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Identity, lifelong learning and narrative : a theoretical investigationZhao, Kang January 2008 (has links)
In post-traditional societies, identity has been pervasively understood as a ‘thing’ one needs to and can endeavour to achieve or create. Many studies about identity in the humanities and social sciences have increasingly been approached in both reified and impersonal ways. These trends in understanding identity have made a significant impact on research into education and identity. This thesis aims to demonstrate the complexity of personal identity on a theoretical level and endeavours to rethink the theoretical understanding of personal identity in relation to the notion of learning. Based on Paul Ricoeur and Charles Taylor’s theories of personal identity, this thesis argues that personal identity needs to be understood both as sameness and as selfhood at a conceptual level. Ontologically, the former belongs to the category of ‘thing’, ‘substance’ in terms of permanence in time. The latter belongs the category of ‘being’ in terms of permanence in time. This thesis will argue that this conceptual understanding of personal identity suggests that identity is largely ‘shaped’ by social, cultural, traditional, moral and ethical dimensions in the human world over time, rather than merely being a result of personal endeavour as an individual creation or/and an adaptation to constant social changes. The moral and ethical dimensions of personal identity also suggest that the need for and ‘meaning’ of personal identity to a person in his/her life cannot be simply approached in an objective manner through impersonal terms. Rather, personal identity constitutively depends on self-interpretation, which highlights the role of narrative in understanding personal identity. This thesis further argues that a new understanding about reflexive learning relevant to personal identity can be drawn from this theoretical understanding of personal identity and narrative. This new understanding is based on a person’s reflexivity not only in the dialectical frameworks between sameness, self and others, but also in different moral frameworks. What this presents us with is a different view of lifelong learning as an alternative to lifelong learning implied in the notion of a ‘reflexive project of the self’.
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Conceptualização e ação: um retrato discente da sala de aula. Uma abordagem sociocognitivaSouza, Lívia Cristina Pereira de 20 August 2008 (has links)
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Previous issue date: 2008-08-20 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo tem como objeto uma prática lingüística convencionalizada como um gênero institucional de oralidade – a aula. Nossa agenda consiste na tarefa de desvelar como o aluno – (a) conceptualiza essa cena escolar, (b) quais suas práticas efetivas e (c) qual a normatização idealizada para esta cena. Para tanto, nossa investigação tem como foco o discurso destes atores, coletado mediante instrumento escrito (questionário) em um cenário específico – uma escola pública do interior de Minas Gerais. Assim, é através do DIZER dos alunos, de seus enunciados lingüísticos presentes em seus discursos que nos propomos a investigar seus papéis dentro da sala de aula. Nossa premissa, sustentada pelo paradigma sociocognitivista, é de que a linguagem é um guia poderoso no processo de busca de desvelamento da forma como os sujeitos concebem, categorizam e vivem experiências sociais, culturais e interacionais. No exercício analítico do discurso, nosso aporte teórico fundamental é a Lingüística Cognitiva, ancorado nos trabalhos de Lakoff (1987, 1999) Processos de categorização e conceptualização; Fillmore (1977, 1982a, 1982b, 2003) Semântica de frames; Hebert H. Clark (1996) A linguagem como forma de ação conjunta, além dos estudos em Antropologia Evolucionista de Tomasello (2003). Nosso propósito fundamental é compreender uma questão educacional; daí a necessidade de uma interpretação dos dados discursivos com vistas ao desvelamento de comportamentos dos sujeitos, enquanto falantes, usuários de práticas lingüísticas interacionais, mas também enquanto sujeitos com necessidades humanas, valores éticos e morais. Nossas conclusões afirmam que, embora haja uma grande contradição entre o discurso sobre as práticas e as reais práticas discentes em sala de aula, o que há é uma não-naturalização das práticas negativas, do conflito existente entre alunos e professores. Frente à tal contradição, faz-se necessária, pois, uma educação sistemática da oralidade nas salas de aula, objetivando a construção de uma ética-cidadã. / The main of this study is a linguistic practice conventionalized as an oral institutional gender – the lesson. Our purpose awakes the way how the student (a) conceptualizes this scholastic scene, what are his effective practices and (c) what is the normatization idealized for this scene. For so much, our investigation deals with these actors’ speech, collected by means of a written task (questionary) in a specific scene – a public school from the interior – Minas Gerais. Because of the students saying, also their linguistic statements which are present in their speeches, we propose to investigate their role in the classroom. Our premise, sustained by sociocognivism paradigm, points out that language is a powerful instrument in the process of how people conceive, categorize and live social, cultural and interacional experiences. In analytic exercise from the speech, our theorical and fundamental support is Cognitive Linguistic, based on Lakoff”s works (1987, 1999) Process of categorization and conceptualization; Fillmore (1977; 1982a; 1982b, 2003) Semantic of frames; Tomasello’s Evolucionist Antropology (2003). Our fundamental aim is to understand an educational question, that is the necessity of an interpretation of the speech considering people’s behavior and their awakening, as speakers users of interactional linguistic with human necessities and ethics and moral values. Our conclusions affirm that although there is a contradiction between the speech and students’ reality in class, what counts is a non-naturalization of negative practices, about the conflict between students and teachers. In spite of this contradiction, it’s necessary a systematic education of the orality in class, in order to construct a ethic-citizen.
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The Relationship Between Authentic Leadership and Employee Retention: Measuring the Perceived Level of Authentic Leadership and the Effect on Employee RetentionMorton, Deborah 10 July 2012 (has links)
No description available.
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Ondersoek na en evaluering van die opvoedingsrol van die vader : 'n studie in tydsperspektiefVan As, Karen Helen 10 1900 (has links)
Text in Afrikaans / In this dissertation an attempt has been made to study the past and in
particular the basic cultures of Western civilization (the ancient
Israelites, ancient Greeks, Romans and early Christians) in order to
investigate the educational role of the father.
In an examination of the past from a historic pedagogical perspective,
an endeavour has been made to compare the educational role of the
father during the ancient period to that of the father at present in
order to ascertain whether the past can possibly serve as "preceptor"
with regard to this contentious contemporary problem.
A chapter was devoted to each of the four aforementioned cultures in
which the father's educational role was disclosed. At the end of each
chapter a brief conclusion was reached pertaining to the field of
study.
In the last chapter a number of conclusions and recommendations with
regard to some of the factors which influenced the father's
educational role but which has immense significance for the
contemporary (as well as the future) period and consequently cannot be
ignored, were recorded. Matters such as the· father's educational
responsibility, religious/devout support, moral-ethical education,
vocational preparation and the implementation/enforcement of
punishment and discipline were discussed so that the present state of
affairs with regard to these factors could be evaluated and compared
to that of the past. / In hierdie verhandeling is gepoog om by die verlede en wel by die
grondkulture van die Westerse beskawing (die oud-lsraeliete, antieke
Grieke, Romeine en vroee Christene) te gaan kers opsteek betreffende
die opvoedingsrol van die vader.
Deur die verlede vanuit 'n histories-pedagogiese ingesteldheid te
bevra, is daar gepoog om die verband tussen die opvoedingsrol van die
vader in die antieke tyd met die van die vader in die huidige tyd te
vergelyk in 'n paging om vas te stel of die verlede moontlik as
"leermeester" ten opsigte van die brandende kontempor~re vraagstuk kan
di en.
Aan elkeen van die vier genoemde kulture is 'n hoofstuk gewy waarin
die vader se opvoedingsrol onthul is en aan die einde van elke
hoofstuk is tot 'n kart samevattende gevolgtrekking met betrekking tot
die veld van ondersoek gekom.
In die laaste hoofstuk is 'n aantal gevolgtrekkings en aanbevelings
met betrekking tot enkele faktore wat die vader se opvoedingsrol
be1nvloed het maar wat groat segwaarde vir die huidige (sowel as
toekomstige) tyd het en dus nie negeer kan word nie, geboekstaaf. In
hierdie verband is aangeleenthede soos die vader se opvoedingsverantwoordel
ikheid, religieus/godsdienstige steungewing, moreelsedelike
opvoeding, beroepsvoorbereiding en die toepassing/handhawing
van tug en dissipline aan die orde gestel sodat die huidige toedrag
van sake met betrekking tot die genoemde faktore daarteen gespieel en
geevalueer kan word. / Educational Studies / M. Ed. (Historical Education)
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Ondersoek na en evaluering van die opvoedingsrol van die vader : 'n studie in tydsperspektiefVan As, Karen Helen 10 1900 (has links)
Text in Afrikaans / In this dissertation an attempt has been made to study the past and in
particular the basic cultures of Western civilization (the ancient
Israelites, ancient Greeks, Romans and early Christians) in order to
investigate the educational role of the father.
In an examination of the past from a historic pedagogical perspective,
an endeavour has been made to compare the educational role of the
father during the ancient period to that of the father at present in
order to ascertain whether the past can possibly serve as "preceptor"
with regard to this contentious contemporary problem.
A chapter was devoted to each of the four aforementioned cultures in
which the father's educational role was disclosed. At the end of each
chapter a brief conclusion was reached pertaining to the field of
study.
In the last chapter a number of conclusions and recommendations with
regard to some of the factors which influenced the father's
educational role but which has immense significance for the
contemporary (as well as the future) period and consequently cannot be
ignored, were recorded. Matters such as the· father's educational
responsibility, religious/devout support, moral-ethical education,
vocational preparation and the implementation/enforcement of
punishment and discipline were discussed so that the present state of
affairs with regard to these factors could be evaluated and compared
to that of the past. / In hierdie verhandeling is gepoog om by die verlede en wel by die
grondkulture van die Westerse beskawing (die oud-lsraeliete, antieke
Grieke, Romeine en vroee Christene) te gaan kers opsteek betreffende
die opvoedingsrol van die vader.
Deur die verlede vanuit 'n histories-pedagogiese ingesteldheid te
bevra, is daar gepoog om die verband tussen die opvoedingsrol van die
vader in die antieke tyd met die van die vader in die huidige tyd te
vergelyk in 'n paging om vas te stel of die verlede moontlik as
"leermeester" ten opsigte van die brandende kontempor~re vraagstuk kan
di en.
Aan elkeen van die vier genoemde kulture is 'n hoofstuk gewy waarin
die vader se opvoedingsrol onthul is en aan die einde van elke
hoofstuk is tot 'n kart samevattende gevolgtrekking met betrekking tot
die veld van ondersoek gekom.
In die laaste hoofstuk is 'n aantal gevolgtrekkings en aanbevelings
met betrekking tot enkele faktore wat die vader se opvoedingsrol
be1nvloed het maar wat groat segwaarde vir die huidige (sowel as
toekomstige) tyd het en dus nie negeer kan word nie, geboekstaaf. In
hierdie verband is aangeleenthede soos die vader se opvoedingsverantwoordel
ikheid, religieus/godsdienstige steungewing, moreelsedelike
opvoeding, beroepsvoorbereiding en die toepassing/handhawing
van tug en dissipline aan die orde gestel sodat die huidige toedrag
van sake met betrekking tot die genoemde faktore daarteen gespieel en
geevalueer kan word. / Educational Studies / M. Ed. (Historical Education)
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Rozvoj myšlenkových a komunikačních dovedností dětí předškolního věku v kontextu Filozofie pro děti / How to develop thinking and communication skills of preschool children in the context of Philosophy for Children.BRISUDOVÁ, Eva January 2018 (has links)
The diploma thesis consists of theoretical and practical part. The theoretical part deals with a definition of important concepts such as philosophy for children, historical development of this program, personality of a child, communication and thinking of pre-school children. The practical part is conceived as a controlled dialogue with children in preschool education, with a great emphasis on expressing their emotions and experiencing a given situation.
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