This dissertation is a study of the relation between Aristotle’s ethics and the crafts (or technai). My thesis is that Aristotle’s argument is at key points shaped by models proper to the crafts, this shaping being deeper than is generally acknowledged, and philosophically more problematic. Despite this, I conclude that the arguments I examine can, if revised, be upheld. The plan of the dissertation is as follows – Preface: The relation of my study to the extant secondary literature; Introduction: The pre-Platonic concept of technē, as evidenced in Greek philosophical and literary sources, in particular the early Hippocratic corpus; Chapter one: The Platonic concept of technē, followed by an investigation of whether Plato affirms a virtue-technē in the Protagoras and Republic; Chapter two: Aristotle’s concept of technē, followed by scrutiny of his arguments in NE VI.5 against a virtue-technē, and of his analyses of slavery and deliberation; Chapter three: An exposition of Aristotle’s function argument, followed by a dominantist interpretation of it, and an explanation of dominantism as in part a technē-influenced doctrine; Chapter four: An examination of Aristotle’s ethical mean and its problems, with a diagnosis of these in terms of influence by the Philebus, and by paradigms derived from the crafts; Chapter five: Argument that Aristotle’s theory of habituation suffers from two significant opacities, these being a function of influence both by the Republic, and by models of craft-learning; Conclusion: Response to key objection; Aristotle’s ethics revised, defended.

This dissertation is a study of the relation between Aristotle’s ethics and the crafts (or technai). My thesis is that Aristotle’s argument is at key points shaped by models proper to the crafts, this shaping being deeper than is generally acknowledged, and philosophically more problematic. Despite this, I conclude that the arguments I examine can, if revised, be upheld. The plan of the dissertation is as follows – Preface: The relation of my study to the extant secondary literature; Introduction: The pre-Platonic concept of technē, as evidenced in Greek philosophical and literary sources, in particular the early Hippocratic corpus; Chapter one: The Platonic concept of technē, followed by an investigation of whether Plato affirms a virtue-technē in the Protagoras and Republic; Chapter two: Aristotle’s concept of technē, followed by scrutiny of his arguments in NE VI.5 against a virtue-technē, and of his analyses of slavery and deliberation; Chapter three: An exposition of Aristotle’s function argument, followed by a dominantist interpretation of it, and an explanation of dominantism as in part a technē-influenced doctrine; Chapter four: An examination of Aristotle’s ethical mean and its problems, with a diagnosis of these in terms of influence by the Philebus, and by paradigms derived from the crafts; Chapter five: Argument that Aristotle’s theory of habituation suffers from two significant opacities, these being a function of influence both by the Republic, and by models of craft-learning; Conclusion: Response to key objection; Aristotle’s ethics revised, defended.

This thesis is an infiltration into the world of craft, woodworking and joinery. The destruction of presupposed form and tectonics, and a rebuilding through the mind's eye and an obscured lens. / Master of Architecture

Syftet med rapporten är ta reda på vad som motiverar de anställda till kompetensutveckling, genom att titta på teoretisk och praktisk kunskap och motivation i samband med kompetensutveckling. De teoretiska och praktiska perspektivet utgår från begreppen techne, fronesis och episteme. Fokusen i rapporten ligger på inre och yttre motivation och är definierat utifrån Herzberg och Ellströms definition på motivation. Rapporten är av kvalitativ karaktär med intervjuer som undersökningsmetod. Intervjuerna är genomförda på sex medarbetare i en statlig organisation. Resultatet av rapporten visade att de inre faktorerna, som till exempel, den egna personliga utvecklingen gjorde medarbetarna motiverade, medan yttre faktorer som till exempel lön, hade mindre påverkan och att den praktiska kunskapen inom utbildningar är vad som motiverar de anställda mest.

Thesis (Ph. D.)--University of Melbourne, 1996. / Typescript (photocopy). Includes bibliographical references.

Cette étude essaie d’expliquer les difficultés d’interprétation que posent tant la notion de topos au sein de la Rhétorique que la liste de vingt-huit lieux d’enthymème de Rhét. II 23 au moyen de l’hypothèse suivante : Aristote tenterait de concevoir un équivalent proprement rhétorique du topos dialectique. Dans la liste, le modèle dialectique serait envisagé de façon à recouvrir non seulement des stratégies des Topiques adaptées aux conditions particulières de la rhétorique, mais aussi des éléments issus de la tradition empirico-sophistique, l’ensemble ayant pour horizon la pratique oratoire.La première partie vise à mettre en évidence les influences théoriques qui ont présidé à la conception du topos et à la constitution de la liste de Rhét. II 23 : d’une part les technai de la tradition empirico-sophistique, de l’autre le modèle de l’invention dialectique. La deuxième partie tente de rendre un contexte à chacune des formes d’argument de Rhét. II 23 pour dé-terminer dans quelle mesure la prise en compte de la pratique oratoire — au sens large, comprenant les discours des historiens, la tragédie et la comédie — a joué un rôle dans la sélection et dans la description des lieux / This study attempts to account for the difficulties raised by the notion of topos in Aristotle’s Rhetoric and the list of the twenty-eight topoi of enthymeme in Rhet. II 23. Its main hypothe-sis is that Aristotle tries to frame the concept of a truly rhetorical topos. In his list, he rethinks the theoretical model of dialectical invention in such a manner as to include elements adapted from his own Topics as well as elements from the tradition of the rhetorical technai –the ulti-mate end being oratorical practice.The first part tries to highlight the theoretical influences for the concept of topos and the list in Rhet. II 23: the traditional rhetorical technai on the one hand, and the model of dialectical invention on the other. In the second part, each individual topos is analysed in its literary con-text, in order to determine the rôle of oratorical practice – understood in a wide sense, includ-ing history, tragedy and comedy – for the selection and the description of the topoi in Rhet. II 23

A presente tese tem, basicamente, dois objetivos principais: traduzir um tratado fisiognomônico, o De Physiognomonia Liber, de autoria desconhecida, provavelmente do século IV d.C., e ainda estudar a fisiognomonia na Antiguidade Clássica, cotejando os preceitos expostos de diferentes manuais. Há pouca informação a respeito da fisiognomonia nos textos da Antiguidade, contudo, a análise fisiognomônica era adotada como mecanismo para representar ethos ou pathos. Geralmente considerada uma techne, seu estatuto tem sido questionado porque também era um método de divinação. Inúmeros teóricos, dentre os quais estão Platão e Aristóteles, discutiam diversos aspectos concernentes à teoria fisiognomônica, tais como a influência dos humores no caráter de um indivíduo e as analogias entre os homens e os animais. A fisiognomonia relaciona-se à medicina se considerarmos a teoria dos humores e, além disso, há o método etnológico em que se atribui características específicas ao ethos de acordo com a influência do ambiente sobre os indivíduos, proposição presente no corpus hipocrático. Procuramos também observar a presença de elementos fisiognomônicos na actio retórica e na literatura da Antiguidade. É possível inferir que o emprego de conceitos fisiognomônicos compõe o que alguns teóricos chamam consciência fisiognomônica, existente já na poesia de Homero. / The present thesis has basically two main objectives: to translate a physiognomical treatise, named De Physiognomonia Liber, by an unknown writer, probably from the 4th century; and also to study physiognomy, comparing concepts from different manuals. There is very little information about physiognomy in ancient texts. Nevertheless, physiognomical analysis was used in classical poetry and prose as a mechanism to represent pathos or ethos. Usually considered as techne, its status has been questioned because physiognomy was also a method of divination. Many theoreticians, including Plato and Aristotle, discuss several aspects which concern physiognomical theory, such as the influence of humours on a person\'s character, as well as the analogies between humans and animals. Physiognomy is related to medicine if we consider the theory of the humours, and also one of the physiognomical methods, the ethnological, which attributes specific features to ethos according to the influence of the environment where one lives, this is a statement already present in Hippocratic corpus. Besides, we try to observe the presence of physiognomical elements in both rhetorical actio and classical literature. Thus, the employment of physiognomical concepts is what some researchers call \"physiognomical consciousness\", which exists since Homer.

A presente tese tem, basicamente, dois objetivos principais: traduzir um tratado fisiognomônico, o De Physiognomonia Liber, de autoria desconhecida, provavelmente do século IV d.C., e ainda estudar a fisiognomonia na Antiguidade Clássica, cotejando os preceitos expostos de diferentes manuais. Há pouca informação a respeito da fisiognomonia nos textos da Antiguidade, contudo, a análise fisiognomônica era adotada como mecanismo para representar ethos ou pathos. Geralmente considerada uma techne, seu estatuto tem sido questionado porque também era um método de divinação. Inúmeros teóricos, dentre os quais estão Platão e Aristóteles, discutiam diversos aspectos concernentes à teoria fisiognomônica, tais como a influência dos humores no caráter de um indivíduo e as analogias entre os homens e os animais. A fisiognomonia relaciona-se à medicina se considerarmos a teoria dos humores e, além disso, há o método etnológico em que se atribui características específicas ao ethos de acordo com a influência do ambiente sobre os indivíduos, proposição presente no corpus hipocrático. Procuramos também observar a presença de elementos fisiognomônicos na actio retórica e na literatura da Antiguidade. É possível inferir que o emprego de conceitos fisiognomônicos compõe o que alguns teóricos chamam consciência fisiognomônica, existente já na poesia de Homero. / The present thesis has basically two main objectives: to translate a physiognomical treatise, named De Physiognomonia Liber, by an unknown writer, probably from the 4th century; and also to study physiognomy, comparing concepts from different manuals. There is very little information about physiognomy in ancient texts. Nevertheless, physiognomical analysis was used in classical poetry and prose as a mechanism to represent pathos or ethos. Usually considered as techne, its status has been questioned because physiognomy was also a method of divination. Many theoreticians, including Plato and Aristotle, discuss several aspects which concern physiognomical theory, such as the influence of humours on a person\'s character, as well as the analogies between humans and animals. Physiognomy is related to medicine if we consider the theory of the humours, and also one of the physiognomical methods, the ethnological, which attributes specific features to ethos according to the influence of the environment where one lives, this is a statement already present in Hippocratic corpus. Besides, we try to observe the presence of physiognomical elements in both rhetorical actio and classical literature. Thus, the employment of physiognomical concepts is what some researchers call \"physiognomical consciousness\", which exists since Homer.

This thesis reports the findings of research conducted with Irish primary teachers who had recently completed probation. The study employed semi-structured interviews to examine the teachers’ perceptions of beneficial influences on the development of their teaching identity. The principals of the two schools involved were also interviewed. The interviews were designed to allow me to explore influences that had been identified in the literature as important in the formation of teacher identity. In the interviews, themes that have been identified in the literature on teacher identity were explored with participants. The teachers identified incidents and persons whom they perceived as having inspired them to become teachers. Their perceptions of how their interactions with pupils and parents had influenced their identities were examined, as were their experiences of school cultures and of working in collaboration with colleagues. Finally, their awareness of theoretical literature as a tool to help their further development was examined. The findings of the study confirm that teachers’ identities are formed by a combination of factors and add a more detailed understanding of those factors in the Irish context. Beginning teachers are influenced strongly by their own biographies, and by their experiences as students prior to and during their pre-service teacher education. They are sensitive to the perceptions of them by parents and pupils. Their willingness to engage collaboratively with other colleagues, including their principals and mentors, features strongly in their own perceptions of how their identities have been formed. The importance of the school culture in helping to shape the teacher’s identity is highlighted as a phenomenon which both shapes and is reshaped in turn by teachers and their colleagues. Literature is generally not considered relevant by the Newly Qualified Teachers (NQTs) in this study, although the principals’ responses indicate their familiarity with themes common in the literature concerning teacher induction, and with concepts of teachers as reflective practitioners who need to continuously examine their practice and experience in order to promote the ongoing shaping of their identity as teachers. The thesis argues for a conception of teacher professionalism which respects the identity of teachers and the agency of teachers as individuals in a world of individuals who are engaged in the constructionist creation of knowledge. This understanding prioritises practical wisdom, phronesis, over the technical knowledge, techne, and knowledge of subject, episteme, which teachers also require. This is at odds with widespread competency-based conceptions of teacher professionalism. The findings of the research indicate that the development of teacher identity is complex and is affected by a broader range of influences than the imperative to develop competencies. It calls for an alternative approach to teacher induction which acknowledges the importance of these factors.

<p>Knowledge is frequently discussed in modern society, and has been since ancient Greece. Our goal is to examine the content of two political documents with the desire to point out their visions about how the Swedish school system should be shaped, in relations to knowledge. More precise this essay is going to concentrate on two specific political parties, Folkpartiet and Vansterpartiet and their official programs on the subject school and education, to see what they say about knowledge. The choice is made on the basis that these parties political standings differ most from each other, in the left/right scale in politics. The qualitative analysis takes its main base from Aristotels concepts of knowledge; Episteme, techne and fronesis, and Bernt Gustavssons modern defenitions of them. The study showed that Folkpartiet want knowledge related to episteme to be the main source of education through out the school system, while Vansterpartiet want fronesis as the central form of knowledge.</p>