Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 171-178). Also available on the Internet.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1992. / Abstract. Includes bibliographical references (leaves 82-88).

Thesis (M.S.)--Florida State University, 2005. / Advisor: Alysia Roehrig, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Jan. 12, 2006). Document formatted into pages; contains viii, 63 pages. Includes bibliographical references.

This thesis presents the first scholarly attempt to provide a systematic study—by way of rational reconstruction—of Avicenna’s philosophical analysis of knowledge. The analysis is centred on the well-known but ill-researched epistemic notions of apprehension (taṣawwur) and judgement (taṣdīq) that Avicenna consistently claims to be the necessary and sufficient conditions for anyone to be regarded as having knowledge. The study, however, begins with an account of Avicenna’s philosophical programme and its primary philosophical assumption, namely, his metaphysical realism. I argue that this assumption is the most fundamental principle from which emerge all strands of his thought and by which all his philosophical views are unified into a single philosophical system. Thus, I argue that it is with a clear view of his metaphysical realism and the broader philosophical programme which grows out of it that we can make fully sense of Avicenna’s philosophical analysis of knowledge and his epistemology in general. Bearing this in mind, I proceed with a systematic and rational reconstruction of Avicenna’s epistemic concepts of apprehension and judgement and followed then by his conception of truth (al-haq), which is implicit in his epistemic notion of judgement. Given that for Avicenna, as we shall see, it is only true judgement that can be counted as knowledge. Furthermore, a truly realist philosophical account of knowledge, or epistemology in general, must make a contact with psychology. I provide therefore an account of Avicenna’s psychological explanations of all the mental processes that involved in knowing. This includes his account of epistemic faculties—such as consciousness, sense perception, mind, and reason—and all the kinds of knowledge that these faculties yield to human beings. With the completion of my attempt at a systematic and rational reconstruction of Avicenna’s philosophical account of knowledge in terms of the epistemic notions of apprehension, judgement, and truth, I close the study by way of summarising his analysis of knowledge in modern form. And, lastly, I suggest that given the fact that this thesis is the first scholarly attempt at a systematic study of Avicenna’s philosophical analysis of knowledge, I should like it to be seen as a prolegomenon to develop rigorous arguments for his analysis as the basis for a tenable alternative to the traditional account of knowledge.

La thèse que nous présentons concerne une comparaison entre les figures de Edmund Husserl et Ernst Cassirer. L’intérêt qui meut cette thèse est ce de voir comme les deux courants de pensée, le phénoménologique et le néo-critique, se sont rapprochée beaucoup (surtout par rapport à Natorp et Husserl), pour prendre après deux chemins différents. D’abord la thèse veut se concentrer sur le rapport entre Husserl et Cassirer, en analysant la correspondance entre les deux, qui sont repérables dans l’édition des manuscrits de Cassirer par Meiner et dans les Dokumente de la Husserliana, ainsi que les manuscrit husserliens. Toutefois, il faut accéder au domaine des notions fondamentales pour montrer les problèmes cruciaux de comparaison entre les deux philosophes. La théorie de l’abstraction est au centre de la thématique de la formation des concepts, parce que le passage de l’expérience individuelle au concept universel représente un problème bien difficile à résoudre. Husserl et Cassirer, l’un comme l’autre, reprennent le thème de la querelle des universaux pour critiquer les théories empiristes de l’abstraction, bien que les résultats soient différents. Afin d’éclairer les structures fondamentales de la conscience, la thèse renvoie à deux points : le rapport entre le général et le particulier et le problème de l’individualité. / The doctoral thesis focuses on a confrontation between two philosophers: Edmund Husserl and Ernst Cassirer. The aim of this thesis is to analyse how the phenomenological and the neo-Kantian movements were well close together at a first time (most of all in the persons of Natorp and Husserl), and how they took different directions afterwards. At the beginning, the thesis stresses the relations between Husserl and Cassirer by analysing the correspondence that we can find in the edition of Cassirer’s Opera omina by Meiner, or in the Husserliana – Dokumente and the manuscripts of Husserl. Nevertheless, we concentrate on the main notions of the two philosophers to show which problems we have to face in order to compare the philosophical thought of the two philosophers. The theory of abstraction is a central point of the formation of the concepts, because the passage from the experience of individuals to the universal concept is a very difficult problem to solve. Husserl and Cassirer converge on the problem of universals in order to critique the empiricist theory of abstraction, even if their results are different. So as to clarify the fundamental structures of consciousness, the thesis refers to two points: the relation between general and particular, and the problem of individuality.

CARVALHO, Manoel Jarbas Vasconcelos.Teoria do Conhecimento e Educação no pensamento de Jean-Jacques Rousseau. 2017. 382f. Tese (Doutorado) - Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2017. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-10-30T18:07:57Z No. of bitstreams: 1 2017_tese_mjvcarvalho.pdf: 2962731 bytes, checksum: b8ee80adbb8265536460f45300e34e77 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-10-31T10:55:47Z (GMT) No. of bitstreams: 1 2017_tese_mjvcarvalho.pdf: 2962731 bytes, checksum: b8ee80adbb8265536460f45300e34e77 (MD5) / Made available in DSpace on 2017-10-31T10:55:47Z (GMT). No. of bitstreams: 1 2017_tese_mjvcarvalho.pdf: 2962731 bytes, checksum: b8ee80adbb8265536460f45300e34e77 (MD5) Previous issue date: 2017 / The initial problem which motivated the writing of this thesis arose from reading of Emile by Rousseau. In this work, it was possible to detect the influence of different theoretical approaches, such as rationalism and empiricism, inspiring the development of the educational plan designed by Rousseau for his imaginary student (Emile). The very core question of the present thesis regards to whether there was a theory of knowledge pertaining to Rousseau’s philosophical thinking and, if so, how it was related to his theories of education. In the set of his oeuvre, Rousseau’s affiliation to authors like Descartes, Leibniz, Locke and Malebranche, as well as Condillac, Diderot, D’Holbach and Helvétius was discovered. As the reading of the great philosophical work of Rousseau progressed, an original knowledge theory was discovered, of the kind which accepts the coexistence of opposite thoughts. Pedagogy, in the context of (the work) Emile, arose out of the miscellany of such theories and also for the intense philosophical maturing process on the core of Rousseau’s thinking. This study intended, therefore, to understand the origin and development of Rousseau’s theory of knowledge, and also to figure out how the philosopher formulated his theories on Education, especially in Emile. The object of this research, materialized through the extensive bibliography of the Swiss philosopher, was intensively read and analyzed. The methodology used was that of comparative, descriptive and critical documentary research of the mentioned authors. This research is divided into three sections: the first one intends to investigate the philosophical influence from different authors on the foundations of Rousseau’s epistemology; the second section addresses Rousseau’s theories of Education; the third and final part investigates the link between theory of knowledge and Education within Rousseau’s philosophical thought. / O problema inicial que motivou a escrita deste trabalho surgiu da leitura de Emílio, de Rousseau. Nessa obra, foi possível perceber a ação de diversos matizes teóricos, como o racionalismo e o empirismo, atuando no desenvolvimento do plano educacional feito por Rousseau para o seu aluno imaginário (o Emílio). A pergunta que conduziu essa curiosidade, desde então, foi saber se existia uma teoria do conhecimento própria ao pensamento de Rousseau e, se positiva a resposta, como ela estava ligada às suas teorias da educação. No conjunto de suas obras, descobriu-se a filiação de Rousseau a autores como Descartes, Leibniz, Locke e Malebranche, como também a Condillac, Diderot, D’Holbach e Helvétius. À medida que se avançava na leitura da grande obra filosófica de Rousseau, percebeu-se uma teoria do conhecimento original, que aceita que pensamentos opostos convivam num mesmo espaço. A pedagogia de Emílio surgiu de uma miscelânea dessas teorias e de inúmeras depurações filosóficas promovidas por Rousseau no interior do seu pensamento. O objetivo deste trabalho, portanto, é compreender a origem e o desenvolvimento da teoria do conhecimento de Rousseau, para, em seguida, entender como ele formulou suas teorias sobre educação, principalmente no Emílio. O objeto desta pesquisa, além da extensa bibliografia do pensador suíço, concentrou-se na leitura e na análise das principais obras dos filósofos acima mencionados. A metodologia empregada foi a da pesquisa documental comparativa, descritiva e crítica dos autores citados. O trabalho se divide em três momentos: a primeira parte tem como intenção investigar os fundamentos da epistemologia rousseauniana através de suas influências filosóficas; a segunda parte prioriza as questões concernentes às suas teorias da educação; e a terceira e última parte procura investigar a ligação entre teoria do conhecimento e educação no interior do pensamento de Rousseau.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T16:35:19Z No. of bitstreams: 1 Rocha, Anderson Fabiano Rocha.pdf: 6146282 bytes, checksum: 3371cf5333dac88e51e1ce766b5d0857 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T16:35:45Z (GMT) No. of bitstreams: 1 Rocha, Anderson Fabiano Rocha.pdf: 6146282 bytes, checksum: 3371cf5333dac88e51e1ce766b5d0857 (MD5) / Made available in DSpace on 2015-05-11T16:35:45Z (GMT). No. of bitstreams: 1 Rocha, Anderson Fabiano Rocha.pdf: 6146282 bytes, checksum: 3371cf5333dac88e51e1ce766b5d0857 (MD5) / O objetivo deste estudo é relatar e analisar a experiência do processo de implantação do Programa Manter Petrobras na UO-SEAL, sendo uma das ações de Gestão do Conhecimento definidas pelo RH/GC da Companhia. O fator motivador constitui uma ação estratégica de ampliação da capacidade competitiva e de sustentabilidade do negócio, tendo em vista um mercado extremamente dinâmico, inovador e de grande competitividade. Outros fatores também motivaram o desenvolvimento deste trabalho, o elevado número de empregados com tempo de aposentadoria, os desligamentos de empregados, o retrabalho e a busca pela rápida tomada de decisão contribuindo para o aprendizado organizacional, garantindo a continuidade e geração de novos negócios. O compartilhamento do conhecimento em suas diversas áreas, principalmente naquelas reconhecidas como estratégicas e de diferencial competitivo, são carentes de ações sistematizadas que garantam a qualidade do conhecimento transmitido e a sua utilização dentro dos sistemas organizacionais. A aprendizagem organizacional tomada como base foi na Teoria da criação do conhecimento, onde se trabalhou a dimensão epistemológica (conhecimento explícito e tácito) e ontológica (criação individual do conhecimento), peças chave para o modelo SECI. Através do Programa Mentor, buscou-se o alcance dos objetivos. A abordagem utilizada foi a qualitativa, baseando-se no método de pesquisa-ação, tendo por conta o modo cooperativo e participativo, a visão de transformar o social, gerando um resultado, também pela interação e capacitação dos participantes (treinamentos e reuniões). O público alvo foram empregados de cargos júniors com até 3 anos de empresa, aqueles aposentáveis (para os próximos 3 anos) e aqueles aposentados mas ainda na ativa, reconhecidos pelo seu saber técnico. O período compreendeu os anos de 2011 a 2013. Buscaram-se com base no Programa Piloto implantado na UO-RNCE, as melhores práticas e lições aprendidas, minimizando assim as dificuldades e maximizando os ganhos. Este estudo demonstrou resultados positivos, tanto em termos de produto final como pelos próprios integrantes e, suas respectivas gerências, culminando na realização do 1º Encontro de Mentores da UO-SEAL, onde foram apresentados os produtos finais de cada plano de mentoria. / The objective of this study is to describe and analyze the experiment of the process of implantation of of the Mentor Program Petrobras UO-SEAL, The motivating factor is a strategic move to expand the capacity - competitive and sustainable business, with a view dynamic, innovative and highly competitive extremely a market. Other factors also motivated the development of this work, the high number of employees with time to apo - rement, the employee terminations, rework and the quest for rapid decision-making contributes to organizational learning, ensuring continuity and generating new business. The sharing of knowledge in diverse areas - will, especially those recognized as strategic and competi -tive advantage, are lacking of systematic actions that ensure the quality of knowledge imparted and its use within the organizational systems. Organizational learning was taken as a basis in the theory of knowledge creation, where it worked the epistemological dimension (explicit and tacit knowledge) and ontological (individual knowledge creation), key pieces to the SECI model. Through the Mentor Program, we sought to achieve the goals. The used approach was qualitative, based on the method of action research, by taking account of the mo - co-operative and participatory vision of transforming the social, generating a result, also by the interaction of the participants and training (training and meetings). The target pub- PUBLIC employees were junior positions with up to 3 years from now, those retired (for the next 3 years) and those retired but still active, recog-lished by his technical knowledge. The period comprised the years 2011-2013. Searching themselves to be based on the Pilot Program implemented in UO- RNCE, best practices and lessons learned, thus minimizing the difficulties and maximizing gains. This study showed positive results, both in terms of final product as members and their respective managements for themselves, culminating in the holding of the 1st Meeting UO-SEAL Mentors, where the final products of each mentoring plan were presented.

Orientador: Francisco Benjamin de Souza Netto / Tese (doutorado) - Universidade Estadual de Campinas - Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-12T12:26:04Z (GMT). No. of bitstreams: 1 Raschietti_Matteo_D.pdf: 1965801 bytes, checksum: 3c1b26f1f106e029055f8778dc55b70c (MD5) Previous issue date: 2008 / Resumo: O intuito dessa tese está em apresentar e tentar entender a organização da teoria do conhecimento de Meister Eckhart que, começando pela distinção escolástica entre percepção sensível, conhecimento por representação e conhecimento por intuição, vai além de um simples percurso cognitivo. Para o mestre dominicano, a finalidade do conhecimento é conhecer perfeitamente a Deus e sua conditio sine qua non é o abandono de todas as imagens materiais. O conceito de imagem (imago em ltim, Bild em alemão) na teoria eckhartiana, é um verdadeiro princípio hermenêutico que torna possível o acesso ao conhecimento, à compreensão, à elucidação dos nós mais difíceis do seu pensamento. O recurso metodológico utilizado para alcançar os objetivos prefixados corresponde ao processo criativo da forma na escultura, segundo uma metáfora plotiniana que o próprio Eckhart utiliza. Assim, nos primeiros três capítulos, são retirados paulatinamente os fragmentos que ocultam "a imagem sem imagem" de que fala o turíngio: a reflexão aristotélica, neoplatônica e cristã sobre a imagem e também a própria produção eckhartiana, em latim e em mittelhochdeutsch. Através dessa análise, é reconhecida a presença de suas tradições: a tradição filosófica da representação (na teoria do conhecimento) e a tradição teológica do Filho como imagem. No último capítulo, a imago-Bild é reconstruída a partir de três perspectivas: hermenêutica, teológica e ética. Essa abordagem da teoria do conhecimento de Meister Eckhart permite reconhecer três aspectos fundamentais, a saber: a necessidade do desprendimento de todas as imagens das criaturas, expressa pelo verbo entbilden e o substantivo feminino Entbildung; uma dúplice possibilidade de interpretação da imago- Bild, ativa e passiva, que considera o ser humano como aspectum de Deus e Deus como respectum do ser humano, unidos em uma única realidade assim como o modelo e a imagem são unum; a finalidade última do conhecimento de Deus, que é re-conhecer a Sua imagem no fundo da alma, no qual o ser humano encontra sua semelhança com Ele na dessemelhança de si mesmo e de todas as criaturas. / Abstract: The purpose of this thesis is to present and try to understand the organization of Meister Eckhart's theory of knowledge which, starting from the scholastic distinction among sensitive perception, knowledge by representation and knowledge by intuition, goes beyond a simple cognitive journey. For Dominican Master, the purpose of knowledge is to get to know God perfectly and its condition sine qua non is forsaking all material images. The concept of image (imago in Latin, Bild in German) in eckhartian theory, is a truly hermeneutical principle which renders possible the access to knowledge, comprehension and elucidation of the most intricate knots of his thought. The methodological resource used to reach the objectives settled beforehand corresponds to creative process of form in the sculpture, according to a Plotinian metaphor that Eckhart himself makes use of. So, in first three chapters, the fragments that occult the "image without image" of which turingian talks are removed little by little: the Aristotelic, Neoplatonic and Christian reflection about image and the eckhartian production too, in Latin or in Mittelhochdeutsch. Through this analysis, the presence of two traditions is recognized: the philosophical tradition of representation (in the theory of knowledge) and theological tradition of the Son as image. In the last chapter, the imago- Bild is reconstructed from three perspectives: hermeneutical, theological and ethic. This approach to Meister Eckhart's theory of knowledge allows to recognize three fundamental aspects, namely: the need of detachment of all images of creatures, expressed by the verb entbilden and the feminine noun Entbildung; a double possibility of interpretation of imago-Bild, active and passive, which considers man as God's aspectum and God as man's respectum, united in the unique reality like the model and image are unum; the last objective of the knowledge of God, that is a re-cognizing of His image in the depth of the soul, where man finds his similarity with Him in the dissimilarity of himself and of all creatures. / Doutorado / Filosofia / Doutor em Filosofia

M.Litt. et Phil. (Clinical Psychology) / People are deeply influenced by what they believe. Their basic epistemology is embodied in everything they create, material or otherwise. Thus, for example, every person's epistemology is reflected in his behaviour. Psychology is more and more aware of this aspect and there are studies and literature investigating the presuppositions of individuals as possible sources of pathology. There are further studies investigating the prejudices of psychological theories in an effort to expose their suppositions. The possibility of these theories contributing to the creation of pathology is investigated. Furthermore there are studies that describe the general intellectual spirit of an epoch. This time-spirit can influence people living in the same era to the extent that they can look, think, feel and act in a similar way. This study tries to identify the present general time-spirit that would contribute the most to the creation of a certain epistemology in the broad life-attitude of the man on street. The spirit of the Reasonable and Scientific Enlightenment is identified as the most prevalent force and influence in the life of western man. The specific presuppositions of this school of thought are described. It is then indicated to what extent these prejudices generate certain pathological effects. Furthermore it is seen how these suppositions facilitate a particular cognitive style, namely exclusive dualistic conceptualisation, and how it can create anxiety. An attempt is made to identify the so-called new and Post-Modernistic time-spirit that is developing in other disciplines and which is opposing the spirit of the Enlightenment. This study suggests that the prejudices of the ecosystemic and interactional models in Psychology can be reconciled with the presuppositions of Post-Modernism. The possibility that the epistemology of Post-Modernism can have a healing effect on the .symptomatic behaviour facilitated by the spirit of the Enlightenment, is put forward.

The extent to which the knowledge mobilisation potential of public health networks is actually achieved in their functioning has not been previously studied. There are prescriptions from policy documents and from research literature as to the form networks in health should take and the way they should operate. However, there has been little research connecting the nature of the networks and the manner in which they function to their knowledge mobilising ability. Constituted in 2006, the Scottish Public Health Network (ScotPHN), which is the primary vehicle in Scotland for mobilising public health knowledge and informing policy and practice, constitutes the location for this study investigating this knowledge mobilisation and how networks function in public health. Feedback from the consultation conducted prior to the formation of ScotPHN was obtained. Interviews were conducted with the members of the ScotPHN steering group, a project group and the stakeholder group. Two ScotPHN steering group meetings were also attended by the author as an observer. The consultation feedback, transcripts of the interviews and those of steering group meetings were analysed using the constructivist version of the grounded theory approach. The process involved coding and abstracting codes to categories and themes. The emerging themes were reviewed in the light of existing literature on networks and knowledge mobilisation. These themes were then used to develop a model to understand how the network operates and consequently mobilises knowledge. The study shows that prior to its formation ScotPHN was expected to address the fragmentation of the public health workforce; significantly enhance links amongst existing public health networks; support ground level knowledge exchange amongst practitioners and significantly enhance multisectorial working. None of these expectations appear to have been met. ScotPHN has, however, managed to fill the gap left by the demise of the Scottish Needs Assessment Programme (SNAP). ScotPHN’s structure and the manner in which it is controlled lead to it being akin to a policy community rather than an issue network. The generic public health concerns of the steering group and the selective nature of the project group prevent it from functioning as an issue network. The dominance of people from the medical profession also causes a social closedness in the ScotPHN steering group. The limited multisectorial participation in its activities results in: a lack of constructionist learning; limited inclusion of the social context of knowledge; and a deficit of Mode 2 knowledge mobilisation. In the context of knowledge conversion there is some evidence of externalisation but no socialisation. ScotPHN is not a network that can be classed as a community of practice. This study highlights how health policies, which have advocated the establishment of networks, could derive considerable guidance from research into how networks actually function. With respect to the knowledge mobilisation activity of these networks the study finds that top-down and prescribed structures are unable to capture the transdisciplinarity and diverse intellectual frameworks that contribute to public health knowledge. It is seen that the hierarchical network structures can undermine the engagement of actors from the less represented sectors. Additionally the study finds that the established patterns of professional power and control further hinder multisectorial engagement.