Syftet med denna undersökning är att urskilja hur en vetenskaplig grund kan synas och tolkas i framställningen av drottning Kristina i historieläromedel. Den vetenskapliga grunden representeras i undersökningen av två historiedidaktiska traditioner: en empirisk tradition, samt en historiefilosofisk tradition. Frågeställningarna behandlar hur uttryck för en vetenskaplig grund kan synas och tolkas i framställningen av drottning Kristina i historieläromedel utifrån en empirisk respektive historiefilosofisk tradition. Undersökningen realiseras genom att tre läromedel undersöks, samtliga publicerade efter implementeringen av att den nuvarande läroplanen, LGR11 (Skolverket, 2019a) samt Kapitel 1, 5 § i Skollagen (SFS 2010:800).   Analysen har genomförts genom en kombination av en kvalitativ och kvantitativ textanalys. I resultaten och analysen framgår det att det i läromedlen kan synas och tolkas en vetenskaplig grund utifrån båda traditionerna. Bland annat kan det i läromedlen urskiljas exempel på när det skapas möjligheter att både utveckla ett historiskt tänkande, vilket kan kopplas till empirismen, och utvidga ett historiemedvetande, något som kan kopplas till historiefilosofin. Fortsättningsvis visar undersökningen att ett kronologiskt perspektiv på historia kan tolkas som betonat i läromedlen. Det genealogiska perspektivet syns främst i periferin, subtilt eller i textsjok avskilda från brödtexten.   I undersökningens diskussion lyfts det bland annat att det kan uppfattas som problematiskt att det kronologiska perspektivet betonas över det genealogiska i läromedlen. Detta har kunnat kopplas till att läromedlen ofta styr undervisningen och hur historieämnet uppfattas samtidigt som de ofta kan förmedla en traditionell och statisk bild av historien (Hammarlund & Lindahl, 2009; Ammert, 2013). En annan slutsats är att de olika traditionerna verkar kunna samexistera, något som de även kan synas göra i LGR11 (Skolverket, 2019a).

Il est courant de reconnaître en Hume un philosophe empiriste et un critique de la raison. Cette étude s’attache à examiner le lien unissant ces deux caractérisations, et à mettre en évidence le geste d’extension de l’empirisme par lequel, sous la plume de Hume, l’entendement en vient à être pensé selon un modèle empirico-sceptique. Contrairement à l’idée reçue qui voudrait que la théorie humienne de la raison s’énonce à l’encontre de conceptions «métaphysiques» ou «rationalistes» de cette dernière, il s’agit de montrer que c’est à des auteurs couramment désignés comme empiristes que Hume se confronte lorsqu’il prend la raison pour objet, en tant que ces auteurs seraient restés prisonniers d’une compréhension superficielle de l’expérience. En explorant différents champs (connaissance, passions, morale, histoire, sciences constituées, telle la mécanique), cette étude souligne que la critique humienne de la raison naît d’un approfondissement de l’empirisme, approfondissement qui vient interroger l’idée traditionnelle d’une continuité vis-à-vis des philosophes «empiristes» (notamment Locke et Hutcheson) et d’une mise à distance des auteurs «rationalistes» (notamment Leibniz et Malebranche). Ces positionnements à première vue surprenants s’enracinent dans une exigence d’analyse de l’expérience : c’est seulement en analysant l’expérience immédiate et ordinaire que nous faisons de notre raison qu’il est possible de parvenir à une juste idée de ses pouvoirs, et de poser à nouveaux frais la question de sa légitimité à gouverner notre croyance. / Hume is commonly seen as an empiricist philosopher and as a critic of reason. The project of this thesis is to examine the relation between these two characterizations, and to highlight the way that Hume expands empiricism into the faculty of reason, resulting in a new conception of the understanding, which is both empirical and skeptical. In opposition to the generally accepted idea, which states that Hume's theory of reason is set against "metaphysical" or "rationalist" conceptions of this faculty, the thesis argues that, in his account of reason, Hume mainly critiques "empiricist" philosophers. These thinkers are critiqued for being confined to a superficial view of experience. Through an exploration of several fields (theory of experience, theory of the passions, theory of morals, history, contemporary sciences, such as mechanics), it is shown that Hume's critique of reason stems from an extension and intensification of empiricism. This demonstration challenges the traditional view of Hume, as the heir to the "empiricist" tradition (particularly Locke and Hutcheson) and as a mere critic of the "rationalist" philosophers (particularly Leibniz and Malebranche). These positions, which seem at first sight surprising, are rooted in the demand that experience be analysed : it is only through analysing the immediate and ordinary experience we have of our reasoning that we can arrive at a true account of the powers of reason, and give new ground to the question of the legitimacy of reason to govern our beliefs.

Cette thèse en histoire du droit et des idées politiques s'intéresse à un juriste républicain de la fin du XIX° siècle, qui a connu les débuts de la III° République parlementaire. Son oeuvre juridique est passionnante, érudite, minutieuse. Il démontre que le droit peut être renouvelé par la méthode empirique de l'histoire. L'histoire est le reflet de la vie des peuples et donc de la société. Du point de vue des sources du droit, il rehausse quelque peu la coutume et la jurisprudence afin d'adapter la loi, prise au sens formel. / This thesis in story of the law and the political ideas is interested in a republican jurist of the end of XIX °century, which knew the beginning of III ° parliamentary Republic. His legal work is fascinating, erudite, and meticulous. He demonstrates that the law can be renewed by the empirical method of the story. The story is the reflection of the life of the peoples and thus the society. From the point of view of the sources of the law, he enhances a little the custom and the decisions of the Court to adapt the law, taken in the formal sense.

This diploma thesis deals with ethical theories in social work. Evaluates the contribution of ethical theories for social work in general and after that also specifically by elaborating three chosen ethical theories- Kant?s rationalistic ethics, Hume?s empiristic ethics and ethics of care. This thesis points to the importace of ethically correct decision making, which is related to the knowledge of fundamental ethical values. Both are an essential part of professionalism of social worker. Ethical theories contribute to a better understanding of ethics and come with theoretical instructions how to apply ethical values in practice.

Notion scientifique et philosophique majeure du XVIIIe siècle, l’expérience s’affirme dans les œuvres du romantisme émergent (1795-1818) à la fois comme un thème privilégié et comme le support d’une élaboration esthétique. Étudier l’appropriation plurivoque de la notion d’expérience dans un corpus comparatiste (Novalis, Mme de Stäel, Coleridge, Tieck, Senancour, Keats, etc.) permet d’examiner, contre un certain héritage de l’histoire littéraire, les nuances de l’identité romantique alors en train de se constituer. L’analyse poétique, couplée à la perspective diachronique qui est celle de l’histoire des idées, fait voir la richesse des conceptions et des attitudes du romantisme en lien avec l’expérience, de la quête à la résignation, de la célébration de l’action au repli introspectif, tout en permettant d’interroger la réception critique et universitaire des œuvres et leur rôle dans la construction d’une certaine identité romantique. / A major scientific and philosophical concept of the eighteenth century, the Experience manifests itself in the works of the new emerging Romanticism (1795-1818); both as a privileged theme and as a contribution to an aesthetic construction.Studying the polyvocal understanding of the notion of experience in a comparative corpus, like in Novalis’, Mme de Stäel’s, Coleridge’s, Tieck’s, Senancour’s, Keats’s, to mention a few, makes it possible to observe, against a certain legacy of literary history, the nuances in the Romantic identity during its own making. The poetic analysis, combined with the diachronic perspective of the history of ideas, shows the wealth of conceptions and attitudes of Romanticism in relation to experience, from the quest to resignation, and from celebration of action to the introspective withdrawal; all while allowing the critical and academic reception of such works to be questioned regarding their role in the construction of a certain Romantic identity.

Ce mémoire a pour but de caractériser la conception moderniste du nationalisme chez la sociologue américaine Liah Greenfeld. Celle-ci fait une contribution significative à la littérature sur le nationalisme, notamment par son approche pluridisciplinaire que l'on peut diviser en trois axes principaux : philosophique, historique et psychologique. Le mémoire propose donc une synthèse de l'œuvre de l'auteure tout en accordant comme il se doit une place prépondérante à l'axe philosophique de sa pensée. On définira dans un premier temps la conception «mentaliste» et empiriste du monde que Greenfeld développe et qui est inspirée de Max Weber, en prenant le temps de distinguer celle-ci des autres conceptions canoniques (idéalisme, réalisme, structuralisme, etc.). Cela permettra d'établir sur des bases philosophiques et sociologiques solides la conception de la nation et du nationalisme de Greenfeld, tout en démontrant que le nationalisme est selon elle l'élément fondamental qui caractérise la modernité. On analysera ensuite les différents types de nationalismes mentionnés par la sociologue, en soulignant l'importance qu'elle accorde à la composante économique du nationalisme. On terminera en soulevant les enjeux philosophiques qui se trouvent au cœur de la description historiciste et psychologisante que fait Greenfeld pour analyser l'émergence, le déploiement et la perpétuation du nationalisme dans le monde à travers différentes nations modernes (principalement Angleterre, France, Russie, États-Unis, Allemagne). Le mémoire se termine en soulevant quelques critiques. / This thesis aims to characterize the modernist conception of nationalism in the work of the American sociologist Liah Greenfeld. This author makes a significant multidisciplinary contribution to the literature on nationalism that explores three main areas : philosophy, history and psychology. I synthesize her work focussing on the philosophical dimension of her thinking. I define her "mentalist" and empiricist approach inspired by Max Weber and distinguish it from other canonical philosophical approaches (idealism, realism, structuralism, etc.). I then explain how Greenfeld's conceptions of nation and nationalism are built on this approach, showing that, according to her, nationalism is the fundamental element at the basis of modernity. I analyze the different types of nationalism she introduces, stressing the importance she attaches to the economic component of nationalism. I also raise philosophical issues that lie at the heart of the historicist and psychologising description that has led her to analyze the emergence, deployment and perpetuation of nationalism in the world through different nations (mainly examining England, France, Russia, United States and Germany). I conclude by raising some criticisms on Greenfeld's work.

Submitted by Priscilla Araujo (priscilla@ibict.br) on 2018-04-02T17:04:43Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) IBICT_Pedro_DIAZ_Dissertacao_Mestrado_.p.pdf: 5232673 bytes, checksum: 176473c5ab6ad21caf7c3ba39c810d0b (MD5) / Made available in DSpace on 2018-04-02T17:04:49Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) IBICT_Pedro_DIAZ_Dissertacao_Mestrado_.p.pdf: 5232673 bytes, checksum: 176473c5ab6ad21caf7c3ba39c810d0b (MD5) Previous issue date: 2017-03-26 / presente pesquisa traça uma potência ontológica e pragmática a partir do empirismo da prática hacker em inserir, adaptar e criar sistemas organizativos e produtivos. Analisando processos sociais que desenvolvem tecnologias junto às mudanças constituintes vindas da cibercultura, identifica-se um trabalho info-técnico intensificado na fase avançada de um capitalismo maquínico: financeiro, midiático e semiótico. Evidenciaremos como uma estratégia Hacker é aplicada também por ‘Estados Informacionais’ em seus ‘Regimes Informacionais’ em uma geopolítica da vigilância. O foco dessa pesquisa irá recair sobre práticas de inserção, disputa, apropriação e reuso tecnológico que se constituem junto à processos de subjetivação da percepção e sensibilidade na era informacional. Através do debate de uma ‘Ética Hacker’, busca-se analisar projetos sociais que trabalham em processos laboratoriais de experimentação com tecnologias abertas e sociais, promovendo novas ethicidades (ethos) - práticas, hábitos, territórios, códigos, linguagens, valores, sensibilidades, etc. Traçando as fronteiras de uma guerra informacional, subjetiva e midiática, vamos apontar uma necro-ética de medo, tortura e controle. Buscaremos aprofundar e desdobrar o conceito de ‘competência informacional’ em uma potência hacker como agenciador e produtor infotécnico em um fluxo intensivo que aponto como “Caosmose Informacional”. Junto à uma aproximação teórica do campo da Ciência da Informação, iremos atentar à essa fronteira onde o ato de ‘hackear’ consiste em modos de experimentação e criação, em um esquizo-poder info-técnico e desviante, um empirismo pragmático e transcendental como ativação das multiplicidades descolonizantes do conhecimento e seus desdobramentos criativos técnicos (filosóficos, científicos, sociais, ontológicos, etc.). / The presente research trace an ontologic and pragmatic potency from the empirism of hackers practices in organizational e productive sistems. Analising it from the social process that develop technology within the changes coming from the ciberculture, where the info-tech work has been intensified in the advanced fase of a machinic capitalism: financial, midiatic and semiotic. We will show how the Hacker strategy are aplied in a “Informational State” with their “Informational Regimes” in a geopolitic of surveillance. The focus of this research will lie on the practices of insertion, dispute, apropriation and technological reuses that constitute themselves with diferent process of subjectivation of perception and sensibility in the informational age. Trought a debate of a ‘Hacker-Ethics’, we look for social projects that work with the laboratorial process of experimentation of open and social technology, promoting new ethicities (ethos) – practices, habits, territories, codes, languages, valor, sensibilities, etc. Tracing the frontiers of an informational war, subjective and midiatic, we will point to a necro-ethics of fear, torture and control. We will deepen and unfold the concept of ‘informational competency’ in a hacker potency as an agent and info-tech producer in a intensive flow that we will define as “Informational Caosmose”. Together with the aproximation of the field of Information Sciences, we will atend to this frontier where the act of ‘hack’ consists in modes of experimentation and criation, in a info-tech esquizo-power deviant, an trancendent and pragmatic empirism as an activation of the decolonizing multiplicities of knowledge and its technological unfolds (philosophical, scientific, social, ontological, etc.)

I och med covid-19-pandemin som startade 2020 har fler kontakter mellan människor flyttats online för att minska smittspridningen, så även det sociala arbetet. Syftet med denna studie var att ta reda på hur personal som arbetar med behandlingsprogram inom Frivården har upplevt att det har varit att genomföra behandlingsprogram via videosamtal. Frivården började med detta arbetssätt i samband med covid-19-restriktionerna 2020 och då fenomenet är nytt i Sverige finns inte mycket tidigare nationell forskning kring detta. Studien bygger på kvalitativa intervjuer med behandlingspersonal på fyra frivårdskontor i Sverige och vill skapa en bild av deras upplevelse. Av intervjuerna framgick att personalen upplever problem med det tekniska genomförandet och i samarbetet med klienterna. Man anser dock att det fungerat bättre än förväntat. Problemen kring genomförandet förklarats i detta examensarbete med hjälp av mottaglighetsprincipen och tankar kring kollaborativ empirism. Det har framgått att genomförandet till stor del påverkas av klienternas mottaglighet och att denna i sin tur påverkar möjligheten till kollaborativ empirism i arbetet med behandling. / With the start of the covid-19 pandemic 2020, more contacts between people have been moved online to reduce the spread of infection, as has social work. The purpose of this study was to find out how staff who work with treatment programs within the Swedish probation service have experienced that it has been to implement treatment programs via video calls. The probation service began with this approach in connection with the covid-19 restrictions in 2020 and since the phenomenon is new in Sweden, there is not much previous national research on this. The study is based on qualitative interviews with treatment staff at four probation offices in Sweden and wants to create a picture of their experience. The interviews showed that the staff experience problems with the technical implementation and in the collaboration with the clients. However, it is believed that it worked better than expected. The problems with implementation have been explained in this thesis with the help of the principle of responsivity and thoughts about collaborative empiricism. It has been shown that the implementation is largely affected by the clients' responsivity and that this in turn affects the possibility of collaborative empiricism in the work with treatment.

In preschools it is common that mathematics mainly focuses on how children learn mathematics through everyday activities, or on children´s understanding of mathematical concepts. However, views on mathematics-learning are today deepened and extended, and embrace children’s own mathematical signs, visual representations and bodily experiences. The overall aim of this thesis is to experiment with how this extended view in which children´s engagement and creativity is affirmed, simultaneously as they are developing knowledge about the world of mathematics with its procedures and rules. With inspiration from the French philosophers Gilles Deleuze´s and Félix Guattari´s immanent ontology and transcendental empiricism, and from the pedagogical philosophy of the preschools in Reggio Emilia, I have experimented both with mathematics, and with toddlers’ explorations and potentiality. The research-material primarily consists of video observations and documentations, and it is taken from a project with a mathematical topic through a cooperative work by me, preschool teachers and children aged 1–3 years. Methodologically the work is based on one example from the project where some children explores and experiment on geometric objects. In relation to the example some concepts from Reggio Emilia’s pedagogical thinking and Deleuze´s and Guattari´s immanent ontology are put to work, by focusing on the connections that emerge. The study make visible that children explore and experiment with mathematics in what in the study has called “a relational field of potentiality”. In relation to preschool didactics the study stresses the importance of teachers paying attention to and “listening” to children’s experimentations and sign-making, in order not to interrupt what is emerging/becoming. This requires an environment that embraces “the hundred languages” and enables collective experimentation for thoughts and ideas to be shared in “togetherness”. / I förskolan är det vanligt att matematiken främst handlar om det som sker i barnens vardag eller fokuserar på barnens förståelse av matematiska begrepp. Synen på matematik i förskolan håller dock på att vidgas och inbegripa barns egna teckenskapande och kroppsliga erfarenheter. Licentiatuppsatsens övergripande syfte är att experimentera och utforska hur barns engagemang och kreativitet kan tas tillvara, samtidigt med att barnen kan utveckla sina kunskaper kring matematikens värld med dess procedurer och regler. Utifrån de franska filosoferna Gilles Deleuze’s och Félix Guattaris immanenta perspektiv och transcendentala empirism och Reggio Emilias pedagogiska filosofi, har jag experimenterat kring matematik och de yngsta förskolebarnens experimenterande och potentialitet. Forskningsmaterialet består främst av videoobservationer och pedagogisk dokumentation från ett projekt med ett matematiskt ämnesinnehåll genom ett kollektivt arbete med mig, pedagoger och barn i åldern 1–3 år. Metodologiskt utgår arbetet från ett exempel från projektarbetet där några barn utforskar och experimenterar kring geometriska objekt. I relation till exemplet sätts några begrepp från Reggio Emilias pedagogiska tänkande och Deleuze´s och Guattaris immanenta ontologi i arbete med särskilt fokus på vilka förbindelser som frambringas. Det som studien synliggör är att barn utforskar och experimenterar kring matematik i det som i studien kallats ”det relationella potentialitetsfältet”. Förskoledidaktiskt synliggör studien vikten av att pedagoger uppmärksammar och ”lyssnar” till barns experimenterande och teckenskapande, för att inte stoppa barns potentialitet och det som är i tillblivelse. Detta förutsätter en miljö som inbegriper de hundra språken och som gör ett kollektivt experimenterande möjligt där tankar och idéer kan delas i en ”tillsammansskap”.