The main purpose of this thesis is to investigate how future pre- and primary school mathematics teachers change their approaches to mathematics and mathematics education during their subject studies, and also how this view has affected their teaching of mathematics after graduation. A qualitative interview method was used in combination with observations, notes, sound recordings, video recorded mathematics classes and materials produced by the teacher in order to answer the research questions. The research was carried out in two parts. The institutional theory has been used as theoretical framework throughout. This perspective was supplemented by a design theoretical perspective in part two. In the first investigation it became clear that the language used by the students is under change, and that they use terms from the national curriculum as well as the aims of the programme syllabus when they discuss mathematics teaching. The results from the observations later show that four out of five of the teachers have a clear connection to the sort of teaching they said they want to conduct, in that there is a clear relationship between the sort of teaching that they claim to perform and the sort of teaching they actually perform. From the overall results, it is apparent that teachers one year after graduation describe that they feel well prepared for teaching mathematics in preschool and primary school. This is interesting in the light of their dissatisfaction with the limited emphasis on concrete recommendations and "tips" directly after their graduation. In fact, the teachers said that in practice it turned out that their education provided a more stable and secure foundation than they described it to be shortly after having completed their mathematics studies. They say that during their education they developed knowledge and skills that enabled them to be better prepared for their future work roles than they believed themselves likely to become.

Submitted by SARA MORAIS DA ROSA null (sara_moraesrosa@hotmail.com) on 2016-12-02T18:10:22Z No. of bitstreams: 1 ROSA, Sara Morais da. Entre o ensino de Filosofia e a aprendizagem filosófica..pdf: 1001150 bytes, checksum: dafd4d2aacf73fa400323c74e4bea27f (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-12-05T15:36:04Z (GMT) No. of bitstreams: 1 rosa_sm_me_mar.pdf: 1001150 bytes, checksum: dafd4d2aacf73fa400323c74e4bea27f (MD5) / Made available in DSpace on 2016-12-05T15:36:04Z (GMT). No. of bitstreams: 1 rosa_sm_me_mar.pdf: 1001150 bytes, checksum: dafd4d2aacf73fa400323c74e4bea27f (MD5) Previous issue date: 2016-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O trato concedido à Filosofia, como disciplina oficial do currículo escolar brasileiro, foi desde o seu princípio tangenciado por ambivalências e inconstâncias que forjaram para o seu ensino um horizonte controverso. Ainda que as diretrizes e normativas educacionais acerca do ensino da filosofia aventassem para sua potência em romper com os dispositivos de transmissão e aquisição mecânica de conteúdos, o modelo institucionalizado deste ensino permanece, ainda hoje, refém de uma dimensão reprodutivista de caráter explicador. Este paradigma pouco contestado, a saber, a lógica da explicação, é responsável por instaurar no ensino um dualismo cego, a partir do qual as modulações do aprendizado do estudante devem necessariamente estar sujeitas à manifestação das explicações e representações de um professor. Desse modo, a função do ensino deixou de se projetar em direção à promoção de uma experiência filosófica, assumindo a tarefa de conformar o pensamento a uma ortodoxia filosófica, restringindo a potência do filosofar a uma imagem distorcida do próprio pensar. Portanto, ainda que propuséssemos uma perspectiva do aprender como emprego livre e pessoal da razão, conforme aventou Kant, esta não seria capaz de prescindir da submissão do pensamento aos estados da representação, afinal, na gênese deste procedimento da razão consiste também a marca indelével de uma imagem dogmática do pensar que subsidia as diversas dimensões de sua manifestação. A partir desta imagem dogmática, que se erigiu segundo ideias gerais do senso comum e do bom senso, o pensar fora entendido pelo viés recognição, como processo que engendra a constituição de modelos e conformações, segundo a ordem da representação, sem jamais diferenciar-se na experimentação do devir. À vista disso, objetivamos investigar nesta dissertação em que medida nos é possível, ainda, promover, no contexto de um ensino representacional, uma aprendizagem filosófica que se abra à experimentação do pensar, como criação de novos sentidos. Para tanto, buscaremos elucidar em que consiste esta experiência do pensar, à luz do uso disjuntivo das faculdades, para, em seguida, compreender em que sentido esta experiência se faz possível com vistas ao aprender a filosofar. A hipótese que atravessa este trabalho articula-se em torno da obra deleuziana Proust e o Signos, a partir da qual defendemos a possibilidade de encontrar, na relação do aprendiz com o signo, uma nova perspectiva sobre a aprendizagem filosófica como lugar de emergência do pensar. / The treatment granted to Philosophy as an official subject of Brazilian school curriculum has always been characterized by ambivalences and inconsistencies that have forged a controversial horizon to its teaching. Although the guidelines and educational regulations for the Philosophy teaching have suggested its potential to break the transmission and mechanical acquisition of contents, its institutionalized model still remains trapped in a reproductivist dimension of an explainer character. This paradigm, very little contested and known as logic of explanation, is responsible for establishing a noxious dualism in teaching, from which the student’s learning must necessarily be subject to the manifestation of the teacher’s explanations and representations. Thus, the role of teaching has stopped projecting itself towards the promotion of a philosophical experience. It assumed the task of shaping the student’s thought to a philosophical orthodoxy, restricting the potential of philosophizing to a distorted image of thinking itself. Therefore, even though we proposed a perspective of learning as a free and personal use of reason, as Kant has suggested, it would not be able to waive the submission of thought to the states of representation. After all, the indelible mark of a dogmatic image of thought that supports the various dimensions of its manifestation consists in the genesis of this procedure of reason. From this dogmatic image, which has been consolidated based on general ideas, common sense and good sense, the thinking has been understood by the recognition process, which engenders the establishment of models and conformations, according to an order of representation, without ever differing itself in an experimentation of becoming. Considering this, we aim to investigate in this thesis to what extent it is still possible to promote, in the context of a representational teaching, a philosophical learning that is open to the experimentation of thinking as creating new senses. In order to do that, we will seek to elucidate in what consists the experience of thinking from the disjunctive use of faculties, to then understand how this experience is possible aiming at learning how to philosophize. The hypothesis that permeates this research study is built around Deleuze’s work, Proust and Signs, from which we defend the possibility of finding, in the learner's relationship with the sign, a new perspective on the philosophical learning as a place of emergence of thinking.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / RESUMO Este trabalho analisa a formaÃÃo e o desenvolvimento do pensamento polÃtico do Partido dos Trabalhadores (PT) no perÃodo compreendido entre sua fundaÃÃo em 1980 à realizaÃÃo de seu 1Â. Congresso Nacional em 1991. A escolha desse tema se deu ao refletir sobre como o PT construiu o seu corpo simbÃlico ou o seu capital polÃtico no decurso de sua trajetÃria de lutas e como se capacitou para efetivÃ-lo atravÃs do conjunto partidÃrio. Tal dÃvida se manifestou quando analisava documentos (resoluÃÃes de encontros, congressos, reuniÃes etc.) dessa organizaÃÃo, inclusive de suas vÃrias tendÃncias e percebia como enfatizavam o fato do PT ter incorporado ânovas teoriasâ, ânovas prÃticasâ, ânovos rumosâ durante sua trajetÃria e por isso, ser um ânovo partidoâ ou um partido diferente do projeto originÃrio. A inquietaÃÃo com tal leitura me levou a refletir sobre uma premissa que considero fundamental para a vida das organizaÃÃes sociais como um todo, qual seja, que toda organizaÃÃo polÃtica necessita de uma referÃncia teÃrica sÃlida para formar-se e desenvolver-se. E claro isso advÃm de um processo de produÃÃo e de re-significaÃÃo de idÃias e prÃticas que de forma alguma sÃo absolutamente ânovasâ, mas que se articula com experiÃncias vividas por outras organizaÃÃes polÃticas em meio a novas realidades, a novos contextos sociais e tambÃm, a determinados tempos histÃricos. Os dados da pesquisa foram coletados nas resoluÃÃes partidÃrias aprovadas desde o surgimento do Movimento prÃ-PT, passando pelos 07 encontros nacionais e um extraordinÃrio e pelo 1Â. Congresso Nacional. Contudo, foram consultados tambÃm artigos de militantes petistas, boletins, folhetos de propaganda eleitoral, programa de governo do PT e outros materiais. Ao todo foram analisados 53 documentos partidÃrios. Como procedimento teÃrico-metodolÃgico optei pela anÃlise das categorias bÃsicas do pensamento petista, dos fenÃmenos sociais privilegiados por ele, da ontologia de suas idÃias, de sua pretensÃo crÃtica, das escolas de pensamento e Ideologia ao qual o PT se identificava. Para analisar o material coletado me orientei pela perspectiva teÃrico-metodolÃgica de Antonio Gramsci sobre sua concepÃÃo de partido polÃtico. Mas tambÃm a instrumentaÃÃo fornecida pela AnÃlise de Discurso (AD) foi fundamental. A conclusÃo deste estudo fornece indicaÃÃes sobre a construÃÃo do pensamento polÃtico petista em meio à conturbada dÃcada de 80, percebendo-o como uma sÃntese de rupturas, de superaÃÃo e ao mesmo tempo de continuidade com o pensamento dos partidos de esquerda que o precederam demonstrando assim, caracteres ambÃguos, conflituosos e contraditÃrios que concretamente incidiram para a prÃtica petista. / RESUMO Este trabalho analisa a formaÃÃo e o desenvolvimento do pensamento polÃtico do Partido dos Trabalhadores (PT) no perÃodo compreendido entre sua fundaÃÃo em 1980 à realizaÃÃo de seu 1Â. Congresso Nacional em 1991. A escolha desse tema se deu ao refletir sobre como o PT construiu o seu corpo simbÃlico ou o seu capital polÃtico no decurso de sua trajetÃria de lutas e como se capacitou para efetivÃ-lo atravÃs do conjunto partidÃrio. Tal dÃvida se manifestou quando analisava documentos (resoluÃÃes de encontros, congressos, reuniÃes etc.) dessa organizaÃÃo, inclusive de suas vÃrias tendÃncias e percebia como enfatizavam o fato do PT ter incorporado ânovas teoriasâ, ânovas prÃticasâ, ânovos rumosâ durante sua trajetÃria e por isso, ser um ânovo partidoâ ou um partido diferente do projeto originÃrio. A inquietaÃÃo com tal leitura me levou a refletir sobre uma premissa que considero fundamental para a vida das organizaÃÃes sociais como um todo, qual seja, que toda organizaÃÃo polÃtica necessita de uma referÃncia teÃrica sÃlida para formar-se e desenvolver-se. E claro isso advÃm de um processo de produÃÃo e de re-significaÃÃo de idÃias e prÃticas que de forma alguma sÃo absolutamente ânovasâ, mas que se articula com experiÃncias vividas por outras organizaÃÃes polÃticas em meio a novas realidades, a novos contextos sociais e tambÃm, a determinados tempos histÃricos. Os dados da pesquisa foram coletados nas resoluÃÃes partidÃrias aprovadas desde o surgimento do Movimento prÃ-PT, passando pelos 07 encontros nacionais e um extraordinÃrio e pelo 1Â. Congresso Nacional. Contudo, foram consultados tambÃm artigos de militantes petistas, boletins, folhetos de propaganda eleitoral, programa de governo do PT e outros materiais. Ao todo foram analisados 53 documentos partidÃrios. Como procedimento teÃrico-metodolÃgico optei pela anÃlise das categorias bÃsicas do pensamento petista, dos fenÃmenos sociais privilegiados por ele, da ontologia de suas idÃias, de sua pretensÃo crÃtica, das escolas de pensamento e Ideologia ao qual o PT se identificava. Para analisar o material coletado me orientei pela perspectiva teÃrico-metodolÃgica de Antonio Gramsci sobre sua concepÃÃo de partido polÃtico. Mas tambÃm a instrumentaÃÃo fornecida pela AnÃlise de Discurso (AD) foi fundamental. A conclusÃo deste estudo fornece indicaÃÃes sobre a construÃÃo do pensamento polÃtico petista em meio à conturbada dÃcada de 80, percebendo-o como uma sÃntese de rupturas, de superaÃÃo e ao mesmo tempo de continuidade com o pensamento dos partidos de esquerda que o precederam demonstrando assim, caracteres ambÃguos, conflituosos e contraditÃrios que concretamente incidiram para a prÃtica petista.

D.Cur. / The overall aim of the study is to describe a model to facilitate reflective thinking of learners in clinical nursing education. This aim is realised through exploration and description of the meaning of reflective thinking in phase one of the study using Wilson (1963). Theoretical validity was ensured. The results of phase one provided a conceptual framework to direct data collection in phase two by exploring and describing the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education. An etic approach to qualitative data analysis as described by Morse (1994) was used, with matrices (Miles & Huberman, 1994) to provide meaningful categories, subcategories and themes. Both the results of phase one and two provided the main concepts, which were classified and defined within Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Conceptualisation of the six components constitutes phase three of the study. Lastly phase four deals with the description and evaluation of the model with guidelines to operationalise the model. Nurse educators, who are facilitators, are challenged with the responsibility to establish quality clinical nursing education in line with the international norms, ethics, legal and professional standards. They are challenged with the creation of the environment conducive to facilitate reflective thinking through interaction. The facilitative interactive methods of teaching and assessment based on the constructivistic approach to learning demands dialogue, discourse and narratives, and therefore problem-based learning, outcomes-based education and community-based education using the PHC principles forms an integral aspect in creating the environment conducive to the facilitation of reflective thinking in clinical nursing education. These teaching and learning approaches needs active involvement of the learner in constructing his/her own clinical knowledge, skills, attitudes and values through collaborative, co-operative shared activities in partnership with all other stakeholders responsible to provide clinical learning opportunities for learners to integrate theory to practice. The affective component of both the facilitator and the learner actually drives the process of reflective thinking in a specific cultural context. The traditional methods of teaching and evaluation hinder the facilitation of reflective thinking. Models and conceptual frameworks that address reflective thinking in nursing does not address how reflective thinking can be facilitated, hence the research question is "how can reflective thinking of learners be facilitated in clinical nursing education"? The explorative, descriptive, qualitative, theory generative and contextual design is used to describe a model to facilitate reflective thinking of learners in clinical nursing education, with guidelines to operationalise the model. Paradigmatic perspective with regard to man (facilitator and the learner), environment (clinical nursing education), reflective thinking (purpose) and the interactive facilitation as the dynamic of the study are described within Theory for Health Promotion in Nursing (1991). The constructivistic perspective provides the theoretical framework. The qualitative approach that is exploratory and descriptive for theory generation provides the methodological assumption. The results of concept analysis and the results of the perceptions of nurse educators with regard to how reflective thinking of learners can be facilitated in clinical nursing education provide conceptual meaning and identification. The identified major and minor concepts are classified and defined using Dickoff, James and Wiedenbach (1968:435)'s six components of the survey list. Through synthesis, at the end of each conceptualisation, concluding relational statements are described from which the model is inferred. The model is described using Chinn and Kramer (1991:107-125)'s method of theory generation and evaluation. Experts in qualitative research and model development do refinement of the model. The facilitator is responsible to create the environment that is stimulating and conducive for learning. The learner on the other hand is responsible for selfdirected, self-regulatory learning where active participation in the construction of own learning through interaction is the hallmark, in order to facilitate reflective thinking in clinical nursing education. Interactive facilitation is the dynamic through which reflective thinking has to be facilitated. Clinical nursing education provides the context. The procedure to facilitate reflective thinking of learners in clinical nursing education is through the three phases of reflective thinking guided by the adapted educational process in the format of the nursing process. Once the purpose of the model is achieved (reflective thinking), the learners will be expected to improve practice through rational decision making and solving of problems. They will be expected to practice independently and autonomously, and to view clinical situations holistically with changed perspective based on the existing conception. Learners will have acquired skills for lifelong learning. The described guidelines will assist nurse educators with the operationalization of the model in order to provide quality assurance in clinical nursing education, with subsequent provision of quality nursing care and the improvement of the credibility of the profession.

Des recherches récentes suggèrent que, lors de décisions complexes, les individus font de meilleurs choix, non pas lorsqu’ils essayent d’évaluer les avantages et les inconvénients de chaque option, mais plutôt lorsqu’ils réalisent une tâche de distraction pendant quelques minutes avant de choisir. Cette amélioration de la prise de décision consécutive à la distraction a été interprétée comme une preuve de la mise en œuvre de la « pensée inconsciente » au cours de la période de distraction. À ce jour, une centaine d’études ont examiné ce phénomène. La moitié d’entre-elles l’a reproduit. Les travaux de cette thèse contribuent à ce débat de deux façons. Premièrement, nous avons identifié trois variables qui modèrent la qualité des décisions prises après une période de réflexion ou de distraction. Deuxièmement, nous avons utilisé deux paradigmes issus des modèles duels de mémoire pour examiner les processus mnésiques qui sous-tendent ces modes de décisions. Les sept expériences menées ont montré que l’efficacité de la réflexion est modulée par des variables, comme le matériel ou le format de présentation des options, qui ont un impact sur la récupération de souvenirs précis. La qualité des décisions prises après distraction est modulée par des variables, comme la complexité de la tâche de distraction ou encore le format de présentation des options, qui ont un impact sur la récupération de souvenirs « gist » qui sont vagues et catégoriels. Ces études suggèrent que l’accessibilité à des souvenirs précis détermine l’efficacité de nos réflexions conscientes tandis qu'une période de distraction, lorsqu'elle est utile à la décision, favorise la récupération de souvenirs gist. / Recent research suggests that when faced with a choice between several alternatives described with a large number of attributes, people make better choices if they do not consciously ponder over the alternatives but rather perform a distraction task for a few minutes before choosing. The improvement of decision making after distraction has been interpreted as evidence that “unconscious thought” occurs during the distraction period. So far, over a hundred studies investigated this phenomenon. About half of them replicated the effect. The research reported here contributes to this debate on two grounds. First, it highlights three factors which moderate the quality of the decisions made after a period of conscious deliberation or distraction. Second, we used two dual-memory process paradigms to gain insight on the memory processes underlying each decision mode. The seven experiments showed that the efficiency of conscious deliberation is moderated by factors, such as the presentation material or the presentation format of the alternatives, which affect the retrieval of precise memories. The quality of decision made after distraction is moderated by factors, such as the difficulty of the distraction task or the presentation format of the alternatives, which affect the retrieval of gist memories. Together these studies suggest that conscious deliberation efficiency is dependent upon the availability of precise memories whereas when a distraction period improves decision making, it also enhances the retrieval of gist memories.

Abstract Chained Thoughts Broken by Chains of Thought An Analysis of the Narrative Style Used in Virginia Woolf’s A Room of One’s Own The purpose of this essay is to analyse the narrative style used in Virginia Woolf’s A Room of One’s Own in order to show in which ways it supports and reinforces the author’s arguments in her quest for a more equal society. One of the most prominent stylistic means applied by Woolf is her ‘train of thought’, linking one reflection to another like wagons in a railway convoy or like loops in a chain (therefore also sometimes referred to as ‘chain of thought’ in dictionaries). By examining how different rhetorical devices are applied within this train or chain of thought and in which ways these strategies are linked to the main elements of persuasion (ethos, pathos and logos) in Aristotelian Rhetoric, I have found that one of Woolf’s central themes - the resentment against confinement and the advocacy of androgyny or mixed-gendered thinking - is mirrored in her style. It reflects the author’s call to resist society’s restrictions by its unrestricted combination of different rhetorical strategies; this mixture of stylistic, partly gender-neutral devices helps her to create a common ground where she can reach and appeal to both genders in a very effective and innovative way, thus enabling her chain of thoughts to break some of our chained thoughts. Ellen Johansson Engelska C

Mind-wandering was until recently not a mainstream topic of research. The aim of this literature review is to present current views on the definition of mind-wandering and how the phenomenon is experienced. Furthermore, it gives an account of the implications of mind-wandering on cognitive performance, as well as its neurological correlates. In addition, the methods used to study mind-wandering are reviewed.The study of mind-wandering reveals a highly frequent phenomenon with practical consequences on a broad scale, both disruptive and supportive to goal-related behaviour and wellbeing in general. Originating from the default network, and its regions related to representations of self, memory, Theory of Mind, empathy and creativity, mind-wandering is hypothesized to be a function for planning one’s future life. Suggested further research concerns how mind-wandering can be countered, detected from the outside and whether it alters the physical feature of the brain.

Subject of this work is human mind. In first section there are described important mechanisms, on which mind operates. Second section is devoted for description of unconscious mind and weaknesses it has. Some of the phenomenons are tested by an experiment and results are in the end of related chapter. The goal of this work is to create sumary of functioning of human mind, mostly of unconscious part and to test mistakes people are making in their judgement.

Dans ses premières œuvres, Deleuze recherche une "pensée sans image", inséparable de la critique de "l'image de la pensée", c'est-à -dire de la représentation. Le problème, organisant alors la philosophie de Deleuze, est celui du rapport de la pensée avec l'image, problème qui est repris .et déplacé, de Nietzsche et la philosophie à Différence et répétition. Pour "décrire" les actes d'une pensée sans image, Deleuze procède en trois étapes : "le point de départ" est la critique de l'image de la pensée, la dénonciation de la représentation et de ses présupposés, qui emprisonnent et dénaturent la pensée. "Le véritable commencement" consiste, dès lors, à dégager les conditions, non de l'expérience possible comme dans la représentation, mais de l'expérience réelle, c'est-à-dire une nouvelle image de la pensée qui la libère de la représentation. A l'image représentative de la pensée, Deleuze substitue donc une nouvelle image de la pensée qui est l'ensemble des conditions d'une pensée sans image. Enfin, la troisième étape, "l'authentique répétition", est la mise à jour d'une pensée sans image, sub-représentative. Loin d'être naturelle, donnée à un penseur de bonne volonté, comme recognition, la pensée sans image est création de penser dans la pensée, pensée sauvage, nomade, qui nait sans modèle préalable, ni ressemblance : elle surgit de la rencontre violente avec le signe qui la force à penser. Autrement dit, la pensée sans image, c'est le système du simulacre. / In his early works, Deleuze looks for a "thought without image", inseparable from the critique of the "image of thought", i.e. of representation. The problem, organizing Deleuze's philosophy, is the relation of thought with the image problem that is picked up and moved, from Nietzsche and phi/osophy to Difference and repetition. To "describe" the acts of a thought without image, Deleuze proceeds in three steps: "the starting point" is the criticism of the image of thought, the denunciation of representation and its presuppositions, which trap and distort the thought. "The real beginning" consists, therefore, in identifying the conditions, not of experience possible such in the representation, but the actual experience, which is a new image of thought that frees it from the representation. The representative image of thought, Deleuze substitute to a new image of thought which is the set of conditions for a thought without image. Finally, the third step, "the authentic repetition", is the update of a thought without image, sub­ representative. Far from being natural, given to a thinker of goodwill, like recognition, the thought without image is creation of thinking in thought, thought wild, nomadic, who was born without prior model, or likeness: it arises from the violent encounter with the sign that forces it to think. In other words, the thought without image, is the system of the simulacrum.

Precis The task of this thesis will be a detailed analysis of the work of František Palacký with emphasis on his political thought. This analysis will be carried out through a comparison with the British tradition of thought, which will be represented by selected thinkers with whom František Palacký came into contact and on the basis of whose ideas he profiled his work and basic concepts of his later political practice. The analysis assumes a thorough knowledge of the work of František Palacký and his British counterparts and the overall philosophical, cultural and political environment in which Palacký became a leading figure of the Czech national revival. The main part of this thesis will focus on the analysis of key texts of František Palacký and British writers who had a major influence on him. We will describe and evaluate this influence in detail in the context of the basic concepts that characterize Palacký's work in its entirety. With this analysis, we will try to deepen our understanding of Czech political thought, František Palacký and his legacy. Methodologically, the work will reflect the interdisciplinary character of Palacký's work and despite its entrenchment in political thought it will also work with a conceptual study of the nation, the national revival, and to some extent aesthetics and...