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”ett styvsint och krigiskt släkte” eller förståelse och reflektion? : Läromedel i historia – en studie av synen på kunskap / ”an obstinate people eager to fight” or understanding and reflection? : Textbooks in history – a study of knowledgeSivedal, Emma January 2008 (has links)
<p>Uppsatsens syfte är att undersöka den syn på kunskap som förmedlas i läroböcker samt att diskutera denna syn utifrån hur lärare ser på sin användning av läromedel. Studien görs som en jämförande kvalitativ undersökning av sex läroböcker från två skilda tidsperioder, sekelskiftet 1900 samt sekelskiftet 2000. Den utgår från frågeställningar som om läroböckernas övergripande syfte skiljer sig mellan böckerna, vilken betydelse läroboken har för lärarnas arbete och om det går att se någon övergripande förändring i attityd till läroböcker. Med dessa frågeställningar som utgångspunkt genomförs en textanalys samt en enkätstudie. I textanalysen undersöks och diskuteras både tilltal och beskrivningar, innehåll och teman samt värderingar och attityder. Enkätstudien fokuserar på lärares användning av läroböcker och läromedel samt deras attityder gentemot det material som finns tillgängligt för undervisningen. Dessa båda delar diskuteras sedan utifrån ett kunskapsteoretiskt perspektiv. Bland annat diskuteras det urval av stoff som måste göras vid författandet och vem som bestämmer vad som är viktigt, vilken vikt kompletterande material ska ha i undervisningen samt om de krav på reflektion och kritiskt tänkande som vårt samhälle ställer behandlas korrekt. Slutsatser som kan dras av undersökningen är bland annat att diskussionen kring kunskapsbegreppet i läroböcker kan göras ur många perspektiv men att det är tydligt att en förändring har skett inom kunskapsförmedlingen, från encyklopedisk kunskap till en som kräver förståelse och reflektion.</p>
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An epistemological framework for curriculum and instructionPalko, Steffen E. January 2009 (has links) (PDF)
Thesis (Ed.D.)--Texas Christian University, 2009. / Title from dissertation title page (viewed Mar. 16, 2010). Includes abstract. Includes bibliographical references.
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Advanced algorithms for formal concept analysisKrajča, Petr. January 2009 (has links)
Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrial Engineering, 2009. / Includes bibliographical references.
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Implementing the connected mathematics project the interaction between student rational number understanding and classroom mathematical practices /Bledsoe, Ann M. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 335-348). Also available on the Internet.
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Personal identity and the concept of a person : a critical examination of the main themes of Sydney Shoemaker's Self-knowledge and self-identity.Lau, Kwok-choi. January 1976 (has links)
M. Phil. thesis, University of Hong Kong, 1976. / Photocopy from typescript.
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What we confusedly call "animal" : deconstruction and the zoology of narrative /Rowe, Stephanie L., January 2002 (has links)
Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 246-250). Also available for download via the World Wide Web; free to University of Oregon users.
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Implementing the connected mathematics project : the interaction between student rational number understanding and classroom mathematical practices /Bledsoe, Ann M. January 2002 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 335-348). Also available on the Internet.
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Kierkegaard on knowledgePiety, Marilyn Gaye January 1994 (has links)
Almost no work has been done on the substance of Kierkegaard's epistemology. I argue, however, that knowledge plays a much more important role in Kierkegaard's thought than has traditionally been appreciated. / There are two basic types of knowledge, according to Kierkegaard: "objective knowledge" and "subjective knowledge." I argue that both types of knowledge are associated by Kierkegaard with "certainty" and may be defined as justified true mental representation (forestilling). I also argue, however, that the meaning of 'certainty,' 'justified' and 'true' is derivative of the object of knowledge. That is, I argue that Kierkegaard employs these expressions in both an objective and subjective sense and that the latter sense is not, as it has often been interpreted to be, subjectivist. / Finally, I argue that an appreciation of the substance of Kierkegaard's epistemology reveals that the charges of irrationalism which have often been made against him, are without foundation.
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Nietzsche et les sciences socialesChamberland, Jacques January 1989 (has links)
No description available.
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Development of al-Ghazālī's concept of the knowledge of God in his three later works : Iḥyā, al-Munqidh, and Iljām al-AwāmmNurbaethy, Andi. January 1998 (has links)
This thesis studies al-Ghazali's theory of knowledge, particularly his concept of knowledge of God in his three later works: "The book of Knowledge" of the Ih&dotbelow;ya', al-Munqidh, and Iljam al-`Awamm. From his conception of knowledge of God the first book of the Ih&dotbelow;ya ', to his criticism of various approaches to attaining the knowledge of God in the Munqidh, to his assertion of the best method for attaining the knowledge of God in the Iljam, the aim of the current study is to find out which faculty of man's perception, according to al-Ghazali, is the most appropriate for accessing Divinity. Since al-Ghazali's three works studied here---were composed in different periods, and since the Iljam was completed only a few days before his death, the objective of this study is then to see if there is any change, or development, in al-Ghazali's position regarding the issue of knowledge of God during the later period of his life.
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