The paper discusses the problems contemporary Swedish art criticism faces when judging performance art and interactive art. Problems include among others that performance art is collectively ignored in Swedish newspaper art criticism. This prevents art critics from fair contextualising of contemporary performance art. Down in the rabbit hole, performance by Tris Vonna-Michell and its reception exemplifies these problems. Performance and interactive art seems to be disturbing art critics. Works of art which demands the viewer to take active part in its realisation makes it hard – not to say impossible - to maintain an objective point of wiew. Objectivity has been a condition to be able to judge a work of art since Kant’s theories 1791. In order to isolate all the problems concerning performance art and interactive art, the conditions of contemporary Swedish newspaper art criticism are described. To show that the general conditions and its problems have been discussed earlier, the paper also includes the latest big debate about Swedish art criticism. The paper shows that the problem for art critics to remain objective and independent from the work of art presented is not exclusive for performance and interactive art. It is an emblematic problem for Swedish art criticism 2006. This problem includes economic and careerist opportunities witch makes it hard for Swedish art critics to remain independent.

No description available.

O debate atual sobre a racionalidade científica tem envolvido uma tomada de posição quanto ao relativismo epistemológico. Um dos focos do debate consiste na superação do relativismo presente em pronunciamentos de Thomas Kuhn sobre a escolha científica. Procurando libertar-se de um relativismo kuhniano nas justificações de escolhas científicas, Hilary Putnam e Larry Laudan apresentam estratégias bastante distintas. Putnam vê incoerências autodestrutivas em tal relativismo, especialmente por duas razões: sua formulação seria auto-refutante e, quanto aos atributos cognitivos, essa posição não permitiria distinguir o homem de qualquer outro ser. Laudan procurou desmistificar os efeitos que a incomensurabilidade kuhniana teria causado para uma visão de racionalidade dirigida por regras metodológicas e, além disso, buscou mostrar a falta de poder explicativo do relativismo decorrente dela. O presente trabalho investiga se ainda há razão para considerar que o relativismo gerado pela incomensurabilidade kuhniana constitui uma ameaça à racionalidade científica. Apresentamos um modelo kuhniano de racionalidade, com base em uma análise dos textos de Kuhn sobre a escolha de paradigmas, que ressalta o papel da incomensurabilidade de problemas e padrões científicos. Procuramos mostrar que duas das principais acusações de incoerência, elaboradas por Putnam, não atingem tal modelo. Por fim, defendemos que esse modelo kuhniano de racionalidade apresenta várias restrições para o efetivo estabelecimento das críticas que Laudan lhe dirige. / The current debate on scientific rationality has involved taking sides regarding the question of epistemological relativism. The debate is focused, among other things, in overcoming the relativism present in Thomas Kuhns statements about scientific choice. Hilary Putnam and Larry Laudan, aiming at dispensing with a Kuhnian relativism in the justification of scientific choices, propose quite different strategies. Putnam sees self-destructive incoherencies in such relativism, mainly for two reasons: first, its formulation would be self-defeating and, second, this position wouldnt allow one to distinguish man from any other being as regards cognitive attributes. Laudan attempted to demystify the effects that Kuhnian incommensurability could cause to a vision of rationality governed by methodological rules, and, furthermore, attempted to show the lack of explanatory power of the relativism that follows from it. The present work inquires whether there is still reason to consider that the relativism originated by Kuhnian incommensurability constitutes a menace to scientific rationality. We present a Kuhnian model of rationality, based on an analysis of Kuhns texts on paradigm choice, which highlights the role of incommensurability as regards scientific problems and standards. We aim to show that two of the main charges of incoherence, formulated by Putnam, arent able to affect the model. Lastly, we maintain that this Kuhnian model of rationality poses various constraints on the actual establishment of the criticisms directed against it by Laudan.

This master's thesis is looking to expand on the previously written bachelor's thesis describing the current situation of Traditional Chinese Medicine (TCM) in the Czech Republic. It represents an attempt to interpret medicine as paradigm while reflecting the current political environment. The relevance of the topic is proved by the recently increasing interest of media which have been covering the Czech-Chinese Centre for TCM in Hradec Kralove and activities of the Ministry of Health in discussions about possible synergies between modern medicine and TCM. The thesis compares modern medicine and TCM from the perspective of the theory of paradigms and relativity of knowledge by Thomas Kuhn. It aims to test aspects of the theory by conducting research among practitioners and students of TCM. The thesis also tries to find parallels between the two medicinal approaches and to identify their respective advantages and disadvantages. It attempts to gauge how challenging it is for students of TCM to comprehend two different medicinal approaches and whether they had any issues understanding them. Among other goals of the thesis is to give some insight into the process and possible future trends of the legal basis of TCM in the Czech Republic. In order to accomplish these goals, a set of questionnaires was...

Made available in DSpace on 2015-03-04T21:01:07Z (GMT). No. of bitstreams: 0 Previous issue date: 24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O cenário geral da filosofia da ciência no século XX foi principalmente desenhado pelos traços epistemológicos do Positivismo Lógico e seu verificacionismo, pelo falsificacionismo popperiano, pelos programas de pesquisa lakatianos, pelo anarquismo epistemológico de Paul Feyerabend e pela filosofia da ciência de Thomas Kuhn. A partir desse cenário geral, esta dissertação analisa os aspectos principais da filosofia da ciência de Thomas Kuhn, o espectro das críticas que recebeu, as respostas que ofereceu e as mudanças que se seguiram na epistemologia kuhniana. Kuhn envolveu-se em um frutífero debate com alguns dos mais proeminentes filósofos da ciência do século XX, sobre suas idéias de revolução científica, ciência normal e incomensurabilidade. Esse debate, discutido nesta dissertação, contribuiu para as mudanças que Kuhn fez em sua proposta original tal como exposta em seu mais famoso trabalho, The Structure of Scientific Revolutions. Essas modificações e sua abrangência são o tema principal do presente estudo / The general scenario of the philosophy of science in the 20th century was mainly determined by the epistemological traits of Logical Positivism and its verificationism, Popperian falsificationism, the Lakatian research programs, Paul Feyrebend’s epistemological anarchism, and Thomas Kuhn’s philosophy of science. Starting from this general scenario, this dissertation analyzes the main aspects of Thomas Kuhn’s philosophy of science, the spectrum of its critique by other thinkers, Kuhn’s response to that critique and the subsequent changes in Kuhn’s epistemology. Kuhn was involved in a fruitful debate on his ideas about scientific revolutions, normal science, paradigms, and incommensurability with some of the most important philosophers of the 20th century. This debate, which is discussed in the dissertation, prompted Kuhn to make changes in his original proposal as expounded in his most famous work, The Structure of Scientific Revolutions. These modifications and their scope are the main topic of the present

I show that we have reason to believe a view on scientific theory change can be discerned in what I call the “Copernicus passages” of Nietzsche’s published work—specifically, the incommensurability thesis. Since this view denies what Maudemarie Clark calls the “equivalence principle,” she claims incommensurability cannot reasonably be attributed to Nietzsche. I argue, however, that we can reasonably attribute incommensurability to Nietzsche in the Copernicus passages, so my reading should not be ruled out. The first upshot to this project is that I provide a reading of passages that have received no scholarly attention to date. The second upshot is that we can understand Copernicus in light of the broader, better-known themes in Nietzsche’s published work: Nietzsche’s moral skepticism about the value of self-denial motivates his opposition to the ascetic ideal and to the emerging dogmas of scientists.

This dissertation deals with the Czechoslovak and Polish community of "scientists of science" (mainly historians, philosophers, and methodologists of science) from 1962 to 1989. It focuses not only on the inner evolution of this community (scientists, their works, scientific institutions etc.), but it also examines how was this community formed by the tradition of scientific thought on the one hand, and by the contemporary political and ideological context (Soviet influences, Marxism-Leninism, monopoly of the communist party) on the other. It focuses also on the ability of the scientific community to accept or reflect influences from the Western Europe or United States - which means from the so-called "capitalist countries". Two spheres are analysed to clarify dispositions of Polish and Czechoslovak "scientists of science" to foreign transfers: first, scientists' possibilities to travel to Western countries (research stays, participations at congresses etc.), and second, accessibility to foreign (mainly Western) scientific literature. Functioning of Western concepts in the community of Polish and Czechoslovak "scientists of science" is illustrated by an example of the reception of Thomas Kuhn's The Structure of Scientific Revolutions from 1962. This dissertation shows that the role of scientific...

No description available.

Este trabalho relata a aplicação de uma proposta didática para introduzir a Física no Ensino Fundamental através do estudo do movimento de queda dos corpos. Este fenômeno foi tratado através de três distintas teorias (Aristóteles, Física Clássica e Einstein) tomadas como sucessivos paradigmas na História da Física, o que possibilitou a discussão explícita também de aspectos epistemológicos. A proposta foi aplicada duas vezes, nos anos de 2014 e 2015, com alunos do Ensino Fundamental em formato de oficina, no turno inverso ao das aulas regulares, no colégio João Paulo I – Higienópolis, em Porto Alegre, RS. O planejamento das atividades baseou-se na teoria da aprendizagem significativa de David Ausubel e a atividade científica foi interpretada de acordo com a visão de ciência de Thomas Kuhn (foram debatidos conceitos como paradigma, revolução científica, ciência normal e incomensurabilidade paradigmática). Ao longo da oficina foram introduzidas, de forma qualitativa, a visão aristotélica, a Teoria Clássica e a Teoria da Relatividade Geral como sendo distintas explicações para o movimento de queda dos corpos. A proposta mostrou-se uma boa alternativa para o ensino de Física de uma maneira diferenciada, conseguindo alcançar alguns conceitos de Física Moderna e Contemporânea com resultados exitosos em ambas as aplicações, no sentido de tornar o primeiro contato dos jovens com a Física uma experiência interessante. Além disso, a proposta tornou possível proporcionar aos alunos uma noção menos ingênua e mais crítica sobre a atividade científica, mostrando a Física como uma ciência viva. No final deste trabalho (Apêndice J), há um produto educacional que mostra a sequência didática, contendo textos e atividades, como sugestão ao professor de Física desse nível de ensino. / This work describes the application of a didactic proposal to introduce physics in elementary education through the study of the motion falling bodies. This phenomenon was treated by the study of three different theories (Aristotle´s, Classical Mechanics and Einstein´s) taken as successive paradigms in the history of physics, which also allowed the explicit discussion of epistemological aspects. The proposal was applied twice in the years of 2014 and 2015, with elementary school students in a workshop format in the opposite shift of the regular classes in the school João Paulo I - Higienópolis, Porto Alegre, Rio Grande do Sul. The planning of activities was grounded in the meaningful learning theory of David Ausubel and scientific activity was interpreted according to Thomas Kuhn vision of science (concepts such as a paradigm, scientific revolution, normal science and paradigm incommensurability were discussed). During the workshop the Aristotelian view, the classical theory and the General Theory of Relativity were introduced, qualitatively, as distinct explanations for falling bodies’ movement. The proposal proved to be a good alternative to teach physics in a different way, managing to teach some concepts of Modern and Contemporary Physics with promising results in both applications, allowing the first contact of young people with Physics to become an interesting experience. In addition, the proposal proved to be a possible way to provide students a less naive and more critical notion of the scientific activity, showing physics as a science that is continuously evolving. At the end of this study (Appendix J), there is an educational product that shows the didactic sequence used, containing texts and activities, as a suggestion to physics teacher at this level of education.

Submitted by Nathalya Silva (nathyjf033@gmail.com) on 2017-05-15T19:04:25Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EnsinoFisicaComparacao.pdf: 3148542 bytes, checksum: 7bc41a467fd927add0100242848ebc94 (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-05-26T14:06:33Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EnsinoFisicaComparacao.pdf: 3148542 bytes, checksum: 7bc41a467fd927add0100242848ebc94 (MD5) / Made available in DSpace on 2017-05-26T14:06:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_EnsinoFisicaComparacao.pdf: 3148542 bytes, checksum: 7bc41a467fd927add0100242848ebc94 (MD5) Previous issue date: 2015-10-22 / O ensino das disciplinas experimentais de Física tem sido realizado com o uso de manuais ou roteiros das experiências. Esta abordagem tem-se mostrado inadequada para aprendizagem de conceitos físicos por parte de estudantes. Em face disto, esta tese teve como objetivo realizar um estudo de uma estratégia de ensino baseado nas ideias de Thomas Kuhn e adaptado por Zylbersztajn (1991) e Arruda; Silva e Laburú (2001) da ciência normal em sala de aula, com o uso da modelagem matemática e ênfase na experimentação de conceitos, leis e teorias. A pesquisa foi realizada com um grupo de alunos nos cursos superiores de Engenharia Civil e Licenciatura em Ciências Naturais; foram feitas análises investigativas por meio de uma abordagem mista (qualitativa e quantitativa), com a qual foi possível confirmar a hipótese do modelo. A despeito de algumas considerações relativas à sua aplicação, esta abordagem mostrou-se apropriada para ensino e aprendizagem de conteúdos de disciplinas experimentais de Física. / The teaching of experimental disciplines of physics has been carried out with the use of manual or experiences of scripts. This approach has proven unsuitable for learning physical concepts by students. In view of this, this thesis aimed to carry out a study of a teaching strategy based on Thomas Kuhn's ideas and adapted by Zylbersztajn (1991) and Arruda; Silva and Laburú (2001) of normal science in the classroom, using mathematical modeling and emphasis on experimental concepts, laws and theories. The survey was conducted with a group of students in higher courses of Civil Engineering and a Degree in Natural Sciences; investigative analyzes were performed using a mixed approach (qualitative and quantitative), with which it was possible to confirm the model assumption. Despite some considerations relating to its application, this approach proved to be suitable for teaching and learning content of experimental disciplines of Physics.