This report takes as its subject the Anglo-Saxon text of The Wonders of the East, a medieval liber monstrum which appears in three English manuscripts from the 11th and 12th centuries. It argues that Wonders is a uniquely English text, and that the use of the vernacular is an attempt to spread and validate English usage across various literary and scientific forms. The first section examines briefly the relationships between the three manuscripts, then turns to one in particular, British Library MS Cotton Tiberius B.v., for the remainder of the study. This first section will also detail the contents of each of the three manuscripts, and the various thematic and linguistic connections between them. The second section turns to the text and illustrations of Wonders, and will consider the use and significance of distinctly “English” vocabulary in describing foreign monsters. It will show that the use of vernacular neologisms to describe foreign spaces and monstrous creatures is an attempt to explore the potential uses of English, and was inspired by a political and cultural environment which encouraged the use of the vernacular in an attempt to grow a national identity. The third section examines a brief passage describing the wondrous creatures known as the donestre, and will show examine the anxieties revealed in the naming and renaming of these creatures. It then explores the relationship between the visual representation and textual description of the donestre, and the implications of the discrepancies therein, to our understanding of the text. The fourth section reads The Wonders of the East as a map. First, it unpacks the myriad potential meanings held within the medieval map; then, it examines the structural and thematic concerns of the text, and the ways in which those concerns work to literally map English onto the Eastern world. My final section considers the implications of my reading of Wonders. It shows that this reading, by acknowledging for the first time, the distinct “Englishness” of the text, opens up Wonders to further study from a number of theoretical and disciplinary viewpoint. / text

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-09-03T18:43:57Z No. of bitstreams: 2 Renato_Fagundes_Pereira1.pdf: 1047292 bytes, checksum: fabc31b42b910d519bbf6788f80918dd (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-03T18:43:57Z (GMT). No. of bitstreams: 2 Renato_Fagundes_Pereira1.pdf: 1047292 bytes, checksum: fabc31b42b910d519bbf6788f80918dd (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-08-19 / The present study has the proposal to analyze the way in which the birth of modern science was articulated within Renaissance’s historiography, particularly the relationship between science, philosophical thought and the various forms of writing history of thought in the first half of twentieth century. The first part we analyze the debate between Burckhardt and Cassirer and theirs interpretive differences. In the second we analyze a set of fundamental interpretations: from scientific Renaissance to absence of science in the very Renaissance. By studying this historiographical route we intend to think over the peculiarity of Alexandre Koyré’s interpretation and historiography of thought. / O presente estudo tem como propósito analisar o modo como o nascimento da ciência moderna foi articulado no interior da historiografia do Renascimento e particularmente a relação entre a ciência, o pensamento filosófico e as diversas formas de escrita da história do pensamento na primeira metade do século XX. Na primeira parte, analisamos o debate entre Burckhardt e Cassirer e suas diferenças interpretativas. Na segunda analisamos um conjunto de interpretações fundamentais: do Renascimento científico até a inexistência de ciência no Renascimento. Pretendemos, por meio do estudo desse percurso historiográfico, refletir sobre a singularidade da interpretação e da historiografia do pensamento de Alexandre Koyré.

O jogo de empresas com frequência tem sido orientado para educação gerencial e treinamento (TANABE, 1977; BEPPU, 1984; MARTINELLI, 1987; SAUAIA, 2006) e propiciado aos graduandos em Administração inúmeras oportunidades para a prática gerencial (FARIA, 2001) (recordando, compreendendo, aplicando e analisando). Entretanto, faltam aos estudantes experiências (avaliando e criando) de aprendizagem científica (CARNEIRO, 1998; NICOLINI, 2003; BERTERO, 2006; COSTA; SOARES, 2008; GRINNELL, 2009). Esta dissertação teve como principal objetivo examinar de que forma as atividades da disciplina de Laboratório de Gestão na FEA/USP/SP, que integrou pesquisa ao jogo de empresas, têm propiciado aos estudantes uma aprendizagem científica por meio da prática dos diferentes níveis de complexidade do pensamento científico. Na literatura acadêmica revisitaram-se: a prática do método científico para o estímulo de uma atitude de descoberta, problematização e questionamento (SALOMON, 2010); a estratégia de ensino com pesquisa (LIMA, 2000) que estimula questionamentos reconstrutivos (DEMO, 2011); o jogo de empresas com pesquisa, ou seja, o Laboratório de Gestão (SAUAIA, 2008, 2010, 2013) cujos pilares conceituais permitem a prática dos diferentes níveis de complexidade de pensamento (BLOOM et al., 1956; 1973; FOREHAND, 2005) através dos ciclos de aprendizagem vivencial (KOLB, 1984). Foi preparada em 2013 e conduzida em 2014 uma pesquisa de campo laboratorial, descritiva, qualitativa, bibliográfica, participativa e documental (GONSALVES, 2007, p.66) com turmas de graduandos da FEA/USP/SP para examinar o Laboratório de Gestão como metodologia de educação gerencial e pesquisa que utilizou múltiplas estratégias de ensino-aprendizagem. Os resultados mostraram que este esforço de integração permitiu que os estudantes fossem protagonistas mais conscientes, nas escolhas e descobertas que fizeram. Durante o jogo de empresas cada estudante foi orientado a problematizar os conflitos organizacionais; coletar e analisar dados primários no ambiente laboratorial; associar teorias e práticas; discutir os resultados no jogo de empresas, construindo de maneira ativa significados dinâmicos para os conceitos estáticos assimilados (indícios) e produzindo relatórios em formato científico (evidências), indicadores da prática do pensamento científico. A sociedade do conhecimento intensivo (DEMO, 2011) já pode engajar estudantes e professores nesta metodologia que explora a capacidade criativa, a atitude de descoberta, de problematização e de questionamento. Caberá aos dirigentes, coordenadores e professores das instituições de ensino superior atualizar os planos de ensino para propiciar experiências de aprendizagem científica. / The business game often has been oriented for managerial education and training (TANABE, 1977, BEPPU, 1984; MARTINELLI, 1987; SAUAIA, 2006). It has supplied undergraduate students in Administration with numerous opportunities for managerial practice (FARIA, 2001) (remembering, comprising, applying and analyzing). However, there is a lack of scientific experience to students (CARNEIRO, 1998; NICOLINI, 2003; BERTERO, 2006; COSTA; SOARES, 2008; GRINNELL, 2009) for assessing and creating knowledge. This study aimed to examine how the activities of the Management Laboratory course at FEA/USP/SP, which has integrated research and business game, have provided to students a scientific experience by practicing different levels of complexity of scientific thought. The academic literature was revisited: the practice of the scientific method to stimulate an attitude of discovery, problematization and questioning (SALOMON, 2010); the strategy of teaching through research (LIMA, 2000) which stimulates reconstructive questioning (DEMO 2011); the business game with research, that is, Management Laboratory (SAUAIA, 2008, 2010, 2013) whose conceptual pillars allow practicing of different levels of complexity of thought (BLOOM et al, 1956;. 1973; FOREHAND, 2005) through cycles of experiential learning (KOLB, 1984). It was planned in 2013 and conducted in 2014 a descriptive laboratorial field, qualitative, bibliographic, participatory and documentary research (GONSALVES, 2007, p.66) in undergraduate classes at FEA/USP/SP to examine the Management Laboratory as a methodology of managerial education and research combining multiple learning strategies. The results showed that this effort of integration allowed that students were more aware to make decisions. During the business game each student was advised to find organizational conflicts; collect and analyze primary data in the laboratory environment; associate theories and practices; discuss the business game results, building actively dynamic meanings for assimilated static concepts (weak evidences) and producing scientific reports (strong evidences), indicating the practice of scientific thought. The society knowledge intensive (DEMO 2011) can now engage students and teachers in this methodology exploring the student´s creativity, his discovery, problematization and questioning capabilities. Leaders, coordinators and teachers of higher education institutions are challenged to update the teaching plans, providing experiences for scientific learning.

O jogo de empresas com frequência tem sido orientado para educação gerencial e treinamento (TANABE, 1977; BEPPU, 1984; MARTINELLI, 1987; SAUAIA, 2006) e propiciado aos graduandos em Administração inúmeras oportunidades para a prática gerencial (FARIA, 2001) (recordando, compreendendo, aplicando e analisando). Entretanto, faltam aos estudantes experiências (avaliando e criando) de aprendizagem científica (CARNEIRO, 1998; NICOLINI, 2003; BERTERO, 2006; COSTA; SOARES, 2008; GRINNELL, 2009). Esta dissertação teve como principal objetivo examinar de que forma as atividades da disciplina de Laboratório de Gestão na FEA/USP/SP, que integrou pesquisa ao jogo de empresas, têm propiciado aos estudantes uma aprendizagem científica por meio da prática dos diferentes níveis de complexidade do pensamento científico. Na literatura acadêmica revisitaram-se: a prática do método científico para o estímulo de uma atitude de descoberta, problematização e questionamento (SALOMON, 2010); a estratégia de ensino com pesquisa (LIMA, 2000) que estimula questionamentos reconstrutivos (DEMO, 2011); o jogo de empresas com pesquisa, ou seja, o Laboratório de Gestão (SAUAIA, 2008, 2010, 2013) cujos pilares conceituais permitem a prática dos diferentes níveis de complexidade de pensamento (BLOOM et al., 1956; 1973; FOREHAND, 2005) através dos ciclos de aprendizagem vivencial (KOLB, 1984). Foi preparada em 2013 e conduzida em 2014 uma pesquisa de campo laboratorial, descritiva, qualitativa, bibliográfica, participativa e documental (GONSALVES, 2007, p.66) com turmas de graduandos da FEA/USP/SP para examinar o Laboratório de Gestão como metodologia de educação gerencial e pesquisa que utilizou múltiplas estratégias de ensino-aprendizagem. Os resultados mostraram que este esforço de integração permitiu que os estudantes fossem protagonistas mais conscientes, nas escolhas e descobertas que fizeram. Durante o jogo de empresas cada estudante foi orientado a problematizar os conflitos organizacionais; coletar e analisar dados primários no ambiente laboratorial; associar teorias e práticas; discutir os resultados no jogo de empresas, construindo de maneira ativa significados dinâmicos para os conceitos estáticos assimilados (indícios) e produzindo relatórios em formato científico (evidências), indicadores da prática do pensamento científico. A sociedade do conhecimento intensivo (DEMO, 2011) já pode engajar estudantes e professores nesta metodologia que explora a capacidade criativa, a atitude de descoberta, de problematização e de questionamento. Caberá aos dirigentes, coordenadores e professores das instituições de ensino superior atualizar os planos de ensino para propiciar experiências de aprendizagem científica. / The business game often has been oriented for managerial education and training (TANABE, 1977, BEPPU, 1984; MARTINELLI, 1987; SAUAIA, 2006). It has supplied undergraduate students in Administration with numerous opportunities for managerial practice (FARIA, 2001) (remembering, comprising, applying and analyzing). However, there is a lack of scientific experience to students (CARNEIRO, 1998; NICOLINI, 2003; BERTERO, 2006; COSTA; SOARES, 2008; GRINNELL, 2009) for assessing and creating knowledge. This study aimed to examine how the activities of the Management Laboratory course at FEA/USP/SP, which has integrated research and business game, have provided to students a scientific experience by practicing different levels of complexity of scientific thought. The academic literature was revisited: the practice of the scientific method to stimulate an attitude of discovery, problematization and questioning (SALOMON, 2010); the strategy of teaching through research (LIMA, 2000) which stimulates reconstructive questioning (DEMO 2011); the business game with research, that is, Management Laboratory (SAUAIA, 2008, 2010, 2013) whose conceptual pillars allow practicing of different levels of complexity of thought (BLOOM et al, 1956;. 1973; FOREHAND, 2005) through cycles of experiential learning (KOLB, 1984). It was planned in 2013 and conducted in 2014 a descriptive laboratorial field, qualitative, bibliographic, participatory and documentary research (GONSALVES, 2007, p.66) in undergraduate classes at FEA/USP/SP to examine the Management Laboratory as a methodology of managerial education and research combining multiple learning strategies. The results showed that this effort of integration allowed that students were more aware to make decisions. During the business game each student was advised to find organizational conflicts; collect and analyze primary data in the laboratory environment; associate theories and practices; discuss the business game results, building actively dynamic meanings for assimilated static concepts (weak evidences) and producing scientific reports (strong evidences), indicating the practice of scientific thought. The society knowledge intensive (DEMO 2011) can now engage students and teachers in this methodology exploring the student´s creativity, his discovery, problematization and questioning capabilities. Leaders, coordinators and teachers of higher education institutions are challenged to update the teaching plans, providing experiences for scientific learning.

L'objectif de cette thèse est de comprendre l'influence de la culture des physiciens sur leurs représentations mentales profondes du réel. Ces représentations, appelées themata, sont des options ou des présupposés philosophiques : déterminisme, réductionnisme, objectivité, etc. Sont-elles partagées par les scientifiques, au-delà de leurs spécificités culturelles géographiques, reflettant ainsi les valeurs partagées de la science ? Autrement dit, la science est-elle vraiment universelle ? Ou bien la culture locale des scientifiques exerce-t-elle une influence sur leurs représentations du réel dans le cadre de leur travail scientifique ? Nous avons comparé plus de soixante-dix physiciens indiens et français, au sujet de leur représentation du réel, en particulier au sujet de la physique quantique.Les résultats de notre recherche montrent qu'il existe des différences entre certains themata des physiciens indiens et français. Nous avons en particulier observé que les physiciens indiens apparaissent plus déterministes que les physiciens français ; ils sont plus attachés à l'appréhension discrète et non continue de la matière ; ils accordent un rôle plus important au caractère subjectif de la connaissance c'est à dire à l'observateur, ils ont une approche plus systémique des objets et phénomènes physiques et ils conçoivent un ordre sous-jacent aux phénomènes, ce qui est beaucoup moins le cas pour les physiciens français. A l'issue de notre recherche, nous estimons que les physiciens indiens et français adhèrent à des themata différents. Nous pouvons donc parler de spécificités locales (ou nationales) pour les themata, c'est-à-dire de « styles thématiques locaux » (STL), un concept que nous développons spécifiquement pour cette recherche. Nous observons par ailleurs, que dans le cas de la physique quantique, ces « styles thématiques locaux » semblent influencer les choix de représentation et d'interprétation de la théorie quantique / This thesis examines the influence of the cultural background of physicists on their deep mental representations of reality. These representations, called themata, are philosophical presuppositions: determinism, reductionism, objectivity, etc. Are scientist' themata independent of their cultural backgrounds, reflecting instead the shared values of science? Is science universal? Does the scientific culture influences their representations of reality in the context of their scientific work? We compare the themata of seventy Indian and French physicists, with a focus on their interpretation of quantum physics.The results of our research suggest that there are differences between Indian and French physicists with respect to certain themata. In particular, we observe that Indian physicists appear more deterministic than their French counterparts and they are more attached to a discrete rather thana continuous conception of matter. Indian physicists give a greater role to the subjective nature of knowledge (the observer), they have a more systemic approach to physical objects and phenomena, and they have a preference for an order underlying the phenomena. If Indian and French physicists adhere to different themata this justifies talking about specific local (or national) styles for themata, that is to say, "local thematic styles" (STL), a concept that we have developed specifically for this research. We also note that in the case of quantum physics these "local thematic styles" seem to influence scientists' choice of representation and interpretation of quantum theory

L’oeuvre anthropologique de Claude Lévi-Strauss a joui, dès les années cinquante, d’un succèsretentissant dans le champ des sciences humaines et sociales. Dans celui spécifiquement de l’art, ce futd’abord le cas, avant que l’ethnologue ne récuse rapidement toute alliance possible avec la créationmoderne. Face à ce désaveu brutal, par contrecoup, la pensée esthétique de l’anthropologue est depuisrégulièrement reléguée au rang des conservatismes. Il y a dans les arts plastiques, comme un malaiseLévi-Strauss. Partant de ce constat, le présent travail entend faire corps selon deux aspects étroitementmêlés.Le premier consiste à « servir » Lévi-Strauss. En effet, l’examen démontre qu’il est, par bien desaspects, difficile de réduire l’auteur des Mythologiques à la figure de l’amateur gêné par l’aspect radicaldes avant-gardes. Dans une approche apaisée, le débat avec l’art moderne est alors rouvert afin decomprendre les ressorts profonds du positionnement esthétique de l’anthropologue. Elargissant la focale,l’étude tente de saisir l’art selon une approche civilisationnelle. L’Occident, en tant qu’entité culturelle,est analysé au regard du primat accordé dès l’antiquité au logos et jusqu’à son expression moderne autravers de la pensée scientifique.L’autre aspect de ce travail consiste cette fois à « se servir » de la pensée lévi-straussienne dans lebut d’élaborer les bases d’une postmodernité débarrassée de l’écueil du « tout se vaut ». Des outils aupremier rang desquels le triangle culinaire ainsi que la méthode structurale, sont également convoquésafin d’instruire les possibilités d’un rééquilibrage entre pensée scientifique et pensée mythique. Sefaisant, le travail tente de montrer le caractère profondément poïétique de la pensée lévi-straussienneainsi que de répondre à la question posée par la poïétique de René Passeron : « Si l’art est exemplaire, illui faut dire en quoi. »De la rencontre entre les deux grands aspects précités, naît la thèse majeure de ce présenttravail. Celle-ci consiste à démontrer combien le malaise Lévi-Strauss n’est en fait que l’autre nom dumalaise postmoderne, sa forme paradigmatique. / Since the 50’s, Levi-Strauss anthropological work has enjoyed a huge success in the socialsciences as well as in the Arts. These were parallel until the ethnologist quickly refused every possiblealliances with modern arts. As a direct consequence of this brutal disavowal, the anthropologist'saesthetic thought is regularly pushed into conservatism, thus, the inception of a Lévi-strauss vexationwithin the plastic arts. It is upon this that this discussion will be based.On one hand, this work will use Lévi-Strauss's thought. Indeed, the author of theMythologiques can't be reduced to the image of an amateur uncomfortable with the radical side of theavant-garde's thought. We'll reopen the discussion about modern art in order to understand the roots ofthe aesthetic positioning of the anthropologist. The cultural point of view in the arts will be the centerof this work. The cultural entity of the western civilization is analyzed from the primal importance itgranted since the antiquity to the logos until its modern expression : the rational thought.On the other hand, this work is permitted by the levi-straussian way of thinking and elaboratesthe basis of a postmodernity freed from the « all is equal » problem. Many tools such as the culinarytriangle and the structural method will be employed in discussing this. They help in keeping the delicatebalance between the rational and the natural thought, Thus, this is an attempt to answer a questionraised in the poietics of René Passeron : « If art is an exemple, we must say in which way it is. »These two sides create the main part of this work which demonstrates how the Lévi-Straussvexation is actually the other name for the postmodern vexation. We could even say that it is itsparadigmatic form.

Science fiction is particularly apt as bioethical thought experiment. In considering the theories of James R. Brown, John D. Norton and Marco Buzzoni, I suggest that mental-modeling theories afford the best explanation for what thought experiments can do. I propose a version of mental modeling that has the flexible modalities of experience found in Nancy J. Nersessian's account, combined with Nenad Miš?evi?'s compelling vision of how existing knowledge is used to create mental models, and Tamar Gendler's use of schemas to understand ethical thought experiments. Bioethics makes use of thought experiments' capacity to move from abstraction to discrete instances. Sometimes thought experiments will be better, and sometimes real cases will be unavailable. Given the cognitive advantages that access to mental models provides, thought experiments will be of use in the field of bioethics. To identify literature that is thought-experimental I look to Geordie McComb's family resemblance theory, and consider accounts of literary thought experiments by Noel Carroll and Edward Davenport. Extended narratives will in some cases be more useful for ethical understanding than philosophical thought experiments. Science fiction has this same advantage: as ethical narrative it is detailed and humanized. In addition the specula-tive nature of science fiction lends itself to the exploration of new and emerging sciences and technologies including those in the field of bioethics.