We insist upon “green space”, but the term’s vague cast brings little into focus. In this thesis I search out what it is that we look for in green space. I consider some ways, within our North American context, that we interact with it, represent it, speak about it and write about it. Drawing together evidence from a diverse range of sources in myth and mapping, poetry, classical philosophy, feminist theory, language, and personal experience, I find enigmatic but persistent geometries of desire binding us to the notion of green space. These desires for green space manifest themselves in relationships of practical dependence, imaginative dependence, violence, and love. But most of all green space is at work, wherever it emerges, at the core of our becoming-other.

INTRODUCTION Relevance of the scientific problem: Individual experience of teachers, perceiving one’s self as an instance of the subject’s activities in the teacher career is becoming one of the pre-conditions for professional development. However, modern educology still targets at general requirements for a teacher’s work rather than his/her professional individuality. It is impossible to realise the new paradigm of humanistic education without the quintessence of perception of an educator’s personality, aim, content and characteristics of professional development. All this cannot proceed without an expression of professional individuality, which realises the humanistic potential of educating. Nevertheless, solving of such problems in educology still encounters a number of obstacles: the boundaries, fields and goals of teacher activities, the realisation of which depend on a teacher’s individuality are not sufficiently defined, because everything what is individual is referred to as a common element. A statement of Ušinskas (1983) that in teaching everything is based on a personality and “only a personality is capable/may educate a personality” also remains declarative (1983, p. 14). Processes of individual professional becoming of college teachers have not been researched, but they continuously foster interest of scholars as there is a growing tendency to assess a teacher in terms of his/her individuality, uniqueness and individual style (Pukelis, 2004; Laužackas, 2003... [to full text]

Relevance of the scientific problem: Individual experience of teachers, perceiving one’s self as an instance of the subject’s activities in the teacher career is becoming one of the pre-conditions for professional development. However, modern educology still targets at general requirements for a teacher’s work rather than his/her professional individuality. It is impossible to realise the new paradigm of humanistic education without the quintessence of perception of an educator’s personality, aim, content and characteristics of professional development. All this cannot proceed without an expression of professional individuality, which realises the humanistic potential of educating. Nevertheless, solving of such problems in educology still encounters a number of obstacles: the boundaries, fields and goals of teacher activities, the realisation of which depend on a teacher’s individuality are not sufficiently defined, because everything what is individual is referred to as a common element. A statement of Ušinskas (1983) that in teaching everything is based on a personality and “only a personality is capable/may educate a personality” also remains declarative (1983, p. 14). Processes of individual professional becoming of college teachers have not been researched, but they continuously foster interest of scholars as there is a growing tendency to assess a teacher in terms of his/her individuality, uniqueness and individual style (Pukelis, 2004; Laužackas, 2003; Leontjev, 1999... [to full text]

We insist upon “green space”, but the term’s vague cast brings little into focus. In this thesis I search out what it is that we look for in green space. I consider some ways, within our North American context, that we interact with it, represent it, speak about it and write about it. Drawing together evidence from a diverse range of sources in myth and mapping, poetry, classical philosophy, feminist theory, language, and personal experience, I find enigmatic but persistent geometries of desire binding us to the notion of green space. These desires for green space manifest themselves in relationships of practical dependence, imaginative dependence, violence, and love. But most of all green space is at work, wherever it emerges, at the core of our becoming-other.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

The growing marketisation of education has resulted in curriculum being conceptualised as a predesigned means to an end. Many South African scholars such as Jansen, (1999, 2009, 2011) and Du Preez (2009, 2011, 2012) have critiqued the instrumental nature of the post-apartheid curriculum and pleaded for an ethical perspective on curriculum conceptualisation that would encourage the construction of dialogic spaces in curriculum. This study questions technical and critical approaches to curriculum conceptualisation and advocates a reflexive conceptualisation of curriculum, intra-dialogue, identity construction, consciousness, becoming and human rights values within an ethical perspective to curriculum conceptualisation in the post-structural paradigm. The central theme of this reflexive reconceptualisation is the hope of continual revolutionary new beginnings by which identity construction (who we are) and the realisation of human rights values in the ethical relation self:other can be re-imagined. This hope has also been central to the (re)structuring of the post-apartheid curriculum premised on the values of The South African Constitution and Bill of Rights (1996). Curriculum, structured within a predesigned market-related and instrumental approach to curriculum, can however not aid identity construction, re-imagine a new society or realise human rights values. A new society is re-imagined between teacher:child, disrupting how and what they know of self:other and re-imagining new ways of knowing and being with self:other rooted in human rights values. The conditions for intra-dialogue, namely the ethical relation self:other and spaces of togetherness, are also interrelated elements in intra-dialogic curriculum spaces. The ethical relation teacher:child roots intra-dialogic curriculum spaces in human rights values and the consciousness of responsibility for self:other. Spaces of togetherness situate teacher:child in specific and non-linear space and time in which they narrate their different life experiences from which identity is constructed. Intra-dialogue is the disruptive, revolutionary and intentional action between self:other as simultaneously singular in equal difference and together in a shared humanity. Human rights values are dialogic, relational and revolutionary in nature. Human rights values are realised when teacher:child within intra-dialogic curriculum spaces premised on equal difference, freely confess autobiography and continually (re)construct identity and the relation self:other. In equal difference teacher:child are received and defined as someone – unique, dignified and irreplaceable. As equal and irreplaceable partners teacher:child disrupt, deconstruct and re-imagine the ethical relation self:other. Within intra-dialogic curriculum spaces, teacher:child can reclaim the revolutionary capacity of curriculum and revolutionise self, self:other, education and society in continual becoming. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

The growing marketisation of education has resulted in curriculum being conceptualised as a predesigned means to an end. Many South African scholars such as Jansen, (1999, 2009, 2011) and Du Preez (2009, 2011, 2012) have critiqued the instrumental nature of the post-apartheid curriculum and pleaded for an ethical perspective on curriculum conceptualisation that would encourage the construction of dialogic spaces in curriculum. This study questions technical and critical approaches to curriculum conceptualisation and advocates a reflexive conceptualisation of curriculum, intra-dialogue, identity construction, consciousness, becoming and human rights values within an ethical perspective to curriculum conceptualisation in the post-structural paradigm. The central theme of this reflexive reconceptualisation is the hope of continual revolutionary new beginnings by which identity construction (who we are) and the realisation of human rights values in the ethical relation self:other can be re-imagined. This hope has also been central to the (re)structuring of the post-apartheid curriculum premised on the values of The South African Constitution and Bill of Rights (1996). Curriculum, structured within a predesigned market-related and instrumental approach to curriculum, can however not aid identity construction, re-imagine a new society or realise human rights values. A new society is re-imagined between teacher:child, disrupting how and what they know of self:other and re-imagining new ways of knowing and being with self:other rooted in human rights values. The conditions for intra-dialogue, namely the ethical relation self:other and spaces of togetherness, are also interrelated elements in intra-dialogic curriculum spaces. The ethical relation teacher:child roots intra-dialogic curriculum spaces in human rights values and the consciousness of responsibility for self:other. Spaces of togetherness situate teacher:child in specific and non-linear space and time in which they narrate their different life experiences from which identity is constructed. Intra-dialogue is the disruptive, revolutionary and intentional action between self:other as simultaneously singular in equal difference and together in a shared humanity. Human rights values are dialogic, relational and revolutionary in nature. Human rights values are realised when teacher:child within intra-dialogic curriculum spaces premised on equal difference, freely confess autobiography and continually (re)construct identity and the relation self:other. In equal difference teacher:child are received and defined as someone – unique, dignified and irreplaceable. As equal and irreplaceable partners teacher:child disrupt, deconstruct and re-imagine the ethical relation self:other. Within intra-dialogic curriculum spaces, teacher:child can reclaim the revolutionary capacity of curriculum and revolutionise self, self:other, education and society in continual becoming. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013

Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation has as its object the concept of creativity, as applied on entertainment products, more specifically on video games. Since this is a concept that has been used as an analysis category for researches within the CiberCog Research Lab, we want to problematize and redefine its parameters for future investigations. Thus our goal is to revise the concept of creativity, seeking to uncover how this category shall be used to study cognitive abilities that are required (and/or stimulated) for the fruition of entertainment products, most specially video games. The selected games for this study were divided into two groups (according to their genre): (1) action/adventure games, and (2) platform games. In the first group, we have Assassins Creed III (Ubisoft 2012); in the second, we have Rayman Origins (Ubisoft 2011). For the implementation of the research, there is a Cartographic-inspired method which stimulated the writing of collected data

[pt] O presente trabalho trata das relações estabelecidas entre as concepções de inconsciente e linguagem nas obras de Nietzsche, Lacan, Deleuze e Guattari. No final do século XIX, ocupando-se do papel da estética trágica na cultura da Grécia Antiga, Nietzsche enxerga na arte de Sófocles e Ésquilo um universo simbólico em harmonia com as pulsões inconscientes da vida. Ao mesmo tempo, diagnostica na atitude socrático-platônico-cristã uma interrupção dos processos em devir simbolizados pela linguagem trágica em nome de uma apologia às virtudes dialéticas da consciência e à negatividade de um monoteísmo antropocêntrico. Lacan, na década de 1950, surge como uma alegoria desse modo negativo de se relacionar com os processos inconscientes da linguagem, ao passo que Deleuze e Guattari, também na segunda metade do século XX, afirmam a experiência trágica da análise nietzschiana como forma de explodir as estruturas lacanianas que cerceiam a vida submetendo o desejo ao monoteísmo-dialético próprio à alienação do significante. / [en] This work deals with the relations established between the concepts of the language and of the unconscious in the works of Nietzsche, Lacan, Deleuze and Guattari. In the late nineteenth century, taking care of the role of tragic aesthetics in the culture of Ancient Greece, Nietzsche sees on the art of Sophocles and Aeschylus a symbolic universe in harmony with the unconscious drives of life. At the same time, he diagnoses the attitude socratic-platonic-christian as an interruption of the becoming processes symbolized by the tragic language on behalf of an apology to the virtues of a dialectical consciousness and the negativity of an anthropocentric monotheism. Lacan, in the 1950s, emerges as an allegory of this negative way of dealing with the unconscious processes of language, while Deleuze and Guattari, also in the second half of the twentieth century, affirm the nietzschian analysis of the tragic experience state as a way to blow up the lacanian structures that curtail life by the submission of desire on a monotheism-dialectic to the itself significant alienation.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / This dissertation has as its object the concept of creativity, as applied on entertainment products, more specifically on video games. Since this is a concept that has been used as an analysis category for researches within the CiberCog Research Lab, we want to problematize and redefine its parameters for future investigations. Thus our goal is to revise the concept of creativity, seeking to uncover how this category shall be used to study cognitive abilities that are required (and/or stimulated) for the fruition of entertainment products, most specially video games. The selected games for this study were divided into two groups (according to their genre): (1) action/adventure games, and (2) platform games. In the first group, we have Assassins Creed III (Ubisoft 2012); in the second, we have Rayman Origins (Ubisoft 2011). For the implementation of the research, there is a Cartographic-inspired method which stimulated the writing of collected data