Texte remanié de: Thèse de doctorat--Philosophie--Louvain--Université catholique, 2002. / Bibliogr. p. 285-306. Index.

Texte remanié de: Diss.--Fakultät für Linguistik und Literaturwissenschaft--Universität Bielefeld, 2002. / Bibliogr. p. 168-172.

Eichstätt, Ingolstadt, Universiẗat, Diss., 2007. / Erscheinungsjahr an der Haupttitelstelle: 2006.

Zugl.: Berlin, Techn. Univ., Diss., 2005 / Fälschl. als Bd. 21 der Schriftenreihe bezeichnet

Texte remanié de: Diss--Katholisch-Theologische Fakultät--Münster--Westfälische Wilhelms-Universität, 1998. / Bibliogr. p. 467-501. Index.

This thesis has attempted to examine Paul Riceoeur's work as a whole. Its aim has been to enquire whether the dialectics of difference and identity played any essential part in his hermeneutic phenomenology. The introduction gave an overall view of Ricoeur's writings situated within the contemporary landscape of French philosophy. Part I set out to study Ricoeur's abstract phenomenology. The results obtained showed : 1. That Ricoeur's philosophical background, especially Husserl's phenomenology and Marcel's existentialism, had a deep influence on him; 2. That his structural phenomenology of the will, developed from an imaginative combination of Husserl's epistemological method and Marcel's ontological vision, to constitute a framework towards the understanding of human nature; 3.That 'man's non-coincidence with himseIf' brought an existential distance within structural unity,thus leading to an abstract reflection upon the structures of human reality, and to the disclosure of a 'fault'. Part II enquired into the emergence of Ricoeur's hermeneutics, a turning point towards concrete phenomenology. This study demonstrated:1. That the 'same' of meaning could be reached only indirectly through the 'other' of signs, of symbols and myths calling for interpretation; 2. That such an 'other' had to be critically deciphered if it was to disclose the 'same' of consciousness; 3. That the structure of symbols, understood in terms of archaeology and teleology, explained the conflict of interpretations which, in turn, and when arbitrated, revealed a 'same'.Part III studied Ricoeur's concrete phenomenology of language and narrative. This discussion showed:1. That the hermeneutic circle of explanation and understanding was itself a dialectics of difference and identity, at the level of text and semantic innovation; 2. That identity could only be a narrated identity since man finds himself via the mediation of stories and histories. Thus, the conclusion must be drawn that the dialectics of difference and identity is the touchstone beneath Ricoeur's hermeneutic phenomenology.

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The use of simulation is becoming increasingly important in the education of practitioners whose field of work contains a low tolerance for error. In aerospace, aviation, medicine, paramedicine, and the military, simulations are expected to provide working practitioners with on demand experience. However, the ways in which learning emerges out of simulation have been poorly understood. This research provides insight into the processes of learning that are generated and the forms of knowledge that arise out of learning endeavors based upon the use of simulation. This study employed a form of naturalistic inquiry. Eight individuals from seven domains of work were extensively interviewed regarding their simulation experience. Conceptually, the methods are premised upon Pattons (2002) understanding of qualitative inquiry, Van Manens (1997) phenomenological approach to lived experience, and Ricoeurs hermeneutical approach to the interpretation of the text. Ricoeurs (1986) conceptualization of ideology and utopia as a dialectic which comprises the social imaginary and Kearneys (2003) analysis of the Other inform the analysis. It is the central finding of this study that experience in simulation is consistently interpreted to be both real and an imagination of the real. Experiential learning has at least five dimensions: purpose, interpretation, engagement, self, and context (Fenwick, 2003) all of which are affected in the pedagogical activity of simulation. The learning that emerges out of simulation always involves the social imaginary. Simulation forces an engagement with the symbolic nature of the social imaginary, and it is because a specific aspect of the social imaginary is reproduced in simulation that a need for interpretation is provoked and learning occurs. This study is theoretically significant because it adds to the academic literature through an improved understanding of simulation as a complex entanglement of the real and the imaginary. Practical significance lies in understanding the effective use of simulation as a pedagogical tool which can inform or reify the existing dimensions of experiential learning. Overall, the study contributes to our knowledge about how learning emerges out of simulation and how simulation fosters such an emergence. / Adult Education

Proefschrift : Théologie : Nijmegen : 1982. / Proefschrift : Godgeleerdheid : Nijmegen, Katholieke universiteit : 1982. - Bibliogr. p. 261-329. Index. -

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