À la fin du XVIIe siècle, la dissolution du pacte allégorique semblait avoir à tout jamais disjoint la fable et le conte, la première prenant en charge seule un but didactique et le second se définissant comme un récit pur, sans intention de transmettre un quelconque message. Paradoxalement, de la fin du XVIIe siècle jusqu’aux années 1775, un nombre important de contes affichent, dès leurs seuils (titres, épigraphes, frontispices, préfaces), une fonction cognitive : on assiste à l’émergence d’une nouvelle catégorie du conte, qui se réconcilie avec les savoirs. Cette thèse vise à montrer que la portée philosophique et morale de ce sous-genre réside moins dans le message transmis que dans le mode de déchiffrement qu’il induit et dans la singularité de l’expérience qu’il fait vivre au lecteur. Les contes à visée morale et philosophique ne sont pas des illustrations d’une thèse préalable, ils déclenchent la réflexion du lecteur grâce à un dispositif narratif particulier, qui repose sur un pacte de lecture non plus allégorique, mais analogique : le lecteur est amené à faire des liens entre ce qui a priori est sans rapport, à prendre une posture critique à l’égard de tous les discours (notamment religieux, politiques, pseudo-scientifiques et même fictionnels), et à s’interroger sur lui-même, en somme à être philosophe, au sens où l’entendait le XVIIIe siècle. Après avoir repéré les constantes structurelles et thématiques de ces textes, aussi divers soient-ils, nous étudions l’entremêlement des discours philosophiques et moraux et de la fiction, dans les contes de Fénelon, Montesquieu, Saint-Hyacinthe, Crébillon, Diderot, Rousseau, Voltaire et Marmontel. / At the end of the seventeenth century, the dissolution of the allegorical pact had seemed to separate the fable from the tale for ever, the first supporting only a didactic purpose while the second is defined as pure storytelling, without intending to convey any message. Paradoxically, from the end of the seventeenth century to the 1775s, a large number of tales claim straight away - in their titles, epigraphs, frontispieces, prefaces- to have a cognitive function: we are witnessing the emergence of a new category of tales, which is reconciled with knowledge. This thesis aims to show that the philosophical and moral implications of this sub-gender are not so much the message conveyed as the type of deciphering that it induces and the uniqueness of the experience it brings to life. Tales which have a moral and philosophical aim are not illustrations of a prior thesis, they trigger the reflection of the reader with a particular narrative device, based on a reading pact that is not allegorical, but analogical: the reader is led to make connections between what is a priori unrelated, to take a critical stance towards every kind of speech (including religious, political, pseudo-science and even fiction itself), and to question himself, in short to be a philosopher, in the sense understood in the eighteenth century. After identifying common thematic structures of these texts, while taking into account their differences, we study the entanglement of philosophical and moral discourse and fiction in the tales by Fenelon, Montesquieu, Saint-Hyacinthe, Crebillon, Diderot, Rousseau, Voltaire and Marmontel.

The thesis presents Charles Taylor's conception of liberalism where the negative concept of liberty is rooted in a positive moral ideal of authenticity. First of all, both the main motivations which led liberals to defend the pure negative concept of liberty and Taylor's claim that these motivations all depend on the atomistic ontology is examined. Later, this atomistic basis is refuted and Taylor's holistic approach is offered which relies mainly on concepts of the personal identity and of the so called strong evaluation. Following this, concept of authenticity is presented as the implicit ideal of modern identity. Authenticity is interpreted as a pluralistic moral ideal appreciating uniqueness although containing some general moral demands. The thesis also shows that such a concept of authenticity presupposes negative liberty. Finally, some political consequences of such a liberal theory are provided.

Made available in DSpace on 2016-04-28T14:16:38Z (GMT). No. of bitstreams: 1 Patricia Paula de Oliveira.pdf: 553874 bytes, checksum: 2ba4392f3d95ae8fad7d6de1092e762e (MD5) Previous issue date: 2009-02-10 / The subject of this dissertation is the study of plants carried on by Alexandre Rodrigues Ferreira (1756-1815) during his journey to Rio Negro between 1783 and 1786. The objectives were to gather plants references contained in the trip diaries, as well as in botanic memories written by the author, in the attempt to establish the disciplinary record that guided the naturalist s look. The first chapter brings the biographical aspects of Alexandre Rodrigues Ferreira, his graduation at Coimbra, his planning for the philosophical journey in the context of the introduction of modern science in Portugal, as well as the destination given to the naturalist´s work. The second chapter discourses upon the History of Botany with the purpose of situating the reader in the scientific context in which the naturalist was in, namely the XVIIIth Century s Portugal. In this same chapter is made an analysis of the minor botany memories left by the naturalist. The third chapter brings a discussion supported by information we gathered from plants references made by Alexandre Ferreira in his Diary of the Philosophical Journey to Rio Negro. At the end, in our Final Considerations, we present the conclusions based on the results achieved in our analysis. Along our research we identified the aspects referred by the naturalist to describe the plants according to several disciplinary records. The methodology used consisted in marking all Alexandre Rodrigues Ferreira references about plants and indicate which current knowledge context we believe they fit in. We found Alexandre Rodrigues Ferreira references to plants according to the following areas and subareas: Botany (morphology, physiology, and identification), Agriculture (food, planting, economy/production, and general comments), Medicine (medicinal plants) and General (food, drinks, construction, furniture, objects, clothing, textile, dye, no cultivated plants, conservation and general comments). Our research allowed us to identify this mix of approaches, bringing into attention, quantitatively, the agricultural focus. In our opinion, Alexandre´s records were according to his background at Coimbra University, as well as in tune with the botanical production of the period / O objeto desta dissertação é o estudo das plantas realizado por Alexandre Rodrigues Ferreira (1756-1815) durante viagem realizada ao Rio Negro entre os anos 1783 e 1786. Os objetivos foram os de realizar um levantamento das menções a plantas presentes dos diários dessa viagem, bem como em memórias botânicas escritas pelo autor, procurando estabelecer por quais registros disciplinares guiava-se o olhar do naturalista. O primeiro capítulo aborda aspectos biográficos de Alexandre Rodrigues Ferreira, a sua formação em Coimbra, o planejamento da viagem filosófica no contexto da introdução das ciências modernas em Portugal, bem como o destino dos trabalhos realizados pelo naturalista. O segundo capítulo apresenta um panorama da História da Botânica com a intenção de situar o leitor no contexto científico em que estava inserido o naturalista, principalmente em Portugal no século XVIII. Nesse mesmo capítulo é feita uma análise dos conteúdos de pequeninas Memórias de Botânica deixadas pelo naturalista. O terceiro capítulo traz uma discussão, alimentada e permeada pelo levantamento que realizamos das menções a plantas feitas por Alexandre em seu Diário da Viagem Filosófica ao Rio Negro. Ao final, nas Considerações Finais, indicamos as conclusões derivadas dos resultados alcançados ao longo de nossa análise. Em nossa pesquisa, identificamos os aspectos utilizados pelo naturalista para descrever as plantas de acordo com diversos registros disciplinares. A nossa metodologia consistiu em marcar todas as menções feitas por Alexandre Rodrigues Ferreira sobre plantas e identificar uma esfera atual do conhecimento à qual acreditamos pertencerem. Encontramos menções de Alexandre Rodrigues Ferreira às plantas segundo as seguintes áreas e subáreas: Botânica (morfologia, fisiologia, identificação), Agricultura (alimentação, plantação, economia/produtividade, comentários gerais), Medicina (plantas medicinais) e Geral (alimentação, bebidas, construção, móveis, objetos, adornos/vestimentas, têxteis, tintura, plantas não cultivadas, conservação e comentários gerais). O nosso levantamento permitiu identificar essa mescla de abordagens, destacando-se, quantitativamente, o enfoque agrícola. A nosso ver, os relatos de Alexandre mostram que seu trabalho estava de acordo com a formação que ele recebeu na Universidade de Coimbra, bem como em consonância com a produção botânica de sua época

This study of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, East Tennessee State University, Appalachian State University, and University of North Carolina at Asheville was conducted to determine students' stages of identity development, level of involvement in campus activities, and demographic characteristics within historically White Southern Appalachian colleges and universities, both public and independent. Three research questions were answered by analyzing 21 null hypotheses using the t-test and the chi square test. Hypotheses were tested at the.05 level of significance. Data collected in this study revealed that the students' perceptions of identity development and their level of involvement at historically White public or independent colleges and universities in Southern Appalachia were more similar than different. Comparative analyses sought differences in public and independent student differences in identity development, involvement, and characteristics of African American students at public and independent colleges and universities. Few statistically significant differences were found in the demographic characteristics, stages of identity development, and level of involvement. A comparative analysis of African American undergraduates at independent colleges and universities revealed significant differences in the level of involvement and demographic characteristics. Public universities enrolled more females and their students had more pre-college cultural experiences than independent students. Students enrolled in public universities were significantly less involved in sports than independent students. Specific demographic characteristics did not affect college choices. Data in this study indicated a need for improving the programs, activities, and services available to African American undergraduates attending historically White colleges and universities in Southern Appalachia. Several recommendations were made. Institutional and programmatic strategies were outlined to improve identity development and involvement of African American undergraduates at Emory & Henry College, Tusculum College, Western Carolina University, University of North Carolina at Asheville, East Tennessee State University, and Appalachian State University.

Although public education in the United States has had remarkable growth and improvement since its beginning, significant inadequacies concerning racial equity continue to cast a shadow on the system. Despite desegregation efforts and specific attention to providing integrated school settings there has been little progress in establishing educational justice. The purpose of this case study was to uncover perceptions about racial inequity within Asheville City Schools as well as potential facilitators of equity. A qualitative case study using 10 guiding research questions was conducted to evaluate the perceptions of parents as well as educators at Asheville City Schools Preschool regarding racial inequities and potential facilitators of equity. Transcripts from a Racial Equity Photovoice Project were used to identify perceptions of the presence and the impact of racial inequity as well as assets of, barriers to, and potential facilitators of equity. Findings indicate parents and educators agree that barriers of racial equity include elements of negative societal influences, antiquated educational policies and procedures, inapt curricula and instruction, external systems that perpetuate biases, meager funding structures and poor home-school connections. Further, findings indicate parents and educators agree that diverse student bodies and faculties, culturally and social-emotionally relevant curricula and instruction, positive relationships between educators and children, and authentic 2-way communication are potential facilitators of racial equity. Overarching themes incorporate concerns related to resources, mandates, personal narratives, and relationships. This research adds to the literature related to racial equity and has implications for practice as well as future research.

In this thesis, I am examining how East Tennessee State Normal School in East Tennessee and Appalachian State Normal School in Western North Carolina interpreted progressive education differently in their states. This difference is that East Tennessee State began as a state funded school to educate future teachers therefore their school and their curriculum was more rounded and set to a structured schedule. Appalachian State Normal School was initially founded to educate the uneducated in the “lost provinces” therefore, curriculum was even more progressive than East Tennessee State’s – based strongly on the practices of farming, woodworking, and other practical skills. I will also be looking at what these different interpretations tell about the states, what it says about the Appalachia region, and how both schools applied these progressive ideas in their schools. Lastly, I will be answering how Progressive education, and normal schools affected the communities in East Tennessee and Western North Carolina.

The teacher-student relationship is multidimensional and fluid. This is especially true for students who come from disadvantaged backgrounds. Educational leaders in the public school setting cannot control which students enroll at their school sites. The only thing teachers, as educational leaders in K-12 public education, have complete control over is the environment they create in their classrooms. Among those student groups most reflecting few gains on state and federal reports of proficiency data are students who typically come from backgrounds besieged with challenges or from historically underserved and marginalized communities. In this transcendental phenomenological study, the phenomenon investigated was how secondary teachers described their experiences in building relationships with students identified as at promise. A secondary public school setting was the focus of this study. The intent of this study was to understand the essence of the lived experiences of teachers as they described their experiences in building relationships with at-promise youth. Teachers must leverage themselves in the quest to form positive and strong relationships with their students. In shifting the adverse narrative about the political identity used to categorize these students, the antipathetic mindset related to these students in public schools too shall shift. Research has demonstrated that at-promise students respond best in school settings that provide a culture where teachers intentionally construct a caring interaction laden with respect and recognition. It is important to foster agency in at-promise students through the understanding of the social, political, and economic structures that served to impact their generational past, inform their present, and prepare their future. This research study focused on the complex dynamic of the teacher-student relationship. This research investigation connected the important role teachers play in the lives of their students, teacher mindset about at-promise student success, and how strong and positive teacher-student relationships have the potential to encourage agency in at-promise students through meaningful recognition of their promise for academic success over their presupposed risks. This study’s findings highlight the critical need for teachers to create intentional opportunities to foster strong teacher-student relationships with at-promise students.

En prenant comme point de départ les débats célèbres des années 1970 et 1980 portés autour de l’universalité de l’herméneutique, des débats entraînant les grands acteurs de la pensée du XXe siècle comme Hans-Georg Gadamer, Jürgen Habermas et Jacques Derrida, cette thèse s’efforce d’identifier, derrière la revendication à l’universalité de l’herméneutique, la véritable problématique philosophique qui est, à nos yeux, celle de l’intelligibilité herméneutique du temps. Nous tâchons de saisir cette intelligibilité, qui traduit l’articulation paradoxale de l’être et du temps comme différence, par une lecture des configurations que « l’oubli du sens de l’être » et « la distance temporelle » connaissent dans la pensée de Martin Heidegger et de Hans-Georg Gadamer. En effet, cette lecture figurale de l’oubli et de la distance temporelle, qui forme les deux grandes sections de notre travail, se veut une modalité de comprendre la manière paradoxale du temps de susciter la différence herméneutique, notamment sa capacité simultanée à générer l’occultation et le dévoilement du sens, d’accorder d’un seul geste le surcroît de sens et la finitude de la compréhension. Suite à cette lecture, nous concluons que l’herméneutique ontologique a le grand mérite d’avoir interrogé le phénomène de la différence entre compréhension et mécompréhension et d’y avoir décelé, à la fois comme préalable et comme condition de son effectivité, l’intelligibilité herméneutique du temps. Finalement, l’universalité herméneutique même révèle sa nature essentiellement temporelle : comme « aspect productif de la temporalité », elle se confond en dernier ressort avec la dynamique du ce qui est à comprendre. / By taking as starting point the famous debates from the 70s and the 80s around the universality of hermeneutics, which had inflamed some of the 20th century greatest thinkers, such as Hans-Georg Gadamer, Jürgen Habermas et Jacques Derrida, this PhD thesis attempts to identify the actual philosophical question behind the hermeneutics’ claim of universality: the time’s hermeneutical intelligibility. I strive to express this intelligibility, which translates the paradoxical articulation of time and being as difference, by proposing an interpretation of two essential “figures” for the thinking of Martin Heidegger and Hans-Georg Gadamer: “the forgetting of being” and “the temporal distance”. More precisely, this interpretation or, as I call it, “figural reading” intends to understand the time’s paradoxical way of engendering the hermeneutical difference, that is: its capacity to generate simultaneously the occultation and the revealing of meaning, its potential to give the surplus of meaning and, at the same time, the finitude of comprehension. As a result of this figural reading, I conclude that the hermeneutics has its worth in interrogating the phenomenon of the difference between understanding and misunderstanding, and more precisely in identifying, as a foregoing condition of this difference’s effectivity, the time’s hermeneutical intelligibility. Finally, the hermeneutical universality reveals its genuine temporal nature: taken as a “productive aspect of the temporality”, it merges into the dynamics “of what is to be understood”.

There is a tendency in education theory to place the focus on the consequences of racial hegemony (racism, Eurocentric education, low performance by racial minorities) and ignore that race is antecedent to these consequences. This dissertation explores the treatment of race within critical theory in education. I conduct a metaphysical analysis to examine the race concept as it emerges from the works of various critical theorists in education. This examination shows how some scholars affirm the scientifically discredited race concept by offering racial essentialist approaches for emancipatory education. I argue that one of consequences of these approaches is the further tightening of racial constraints on the student’s personal autonomy. This mandates that critical theorists gain a deeper understanding of race as a problem, conceptually, epistemically, ideologically, and existentially. I argue that critical theorists of education draw from work conducted in the philosophy of race by theorists such as K. Anthony Appiah, Jorge Gracia, Charles Mills, and Naomi Zack to gain insights on the metaphysics of race to better inform theory and praxis. I further recommend the creation of a critical philosophy of race in education to address and combat race as a problem and its consequences. I contend that the groundwork for philosophy of race in education must entail strategies that encourage and assist theorists and teachers to move toward the elimination of the race in society, while utilizing race only as heuristic tool to address its consequences. Additionally, I argue that a philosophy of race in education must advocate for an education for autonomy as a means to racial liberation for students.

The study examined the relationship between the degree of involvement in co-curricular activities and academic performance, as measured by Grade Point Average (GPA) among college students enrolled at Western Kentucky University (WKU). Three hundred thirty-six sophomores were surveyed via TOPNET, an electronic registration management system, regarding their level of involvement in campus organizations and other factors, including employment status and gender. The cumulative GPAs and the number of credit hours in which the survey participants were enrolled during Fall Semester 2005 were obtained through a survey using TOPNET. Pearson product-moment correlations revealed statistically significant relationships between GPA and the number of student organizations in which they participated, officer status within student organizations, and the length of time of participation in student organization(s). The relationships were considered too weak to be of any practical significance. A statistically significant relationship was also found between number of credit hours enrolled and GPA.