国立情報学研究所で電子化したコンテンツを使用している。

The purpose of this study was to determine if two elements of self-conception, environment and biology, influenced trait and dyadic measures of empathy.

It is posited that self-conception disparity is the amount of difference between an individual's ideal self-conception and his or her real self-conception. Such a postulation arises directly from the literature wherein the self-concept is conceptualized as a multitude of self-conceptions an individual has. During the evaluative phase (i.E., the comparison of the ideal self-conception against the real self-conception), an image (self-image) of one's self is evoked. This self-image is associated with an affective response referred to as self-Esteem. Two methods of computing self-conception disparity are compared and contrasted: (a) the often-used subtraction-Absolute Value Method and (b) a ratio method based on the work of James (1890) conceptualizing self esteem as the quotient of one's successes to his or her pretensions. Results of the study indicate that the two methods share only a minimal amount of common variance, thus suggesting that they are either not measuring what they purport or that they may be accounting for different phenomena relative to self-esteem. In comparing the two methods for their ability to predict common external variables that have been correlated with self-esteem, the results indicate that the Ratio Method accounts for a greater proportion of the variance than does the Subraction-Absolute Value Formula. While more research is certainly needed to ferret out the question regarding which method of calculating self-conception disparity is of greatest utility, the results of this study suggest that the Ratio Method appears to lend itself more accurately to conceptualizing the nature of self-conception disparity.

Title: Health education in elementary school Objectives: The aim of this thesis was to create an educational manual for health education and its verification. Methods: In our thesis we used quantitative and qualitative methods of analysis and the method of comparison. We used a questionnaire as the quantitative method and for the qualitative method we interviewed selected students. We apllied the method of comparison in the evaluation of student's knowledge in pre and post questionnaires and in comparing the knowledge of 9th and 7th graders. Results: We discovered that 7th graders improved their knowledge and the greatest improvement was reached in the topics of self-conception and physical self- conception. Also we found that the knowledge of 7th graders are better than the knowledge of 9th graders. Keywords: body care, nutrition, self-conception and physical self-conception, physical activity.

Η αυτοεκτίμηση και η αυτοαντίληψη είναι δύο βασικές συνιστώσες του εαυτού, των οποίων η σημασία είναι καθοριστική για τη διαμόρφωση και εξέλιξη της προσωπικότητας του ατόμου. Είναι δυο έννοιες, οι οποίες έχουν μελετηθεί αρκετά και έχουν πραγματοποιηθεί πάρα πολλές έρευνες για την αποσαφήνισή τους και για τις παραμέτρους με τις οποίες σχετίζονται. Το ιδιαίτερο ενδιαφέρον που έχει δοθεί σε αυτές τις έννοιες, με ώθησε να επιλέξω να ασχοληθώ με αυτές τις έννοιες. Επίσης, θεωρώ πως είναι αποστολή του εκπαιδευτικού να μπορεί να ανιχνεύει την αυτοεκτίμηση και αυτοαντίληψη των μικρών μαθητών την εποχή που διαμορφώνεται ο χαρακτήρας τους και να την ενισχύει, όπως «επιβάλλεται» από τα διδακτικά του καθήκοντα. Έτσι, αποφάσισα να διερευνήσω το βαθμό αυτοεκτίμησης και αυτοαντίληψης μαθητών της Ε΄ Δημοτικού. Λόγω της εκπαιδευτικής πραγματικότητας, όπου Έλληνες και αλλοδαποί μαθητές συνυπάρχουν, θεώρησα ιδιαίτερα ενδιαφέρον να μελετηθούν αυτές οι δυο έννοιες, όχι μόνο σε γηγενείς μαθητές, αλλά και σε μαθητές που προέρχονται από άλλες χώρες, οι οποίοι μένουν, μεγαλώνουν, μορφώνονται, κοινωνικοποιούνται στην Ελλάδα. μια άλλη παράμετρος, η οποία θα μελετηθεί είναι τι προσδοκίες αντιλαμβάνονται τα παιδιά ότι έχουν οι γονείς τους από αυτά και κατά πόσο πιστεύουν ότι ανταποκρίνονται σε αυτές. Είναι γεγονός ότι τα τελευταία χρόνια, κάποιος πρέπει να έχει πολλά προσόντα και πολλά είδη προσόντων, για να καταφέρει να επιβιώσει, έτσι και οι γονείς, επιθυμώντας το καλύτερο για τα παιδιά τους, προσδοκούν από αυτά πολλά πράγματα. Στο θεωρητικό μέρος της πτυχιακής μου εργασίας, αποσαφηνίζεται η έννοια του «εαυτού» και των δύο συνιστωσών του, την «αυτοεκτίμηση» και την «αυτοαντίληψη». Θα παρατεθούν διάφορες θεωρίες που έχουν διατυπωθεί για αυτές τις έννοιες στο κεφάλαιο 2.1.1. για τον «εαυτό», στο κεφάλαιο 2.1.2. για την «αυτοεκτίμηση» και στο 2.1.3. για την «αυτοαντίληψη». Στη συνέχεια, στο κεφάλαιο 2.2 αναφέρονται και αναλύονται οι παράγοντες, οι οποίοι επηρεάζουν σε σημαντικό βαθμό την αυτοεκτίμηση και την αυτοαντίληψη. Το οικογενειακό περιβάλλον, στο οποίο ζει και μεγαλώνει ένα παιδί είναι ένας από αυτούς από τους παράγοντες. Επιπλέον, το φύλο του παιδιού διαδραματίζει πολύ σημαντικό ρόλο στη διαμόρφωση του επιπέδου της αυτοεκτίμησης και της αυτοαντίληψης και αυτό φαίνεται και μέσα από διαφυλικές έρευνες που παρατίθενται. Τέλος, η νέα εκπαιδευτική πραγματικότητα, όπου κυριαρχεί η διαπολιτισμικότητα – με στόχο την αμοιβαία συνεργασία όλων των λαών – προβάλλει στο προσκήνιο και αυτή ως παράγοντας ανάπτυξης της αυτοεκτίμησης και της αυτοαντίληψης. Στο επόμενο κεφάλαιο (2.3.) της εργασίας αυτής, γίνεται λόγος για τους αλλοδαπούς μαθητές στην Ελλάδα, για τις νέες συνθήκες ζωής αυτών των μαθητών και για την προσαρμογή τους σε αυτές. Παρατίθενται και ερευνητικά αποτελέσματα, όπου φαίνεται η αξία του να ανήκεις σε ομάδα και η αίσθηση της εθνικής ταυτότητας, δύο στοιχεία που επηρεάζουν σημαντικά το αίσθημα της αυτοεκτίμησης. Τελειώνοντας το θεωρητικό μέρος αποσαφηνίζεται η έννοια της «προσδοκίας» (2.4.). Αρχικά, πραγματοποιείται μια γενική θεώρηση του όρου αυτού και στη συνέχεια διαφαίνεται πως οι προσδοκίες των γονέων συμβάλλουν στην αυτοεκτίμηση των παιδιών τους. Γίνεται λόγος και για τις προσδοκίες των αλλοδαπών γονέων. Συνεχίζοντας, προχωράμε στο ερευνητικό μέρος, όπου διατυπώνονται οι υποθέσεις που κάνουμε για τα αποτελέσματα της έρευνάς μας. Γίνεται μικρή περιγραφή του δείγματος και των ερευνητικών εργαλείων που χρησιμοποιήσαμε καθώς και του τρόπου ανάλυσης των δεδομένων. Ακολουθεί, στο κεφάλαιο 4, η παρουσίαση των αποτελεσμάτων της έρευνάς μας, και στο κεφάλαιο 5 διατυπώνονται τα συμπεράσματα από την έρευνα αυτή. / -

Title: In-class position of the pupils with specific learning disability on second tier of elementary school Author: Bc. Aneta Jiřinová Supervisor: Mgr. Lenka Felcmanová ABSTRACT: The thesis consider in-class position of the pupils with specific learning disability on second tier of elementary school. Theoretical part deals with characteristic of specific learning disabilities, its reasons, behaves and diagnostics. It also pursues occurrence and predictions of learning disability as well as issues of special - pedagogical support to the pupils having psychosocial aspects of special learning disability. The research part of the thesis focus on connections discovering of success rate, school self-conception, personal characteristics and in-class position of the pupils with specific learning disabilities. The thesis's aim is to discover pupil's in-class positions on second tier of elementary school and how is the position related with pupil's self-conception in terms of school and its psychical demonstrations. In thesis has been used of survey and interview method. The text is added by the tables. KEYWORDS Specific learning disabilities (SPU), in-class position of the pupils with SPU), self- conception, school self-conception, psychosocial aspects of SPU.

Durante boa parte dos dois últimos séculos o relacionamento entre o sentido que uma pessoa dava de si mesma, sua identidade, e o trabalho pago que ela desempenhava durante a vida era fonte de relativa estabilidade e segurança. Trabalho e identidade arranjaram-se como duas realidades intrinsecamente relacionadas. Contudo, nas últimas décadas tornou-se comum a crença de que chegamos a seu fim. De acordo com essa perspectiva, o trabalho teria perdido sua centralidade no processo de constituição da identidade. Ao mesmo tempo, existem cren-ças que defendem o inverso, de que ele continua central. Nosso objetivo neste estudo foi reco-locar o debate sobre a centralidade ou o fim do trabalho à luz de uma outra perspectiva. Bus-camos identificar quais as razões de o trabalho ter sido associado à identidade e o que vem ocorrendo quando essa associação tornou-se problemática. Para reconstruir esse trajeto, em primeiro lugar definimos, analiticamente, como ontologia do trabalho a sua forte associação com a identidade. Em seguida, usando de uma argumentação baseada no pragmatismo, de-monstramos que tal ontologia dependeu, para sua emergência, primeiro de um arranjo institu-cional em que o trabalho se firmou como central do ponto de vista econômico, moral, ideoló-gico, filosófico e contratual e, segundo, das principais crenças do projeto moderno de constru-ção da identidade, no qual está se constrói em referência a algo extrínseco, por exemplo, o trabalho. Em um terceiro momento mostramos que a ontologia do trabalho foi submetida a um forte questionamento na segunda metade do século vinte, processo ao qual muitos denominam, erroneamente, de morte do trabalho. Como conseqüência, mostramos que é a ambigüidade que caracteriza a relação com o trabalho hoje. Ela é causada pela coexistência de vários ethos, cada um dos quais reservando para si uma definição específica sobre o valor e sentido do tra-balho na definição da identidade. Cabe aos indivíduos, privadamente, definirem o valor que o trabalho tem no conjunto formado por outras fontes agora disponíveis de expressão de suas identidades. Mostramos, por fim, que essa ambigüidade provoca um estado de insegurança ontológica na experiência atual com o trabalho, realçando a necessidade de respostas para lidar com a situação. Concluímos este estudo com uma apreciação crítica sobre os limites e potencialidades dessas respostas. / For a large portion of the past two centuries, the relationship between the sense a person as-signed herself, her identity and the paid labor she did throughout her life was a source of rela-tive stability and security. Work and identity were two intrinsically related realities. In the past few decades, however, a generalized belief has set in that this has come to an end. Ac-cording to this perspective, work has lost its centrality in the identity constitution process. At the same time, beliefs exist to the contrary, that is, that work is still central. Our goal in this study was to relocate the debate on the centrality of work or its end, in the light of a different perspective. We sought to identify why work became associated with identity and what has been taking place since this association became problematic. To rebuild this path, we first perform an analytical definition of the ontology of work as its strong association with identity. Then, using an argument based on pragmatism, we show that the emergence of this ontology relied first on an institutional arrangement where work established itself as central from the economic, moral, ideological, philosophical and contractual perspectives and, second, on the main beliefs of the modern identity construction project, where identity is constructed in ref-erence to something extrinsic, such as work, for example. We then proceed to show that the ontology of work endured strong questioning in the second half of the 20th Century, a process many mistakenly call the death of work. As a consequence we show that ambiguity is the main characteristic of the relationship with work today. It is caused by several coexisting ethos, each which retains a specific definition of the worth and sense of work in defining iden-tity. It befalls individuals to privately define the worth of work among the set of other cur-rently available sources for expressing their identities. Finally, we show that this ambiguity brings about a sense of ontological insecurity in today’s work experience, stressing the need for answers to deal with the situation. We conclude the study with a critical appraisal of the limitations and potentiality of such answers.

Durante boa parte dos dois últimos séculos o relacionamento entre o sentido que uma pessoa dava de si mesma, sua identidade, e o trabalho pago que ela desempenhava durante a vida era fonte de relativa estabilidade e segurança. Trabalho e identidade arranjaram-se como duas realidades intrinsecamente relacionadas. Contudo, nas últimas décadas tornou-se comum a crença de que chegamos a seu fim. De acordo com essa perspectiva, o trabalho teria perdido sua centralidade no processo de constituição da identidade. Ao mesmo tempo, existem cren-ças que defendem o inverso, de que ele continua central. Nosso objetivo neste estudo foi reco-locar o debate sobre a centralidade ou o fim do trabalho à luz de uma outra perspectiva. Bus-camos identificar quais as razões de o trabalho ter sido associado à identidade e o que vem ocorrendo quando essa associação tornou-se problemática. Para reconstruir esse trajeto, em primeiro lugar definimos, analiticamente, como ontologia do trabalho a sua forte associação com a identidade. Em seguida, usando de uma argumentação baseada no pragmatismo, de-monstramos que tal ontologia dependeu, para sua emergência, primeiro de um arranjo institu-cional em que o trabalho se firmou como central do ponto de vista econômico, moral, ideoló-gico, filosófico e contratual e, segundo, das principais crenças do projeto moderno de constru-ção da identidade, no qual está se constrói em referência a algo extrínseco, por exemplo, o trabalho. Em um terceiro momento mostramos que a ontologia do trabalho foi submetida a um forte questionamento na segunda metade do século vinte, processo ao qual muitos denominam, erroneamente, de morte do trabalho. Como conseqüência, mostramos que é a ambigüidade que caracteriza a relação com o trabalho hoje. Ela é causada pela coexistência de vários ethos, cada um dos quais reservando para si uma definição específica sobre o valor e sentido do tra-balho na definição da identidade. Cabe aos indivíduos, privadamente, definirem o valor que o trabalho tem no conjunto formado por outras fontes agora disponíveis de expressão de suas identidades. Mostramos, por fim, que essa ambigüidade provoca um estado de insegurança ontológica na experiência atual com o trabalho, realçando a necessidade de respostas para lidar com a situação. Concluímos este estudo com uma apreciação crítica sobre os limites e potencialidades dessas respostas. / For a large portion of the past two centuries, the relationship between the sense a person as-signed herself, her identity and the paid labor she did throughout her life was a source of rela-tive stability and security. Work and identity were two intrinsically related realities. In the past few decades, however, a generalized belief has set in that this has come to an end. Ac-cording to this perspective, work has lost its centrality in the identity constitution process. At the same time, beliefs exist to the contrary, that is, that work is still central. Our goal in this study was to relocate the debate on the centrality of work or its end, in the light of a different perspective. We sought to identify why work became associated with identity and what has been taking place since this association became problematic. To rebuild this path, we first perform an analytical definition of the ontology of work as its strong association with identity. Then, using an argument based on pragmatism, we show that the emergence of this ontology relied first on an institutional arrangement where work established itself as central from the economic, moral, ideological, philosophical and contractual perspectives and, second, on the main beliefs of the modern identity construction project, where identity is constructed in ref-erence to something extrinsic, such as work, for example. We then proceed to show that the ontology of work endured strong questioning in the second half of the 20th Century, a process many mistakenly call the death of work. As a consequence we show that ambiguity is the main characteristic of the relationship with work today. It is caused by several coexisting ethos, each which retains a specific definition of the worth and sense of work in defining iden-tity. It befalls individuals to privately define the worth of work among the set of other cur-rently available sources for expressing their identities. Finally, we show that this ambiguity brings about a sense of ontological insecurity in today’s work experience, stressing the need for answers to deal with the situation. We conclude the study with a critical appraisal of the limitations and potentiality of such answers.

This thesis, in theoretical part, is focused on art education as part of the esthetic education. Than there are presented problems of Small-Class Schools in relation to art class on primary school and the artwork accompanying the development of the child as a character. In the practical part, there are presented the results of the research, which was carried out on the selected case study Small-Class School. In the final part, thesis summarizes the knowledge on the possibilities and peculiarities of art education as part of the education of the pupils at the primary school in the context of the specific condition of the Small-Class School. Keywords esthetic education, art education, Small-Class School, drawing, personal development, perception, personal and social development, younger school age

Cette thèse met en place un modèle permettant d'éclairer les relations entre certaines émotions et la conception que l'individu a de lui-même. En accord avec plusieurs auteurs contemporains, il est ici défendu que la conception que nous avons de nous-mêmes prend la forme d'une identité narrative, c'est-à-dire d'un récit à l'intérieur duquel nous tentons de structurer une image cohérente de nous-mêmes. Dans cette perspective, il est proposé qu'un certain groupe d'émotions, comme la honte, la fierté et la culpabilité, occupe une place cruciale dans la formation et le maintien de cette image de soi. Ces émotions, que nous pouvons qualifier d'auto-évaluatives, conditionnent l'évaluation que nous avons de nous-mêmes et participent ainsi à l'élaboration de la représentation de soi. De plus, cette identité narrative, à travers un certain aspect normatif et motivant, vient à son tour influencer la manifestation et l'interprétation de ces mêmes émotions. Ainsi, la relation entre les émotions auto-évaluatives et l'identité narrative serait une relation complexe d'influences réciproques. L’analyse proposée devrait permettre de clarifier de nombreux aspects de l’économie mentale de l’individu et plus particulièrement de sa motivation morale. / This thesis establishes a model to understand the relationships between a particular group of emotions and the individual's conception of himself. In agreement with several contemporary authors, it is argued here that the conception we have of ourselves is in the form of a narrative identity, namely a story within which we try to structure a coherent picture of ourselves. In this perspective, it is proposed that a group of emotions, including shame, pride and guilt, occupies a crucial place in the formation and maintenance of this self-image. These emotions, that we can describe as self-assessing, would influence self assessment and thus participate in the development of self-image. Moreover, narrative identity, through a normative and motivational aspect, will in turn influences the manifestation and interpretation of those same emotions. So the relationship between emotions and self-assessing narrative identity is a complex relationship of mutual influence. The analysis proposed here might help clarify many mental processes of the individual and especially its moral motivation.