Global ETD Search

11	The role of preferences in the context of believing and discerning communities : a Maturanian reading Zaracho, Rafael January 2014 (has links) We find ourselves, as interpreters and listeners, living, discerning, prioritizing, asking, and answering questions in and through particular communal and theological traditions. As the discerning and prioritizing process is inevitable, we suggest to move the question about prioritizing from the context of ‘privileged access or interpretation' to the context of the ‘preferences' of the believing communities. We imply by this ‘relocation' the interdependent relationships between believing communities and their beliefs and practices. We propose, following Maturana's epistemology, three steps to argue about the dynamic and interdependent relationships among believers, communities, and their beliefs and practices. We affirm, first, that whenever we engage in the discerning process we have before us two paths of explanations. These two paths place the believers in a central place in their task for deciding for one of the options. The recognition about the interpreters' active participation suggests the crucial role of the believers and their preferences. The crucial point in the process of discerning and deciding for one of the paths is the type of believing communities that we would like to promote and conserve. We suggest, second, that the proposal of answers and the acceptation of those answers as explanations imply the active participation of both interpreters and listeners. We propose the interdependence relationships between our existence in particular believing communities and those questions and answers that we prioritize, ignore, and conserve. We claim, third, that in language or in and through our dialogical spaces we distinguish and coordinate the many and possible dimensions of our existence and relationships. As believers, in and through the contexts of our believing communities we discern, prioritize, and conserve the accents of our beliefs and practices. We stress the crucial role of the preferences as the believing communities prioritize and conserve the ‘nature' and ‘course' of their particular communities. 248.4
12	Estudo sobre a constituição de um sistema social em ambiente virtual de aprendizagem Rocha, Karla Marques da January 2008 (has links) Nas últimas décadas, as mudanças sociais, econômicas, políticas na cultura, ciência e, especialmente no campo da tecnologia, vêm revolucionando as formas de comunicação e de relacionamento entre as pessoas. Algumas mudanças se configuram devido ao desenvolvimento tecnológico, especialmente no apoio à educação. A Educação a distância, na qual os processos de ensino e aprendizagem ocorrem com a utilização de meios e tecnologias de informação e comunicação, favorece o surgimento de novos espaços de convivência. Esta tese propõe uma visão de comunidade em ambiente virtual de aprendizagem específico, observando seu processo de constituição. Tendo como referência a teoria da Biologia do Conhecer, de Humberto Maturana, foi estudada a rede conversacional que se constituiu na instância do “correio”, ferramenta de comunicação em um Curso de Especialização. Buscou-se identificar o acoplamento estrutural entre os participantes do curso no espaço coordenação/tutoria e o ambiente virtual de aprendizagem e, a partir deste acoplamento, a constituição de um sistema social. Para tal, foram mapeadas as mensagens produzidas por meio da ferramenta “correio”, do ambiente, através de categorias, o que permitiu identificar tanto o acoplamento dos participantes do curso com o ambiente como a constituição do próprio sistema social, enquanto uma comunidade de aprendizagem. / In the last decades the social changes, economic, politic in the culture, science and especially changes in the field of technology are revolutionizing the ways of communication and the relationships between people. Some changes occur due to technological development, especially to support the education. The distance education, where the processes of teaching and learning occur with the use of ways and technologies of information and communication it favours the emergence of new areas of acquaintance. This theory proposes the vision of community of learning in virtual environment of specific learning, observing its process of the formation. Taking as reference the theory of the Biology Knowing of Humberto Maturana, it was studied the network conservation that constituted itself in the instance of “email”, tool of communication in a Specialization Course. It was tried to identify the structural coupling between the participants of the course in the space coordination/mentoring and the virtual environment of learning and from this coupling the establishment of a social system. So, it was mapped the massages produced from the tool “emails”, of the environment, through the category, allowing to identify both the coupling of the participants of course with environments as the creation of the own social system, while a community of learning. Ambiente de aprendizagem Ambiente virtual Informática na educação Environment of learning Virtual environment Information technology in education Information technology and communication Network talk Maturana, Humberto
13	Aprendizagem amorosa na interface escola - projeto de aprendizagem e tecnologia digital Corte Real, Luciane Magalhães January 2007 (has links) A Tese propõe a idéia da Aprendizagem Amorosa que nasce na confluência do conversar com a Biologia do Conhecer de Humberto Maturana, com a Epistemologia Genética Jean Piaget e com o pensamento de outramento de Michel Serres. Parte de uma experiência de intervenção, realizada em uma Escola Municipal de Porto Alegre, construida na interface da metodologia de Projetos de Aprendizagem (PAs) e Tecnologias Digitais. A experiência foi registrada em diários de campo e em espaços de um ambiente de aprendizagem (Teleduc), nos fóruns, batepapos, perfis, diários de bordo. Os PAs e as Tecnologias Digitais são a matriz da construção da rede de conversações da experiência vivida e analisada. As conclusões apontam para a importância do emocionar presente na rede de conversação para a constituição de um domínio cooperativo para o que exista uma aceitação da legitimidade do outro que se operacionaliza em um processo de descentração cognitiva e afetiva. Fundar um domínio de ações de cooperação, pode fundar um emocionar que considera a legitimidade do outro na ação em jogo, logo, Aprendizagens Amorosas. / The thesis proposes the idea of an affective learning based on the principles proposed in Learning Biology of Humberto Maturana, in the theory of Genetics Episthemology proposed by Jean Piaget and on the thoughts of Michel Serres. It is about an intervention research experience carried out in a Public School in Porto Alegre city named 'Escola Municipal de Porto Alegre'. The methodology is based on Learning Projects and on some digital technologies. The data has been registered in diaries and in the spaces provided by TELEDUC, an educational plataform. Conclusions show the importance affectivity plays in the conversational net for the construction of a cooperative work which accepts the other as a legitimate other and that operates in a process of cognitive and affective descentration. To build a cooperation environment implies the inclusion of affectivity, and affective learning. Maturana Romecin, Humberto, 1928- Piaget, Jean, 1896-1980 Serres, Michel, 1930- Informática na educação Computador na educação Relação humana Internet Ambiente de aprendizagem Ambiente virtual Informática Educação
14	Aprendizagem amorosa na interface escola - projeto de aprendizagem e tecnologia digital Corte Real, Luciane Magalhães January 2007 (has links) A Tese propõe a idéia da Aprendizagem Amorosa que nasce na confluência do conversar com a Biologia do Conhecer de Humberto Maturana, com a Epistemologia Genética Jean Piaget e com o pensamento de outramento de Michel Serres. Parte de uma experiência de intervenção, realizada em uma Escola Municipal de Porto Alegre, construida na interface da metodologia de Projetos de Aprendizagem (PAs) e Tecnologias Digitais. A experiência foi registrada em diários de campo e em espaços de um ambiente de aprendizagem (Teleduc), nos fóruns, batepapos, perfis, diários de bordo. Os PAs e as Tecnologias Digitais são a matriz da construção da rede de conversações da experiência vivida e analisada. As conclusões apontam para a importância do emocionar presente na rede de conversação para a constituição de um domínio cooperativo para o que exista uma aceitação da legitimidade do outro que se operacionaliza em um processo de descentração cognitiva e afetiva. Fundar um domínio de ações de cooperação, pode fundar um emocionar que considera a legitimidade do outro na ação em jogo, logo, Aprendizagens Amorosas. / The thesis proposes the idea of an affective learning based on the principles proposed in Learning Biology of Humberto Maturana, in the theory of Genetics Episthemology proposed by Jean Piaget and on the thoughts of Michel Serres. It is about an intervention research experience carried out in a Public School in Porto Alegre city named 'Escola Municipal de Porto Alegre'. The methodology is based on Learning Projects and on some digital technologies. The data has been registered in diaries and in the spaces provided by TELEDUC, an educational plataform. Conclusions show the importance affectivity plays in the conversational net for the construction of a cooperative work which accepts the other as a legitimate other and that operates in a process of cognitive and affective descentration. To build a cooperation environment implies the inclusion of affectivity, and affective learning. Maturana Romecin, Humberto, 1928- Piaget, Jean, 1896-1980 Serres, Michel, 1930- Informática na educação Computador na educação Relação humana Internet Ambiente de aprendizagem Ambiente virtual Informática Educação
15	Estudo sobre a constituição de um sistema social em ambiente virtual de aprendizagem Rocha, Karla Marques da January 2008 (has links) Nas últimas décadas, as mudanças sociais, econômicas, políticas na cultura, ciência e, especialmente no campo da tecnologia, vêm revolucionando as formas de comunicação e de relacionamento entre as pessoas. Algumas mudanças se configuram devido ao desenvolvimento tecnológico, especialmente no apoio à educação. A Educação a distância, na qual os processos de ensino e aprendizagem ocorrem com a utilização de meios e tecnologias de informação e comunicação, favorece o surgimento de novos espaços de convivência. Esta tese propõe uma visão de comunidade em ambiente virtual de aprendizagem específico, observando seu processo de constituição. Tendo como referência a teoria da Biologia do Conhecer, de Humberto Maturana, foi estudada a rede conversacional que se constituiu na instância do “correio”, ferramenta de comunicação em um Curso de Especialização. Buscou-se identificar o acoplamento estrutural entre os participantes do curso no espaço coordenação/tutoria e o ambiente virtual de aprendizagem e, a partir deste acoplamento, a constituição de um sistema social. Para tal, foram mapeadas as mensagens produzidas por meio da ferramenta “correio”, do ambiente, através de categorias, o que permitiu identificar tanto o acoplamento dos participantes do curso com o ambiente como a constituição do próprio sistema social, enquanto uma comunidade de aprendizagem. / In the last decades the social changes, economic, politic in the culture, science and especially changes in the field of technology are revolutionizing the ways of communication and the relationships between people. Some changes occur due to technological development, especially to support the education. The distance education, where the processes of teaching and learning occur with the use of ways and technologies of information and communication it favours the emergence of new areas of acquaintance. This theory proposes the vision of community of learning in virtual environment of specific learning, observing its process of the formation. Taking as reference the theory of the Biology Knowing of Humberto Maturana, it was studied the network conservation that constituted itself in the instance of “email”, tool of communication in a Specialization Course. It was tried to identify the structural coupling between the participants of the course in the space coordination/mentoring and the virtual environment of learning and from this coupling the establishment of a social system. So, it was mapped the massages produced from the tool “emails”, of the environment, through the category, allowing to identify both the coupling of the participants of course with environments as the creation of the own social system, while a community of learning. Ambiente de aprendizagem Ambiente virtual Informática na educação Environment of learning Virtual environment Information technology in education Information technology and communication Network talk Maturana, Humberto
16	Aprendizagem amorosa na interface escola - projeto de aprendizagem e tecnologia digital Corte Real, Luciane Magalhães January 2007 (has links) A Tese propõe a idéia da Aprendizagem Amorosa que nasce na confluência do conversar com a Biologia do Conhecer de Humberto Maturana, com a Epistemologia Genética Jean Piaget e com o pensamento de outramento de Michel Serres. Parte de uma experiência de intervenção, realizada em uma Escola Municipal de Porto Alegre, construida na interface da metodologia de Projetos de Aprendizagem (PAs) e Tecnologias Digitais. A experiência foi registrada em diários de campo e em espaços de um ambiente de aprendizagem (Teleduc), nos fóruns, batepapos, perfis, diários de bordo. Os PAs e as Tecnologias Digitais são a matriz da construção da rede de conversações da experiência vivida e analisada. As conclusões apontam para a importância do emocionar presente na rede de conversação para a constituição de um domínio cooperativo para o que exista uma aceitação da legitimidade do outro que se operacionaliza em um processo de descentração cognitiva e afetiva. Fundar um domínio de ações de cooperação, pode fundar um emocionar que considera a legitimidade do outro na ação em jogo, logo, Aprendizagens Amorosas. / The thesis proposes the idea of an affective learning based on the principles proposed in Learning Biology of Humberto Maturana, in the theory of Genetics Episthemology proposed by Jean Piaget and on the thoughts of Michel Serres. It is about an intervention research experience carried out in a Public School in Porto Alegre city named 'Escola Municipal de Porto Alegre'. The methodology is based on Learning Projects and on some digital technologies. The data has been registered in diaries and in the spaces provided by TELEDUC, an educational plataform. Conclusions show the importance affectivity plays in the conversational net for the construction of a cooperative work which accepts the other as a legitimate other and that operates in a process of cognitive and affective descentration. To build a cooperation environment implies the inclusion of affectivity, and affective learning. Maturana Romecin, Humberto, 1928- Piaget, Jean, 1896-1980 Serres, Michel, 1930- Informática na educação Computador na educação Relação humana Internet Ambiente de aprendizagem Ambiente virtual Informática Educação
17	Estudo sobre a constituição de um sistema social em ambiente virtual de aprendizagem Rocha, Karla Marques da January 2008 (has links) Nas últimas décadas, as mudanças sociais, econômicas, políticas na cultura, ciência e, especialmente no campo da tecnologia, vêm revolucionando as formas de comunicação e de relacionamento entre as pessoas. Algumas mudanças se configuram devido ao desenvolvimento tecnológico, especialmente no apoio à educação. A Educação a distância, na qual os processos de ensino e aprendizagem ocorrem com a utilização de meios e tecnologias de informação e comunicação, favorece o surgimento de novos espaços de convivência. Esta tese propõe uma visão de comunidade em ambiente virtual de aprendizagem específico, observando seu processo de constituição. Tendo como referência a teoria da Biologia do Conhecer, de Humberto Maturana, foi estudada a rede conversacional que se constituiu na instância do “correio”, ferramenta de comunicação em um Curso de Especialização. Buscou-se identificar o acoplamento estrutural entre os participantes do curso no espaço coordenação/tutoria e o ambiente virtual de aprendizagem e, a partir deste acoplamento, a constituição de um sistema social. Para tal, foram mapeadas as mensagens produzidas por meio da ferramenta “correio”, do ambiente, através de categorias, o que permitiu identificar tanto o acoplamento dos participantes do curso com o ambiente como a constituição do próprio sistema social, enquanto uma comunidade de aprendizagem. / In the last decades the social changes, economic, politic in the culture, science and especially changes in the field of technology are revolutionizing the ways of communication and the relationships between people. Some changes occur due to technological development, especially to support the education. The distance education, where the processes of teaching and learning occur with the use of ways and technologies of information and communication it favours the emergence of new areas of acquaintance. This theory proposes the vision of community of learning in virtual environment of specific learning, observing its process of the formation. Taking as reference the theory of the Biology Knowing of Humberto Maturana, it was studied the network conservation that constituted itself in the instance of “email”, tool of communication in a Specialization Course. It was tried to identify the structural coupling between the participants of the course in the space coordination/mentoring and the virtual environment of learning and from this coupling the establishment of a social system. So, it was mapped the massages produced from the tool “emails”, of the environment, through the category, allowing to identify both the coupling of the participants of course with environments as the creation of the own social system, while a community of learning. Ambiente de aprendizagem Ambiente virtual Informática na educação Environment of learning Virtual environment Information technology in education Information technology and communication Network talk Maturana, Humberto
18	Translating Silence: Memory and Forgetting in Andrea Maturana's No decir Holmes, Aaron Mark 01 January 2012 (has links) (PDF) This thesis project is composed of two major parts: my English translation of No decir—a collection of short stories by Chilean author Andrea Maturana—titled Don’t Tell, and an academic introduction to that translation. The first chapter of the introduction gives biographical and cultural information about Andrea Maturana and her work, and it provides a summary of most of the criticism that has been written about her fiction. In the second chapter of the introduction I describe my translation goals and analyze challenges encountered while translating No decir. I first discuss the general problems of any translation project and then focus on several difficulties involved in Spanish to English translation. Finally I analyze a variety of specific challenges from my translation project, providing examples to both emphasize the partial nature of any translation and describe how I attempted to achieve my translation goals. Andrea Maturana No decir translation Chilean new narrative post-dictatorship Chile short story child abuse memory Comparative Literature Fiction Latin American Languages and Societies Latin American Literature Modern Languages Modern Literature Women's Studies
19	Action in Chronic Fatigue Syndrome: an Enactive Psycho-phenomenological and Semiotic Analysis of Thirty New Zealand Women's Experiences of Suffering and Recovery Hart, M J Alexandra January 2010 (has links) This research into Chronic Fatigue Syndrome (CFS) presents the results of 60 first-person psycho-phenomenological interviews with 30 New Zealand women. The participants were recruited from the Canterbury and Wellington regions, 10 had recovered. Taking a non-dual, non-reductive embodied approach, the phenomenological data was analysed semiotically, using a graph-theoretical cluster analysis to elucidate the large number of resulting categories, and interpreted through the enactive approach to cognitive science. The initial result of the analysis is a comprehensive exploration of the experience of CFS which develops subject-specific categories of experience and explores the relation of the illness to universal categories of experience, including self, ‘energy’, action, and being-able-to-do. Transformations of the self surrounding being-able-to-do and not-being-able-to-do were shown to elucidate the illness process. It is proposed that the concept ‘energy’ in the participants’ discourse is equivalent to the Mahayana Buddhist concept of ‘contact’. This characterises CFS as a breakdown of contact. Narrative content from the recovered interviewees reflects a reestablishment of contact. The hypothesis that CFS is a disorder of action is investigated in detail. A general model for the phenomenology and functional architecture of action is proposed. This model is a recursive loop involving felt meaning, contact, action, and perception and appears to be phenomenologically supported. It is proposed that the CFS illness process is a dynamical decompensation of the subject’s action loop caused by a breakdown in the process of contact. On this basis, a new interpretation of neurological findings in relation to CFS becomes possible. A neurological phenomenon that correlates with the illness and involves a brain region that has a similar structure to the action model’s recursive loop is identified in previous research results and compared with the action model and the results of this research. This correspondence may identify the brain regions involved in the illness process, which may provide an objective diagnostic test for the condition and approaches to treatment. The implications of this model for cognitive science and CFS should be investigated through neurophenomenological research since the model stands to shed considerable light on the nature of consciousness, contact and agency. Phenomenologically based treatments are proposed, along with suggestions for future research on CFS. The research may clarify the diagnostic criteria for CFS and guide management and treatment programmes, particularly multidimensional and interdisciplinary approaches. Category theory is proposed as a foundation for a mathematisation of phenomenology. action Chronic Fatigue Syndrome Myalgic Encephalomyelitis Chronic Immune Deficiency Syndrome enaction social enaction social enactivism enactive psycho-phenomenological psychophenomenological vipassana groundlessness mind-body korper leib co-generative Focusing co-creative environment Antonio Damasio reciprocal constraints Pierre Vermersch Claire Petitmengin Antione Lutz narrative discourse phenomenal invariants Evan Thompson Merleau-Ponty Algirdis Julien Greimas Husserl first-person Fransisco Varela modelling invariants Natalie Depraz isotope John Boyd OODA loop Jonathan Shear Shaun Gallagher Arthur Kleinman Humberto Maturana second-person Alva Noe Dan Zahavi stages Embodied Mind Canterbury Wellington New Zealand non-dual non-reductive embodied phenomenological third-person graph-theoretical cluster analysis cognitive science experience solution subject-specific categories universal categories universal categories self energy illness process intersubjectivity Mahayana Buddhism contact narrative recovered making sense recursive loop perception dynamical decompensation neurology diagnosis empathy treatment management neurophenomenological neurophenomenology consciousness veracity agency multidimensional interdisciplinary category theory enculturation mathematisation of phenomenology interview nomenclature diagnostic criteria incidence prevalence coping strategy etiology epidemiology psychosomatic medicine meaning women girl female anthropology sociology cognitive behavioral therapy exercise therapy recovery mindful awareness suffering symbolisation Prasangika no-self aggregates wheel of karma cognition basic element analysis mental factors operational closure stereotypes enactive ontologically fragile self grief process-knowledge epoche phenomenal invariants textual invariants compound meaning saturation formalisation cluster analysis inter-session review inter-individual validation explicitation interview intricacy confidence psychophenomenology self-esteem sanction self dis-integration permanence continuity ego-self emotion surrender semiotic square meditation empathy semiotic compassion existential feelings goal obstruction movement transformation change somatic Giovanna Colombetti agoraphobia panic anxiety psychotherapy sleep rest pain weakness strength stamina Diego Cosmelli heaviness food chemicals allergy recovering despair frustration helplessness fear efference valence afference as-if-body-loop consciousness representation attention recovery intention sustainable sustainability neurasthenia existential feelings asthenia hysteria mononucleosis samatha-vispasnya prajna vijnana Eugene Gendlin Abhidharma dukkha shamatha interdependence vipashyana

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