Demonstrative geometry as a subject in secondary schools has been justified by many educational leaders on the basis that the critical thinking ability acquired in this subject would transfer to situations outside of mathematics. However, many of the research studies in this area indicate that very little of this critical thinking ability acquired in the usual course in demonstrative geometry transfers to life situations. The usual course in demonstrative geometry employs a text which includes as a very important type of exercise, problems in which the pupil is supplied with data either given or assumed and told precisely what conclusions he must derive from these data. That is, the pupil knows the conclusion before he attempts to solve the problem. This particular method of presentation is thought by some educational leaders to deprive the student of a very important learning process, namely, that of discovery. This study is an attempt to determine what the effect on critical thinking ability would be, if the students were not told precisely what conclusion they must derive, but were exposed to exercises in which there were many alternative conclusions of which some may or may not be valid with respect to the given or assumed data. That is, the onus for determining which alternative (if any) was valid, was the responsibility of the student. Two groups consisting of thirty pupils each at the grade ten level on the University Entrance Program were equated on the basis of the control variables of intelligence as determined by the "Otis Quick-Scoring Mental Ability Tests" and critical thinking as measured by the "Watson-Glaser Critical Thinking Appraisal" test Form A. The control group followed the usual course in geometry in which the students were supplied with exercises in which they were told precisely what conclusions they must derive. The experimental group, however, were exposed to exercises in which it was the responsibility of the pupil to determine which (if any) of the many possible conclusions supplied could be proven valid in terms of the data given. This experiment was conducted for two months, after which Form B of the "Watson-Glaser Critical Thinking Appraisal" test was given. As the groups were equated at the beginning of the study by the control variables, differences in means between the control and experimental group on this test were investigated for significance by means of "t" tests. Each of the paired groups was sub-divided into three sub-groups of ten each and classified as "superior", "average", and "inferior" on the basis of scores on the control variables. The analysis of the data from this study indicates that students of "superior", "average", and "inferior" ability who were exposed to the experimental type of exercise did not show larger gains in critical thinking than those who followed exercises outlined in a traditional text. / Education, Faculty of / Graduate

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

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Cette thèse s'inscrit dans le champ des psychologies environnementale et sociale. Elle est introduite par une réflexion épistémologique promouvant le paradigme de la Pensée Complexe (Morin, 1977) et questionnant la place de la psychologie environnementale sur la scène scientifique. Les travaux exploratoires portent sur l'appréhension psychosociale des infrastructures de transport, une question pertinente au regard des revendications des populations vis-à-vis de l'aménagement du territoire. Les représentations sociales (Moscovici, 1961), l'implication personnelle (Rouquette, 1997) et les dimensions de la relation Homme-Environnement que sont le sens du lieu (Jorgensen & Stedman, 2001) et l'appropriation de l'espace sont mises en perspective avec les attitudes en vue d'analyser les paramètres suscitant l'accueil favorable des aménagements par les populations. La thèse présente plusieurs développements méthodologiques : la traduction d'une échelle de sens du lieu (Jorgensen & Stedman, 2001) et l'élaboration d'une échelle d'appropriation de l'espace ; puis fait état de quatre études de cas menées dans des régions françaises où des infrastructures de transport étaient en projet ou récemment mises en service. Enfin, une modélisation rassemblant l'ensemble des données a été réalisée. Ces différentes analyses ont révélé l'aptitude de l'implication personnelle, de l'appropriation de l'espace, et des éléments représentationnels revêtant un enjeu spécifique, à expliquer les attitudes. La discussion pose les jalons d'une bonne intégration des infrastructures dans le contexte socio-économique des régions, en montrant un recul critique vis-à-vis du concept « NIMBY ». / This thesis was conducted within the fields of environmental and social psychologies. It is introduced by an epistemological reflection promoting the Complex Thought paradigm (Morin, 1977), and questioning the position of environmental psychology on the scientific arena. After that, we expose a work dealing with psychosocial apprehension of transport infrastructures, a pertinent question according to populations' demands towards landscape planning. Social representations (Moscovici, 1961), personal implication (Rouquette, 1997) and some Man-Setting relationship dimensions, among which sense of place (Jorgensen & Stedman, 2001) and space appropriation (Vidal & Pol, 2005) were put in perspective with attitudes, in the aim of analyzing parameters enabling social acceptance of these infrastructures. The thesis presents several methodological developments: the translation of a sense of place scale (Jorgensen & Stedman, 2001), and the elaboration of a space appropriation scale. Then, it describes four case studies which were carried out in French regions where transport infrastructures were either in project, or recently put in service. Finally, a model gathering all the data was realized. These different analyses revealed the capacity of personal implication, space appropriation and representational elements with a specific stake, to explain attitudes. Discussion exposes some conditions for a good integration of transport infrastructures in the social and economic context of the studied regions, taking some critical distance with the “NYMBY” concept.

O período presente entre o começo do século XIV e ano de 1418 é indispensável para a compreensão do cenário religioso-político medieval e para a compreensão das bases do mesmo pensamento na Idade Moderna. Neste período temos a mudança da sede da Igreja Católica de Roma pra Avignon, o retorno da mesma para Roma, a divisão da Igreja em dois grupos, cada um liderado por um papa, o Cisma do Ocidente, cisma esse que dura por décadas. Temos a ampliação do pensamento herético, a conversa entre grupos heterodoxos, e tentativas de conciliação que nem sempre eram absolutas e levavam até mesmo a renúncia do cargo pontifical. Neste período viveu John Wycliffe, professor de teologia em Oxford, tendo produzido uma série de obras em latim e outra ainda maior em inglês. Divulgando seus ideias para o povo e criando seu próprio grupo, os Lolardos. Esse pensador, dialogando com os grandes pensadores católicos e revendo pensamentos de outras heresias anteriores, cria a premissa da impossibilidade de uma igreja que fosse ao mesmo tempo autenticamente cristã e institucionalizada ou poderosa, em sua obra The Wicket. Através de uma argumentação racional e humanista, Wycliffe formulou, de certa forma, a base para a reforma protestante, ao mesmo tempo que precisou ser descartado pela mesma, após seu crescimento nos círculos de poder e institucionalização. A melhor compreensão deste peculiar autor e de sua obra permite não somente compreender melhor o mundo da baixa Idade Média, suas disputas religiosas e políticas, como também aprofundar o conhecimento sobre as bases do pensamento moderno. Além de lançar bases para a própria problematização da estrutura do poder religioso em si, seja ele católico ou não. / The Late Middle Ages, specially the period between 1305 and 1418 is indispensable to understand the political an religious though not only of the medieval people, but for the comprehension of the modern ages. In this small period of time much religious turbulence took place in Western Europe. The capital of the Catholic Church moved to Avignon and then returned to Roma, the Church slipt in two different factions in the Great Western Schism and each group was leaded by a different pope, both of them considering themselves as the sumo pontifce and the only true connection between God and men in earth. The Schism lasts for decades and each pope define the other as the antichrist. In this period the heretical though grown up and the attempts of reconciliations of the groups not always become effective, in matter of fact once even a pope renounced his post. John Wycliffe, professor of Theology in Oxford University, lived in this time. He produced a great number of papers in Latin and a even more great number of papers in middle English. His ideas continued with his followers the Lollards. This great thinker created important dialogues with the other heretical thinkers, being one of the most important pre-reformist theologian and creating the bases of the protestant reform. But the also created the idea that the true Christian church would never be institutionalized neither it could be powerful. In his sermon The Wicket, using humanistic reason, he united the words of Jesus in the Gospels to prove that would be impossible to create a strong institutionalized church. So, this particular paper was also put aside because it was not interesting for the newly created institutionalized church of the 16th century Studding this thinker and his works, specially the Wicket is very important to better understand not only the medieval church, but the institutionalized church of all times.

O período presente entre o começo do século XIV e ano de 1418 é indispensável para a compreensão do cenário religioso-político medieval e para a compreensão das bases do mesmo pensamento na Idade Moderna. Neste período temos a mudança da sede da Igreja Católica de Roma pra Avignon, o retorno da mesma para Roma, a divisão da Igreja em dois grupos, cada um liderado por um papa, o Cisma do Ocidente, cisma esse que dura por décadas. Temos a ampliação do pensamento herético, a conversa entre grupos heterodoxos, e tentativas de conciliação que nem sempre eram absolutas e levavam até mesmo a renúncia do cargo pontifical. Neste período viveu John Wycliffe, professor de teologia em Oxford, tendo produzido uma série de obras em latim e outra ainda maior em inglês. Divulgando seus ideias para o povo e criando seu próprio grupo, os Lolardos. Esse pensador, dialogando com os grandes pensadores católicos e revendo pensamentos de outras heresias anteriores, cria a premissa da impossibilidade de uma igreja que fosse ao mesmo tempo autenticamente cristã e institucionalizada ou poderosa, em sua obra The Wicket. Através de uma argumentação racional e humanista, Wycliffe formulou, de certa forma, a base para a reforma protestante, ao mesmo tempo que precisou ser descartado pela mesma, após seu crescimento nos círculos de poder e institucionalização. A melhor compreensão deste peculiar autor e de sua obra permite não somente compreender melhor o mundo da baixa Idade Média, suas disputas religiosas e políticas, como também aprofundar o conhecimento sobre as bases do pensamento moderno. Além de lançar bases para a própria problematização da estrutura do poder religioso em si, seja ele católico ou não. / The Late Middle Ages, specially the period between 1305 and 1418 is indispensable to understand the political an religious though not only of the medieval people, but for the comprehension of the modern ages. In this small period of time much religious turbulence took place in Western Europe. The capital of the Catholic Church moved to Avignon and then returned to Roma, the Church slipt in two different factions in the Great Western Schism and each group was leaded by a different pope, both of them considering themselves as the sumo pontifce and the only true connection between God and men in earth. The Schism lasts for decades and each pope define the other as the antichrist. In this period the heretical though grown up and the attempts of reconciliations of the groups not always become effective, in matter of fact once even a pope renounced his post. John Wycliffe, professor of Theology in Oxford University, lived in this time. He produced a great number of papers in Latin and a even more great number of papers in middle English. His ideas continued with his followers the Lollards. This great thinker created important dialogues with the other heretical thinkers, being one of the most important pre-reformist theologian and creating the bases of the protestant reform. But the also created the idea that the true Christian church would never be institutionalized neither it could be powerful. In his sermon The Wicket, using humanistic reason, he united the words of Jesus in the Gospels to prove that would be impossible to create a strong institutionalized church. So, this particular paper was also put aside because it was not interesting for the newly created institutionalized church of the 16th century Studding this thinker and his works, specially the Wicket is very important to better understand not only the medieval church, but the institutionalized church of all times.

[pt] Esta tese pretende abordar a teoria da religião do filósofo e sociólogo alemão Jürgen Habermas (1929 –) em uma sociedade considerada pós-secular em que o Estado seja neutro, isto é, secular e plural diante das diversas visões de mundo. Habermas parte da reviravolta linguística pragmática pós-metafísica do século XX, dos jogos de linguagem do L. Wittgenstein tardio até a transformação semiótica da filosofia de Kant no a priori da comunidade transcendental de comunicação de K.-O. Apel, passando pelo caminho da linguagem em M. Heidegger, pela hermenêutica de H. G. Gadamer e a teoria dos atos de fala de J. Austin. Herdeiro desse arcabouço teórico, Habermas filia-se a ética do discurso, a partir da pragmática universal com a teoria do agir comunicativo. Os princípios da moralidade e da universalização da ética do discurso são repensados na teoria discursiva do direito e da democracia, a partir dos modelos normativos do liberalismo e do republicanismo, em que os direitos humanos e a soberania popular são entendidos como cooriginários no modelo da democracia deliberativa ou procedimental. Ora, é nesse modelo de um estado liberal, e assim secular, que é normatizada a vida de uma sociedade pós-secular, onde a religião persiste, apesar de seu entorno secular. Para que a religião possa existir no seu entorno secular, é preciso que crentes e não crentes travem um diálogo tolerante de aprendizagem mútua. Mas qual o papel que a religião ainda pode ter nessa sociedade? De que forma a filosofia ainda pode pensar Deus hoje? A defesa que se faz aqui, principalmente a partir da última obra de Habermas – Pensamento pós-metafísico II – é a de uma filosofia, de posicionamento agnóstico e metodologicamente ateu, que tomando por base Kant dialoga com a teologia contemporânea. É reconstruída, por Habermas, uma filosofia da religião de Kant, tendo como fundamento o contributo moral que a filosofia e a teologia, podem deixar para o conceito de uma sociedade moderna e da solidariedade anamnética. Essa filosofia da religião, que está presente no pensamento de Habermas não se dá a partir de provas ontológicas ou cosmológicas da existência de Deus, mas na fundamentação da exigência do dever moral, uma “fé moral”, uma filosofia da religião da boa conduta de vida, no dizer de G. Sala e J. A. Estrada. Somente assim poderíamos chamar Habermas de filósofo da religião. / [en] This thesis intends to approach the theory of religion of the German philosopher and sociologist Jurgen Habermas (1929 –) in a society considered post-secular in which the state is neutral, that is, secular and plural before the different world views. Habermas starts from the twentieth-century pragmatic, post-metaphysical linguistic turn, of L. Wittgenstein s late language games and the semiotic transformation of Kant s philosophy into the a priori of transcendental community of communication of K. O. Apel, going through on the way to language, by M. Heidegger, through the hermeneutics of H.G. Gadamer and the theory of speech acts from J. Austin. Heir to this theoretical framework, Habermas joins the discourse ethics, from universal pragmatics with the theory of communicative action. The principles of morality and universalization of discourse ethics are rethought in the discursive theory of law and democracy, based on the normative models of liberalism and republicanism, in which human rights and popular sovereignty are understood as co-originating in the model of deliberative or procedural democracy. Now, it is in this model of a liberal state, and thus secular, that the life of a post-secular society is normalized, where religion persists despite its secular surroundings. In order that religion exists in its secular environment, believers and non-believers must engage in a tolerant dialogue of mutual learning. But what role can religion still play in this society? How can philosophy think about God today? The defense made here, mainly from Habermas last work – Postmetaphysical Thinking II – is that of a philosophy, with an agnostic and methodologically atheist position, which, based on Kant, dialogues with contemporary theology. t is reconstructed by Habermas, a philosophy of religion by Kant, based on the moral contribution that philosophy and theology can leave for the concept of a modern society and anamnestic solidarity. This philosophy of religion, which is present in Habermas thought, is not based on ontological or cosmological proofs of the existence of God, but on the grounds of the requirement of moral duty, a moral faith, a philosophy of religion of good conduct of life, in the words of G. Sala and J. A. Estrada. Only then, we could call Habermas a philosopher of religion.

[pt] Todos os fenômenos que fogem ao controle do professor e da escola, da dispersão às chacinas, são expressões de violência? As muitas facetas da violência que atravessam o cotidiano das escolas têm desestabilizado as práticas pedagógicas e, ao mesmo tempo, têm sido desafiadas pela complexidade léxica e semântica que o termo abarca. Partimos do pressuposto que definir a violência escolar é, antes, afirmá-la como socialmente construída, discursada e culturalmente representada em sua própria designação. Mas é, neste sentido, que o termo é abordado/negociado nos cursos de formação docente? Se a violência escolar é iminente, como são formados, hoje, os futuros professores ante tal desafio? A pesquisa visa contribuir com uma reflexão sobre estas questões. Temos como objetivo apreender os discursos disputados sobre o conceito e as práticas de enfrentamento da violência nos cursos de licenciatura. Traçamos um diálogo entre o estatuto do pensamento proposto por Hannah Arendt e alguns pesquisadores da psicologia do desenvolvimento, tais como Deluty, Del Prette, Vinha, Leme e Vicentin, com o intuito de colaborar com a fundamentação de propostas de enfrentamento dos comportamentos agressivos e submissos que se expressam ante conflitos interpessoais. Quanto ao recorte conceitual do termo violência social, baseamo-nos em estudos de Velho, Da Matta, Maffesoli, sobressaltando as contribuições de Hannah Arendt. Quanto ao recorte conceitual do termo violência escolar nos aportamos teoricamente em Debarbieux, Itani, Charlot, Arroyo, Abramovay e Candau. Foi realizada uma pesquisa qualitativa em três Instituições de Ensino Superior (IES) cariocas: PUC-Rio, UFRJ e UERJ. Analisamos, num primeiro momento, os currículos e ementas dos cursos de filosofia e sociologia destas três IES. Posteriormente, baseada na metodologia da análise de conteúdo de Bardin, entrevistamos dezoito licenciandos e dois professores visando ratificar a operacionalização dos conteúdos curriculares apregoados. Algumas considerações foram levantadas: (1) a indistinção conceitual dos termos violência e outros utilizados como, dele, sinônimo pode torná-lo categoria segregadora de um grupo rotulado como violento-infrator; (2) as novas facetas da violência que surgem contemporaneamente nas escolas corroboram as fragilidades das categorias do público a qual a escola hoje busca atender; (3) a problemática da violência se inter-relaciona com a crise da autoridade docente quando esta não se distancia de um agir autoritário; (4) a escassez de discussão sobre a violência escolar evidente nos cursos de formação docente fomenta o descaso com o tema e pode, ainda, constituir-se como um dos fatores propulsores da taxa de 75 porcento de abandono nos cursos de licenciatura, segundo o INEP. Ficou clara, por fim, a urgência das IES assumirem e enfrentarem as desestabilizações provocadas pela questão da violência e que o fomento de um espaço/tempo exclusivo à prática do pensamento nas escolas pode constituir-se como uma possibilidade de seu enfrentamento. / [en] Are all phenomena that go beyond teacher s and the school s control, from dispersion to mass killings, are these expressions of violence? Many of the facets of violence crossing routine school life have destabilized pedagogical experience and at the same time, have been challenged by the lexical and semantic complexity comprised by the term. We assume that defining school violence, means in reality affirming it as socially constructed, addressed and culturally represented in its own designation. But is it, in the sense that the term is approached /negotiated in the courses of teachers training? If school violence is imminent, how are future teachers trained, today, in light of such challenge? The research has as an objective to contribute with deeper thinking about such questions. We have as objective to get the disputed discourses about the concept and the practices of coping with violence in undergraduate courses. We traced a dialogue between the statute of thought proposed by Hannah Arendt and some researchers of Developmental Psychology, such as Deluty, Del Prette, Vinha, Leme and Vicentin, aiming to collaborate with core foundation of proposals of how to face aggressive and submissive behaviors, expressed by interpersonal conflicts. Regarding the conceptual cutout of the term social violence, we have relied on studies of Velho, Da Matta, Maffesoli, emphasizing Hannah Arendt s contributions. As to the conceptual cutout of the term school violence, we dock theoretically in Debarbieux, Itani, Charlot, Arroyo, Abramovay e Candau. A qualitative research was performed in three Higher Education Institutions in Rio de Janeiro: PUC-Rio, UFRJ e UERJ. At first, we analized the curricula and the syllabus of the Philosophy and Sociology Courses of those three institutions. Subsequently, based on Bardin s methodology of analysis of content, we interviewed 18 undergraduate students and 2 teachers, aiming to confirm the real operation of the contents proclaimed. Some considerations were raised: (1) the lack of distinction between the terms violence and others, employed as its synonyms, may make it part of a segregated category of a group labeled as violent offender; (2) the new facets of violence that arise contemporaneously in schools, corroborate the weaknesses of the public in which the school presently seeks to meet. (3) the problem of violence is interrelated to teachers authority crisis when it is not far from an authoritarian act; (4) the lack of discussion about violence in schools, evident in the teachers training courses promotes the neglect of the subject and may also constitute as one of the propelling factors for the index of 75 percent of drop put in the undergraduate programs, according to INEP. Finally, it became clear, the IES s urgency for assuming and facing the destabilization provoked by the question of violence and the promotion of a space and time dedicated for the practice of thought in schools may constitute a possibility of this confrontation.

L’intégration massive de la production d’énergie éolienne intermittente au niveau des réseaux électriques pose un problème de stabilité du système électrique. En effet les caractéristiques sont très différentes de celles de sources conventionnelles maîtrisées par les gestionnaires de réseau. Par conséquent, l’injection de cette énergie induit de nouveaux challenges pour les gestionnaires de réseaux électriques. De plus, les conditions de raccordement évoluent et tendent à ce que toutes les sources participent aux services rendus aux systèmes électriques. Les travaux de cette thèse sont focalisés sur la proposition d’une nouvelle stratégie de commande non-linéaire basée sur la commande par « platitude à une boucle » d’un système de conversion d’énergie éolienne. Cette stratégie de contrôle vise la gestion des interactions au point de connexion par la génération et le suivi de trajectoires de références. De par le fait que toutes les variables du système sont liées à la « sortie plate » de ce système, cette commande procure une rapidité de réponse et une bonne maitrise des régimes transitoires. La mise en œuvre de cette nouvelle stratégie de contrôle pour la constitution d’un parc éolien offshore, capable de satisfaire différentes conditions de raccordement a été simulée avec succès. Plus particulièrement, l’évaluation de l’impact de différents défauts du réseau sur les services proposés (Régulation de fréquence et de tension, la tenue aux creux de tension.) a été réalisée. / The massive integration of intermittent production of wind energy in electrical networks creates an electrical system stability problem. Indeed, its characteristics are very different from those of conventional sources controlled by Grid managers. Therefore, the injection of this energy makes new challenges for power Grid operators. Moreover, the connection conditions are evolving and go towards the situations that all different sources participate into services of electrical systems. This thesis proposes a new nonlinear control strategy based on a « one loop flatness control » of a wind energy conversion system. This control strategy has aim of energy interactions management at the connection point through generation and tracking of reference trajectories. As all system variables are functions of the « flat output » of the system, this control provides fast response and good control in transient state. The application of this new control strategy into an offshore wind farm which is able to satisfy different connection conditions was simulated successfully. Specifically, effects of various grid faults on the proposed ancillary services (frequency and voltage regulation, and low-voltage ride through capabilities) were performed.

For many years, community colleges that chose to offer community college baccalaureate (CCB) programs were looked upon in a negative light (Rice, 2015). However, as the need for specialized baccalaureates within specific fields and job markets have continued to grow (McKee, 2005), CCB programs are becoming more widely accepted throughout the United States. In spite of this paradigm shift, Mississippi is one of the remaining states that have not embraced the idea of CCB programs, in spite of its statistical deficiency in regards to baccalaureate degree holding citizens (Williams, 2010). The focus of this study was to explore the perceptions of community college administrators in Mississippi with regards to the influence of CCB programs to the community college mission of institutions in their state. This study indicates that administrators in Mississippi recognize the benefits of offering CCB programs, but do not want CCB programs to take away from the well-established statewide higher education system through mission creep. Many of the strong position statements received overwhelmingly neutral responses. In contrast, Administrators who chose to give their opinion indicated that they are not familiar with how CCB programs are implemented, and do not believe that Mississippi is ready for CCB programs across the state. However, respondents felt that the community college mission is always evolving, should meet students’ needs, and varies from location to location. The findings also show that administrators are favorable to the piloting of CCB programs at a few (1-2) institutions, even though they believe the programs will take funding away from current programs and do not want community colleges evolving into 4-year institutions. The study also concludes that there is a significant difference between institution size and survey questions #18 and #20. There is also a significant difference between length of time in the community college sector and survey questions #15, #17, and #18.