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Thesis (doctoral)--Universität Innsbruck. / Includes bibliographical references (p. 395-401).

Thesis (doctoral) - Universität Innsbruck. / Includes bibliographical references (p. 395-401).

Notre travail de recherche propose d'envisager et d'étudier la danse en tant qu'activité constructrice de sens. Cette notion complexe a été diversement thématisée et explorée au cours de l'histoire de la danse, mais n'a que rarement été questionnée frontalement. Nous nous appuyons, pour mener à bien cette entreprise, sur les travaux de Susanne Langer, philosophe américaine du XXe siècle dont les ouvrages explorent la question du symbolique. Elle a développé au sujet de la danse une pensée originale, et élaboré des concepts proposant de circonscrire au mieux les processus symboliques à l'oeuvre dans les pratiques non discursives, et en particulier dans l'art. Nous choisissons, plutôt que d’aborder la danse d’un point de vue ontologique, comme une catégorie en soi sous laquelle seraient subsumés certains mouvements, de la considérer comme un événement, dont la survenue peut être intermittente. Approcher la danse sous cet angle offre la possibilité de rendre compte de son éventuelle apparition dans toute forme de mouvement, de la danse artistique à la danse festive, du mime au cinéma, du rite à la création numérique. Ce choix de ne pas réduire a priori le champ d'étude permet a posteriori de redessiner une frontière nette entre la danse et les autres formes de mouvement ou de pratiques corporelles. En effet, notre travail tend à réaffirmer la spécificité fondamentale de la danse, quels que soient les environnements, moments et corps dans lesquels elle apparaît – une spécificité tenant à ses processus symboliques uniques, et aux sens qu'elle peut ainsi construire ou faire émerger. / The aim of our work is to consider and study dance as a sense-Building activity. Sense is a complex notion, which has been variously conceptualized in the course of dance history but merely investigated. In order to do so, we build upon the works of Suzanne Langer, a 20th century American philosopher whose writings explore the concept of “symbol”. She elaborated an original thought about dance and came up with concepts that allowed her to circumscribe the symbolic processes happening during the non-Discursive practices, in art especially. Rather than looking at dance from an ontological point of view or as a category that gathers certain types of moves, we choose to study it as something that may appear on an intermittent basis. Watching dance this way makes it possible for us to give an account of the possibility of its emergence in any kind of movement, whether it happens in the course of artistic dance, festal dance, mime, cinema, rite or within a digital creation. This decision not to reduce a priori the field of study allows us to draw a posteriori a clear distinction between dance and any other kind of moves or bodily practices. Indeed, our work tends to claim the fundamental specificity of dance, whatever environments, moments or bodies in or during which it occurs – a specificity that may be explained by its unique symbolic processes and the meanings or senses it may build or give birth to.

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Thesis (M.F.A.)--Rochester Institute of Technology, 1984. / Typescript. Includes bibliographical references (leaves 39-40).

Studiens syfte är att undersöka hur lärare i årskurs F-3 arbetar med högläsning av skönlitterära texter respektive sakprosatexter i undervisningen. Det teoretiska ramverk som använts utgår ifrån Langers föreställningsvärldar och genrepedagogik. Det är en kvalitativ intervjustudie som utgår ifrån 6 olika lärares tankar och erfarenheter. Den data som samlades in analyserades med tematisk innehållsanalys som metod. I resultatet framkom det att lärarna uppgav att de använde sig av högläsning av sakprosatexter för att utveckla elevers förförståelse och förståelse för innehållet i texten. Högläsning av skönlitterära texter användes enligt de intervjuade lärarna för att få en lugn stund i klassrummet, för att öka förförståelse, förståelse för innehållet i texten och vokabulär hos eleverna. Genom att lärarna uppgav att de arbetade på olika sätt fick eleverna möjlighet att träda in i olika föreställningsvärldar. Det framkom en kontrast mellan hur lärarna resonerade gällande arbetet med de olika texttyperna, eftersom en del av lärarna ansåg att högläsning av sakprosatexter kunde kopplas till läroplanen, till skillnad från högläsning av de skönlitterära texterna. Arbetet med högläsning av skönlitterära texter skedde därför ibland som en isolerad aktivitet. En del av resultatet som utmärkte sig var vikten av samtal kopplat till högläsning, vilket gör att interaktionen under högläsning hade varit intressant att undersöka vidare. Det hade också varit intressant att undersöka högläsningens funktion i ett bredare omfång med hjälp av enkätundersökningar.

The aim of this study is to investigate how and why Swedish upper secondary school teachers use fiction in relation to the fundamental values in the EFL classroom. Using fiction as pedagogical material is an advantageous method when raising topics related to the fundamental values, which include topics such as democracy, equality, and gender awareness. The study is based on seven semi-structured interviews with Swedish upper secondary school teachers who all teach English. A content analysis was conducted in order to thematize and categorize the results. The project’s theoretical framework is based on modes of engagement as  presented by Rita Felski and phases of the reading process as presented by Judith Langer. The theoretical framework illuminates how and why teachers use fiction in relation to the fundamental values. The results show that the teachers mostly use novels and films to raise topics related to the fundamental values, since extensive narratives and character developments allow the pupils to get to know the characters and hence identify with them easily. In class, all the teachers appreciated[A1]  discussion as a method for their pupils to gain a deeper understanding of the topic at hand. The results further showed that the teachers believe fiction has great potential when raising topics related to the fundamental values. Pupils are able to react, respond to, and recognize themselves in what they read, which in turn teaches them something about themselves and the surrounding world. The results also show that the most prominent challenge with fiction is that not all pupils read or like to read. In conclusion, teachers prefer to use longer fictional texts, such as novels or films, to raise topics related to the fundamental values, and they use fictional texts because fiction as pedagogical material shows great potential in English classes.

Ekokritik är ett relativt outforskat område i skolan, men blir alltmer relevant med tanke på klimatnödläget. Studiens syfte är därför att undersöka den didaktiska potentialen med ekokritik i gymnasieskolans svenskundervisning samt utreda i vilken utsträckning det finns märkbara ekokritiska teman i Selma Lagerlöfs novell “En historia från Halland”. I vår studie låter vi elever analysera novellen utifrån ekokritiska frågeställningar. Langers (2011) teori om föreställningsvärldar och de tillhörande fem faserna appliceras i utformandet av metoden. I resultatet åskådliggör vi sedan var eleverna befinner sig i sina analyser och hur de tillämpar Langers faser (2011). Vi utgår från den hermeneutiska forskningstraditionen och tolkar elevernas reception av novellen. Resultatet visar att det finns ekokritiska teman i “En historia från Halland” då den skildrar människans relation till naturen. Dessutom kan vi se att det finns didaktisk potential med ekokritik i gymnasieskolan.

The purpose of this dissertation is to develop explanatory theory for the learning processes facilitated by art-based methods in management education (ABMs). Such theory is important because managerial educators increasingly use ABMs, and without a well-developed theory it may be difficult to realise these methods’ full potential. Current research on ABMs uses theories from other fields but generally sees ABMs as methods for making important information available for reflection, e.g. information about unconscious assumptions, aesthetic experience, or non-propositional or tacit knowledge. This shows that the field is grounded in a representationalist view of cognition. This view of cognition makes it difficult to explain certain themes in the research field, such as, the importance of staying with the senses without reflecting, aesthetic agency, and the process of making. I therefore asked: What insights can be gained from exploring ABMs, using theories grounded in the embodied view of cognition, in particular Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1999) and simulation theories (Barsalou, 2008). For the empirical work, I used an experimental design with 60 managers from Danish companies. All participants selected problems from their work they perceived as important, yet unsolvable. They were randomly divided into three groups: Two groups using different ABMs to address problems and a comparison group where no ABM was used. The experiment indicated that 1) creating new metaphors for a problem based on different sensory metaphors enabled the participants to import behaviour from contexts unrelated to the problematic situation, and 2) focusing on sensory experience enabled participants to remove judgments about self or others. Furthermore, the experiment indicated that learning outcomes reflected participants’ experience of the concrete learning intervention. These findings contribute to CMT by suggesting that it is possible to formulate relationships between changes in metaphors and specific learning outcomes. They contribute to ABM by suggesting that experiences that participants have during ABMs are later used as tools for structuring other experiences – not merely as data for reflection.