La première partie résume l’histoire de la question « Luc et Paul » en trois phases : (1) l’histoire ancienne, (2) la recherche historicocritique, marquée par la construction du « paulinisme » dans le cadre de l’exégèse luthérienne allemande, (3) les quarante dernières années, qui voient un tournant méthodologique (délaissement des approches historiques au profit des approches synchroniques) et théologique (New Perspective sur Paul, lectures de Luc « le théologien »). La deuxième partie pose les bases herméneutiques. Le problème des présupposés théologiques n’invalide pas la question, mais invite à une herméneutique centrée sur le texte. Sémiotique de l’énonciation, approche narrative, pragmatique de la communication et psychanalyse orientent une lecture attentive à la lettre et une méthodologie sciemment éclectique.Sur la base d’un point de contact littéraire entre Luc et Paul, le verbe δικαιόω (« justifier »), la troisième partie analyse quelques textes du 3e évangile. Luc opère un déplacement par rapport au creuset du judaïsme hellénistique auquel il forge son récit. La justice (δικαιοσύνη, δικαιός) est dévoilée comme un des lieux imaginaires où l’humain prétend,à tort, s’identifier. La promesse (l’Évangile) est indépendante du statut éthique, sans que l’importance propédeutique de ce dernier soit niée. En ce sens, le discours lucanien peut être considéré comme une lecture légitime et féconde de la théologie paulinienne. Sans en être une transcription narrative systématique (même s’il lui emprunte quelques termes et motifs), l’évangile de Luc semble traversé par une sorte de « conversion » du langage, une rupture épistémologique analogue au « Christ crucifié » de Paul. / The first part synthesises the history of the issue « Luke and Paul » in three phases : (1) ancient history, (2) historical-critical research, marked by the construction of « Paulinism » within the framework of German Lutheran exegesis, (3) the last forty years, which have seen both a methodological (preference being given to a synchronic rather than historicalapproach) and a theological turn (New Perspective on Paul, reading of Luke « the theologian »). The second part lays hermeneutic bases. The problem of theological presuppositions does not invalidate the question, but encourages hermeneutics centred on the text. Semiotics of the enounciation, narrative approach, pragmatics of communication and psychoanalysis orient a reading focused on the text and a purposely eclectic methodology. On the basis of a point of literary contact between Luke and Paul, the verb δικαιόω (« justify »), the third part analyses some texts from the 3rd Gospel. Luke differs his recital with regards to the crucible of hellenistic judaism. Justice (δικαιοσύνη, δικαιός) is portrayed as one of theimaginary places to which human being claims, wrongly, to identify himself. The promise (the Good News) is independant of ethical status, without denying its importance as propaedeutics. In this sense, Luke’s writings may be considered a legitimate and fruitful reading of Pauline theology. Without being a systematic narrative transcription of it (even though he borrows some terms and motifs), the Gospel of Luke seems to contain a sort of « conversion » of the language, an epistemiological rupture analogue to the « crucified Christ » of Paul.

La distance psychologique est omniprésente dans l’esprit du consommateur et influence ses attitudes et son comportement envers les produits hédoniques. Cependant, des contradictions sont présentes dans la littérature quant à la direction (positive ou négative) des effets de la distance psychologique sur les réponses du consommateur envers les produits hédoniques. En effet, certaines recherches avancent que l’augmentation de la distance psychologique influence positivement les réponses du consommateur envers les produits hédoniques. Alors que d’autres suggèrent l’effet inverse. L’objectif de cette recherche est de réconcilier ces contradictions en examinant sous quelles conditions la distance peut avoir un effet positif ou négatif. Nous proposons que le degré de proéminence du besoin de justification (non saillant vs saillant) du consommateur au moment où il évalue le produit hédonique modère ses effets et constitue une condition sous laquelle la distance psychologique peut avoir un effet positif ou négatif sur les réponses du consommateur envers les produits hédoniques. Trois expérimentations ont été conduites pour le test de nos hypothèses. Les deux premières suggèrent qu’en condition de besoin de justification non saillant, l’augmentation de la distance psychologique a une influence négative sur les réponses attitudinales et comportementales du consommateur envers les produits hédoniques. La troisième expérimentation, quant à elle, propose qu’en condition de besoin de justification saillant, l’augmentation de la distance psychologique a un effet positif sur la réponse comportementale du consommateur envers le produit hédonique. / Psychological distance is pervasive in the consumer’s mind and impacts their attitude and behavior toward hedonic products. However, the literature is inconsistent regarding the direction of the effects of psychological distance on consumer’s responses toward hedonic products. In fact, one part of the research suggests that increasing psychological distance positively impacts consumer’s responses toward hedonic products. Whereas another part of the literature proposes the opposite effect. The aim of this research is to reconcile this inconsistency by examining under which conditions psychological distance can have positive or negative effect. We suggest that the degree of prominence of need to justify (non-salient vs salient), which a consumer experiments during the evaluation of hedonic products, moderates the effect of psychological distance and constitutes the condition under which psychological distance can have a positive or a negative impact on consumer’s responses toward hedonic products. In order to test our research hypotheses, we carried out three experiments. The first two experiments show that in the condition of a non-salient need to justify, the increase of psychological distance has a negative impact on consumer’s responses toward hedonic products. The third experiment suggests that in the condition of a salient need to justify, the increase of psychological distance has a positive impact on consumer’s response toward hedonic products.

While previous mathematics education research has shown that norms can change in mathematics classrooms, little research has closely documented the struggles, concessions, and compromises involved in the negotiation process. Negotiating norms is a complex process entailing deliberate teacher moves intended to promote norms, often met with misunderstandings or resistance from students. This thesis documented the negotiation process that occurred when a teacher attempted to require conceptual explanations from students who had not previously been accustomed to doing so. I recorded six days of instruction in a 9th grade algebra unit, transcribed the class discussions, and inferred norms "at play" for each line of speech in the transcripts. Inspection of these norms revealed a hierarchy of norms, with groups of smaller micro norms constituting larger macro norms. The data showed that meeting a macro norm was done by meeting a sufficient number of its micro norms. In addition to describing a hierarchy of norms, I identified 7 norm negotiation moves (NNMs) used by the teacher, one of which was also used by students. I looked beyond individual lines of speech to analyze whole discussions to see how the teacher used NNMs to accomplish goals concerning norms. My analysis revealed that the teacher used a combination of multiple NNMs to achieve the purposes of introducing, refining, and reinforcing norms. These results offer researchers a new theoretical framework for the structure of norms and can give teachers additional insights into the process of norm negotiation, better preparing them to successfully negotiate norms as they create effective and supportive learning environments.

Students' critical thinking in mathematics was a concern for grade 5 through 8 teachers at a Title 1 public school in the northeastern United States because of the students' poor performance on constructed response questions on the state's mathematics exam. In this exam, students were required to justify their answers in writing. When teachers recognize the connection between writing and critical thinking, they can devise strategies to help students develop mathematical literacy. The purpose of this qualitative case study was to explore how 5th through 8th grade mathematics teachers use the GoMath mathematics literacy program to teach the critical thinking skills students need to justify an answer in writing. The conceptual framework of critical thinking theory drove this study examining critical thinking pedagogy in general and special education mathematics classrooms. Qualitative data were collected from pre- and post-observation interviews and classroom observations from 4 purposefully selected mathematics teachers in grades 5 through 8 who taught GoMath. Thematic analysis was used to analyze the data. Teachers reported that oral communication among students before writing justifications and students' critical thinking skills were integral components in solving mathematics problems. Based on the findings, it is recommended that ongoing professional development be adopted to assist teachers in developing strategies for teaching critical thinking skills to help students justify answers in writing when solving mathematics problems. This endeavor may contribute to positive social change by providing teachers with the necessary skills and strategies to enhance students' communication and critical thinking, thus, increasing their academic performance in mathematics.