Many if not all Analytic Philosophers in the first seventy years or so of Analytic Philosophy thought that enquiry into concepts had a significant place in philosophy. This is not a view shared by most contemporary Analytic Philosophers. One reason for this change in attitude is Quine’s famous critique of analyticity. Enquiry into concepts had been thought to depend on a satisfactory notion of analyticity. Many thought that Quine had shown that no such notion is available. It is true that the traditional model of Conceptual Analysis operated with the notion of analyticity. The reductive project of Conceptual Analysis was supposed to issue in analytic truths that were necessarily true and knowable a priori. Furthermore the necessity of these truths, and the fact that they were knowable a priori were accounted for in terms of their analyticity. I argue that there is an alternative model of Conceptual Enquiry which does not require a notion of analyticity to do the work it does. I argue that the notion of analyticity is not central to the style of philosophising of the Ordinary Language Philosophers. Major ‘Ordinary Language Philosophers’ did not appeal to the notion of analyticity in describing or accounting for their work. Neither is such a notion required to account for their work. The upshot is that one ought not to conclude that enquiry into concepts is redundant for philosophical purposes on account of there being no satisfactory notion of analyticity.

published_or_final_version / English Studies / Master / Master of Arts

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Some investigators have proposed that concept learning in humans can best be explained in terms of internalized processes mediating between the external stimulus and overt response. This approach contrasts with "single-unit" theory, emphasizing direct association between stimulus and response. Some psychologists advocate the developmental hypothesis that single-unit theory applies to lower organisms but that mediational theory holds for advanced organisms. Comparative psychological studies have yielded inconclusive findings with respect to this hypothesis. Some investigators have tried to experimentally influence the hypothesized mediating process by teaching subjects verbalizations which could serve as mediating responses. In general, findings suggest that older children utilize verbal mediators more readily than younger children. The current investigation stems from interest in whether young children have a specific inability to mediate verbally or a more general deficiency in mediation. Are mediating processes in young children possible on a “sensori-motor” level? The purpose of the present research is to compare younger and older children in their use of perceptual cues as a basis for mediation and in their preferences for perceptual versus verbal cues when these are in conflict. Fifty nursery-school children and seventy-five second-grade children learned two successive discriminations. The stimuli, cylinders varying in size (large-small) and brightness (black-white), were arranged on a tray before a vertical clown's face. The child put one of two stimuli taken from the tray into the clown's mouth and was rewarded, when correct, by the clown's nose blinking, an edible item, and praise. In the first discrimination a large, black cylinder was positive; in the second task the "small" object was rewarded, regardless of brightness. Since the first discrimination was solvable on the basis of either size or brightness (or both), the experimenter could attempt to influence the subject to make a mediating response to a particular dimension. The major experimental variables manipulated for this purpose during the initial discrimination were (1) kind of object arrangement on the tray, and (2) kind of verbal label children applied to the stimuli. The size arrangement, for example, had same-sized objects in proximity; but brightness was randomly distributed. In the size verbalization condition the child was instructed to precede his choices with the appropriate size label, i.e., "big" or "little." Independent groups received the following treatments at each age level: (1) size arrangement, (2) brightness arrangement, (3) size arrangement and brightness verbalization, simultaneously,(4) brightness arrangement and size verbalization, simultaneously, and (5) random arrangement, no verbalization (control). The major dependent variable was the mean number of trials to criterion on the second task, as it was assumed that ease of learning the "small" concept was an index of availability of the size dimension relative to the brightness dimension. The results indicated that both younger and older children responded in a mediational manner to the perceptual arrangements, suggesting that previous findings regarding lack of verbal mediation in young children should not be generalized to include other modes of mediation. The interfering effect of perceptually emphasizing an irrelevant dimension was stronger for younger children than for older children. Older children were more influenced than the younger children by relevant verbal cues. When relevant verbal cues were pitted against irrelevant perceptual cues, the former dominated with older children, but the latter with younger children. Younger children, however, were not influenced as predicted by relevant perceptual cues nor older children by irrelevant verbal cues . These discrepancies were discussed in terms of the nature of the experimental manipulations. It was tentatively concluded, subject to further verification, that younger children favor perceptual mediation and older children verbal mediation. / This thesis was digitized as part of a project begun in 2014 to increase the number of Duke psychology theses available online. The digitization project was spearheaded by Ciara Healy.

Preparing teachers to teach in the diverse classroom has become one of the most important goals for universities and teacher training programs. The main purposes of this study included to examine what type of multicultural concepts were taught preservice teachers who sought certification in Grades 4-8 and how these preservice teachers understood and implemented multicultural concepts in their educational portfolios and coursework, field experiences, and student teaching. The population of the study consisted of 53 undergraduate, preservice teachers enrolled in the last two years of a 4-8 teacher certification program. A modified grounded theory methodology and interpretive approach was used in the analysis of the course syllabi, required readings and student coursework. The study found that this particular program exposed the preservice teachers to a significant number of multicultural concepts in preparation for teaching in the ethnically diverse schools in the area. In addition, the study looked at which of Grant and Sleeter's five multicultural approaches were found most often in the course syllabi and required readings, as well as the preservice teachers' portfolio artifacts, key assessments, and reflective writing samples. The research found the majority of the course syllabi and assigned readings covered concepts in the human relations and multicultural education approaches. The majority of the preservice teachers in this study identified most often with the multicultural education approach, although all five multicultural approaches were found in various portfolio artifacts, key assessments, and reflective writing samples. The study further indicates it was a combination of the multicultural courses, the field experiences, the student teaching, and the preservice teachers' adaptability to ethnic diversity that helped the preservice teachers experience successful opportunities with the students. The adaptability of the preservice teachers in the study also appears to match recent research that suggests that university students in general may be growing more accustomed to the ethnic diversity in the communities around them as the population demographics changes.

No description available.

A abordagem teórica do conceito, que remonta à filosofia clássica, atravessou diversos períodos e correntes de pensamento, até chegar às abordagens contemporâneas. Os conceitos são também objetos de pesquisa consolidados na área da Organização da informação e do conhecimento, tendo recebido influências de algumas correntes filosóficas. Esta pesquisa procurou identificar as principais linhas teóricas que fundamentam as abordagens sobre o conceito na área. Parte da hipótese de que estas linhas não estão suficientemente explicitadas e que novas abordagens sobre o conceito contribuiriam para o fortalecimento da área. Para fundamentar a pesquisa, foi realizada revisão de literatura sobre o conceito na filosofia e na ciência, discutindo, ainda, questões como a metáfora e a linguagem na ordem dos conceitos. Apresenta as concepções sobre o conceito nas perspectivas de Foucault, Deleuze e Guattari, Gilles-Gaston Granger, Eleanor Rosch e Vygotsky. Discute as definições do conceito presentes na literatura da área da Organização da informação e do conhecimento, com ênfase nas abordagens das Teorias da Classificação, da Terminologia e da Teoria Analítica do Conceito. Para identificar as abordagens dos pesquisadores brasileiros sobre o conceito, desenvolve pesquisa empírica de análise dos periódicos brasileiros online de Ciência da Informação. Através de análise de citações e do conteúdo dos artigos selecionados, foi identificado como principal eixo paradigmático das abordagens, a Teoria Analítica do Conceito, de Dahlberg. A Teoria da Classificação Facetada, de Ranganathan, a Teoria Geral da Terminologia, de Wüster, e as Ontologias, de Guarino, aparecem associadas a Dahlberg nos artigos teórico-metodológicos. Nos artigos teórico-epistemológicos dominam as abordagens comunicativas da terminologia, socioterminológicas, lingüísticas, semânticas e pragmáticas na construção de conceitos. As análises não permitiram comprovar inteiramente a hipótese de partida porque muitos artigos apresentam discussões epistemológicas, teóricas e metodológicas sobre o conceito. Observou-se, no entanto, que muitos artigos adotam os modelos propostos pelas correntes positivistas, de forma acrítica, sem questionar as bases filosóficas e teóricas subjacentes. Considera-se necessário retomar os principais eixos paradigmáticos sobre o conceito para consolidar as pesquisas teórico-epistemológicas da área, inclusive com a elaboração de obras de sistematização dos avanços já alcançados, para uso na formação de profissionais e pesquisadores da área. / The theoretical approach of the concept, which goes back to the classical philosophy, went through various periods and schools of thought, to reach the contemporary approaches. The concepts are also consolidated research objects in Information and knowledge Organization of area, studied under philosophical influences. This research intended to identify the main lines of theoretical approaches developed in the studies on the concept in Information and Knowledge Organization area. Our hypothesis was that these lines were not sufficiently explained and that new approaches to the concept would contribute to the strengthening of the area. To support the research, the literature on the concept in philosophy and science was examined, discussing also issues such as metaphor and language in the order of the concepts. The approaches on the concept from the perspectives of Foucault, Deleuze and Guattari, Gilles-Gaston Granger, Eleanor Rosch and Vygotsky are also presented. The definitions of the concept in the literature of Information and Knowledge Organization, with emphasis on approaches on Classification, Terminology and Analytic Theory of Concept is also discussed. To identify the approaches of the Brazilian researchers, empirical analysis of online Brazilian journals of Information Science were examined. Through citation and content analysis of selected papers, Analytic Theory of Concept of Dahlberg was identified as a theoretical and methodological paradigm in Information and Knowledge Organization. It was also observed that the Theory of Faceted Classification of Ranganathan, Analytic Theory of Concept of Dahlberg, the General Theory of Terminology of Wüster, and the Ontology of Guarino, are closely associated in the methodological papers. On the other side, in the theoreticalepistemological papers the Communicative Theory of Terminology and Socioterminology are dominant theories. In these papers, linguistics, semantics and pragmatics concepts are pointed. The analysis failed to fully prove the initial hypothesis. In fact, many papers present philosophical, theoretical and methodological questions about the concept. Many papers, however, adopt the model proposed by the positivists, uncritically, without questioning the philosophical and theoretical underpinning. Critical approaches are certainly important to consolidate the theoretical and epistemological research in the area. It is recommend the systematization and publishing of books with the current achievements for use in scientific and professional education.

A abordagem teórica do conceito, que remonta à filosofia clássica, atravessou diversos períodos e correntes de pensamento, até chegar às abordagens contemporâneas. Os conceitos são também objetos de pesquisa consolidados na área da Organização da informação e do conhecimento, tendo recebido influências de algumas correntes filosóficas. Esta pesquisa procurou identificar as principais linhas teóricas que fundamentam as abordagens sobre o conceito na área. Parte da hipótese de que estas linhas não estão suficientemente explicitadas e que novas abordagens sobre o conceito contribuiriam para o fortalecimento da área. Para fundamentar a pesquisa, foi realizada revisão de literatura sobre o conceito na filosofia e na ciência, discutindo, ainda, questões como a metáfora e a linguagem na ordem dos conceitos. Apresenta as concepções sobre o conceito nas perspectivas de Foucault, Deleuze e Guattari, Gilles-Gaston Granger, Eleanor Rosch e Vygotsky. Discute as definições do conceito presentes na literatura da área da Organização da informação e do conhecimento, com ênfase nas abordagens das Teorias da Classificação, da Terminologia e da Teoria Analítica do Conceito. Para identificar as abordagens dos pesquisadores brasileiros sobre o conceito, desenvolve pesquisa empírica de análise dos periódicos brasileiros online de Ciência da Informação. Através de análise de citações e do conteúdo dos artigos selecionados, foi identificado como principal eixo paradigmático das abordagens, a Teoria Analítica do Conceito, de Dahlberg. A Teoria da Classificação Facetada, de Ranganathan, a Teoria Geral da Terminologia, de Wüster, e as Ontologias, de Guarino, aparecem associadas a Dahlberg nos artigos teórico-metodológicos. Nos artigos teórico-epistemológicos dominam as abordagens comunicativas da terminologia, socioterminológicas, lingüísticas, semânticas e pragmáticas na construção de conceitos. As análises não permitiram comprovar inteiramente a hipótese de partida porque muitos artigos apresentam discussões epistemológicas, teóricas e metodológicas sobre o conceito. Observou-se, no entanto, que muitos artigos adotam os modelos propostos pelas correntes positivistas, de forma acrítica, sem questionar as bases filosóficas e teóricas subjacentes. Considera-se necessário retomar os principais eixos paradigmáticos sobre o conceito para consolidar as pesquisas teórico-epistemológicas da área, inclusive com a elaboração de obras de sistematização dos avanços já alcançados, para uso na formação de profissionais e pesquisadores da área. / The theoretical approach of the concept, which goes back to the classical philosophy, went through various periods and schools of thought, to reach the contemporary approaches. The concepts are also consolidated research objects in Information and knowledge Organization of area, studied under philosophical influences. This research intended to identify the main lines of theoretical approaches developed in the studies on the concept in Information and Knowledge Organization area. Our hypothesis was that these lines were not sufficiently explained and that new approaches to the concept would contribute to the strengthening of the area. To support the research, the literature on the concept in philosophy and science was examined, discussing also issues such as metaphor and language in the order of the concepts. The approaches on the concept from the perspectives of Foucault, Deleuze and Guattari, Gilles-Gaston Granger, Eleanor Rosch and Vygotsky are also presented. The definitions of the concept in the literature of Information and Knowledge Organization, with emphasis on approaches on Classification, Terminology and Analytic Theory of Concept is also discussed. To identify the approaches of the Brazilian researchers, empirical analysis of online Brazilian journals of Information Science were examined. Through citation and content analysis of selected papers, Analytic Theory of Concept of Dahlberg was identified as a theoretical and methodological paradigm in Information and Knowledge Organization. It was also observed that the Theory of Faceted Classification of Ranganathan, Analytic Theory of Concept of Dahlberg, the General Theory of Terminology of Wüster, and the Ontology of Guarino, are closely associated in the methodological papers. On the other side, in the theoreticalepistemological papers the Communicative Theory of Terminology and Socioterminology are dominant theories. In these papers, linguistics, semantics and pragmatics concepts are pointed. The analysis failed to fully prove the initial hypothesis. In fact, many papers present philosophical, theoretical and methodological questions about the concept. Many papers, however, adopt the model proposed by the positivists, uncritically, without questioning the philosophical and theoretical underpinning. Critical approaches are certainly important to consolidate the theoretical and epistemological research in the area. It is recommend the systematization and publishing of books with the current achievements for use in scientific and professional education.

The main purpose of this study was to develop Inventory of Concepts of Good Death to explore the concepts of good death and the relationships among fear of death and concepts of good death in adolescents. This study used Inventory of Concepts of Good Death and The Multidimensional Fear of Death Scale to investigate the Junior high school students within the Taipei and Kaohsiung County , 600 copies of the questionnaire were distributed to the subjects who were chosen. 495 of the 600 subjects were available.The data gathered from questuonnaires were analyzed by statistical methods such as descriptive analysis, t-test, one-way ANOVA, point-biserial correlation, Pearson¡¦s correlation and interaction regression analysis.The main findings in this study were as follows: The concepts of good death included Physical, Perceptive, Affective, Spiritual and Socie-Cultural levels. Adolescents¡¦ fear of death and concepts of good death were up to the median. They showed the highest fear of death on Fear for Significant Others, and the best concepts of good death on Spiritual level. Adolescents who were females, personal religion was Chinese or western religious belief, parental religion was Chinese religious belief, being aware of good physical mental condition held better concepts of good death. Adolescents who talked about death publicly at home, had experienced the death of pets, were exposed to impressive death experience through the mass media like broadcasting and TV, have more death-relevant experience and held better concepts of good death. The fear of death in adolescents was higher and the concepts of good death were better. The fear of death could predict the concepts of good death when adolescents had less death-relevant experience. Based on the findings, some suggestions were proposed for teachers, counselor, parents, school, educational authorities and future studies.

Reproduction de : Thèse de doctorat : Psychologie : Lyon 2 : 2002. / Thèse : 2002LYO20091. Titre provenant de l'écran-titre. Bibliogr.