g. the hydrological cycle; life; soil; water in every day life; pollution; non-polluting busses as well as waste; collecting batteries; corrosion; greenhouse and the increasing greenhouse effect. Some concepts e.g. the hydrological cycle, life and soil can from the beginning be classified as concepts used in science, but also to describe what happens in the environment. Concepts as pollution; non-polluting busses; collecting batteries; corrosion; greenhouse and increasing greenhouse effect are used by the pupils to express relations and interactions in and between the natural spheres including man. The relation between man and nature is for the pupils an area of conflicts through the entire study when the pupils from a scientific approach will be aware of the impact on living ecosystems including themselves, today and in the future. The concepts are often connected to each other in a more or less complicated network, 'concepts webs'. The obtained results indicate that the Socratic dialogue is a possible and successful method to use for the development of pupils’ concepts in environmental questions and issues. Another finding in the study is how different methods, e.g. Play and learning, support environmental learning and learning for sustainable development during the science lessons. Play is important in integrated learning and gives opportunity to understand others’ perspectives, Theory of mind. The results indicate an integrated learning process by the pupils, implying in what way they express human impact on nature.

A presente dissertação de mestrado tem por objetivo estudar os fundamentos da comunidade política (polis), em especial, de que modo fundamentos, como a liberdade e a igualdade, contribuem para perturbação e conservação da comunidade política, a partir do livro I e II da Política de Aristóteles. A pesquisa busca mostrar o papel relevante da crítica que Aristóteles lança à aquisição ilimitada de bens e da crítica à propriedade comum dos bens, proposta por Sócrates, na República - i.e. tal como Aristóteles compreende Sócrates - para sua visão de unidade política. / This thesis aims to study, based on Books I and II of Aristotle\'s Politics, the foundations of the political community (polis), in particular, how core principles such as freedom and equality contribute to the disturbance or to the conservation of the political community. This research intends to present the important role of both Aristotle\'s critique addressed to the limitless accumulation of wealth, and his critique of the common ownership of properties--proposed by Socrates in the Republic - i.e. as Aristotle understands Socrates--to constitute his vision of political unity.

O número de mensagens nos fóruns educativos online gera uma sobrecarga de informação, que dificulta a organização e a comunicação entre os membros, comprometendo, também, a eficácia do processo de avaliação da aprendizagem. Diante da necessidade de uma solução metodológica para o contexto da EAD no Brasil, realizou-se uma revisão de literatura sobre os modelos de organização e o processo de análise das mensagens que envolvem os indicadores das habilidades da presença cognitiva (Garrison et al. 2001) e o pensamento crítico e a dinâmica do questionamento socrático (Paul, 1993). Propõe-se um novo modelo de fórum intitulado \"Fórum Socrático Cognitivo- FSC\" com uma metodologia de avaliação da presença cognitiva e dos níveis de pensamento crítico dos alunos em cursos superiores online. Os procedimentos metodológicos e o grid de avaliação foram aplicados em duas disciplinas do curso de aperfeiçoamento em EAD em 2011, 2012 e 2013 de uma instituição de ensino superior vinculada a UAB do Brasil. A metodologia adotada envolve os princípios da lexicometria, da análise documentária, textuais e estatísticas, modelos de regressão linear e redes complexas. Realizou-se a análise de 3.400 mensagens postadas por 544 alunos para verificar as relações de dependência entre a variável resposta \"nota\" e as covariáveis: conceitos, categorias de Garrison, tópicos socráticos, riqueza vocabular e sala (tutor). Construíram-se 2 modelos de regressão linear e 136 redes complexas que permitiram confirmar os testes ANOVA utilizados na avaliação de desempenho dos alunos. As covariáveis conceitos, categorias de Garrison e sala apresentaram nível de significância positivo na associação com a nota final do aluno. Considera-se que o modelo FSC contribui para o desenvolvimento das habilidades de expressão e comunicação de conceitos abordados na disciplina e colabora na avaliação do pensamento crítico e da presença cognitiva do aluno nos fóruns online. / The usually large number of posts in educational forums leads to an information overload, which hinders forum organization and communication among members while undermining the effectiveness of learning assessment. Considering the need for a methodological solution applicable to the context of Brazil\'s online distance learning (ODL), there was conducted a review of the literature on organizational models and processes of analysis of messages involving indicators of critical thinking and cognitive presence skills (Garrison et al., 2001) and the Socratic inquiry dynamics (Paul, 1993). This study proposes a new forum model entitled FSC (Cognitive Socratic Forum), which comprises a method for assessing students\' cognitive presence and critical thinking skills in online higher education. The methodological procedures and evaluation grid were applied to two specialization courses on ODL in 2011, 2012, and 2013 at a higher education institution associated with UAB (Brazil\'s Open University). The methodology involved principles of lexicometry, documentary, textual and statistical analysis, linear regression models, and complex networks. Analysis was conducted on 3,400 messages posted by 544 students to investigate dependency relationships between the response variable \'grade\' and the following co-variables: concepts, Garrison\'s categories, Socratic topics, vocabulary richness, and classroom (tutor). Two linear regression models and 136 complex networks were constructed to enable confirmation of ANOVA tests employed to assess student performance in forums. The co-variables concepts, Garrison\'s categories, and classroom displayed positive significance levels when associated to students\' final grades. Therefore, it may be concluded that the proposed FSC model promoted students\' ability to express and communicate the concepts covered in the specialization course and contributed to effectively assessing their cognitive presence and critical thinking skills in online forums.

Developing critical thinking and mastering its skills has been a vital priority for the curriculum in Swedish upper-secondary school. The National Curriculum for upper-secondary school and the syllabus for the English subject emphasize the importance of implementing and enhancing the development of the students’ critical thinking which leads to having active learners who are able to think creatively and keeps them away from becoming narrow-minded. The purpose of this study is to explore the prospect of teaching critical thinking through reading literature. Guided by the critical thinking skills that are defined in The Delphi Report including (1) interpretation, (2) analysis, (3) evaluation, (4) inference, (5) explanation and (6) self-regulation, this study explores the possibility of promoting critical thinking skills through reading literature. The study also examines the efficacy of the reader-response approach in helping the students to be critical thinkers and active readers. Using qualitative data from conducting interviews, this study analyses teachers’ perspectives and considered the implications for teaching literature in terms of fostering the students’ critical thinking. The study showed that the teachers’ awareness of the significance of integrating literature in teaching English was found to play a great role in fostering the students as critical thinkers. The study also showed that teachers emphasized the importance of in-class discussions about literary works in order to expand the students’ thinking horizons and enhance their sense of self-confidence as contributors to the learning process. It also showed that the reader-response theory has a significant role in fostering the students’ critical thinking even though it is not clearly stated in the teachers’ perspectives on teaching literature.

I denna uppsats undersöker jag hur två olika tolkningar av den sokratiska frivillighetsparadoxen ingen gör fel frivilligt påverkar möjligheten att förstå Platons dialog Staten. Min hypotes är att de två tolkningarna av frivillighetsparadoxen kastar ljus över diskussionen i Staten, och att det är nödvändigt att förstå frivillighetsparadoxens roll för att förstå vad som står på spel i Staten. I uppsatsen ämnar jag visa att ett möjligt sätt att läsa Staten är att tolka Sokrates och de övriga samtalsdeltagarnas uttalanden baserat på kontexten, eftersom vissa uttalanden är polemiska i sin karaktär, medan andra är traditionella. Jag argumenterar för att såväl den traditionella synen på Sokrates som den polemiska dito är korrekta analyser av Sokrates filosofiska gärning, men inte heltäckande sådana, eftersom Sokrates ibland är polemisk – mot de som kvickt måste nedkämpas – och ibland är instruerande på traditionellt manér, mot de som kan förbättras genom det filosofiska samtalet. Detta sätt att läsa Staten skiljer sig från andra genom att läsaren bör avstå a priori-uppfattningar om Sokrates, Thrasymakos eller Glaukons och Adeimantos ståndpunkter till förmån för att tolka beteenden hos samtalsdeltagarna samt deras uppfattningar, vilka förmedlas av texten.

L’objet de ce présent travail consiste dans une traduction commentée du Grand commentaire d’Averroès de la Métaphysique d’Aristote à partir du texte arabe établi par le père Maurice Bouyges. Cette traduction concerne principalement les livres Grand Alpha, Petit Alpha ; Gamma ; Epsilon. Ce travail s’inscrit dans l’intérêt que nous portons à la transmission de la pensée grecque chez les auteurs musulmans du Moyen Âge, et plus particulièrement à la restitution de la pensée métaphysique d’Aristote chez Averroès. À travers cette traduction, les enjeux sont multiples : traduire le texte arabe de la Métaphysique avec ce qu’il contient et ce qu’il exclut afin de déterminer la nature du texte arabe commenté par Averroès et voir s’il existe une réelle correspondance avec le texte que nous connaissons d’Aristote. En outre, permettre aux hellénistes d’accéder au texte qui a servi de support pour toutes les métaphysiques musulmanes, notamment celle d’al-Kindi, d’al-Fârâbî et d’Avicenne, car c’est le même texte qui a été utilisé par ces derniers, alors que chaque auteur a interprété différemment le contenu doctrinal de ce traité. Et enfin, suivre pas à pas le commentaire d’Averroès afin de déterminer si ce dernier demeure fidèle à Aristote en l’interprétant sans aucune considération extérieure, ou bien si son interprétation s’en éloigne volontairement, rejoignant ainsi le cercle de la plupart des philosophes néoplatoniciens. Quelques résultats de recherche ont été exposés dans les Appendices. Ils concernent essentiellement les différentes variantes que le texte soulève. Tout d’abord, une première étude consacrée à examiner la structure et le contenu de l’ensemble du traité d’Aristote dans sa version arabe. Ensuite, une deuxième étude consacrée à examiner toutes les corruptions relatives aux quatre livres traduits et leur conséquence sur l’unité doctrinale de la pensée d’Aristote. Et enfin, une troisième étude dans laquelle sont examinées les différentes erreurs de traduction et leur conséquence sur le commentaire d’Averroès. / The object of this present work is a commented translation of Averroes’ Great commentary on Aristotle’s Metaphysics from the Arabic text prepared by father Maurice Bouyges. This translation mainly concerns the books Alpha, little Alpha, Gamma and Epsilon. This work is a part of our interest in the transmission of the Greek knowledge among Muslim authors of the Middle Age, and particularly the restitution of the metaphysical thought of Aristotle in Averroes.Through this translation, the stakes are multiples: translating the Arabic text of the Metaphysics with what it contains and what it excludes in order to determine the nature of the Arabic text commented by Averroes and to see if there is a real correspondence with the text we know of Aristotle. In addition, allowing the Hellenists to access the text that has served as a support for all Muslim metaphysics, including that of al-kindi, al-Fârâbî and Avicenne, as it the same text that was used by the latter, while each author has interpreted the doctrinal content of this treatise differently. And finally, following step by step the commentary of Averroes to determine if the latter remains faithful to Aristotle by interpreting it without any external consideration, or if its interpretation deviates voluntarily, joining the circle of most of Neo-Platonist philosophers.Somme research results are exposed at the end of the translation. They mainly concern the different variants that the text raises. First, a primary study devoted to examine the structure and content of the entire Aristotle treaty in its Arabic version. Then, a second study devoted to examine all the corruptions relative to the four translated books and their consequences to the doctrinal unity of Aristotle’s thought. And finally, a third study in which are examined the various translation errors and their consequences on the commentary of Averroes.

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The current position proposed as a possible antidote to future human conflicts is to educate our students about the horrific consequences of past atrocities. To this end, this research paper will examine the possibilities of teaching the students to recognize and reject dehumanizing attitudes in society. The concept of dehumanization and our collective capacity to prevent or resist such attitudes in society will be introduced by reading Ursula K. Le Guin’s novella The Word for World is Forest [Forest] from 1972. The close reading of the novella will be examined in adherence to Suvin’s theory of cognitive estrangement, in which the novella’s ability to act as a mediator for past and current historical events will be explored. The goal is to raise awareness of the many factors that may precede genocide and broadening the students’ capabilities of recognizing historical patterns. The main concepts for this study will primarily be adopted from the academic field of psychology in order to study the social roles each character reflects in relation to the notion of Triangle of Genocide. Secondly, different historical perspectives will be considered to correlate events from the book with historical equivalents. Lastly, from Socratic pedagogy to address complex questions and address them in an educational framework titled Peace Education. This paper aims to contribute with a unique approach to the reading of Le Guin’s novella and suggests didactic methods for implementation focusing primarily on upper secondary students in a Swedish school setting.

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