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1	Uppfattningar om utomhuspedagogik hos lärare i grundskolans årskurs 4-6 Cassel, Louise January 2009 (has links) <p>The use of out-door pedagogy in the school has been frequently high-lighted during recent years. To which extent out-door education was practised in the school depends on the opinions among the active teachers. The aim of this study was to examine the opinions on out-door pedagogy among teachers in classes 4-6 of the elementary school and to find out to which extent the teacher used out-door teaching. The study was based on qualitatively structured interviews with 4 teachers having different lenght of teaching experience. The results of the interviews showed that the teachers had different opinions on the definition of out-door pedagogy. They claimed that out-door pedagogy was a way to explore nature, to link the out-door environment to theoretical subjects and to give the children an increased understanding on nature. In daily teaching, out-door pedagogy was practiced to a varying extent depending on weather, season, schedule and the teacher´s own experience of out-door teaching. The teachers stressed that out-door pedagogy was an interdisciplinary teaching method that offered a possibility to integrate different subjects.</p> out-door education out-door pedagogy qualitatively structured interviews
2	Uppfattningar om utomhuspedagogik hos lärare i grundskolans årskurs 4-6 Cassel, Louise January 2009 (has links) The use of out-door pedagogy in the school has been frequently high-lighted during recent years. To which extent out-door education was practised in the school depends on the opinions among the active teachers. The aim of this study was to examine the opinions on out-door pedagogy among teachers in classes 4-6 of the elementary school and to find out to which extent the teacher used out-door teaching. The study was based on qualitatively structured interviews with 4 teachers having different lenght of teaching experience. The results of the interviews showed that the teachers had different opinions on the definition of out-door pedagogy. They claimed that out-door pedagogy was a way to explore nature, to link the out-door environment to theoretical subjects and to give the children an increased understanding on nature. In daily teaching, out-door pedagogy was practiced to a varying extent depending on weather, season, schedule and the teacher´s own experience of out-door teaching. The teachers stressed that out-door pedagogy was an interdisciplinary teaching method that offered a possibility to integrate different subjects. out-door education out-door pedagogy qualitatively structured interviews
3	Conservação socio-ambiental do piquiá (Caryocar villosum (aubl.) pers.) na região dos Lagos Parú e Calado, no município de Manacapuru-AM Moraes, Railma Pereira 13 July 2011 (has links) Made available in DSpace on 2015-04-11T13:55:01Z (GMT). No. of bitstreams: 1 DISSERTACAO RAILMA.pdf: 4231634 bytes, checksum: 754476049de60a236bc760be9a58535a (MD5) Previous issue date: 2011-07-13 / Fundação de Amparo à Pesquisa do Estado do Amazonas / The piquiá (Caryocar villosum) belongs to the Caryocaraceae family; it is considered a social tree, because it provides fruit, raw material for making objects and income for the people of the rainforest, allowing the study of the establishment of the interrelationship between man and forest. Due to its conservation by farmers, this study investigated the social and environmental conservation practices of piquiá (C. villosum (Aubl.) Pers.) through phytosociological and ethnobotanical knowledge of farmers, testing the occurrence of seed dormancy in piquiá (C. villosum) and are described the means of management practiced by farmers in Manacapuru, in Amazonas. In this study, we adopted a systemic approach, structuring the research as a case study. The experiences that comprise this work are carried out through focus groups, who manage the piquiá, which include farmers and parataxonomists. In the end, data were collected through the following techniques: (1) semistructured interview (2) diary, (3) cultural trail, (4) literature searches, (5) experimental testing to verify the seed dormancy of this species. Data analysis was done qualitatively and quantitatively. Six interviews with farmers and with two parataxonomists were conducted; during this phase the two species were cited (C. villosum and C. glabum) with the name of piquiá. Protection practices of piquiá (C. villosum) by farmers stimulate phenotypic plasticity of the species, yet the selection of specific features was not verified. Currently, the plant occurs with the first seeds to germinate without worrying about the characteristics that individuals will make when they grow up. The long and uneven seed germination due to dormancy and embryonic cutaneous existing piquiá seed, but can be circumvented by partial removal of the integument and the application of inducers plant. Finally, we conclude that both systems work as germplasm banks in situ, so it is important to keep them. The piquiá in the forest system provides individuals in the wild, with wild gene; in agroforestry, the fruit has a better social and economic use and it benefits of protecting human activities, and may acquire certain characteristics. One suggestion is to encourage the maintenance of legal reserve, to enable farmers to become experimenters, wrapping them in protective practices and management and enabling them to maintain the ethnic knowledge. The conservation manifests itself in daily life. Therefore it is important to understand how human communities are related to plant community. / O piquiá (Caryocar villosum) pertence à família Caryocaraceae, é considerada uma árvore social, pois fornece fruto, matéria-prima para fabricação de objetos e renda para os moradores da floresta tropical, possibilitando o estudo do estabelecimento da inter-relação entre o homem e a floresta. Tendo em vista a conservação do piquiá por agricultores, o presente trabalho objetivou estudar as práticas de conservação socioambiental do piquiá (C. villosum (Aubl.) Pers.); por meio de conhecimentos fitossociológicos e etnobotânicos dos agricultores, testando a ocorrência de dormência em sementes de piquiá (C. villosum); e descrevendo as formas manejo praticadas por agricultores da Região dos Lagos Parú e Calado, Manacapuru - Amazonas. Neste estudo adotou-se a abordagem sistêmica, estruturando a pesquisa como um Estudo de Caso. As experiências que compõem este são realizadas por grupos focais, que manejam o Piquiá sendo eles: agricultores familiares e parataxonomistas, para tal os dados foram coletados por meio das seguintes técnicas: (1) entrevista semi-estruturada, (2) diário de campo, (3) trilha cultural, (4) pesquisas bibliográficas, (5) ensaio experimental para verificar a dormência em sementes da espécie em estudo, a análise dados foi de forma qualitativa e quantitativa. Foram realizadas 6 entrevistas com agricultores e 2 com parataxonomistas, durante as quais foram citadas duas espécies (C. villosum e C. glabum) com o nome de piquiá. Práticas de proteção ao piquiá (C. villosum), realizadas pelos agricultores estimulam a plasticidade fenotípica da espécie, contudo a seleção de características específicas não foi verificada, atualmente, o plantio ocorre com as primeiras sementes a germinar, sem a preocupação com as características que as os indivíduos vão apresentar quando crescerem. O longo e desuniforme período de germinação deve-se a dormência tegumentar e embrionária existente em sementes de piquiá, porém pode ser contornada, com a remoção parcial do tegumento e com aplicação de indutor vegetal. Ao final, podemos concluir que os sistemas florestais e agroflorestal, funcionam como bancos de germoplasma in situ, sendo importante mantê-los. O piquiá no sistema florestal fornece indivíduos em estado silvestre, com gene silvestre; em sistemas agroflorestais o piquiá tem maior aproveitamento social e econômico, se beneficia como proteção antrópica podendo adquirir características, uma sugestão é incentivar a manutenção da reserva legal, possibilitar aos agricultores tornarem-se experimentadores, envolvendo-os em práticas de proteção e de manejo e os possibilitando a manutenção do etnoconhecimento. A conservação se manifesta no cotidiano das pessoas por isso é importante conhecer como comunidades humanas se relacionam com uma comunidade vegetal. Conservação Manejo Agricultores Parataxonomistas Sistemas Agroflorestais Sistemas Florestais Piquiá Qualitatively Quantitatively CIÊNCIAS AGRÁRIAS
4	Preference, Resistance to Change, and Qualitatively Different Reinforcers Podlesnik, Christopher Aaron 01 May 2008 (has links) Preference for one stimulus context over another and resistance to disruption within those contexts are a function of the conditions of reinforcement arranged within those contexts. According to behavioral momentum theory, these measures are converging expressions of the concept of response strength. Most studies have found that preference in concurrent chains and resistance to change are greater in contexts presenting higher rates or larger magnitudes of reinforcement. The present series of experiments attempted to extend behavioral momentum theory by examining whether differences in reinforcer type affect relative response strength with rats lever pressing for different types of food. In Experiment 1 of Chapter 2, several nonuniform disrupter types were examined that provided free access to a food type that was the same as one reinforcer type. Responding decreased more in the context presenting the same type of reinforcer as the disrupter, suggesting that many traditional disrupters (e.g., satiation) are inappropriate for examining how reinforcer type impacts response strength. Therefore, extinction was used throughout the remainder of the experiments to more uniformly disrupt responding across contexts. In Experiment 2 of Chapter 2, resistance to extinction was assessed when food pellets and a sucrose solution maintained responding across contexts. Moreover, relative reinforcer type was manipulated by changing the sucrose concentration across conditions. Relative response rates were systematically affected by changing sucrose concentration, but relative resistance to extinction was not. In Experiment 3 of Chapter 2, qualitative difference between reinforcers was enhanced and preference also was assessed to provide a converging measure of response strength. Preference and relative response rates were systematically affected, but relative resistance to extinction again was not. Finally, in Chapter 3, relative reinforcer rate and type were manipulated while assessing preference and resistance to extinction using the matching law. Preference, but not resistance to extinction, consistently was affected by changes in reinforcer rate and type. Systematic deviations in sensitivity and bias, however, suggested that different reinforcer types interacted with reinforcer rate. Overall, these findings suggest that the overall context of reinforcement, including interactions between different reinforcer types, should be considered when assessing preference and relative resistance to change. Behavioral Psychology Experimental Psychology behavioral momentum theory qualitatively different reinforcers resistance to change preference concurrent chains rat Psychology
5	Technik und Bildung in der verwissenschaftlichten Lebenswelt Lumila, Minna 02 June 2023 (has links) Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective. Seinsphänomenologie Sprung Sein Subjekt-Objekt-Differenz Überwindung des Subjekt-Objekt-Schemas Rationalität Überforderung des Rationalen Weltoffenheit Weltoffenheit des Menschen unhintergehbare Lebenswelt Metaphysikkritik abendländische Metaphysik neuzeitliche Metaphysik Seinsvergessenheit certitudo veritas aletheia Menschenzentriertheit Gegenstand Gegenständlichkeit Vergegenständlichung des Seienden Nichtigkeit Mensch als in die Welt Geworfener mundane Kreation des Daseins Mensch als weltbildend Ek-sistenz das Sein den Menschen das Ekstatische des Menschen Vernehmen als Wahrnehmen In-der-Welt-Sein Weltlichkeit des Menschen das Anwesen des Anwesenden Erde Posthumanismus Mensch als ein werdendes Wesen vormoderne Technik handwerkliche Technik poiesis orthotes Technikkritik Bestand Welt als Inventar Bild Meister Eckhart das Ereignis Denken Philosophie ontologische Differenz Posthumanismus Natur zu Kultur Verhältnis von Mensch und Natur Primäre und sekundäre Qualitäten ursprüngliche Lebenswelt transzendentale Lebenswelt Phänomenologie Quantifizierung Entqualifizierung Entsinnlichung Bedeutungsentleerung Edmund Husserl Martin Heidegger Eugen Fink Koexistentialien Arbeit Herrschaft Liebe Tod Spiel Erziehung Erziehung als Beratung Technische Bildung kosmologische Lebenswelt Vielfalt der lebensweltlichen Praxis Fraglichwerden humanistischer Werte Dualismuskritik kosmologische Differenz menschliche Selbstverständigung Lebenslehre Nachdualistische Sozialphänomenologie Ende des humanistischen Menschen Marginalisierung der Welt Krise der allgemeingültigen Leitbilder Erziehung als Beratung Fragegesellschaft Erziehungswissenschaft als Praxistheorie das Wissen als menschliche Möglichkeit techne Fügsamkeit Einfügung Daseinsorientierung verwissenschaftlichte Welt Schöpfertum des Ingenieurs Die kreative Tätigkeit des Technikers Schöpfungskraft des Kosmos Schöpferkraft der menschlichen Freiheit Prinzipielle Unbestimmtheit des Menschen Theodor Litt Umgang Trias von Subjekt-Objekt-Methode antinomische Lebenswelt Mensch-Welt-Verhältnis Pädagogik Unverdrängbarkeit des Umgangs Freiheit der Wissenschaften Segen der Reflexion Umgangshermeneutik Hermeneutik Mit- und Füreinandersein Umgang mit der Natur zwischenmenschlicher Umgang neuzeitliche Rationalität Natur Geist Subjekt Objekt neuzeitliche Produktionsordnung Bildungsbedeutung der Naturwissenschaft Versachlichung des Weltverhältnisses Arbeitswelt Sache Vielfalt der Sinndeutungen Segen der Reflexion gegenständliches Denken rechnende Naturwissenschaft Mittel-Zweck-Relation Ursache-Wirkung-Relation Subjekt-Objekt-Verhältnis Entpersönlichung des Subjekts Formalisierung des Objekts Reflexivität Leiblichkeit Marginalisierung des Menschen Versachlichung des Menschen Mensch als Funktionär Trennung von Ich und Welt Trennung von Natur und Geist Sinnlichkeit Begegnung mit seinesgleichen Verkümmerung des Umgangs leiblich-seelische Totalität Individualität Unmenschlichkeit des Menschen Menschlichkeit des Menschen Selbstentfremdung Antinomie moderner Menschenbildung Selbstbeaufsichtigung Kultivierung des Umgangs Genealogie der modernen Technik Maschinenwelt Geisteswissenschaften Kultivierung von Sinnvielfalt Menschenwissenschaft Wissenschaften vom Außermenschlichen Schutz der Menschlichkeit Zwängen der Produktionsordnung Bildung als Sacharbeit Helmut Schelsky metaphysische Dauerreflexion Absterben des Staates technischer Staat metaphysischer Nihilismus wissenschaftliche Zivilisation Reales Weltbürgertum Spezialgelehrtentum Fachgelehrtentum Sachzwang Freiheit Sachgesetzlichkeiten Offenheit menschlicher Sinnentwürfe Selbstentfremdung des Menschen wissenschaftlich-technische Zivilisation Objektivierung des Menschen Naturzwang Produktionszwang Sachlogik der technischen Zivilisation Bildung durch Wissenschaft jene Freiheit einer offenen Zukunft Verwissenschaftlichung aller Praxis Vergesellschaftung der Wissenschaft Vergesellschaftung der Universität Wissenschaftlichkeit der Technik Mensch als Wissenschaft und als Arbeit Erziehung zur Wissenschaftlichkeit Überwindung der Wissenschaft Bildung als Ermöglichung von Freiheit Vielfalt des Daseins Grenzen wissenschaftlicher Erkenntnis Synthese der Wissenschaften Fragmentierte Produktion des Menschen Sozialwissenschaften Joachim Ritter Mnemosyne Kompensation von Geschichtslosigkeit Gedächtnis historische Lebenswelt Michel Foucault Genealogische Rekonstruktion Friedrich Nietzsche Aktiver Nihilismus Dietrich Benner Negativität Nicht-Affirmativität Praxeologie Malte Brinkmann fragmentarischer Charakter des Menschen Dualismus-Kritik Egon Schütz Anthropologischer Zirkel C. P. Snow Erziehung und Bildung Technik Lebenswelt Verwissenschaftlichte Lebenswelt Lebenswelt als eine kritische Kategorie phenomenology of being leap being subject-object difference overcoming the subject-object schema rationality openness to the world metaphysical critique occidental metaphysics modern metaphysics Forgetfulness of being certitudo veritas aletheia human-centeredness object objectivity objectification of being nothingness mundane creation of existence human being as world-forming ek-sistence the ecstatic of the human being being-in-the-world worldliness of the human being the presence of the present posthumanism human being as a becoming being pre-modern technology poiesis orthotes critique of technology world as inventory image Meister Eckhart the event thinking philosophy ontological difference posthumanism nature to culture relationship between human and nature Primary and secondary qualities original lifeworld transcendental lifeworld phenomenology quantification de-qualification de-sensualisation coexistentials education education as counselling technical education cosmological lifeworld diversity of lifeworld practice questioning of humanistic values critique of dualism cosmological difference human self-understanding post-dualistic social phenomenology end of humanistic human being marginalisation of the world production of human being by human being education as counselling knowledge as human possibility techne existential orientation scientised world creative activity of the technician creative power of the cosmos creative power of human freedom Umgang triad of subject-object method dual of natural sciences and humanities antinomic lifeworld Umgang as a basis for modern education pedagogy resistance of Umgang to ideologies defense of democracy against fascism phenomenological motifs of Theodor Litt hermeneutics being with and for one another nature spirit subject object modern order of production objectification of world relations diversity of interpretations of meaning cause and effect subject-object relationship depersonalisation of the subject reflexivity marginalisation of the human being objectification of the human being the human being as a functionary separation of the I and the world separation of nature and spirit individuality inhumanity of the human being humanity of the human being self-alienation antinomy of modern education genealogy of the modern technology humanities cultivation of multiplicity of meaning human science advisory function of human science protection of humanity reflection death of the state technical state metaphysical nihilism scientific civilisation real cosmopolitanism specialised scholarship human being in scientific civilisation freedom scientific marginalisation of the world openness of human possibilities loss of function of the humanities self-alienation of the human being scientific-technical civilisation objectification of the human being compulsory production education in scientific civilisation fragmented production of human being Mnemosyne memory historical lifeworld active nihilism genealogical reconstruction negativity non-affirmativity praxeology fragmentary character of the human being critique of dualism anthropological circle education (Bildung) technology technical education lifeworld scientified lifeworld lifeworld as a critical category human being as thrown into the world crisis of universally valid values creatorship of the engineer 370 Bildung und Erziehung DF 3000 ddc:370

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