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The aim of this thesis is to show that Deleuze develops a new conception of experience. I do so by showing the roots of this new conception in a transformation of Kant's transcendental philosophy. Kant is central to Deleuze's project because Deleuze finds in Kant the idea that the justification for truth is internal to the relation of subject and object. Since the internal relation is vital to Deleuze's notion of experience, his project is formed as the problem of transcendental conditioning, as was Kant's. However, Deleuze argues that Kant did not take the critique far enough since he was able to examine claims to truth but not the idea of truth itself. Deleuze's notion of experience is developed in and through his attempt to overcome this problem. I show that Deleuze transforms Kant by rethinking four key notions. First, Deleuze reconceives the notion of the system of experience. He argues that Kant's notion of the system of experience closes off experience so that nothing genuinely new could occur. For Deleuze, experience does not form a single system but, instead, there are multiple systems of experience and they arise from within experience. In addition, new systems of experience can occur for Deleuze. Second, he rethinks the notion of the transcendental conditions of experience such that they condition experience but arise from within experience. Experience can always be opened up in a new way. Moreover, since experience can occur in a genuinely new way, the subject must be able to be transformed as well. Third, then, he also rethinks the notion of the subject. For Deleuze, we cannot begin with a subject that is self-identical. He provides an account for the production of the subject. The transcendental conditions of experience belong to experience itself, not the subject. The subject and the object of knowledge are produced together when a system of experience opens up. As a result, the subject and object are necessarily in relation and, for this reason, the object can always in principle be known by the subject. Fourth, although Deleuze relies on Kant's conception of time to explain the subject's relation to itself, he transforms both the subject's self-relation and the conception of time. In Kant the subject simply cannot know itself as it is, but only as it is given to itself. Deleuze's subject, which also cannot know itself, can nonetheless genuinely be transformed and become different from itself. The transformation of the subject occurs at the moment that a new field of experience is opened up. In conclusion, Deleuze shows that new experience can always occur.

The Chartist movement was the mass-movement for constitutional reform in mid-nineteenth-century Britain. Chartism is one of the most written about subjects in modern British history, yet the ideas of the movement remain strangely neglected. This thesis tackles this problem by examining Chartist ideas along a broad front. By examining the political thought of a movement, rather than a select number of highly educated intellectuals, this thesis also makes a statement about how to study popular political ideas. Chapter One locates the foundations of Chartist political thought in the movement’s social and cultural context. It asks what the Chartists read and were able to read, how they viewed knowledge and education, and the religious basis of Chartist intellectualism. Chapter Two turns to Chartist political theory, in particular, the Chartist interpretation of the British constitution. It is shown that Chartists drew on a sophisticated conception of the common law that rooted the British Constitution in natural law. Chapter Three considers Chartism’s economic ideas, which, it is argued, must be understood in relation to their understanding of classical political economy. Chapter Four examiners Chartist natural-right arguments alongside the ideas of non-Chartist radicals. Finally, Chapter Five traces the careers of a number of Chartists and the influence of Chartist ideas in America. It also attempts to take account of what Chartism meant to Americans. By considering these topics, this thesis provides a clearer impression of why ideas were important to the Chartists, what sort of ideas the Chartists held, and the legacies of Chartist ideas for democratic politics later in the century.

This thesis records an investigation of the issues that affect the utility of computer-based mapping applications - where a computer-based mapping application provides a computer-generated environment to facilitate the construction of concept maps. 'Concept map' is a term used to describe a graphical representation, the purpose of which is to informally express ideas and the associations between ideas, whilst facilitating the generation and sorting of ideas. The work reported is the first of its kind to compare and contrast the strengths and weaknesses of the different media with which concept maps can be constructed. The work is exploratory, combining investigation with software development. A brief overview of the content of the work completed is as follows: • The literature relating to concept mapping was reviewed to identify the likely needs of those engaged in mapping activities. • A significant sample of people was surveyed in order to ascertain the perceived needs of those engaged in mapping. • The software currently available to draw maps was surveyed in order to assess the utility of computer-based mapping applications, with respect to the perceived needs of mappers. • A prototype computer-based mapping application was developed to act as a focus for mappers' comments. • As a result of feedback from users of the prototype computer-based mapping application, it was discovered that the main way in which people create maps is to generate and sort a few ideas at a time. • The prototype software was further developed, as a result of feedback from mappers, . and in its final form has been made available in the public domain. • A glossary of terms was developed, by which the designers and users of computer-based mapping applications can assess the utility of any given piece of software, in the light of the tasks mappers wish to achieve.

Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-24Bitstream added on 2014-06-13T20:13:14Z : No. of bitstreams: 1 magagnato_pc_me_bauru.pdf: 504432 bytes, checksum: 6dc37a586167b143287297f093dfea5c (MD5) / Este é um trabalho de natureza teórica, visando fundamentar um posterior experimento didático. A base dessa fundamentação teórica é o Experimento Formativo (EF) realizado na União Soviética sob coordenação de Davydov e Elkonin (no qual, foi elaborada uma específica atividade escolar: a atividade de estudo), na teoria dialética materialista do conhecimento, na Psicologia Histórico-Cultural e no que Badillo (2004) concebe por modelo didático. Inicia com uma breve conceituação sobre modelos: o modelo científico, o método dialético como forma de sistematização de modelo científico e o modelo didático considerado como um modelo científico da Ciência Didática. Em seguida, apresenta a teoria da atividade, no seu aspecto psicológico, por meio de uma caracterização geral do desenvolvimento do psiquismo humano, conduzindo a ideia de que distintas formas de pensamento levam a distintas formas de desenvolvimento do psiquismo e, portanto, a distintas formas de controle da própria conduta. Segue com uma exposição do conceito de pensamento empírico e de seu modelo escolar de formação, distinguindo-o do pensamento teórico, o qual, na sequência, é caracterizado na sua relação com seu modelo de formação: a atividade de estudo. Caracteriza-se que o pensamento empírico é formado por meio de conteúdos organizados pela lógica formal, enquanto que o pensamento teórico forma-se por meio da realização da atividade de estudo, a qual o movimento da ascensão do abstrato ao concreto e possibilita o desenvolvimento de importantes funções psíquicas superiores, tais como a análise, reflexão, planejamento e experimento mental. Resumidamente, há uma exemplificação da atividade de estudo quanto à formação do conceito de número em Matemática e apresentação dos principais resultados obtidos no EF. Analisa os procedimentoss utilizados no EF para concluir... / This is theoretical study aimed at paving the way for a later teaching experiment. This theoretical support was based on the Formative Experiment (FE) performed in the Soviety Union and coordinated by DavydovElkoniin, (in which a specific school activity, the learning activity, was created), on the dialectical materialist theory of knowledge, on the Cultural-Historical Psychology, and on what Badillo (2004) conceives as a didatic model. Firstly, this study does a brief evaluation of models: the scientific model, the dialectical method as a way to systematize the scientific model and the didatic model considered as a scientific model of Didactic Science. It then presents the theory of activity in its psychological aspect, through a general characterizarion of the development of the human psyche, considering the idea that different ways of thinking lead to different forms of development of the phyche and therefore, to distinct forms of controlling their own conduct. Secondly, this paper conceptualizes the empirical throght and its production model in schools, distinguishing it from the theoretical thinking, which, in sequence, is characterized in its relationship with its model of production: the learning activity. Finally, it shows that the empirical thought is formed through contents organized by the formal logic, while theoretical thinking is formed by performing the learning activity itself, which follows the upward movement from the abstract to the concrete and allows the development of important higher mental functions, such as analysis, reflexion, planning and mental experiment. In short, there is an example of the learning activity used to teach the concept of number in mathematics and the main results obtained in EF. The study then examines the procedures used in the EF to conclude that this EF is characterized... (Complete abstract click electronic access below)

Submitted by CLAUDIA SENEME DO CANTO null (claudia.scanto@gmail.com) on 2016-11-07T23:29:32Z No. of bitstreams: 1 DISSERTAÇÃO PUBLICAÇÃO.pdf: 22780291 bytes, checksum: 8482235f5ba088b40761d849702daae3 (MD5) / Rejected by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido está sem a ficha catalográfica e a folha de aprovação. Corrija estas informações e realize uma nova submissão com o arquivo correto. Agradecemos a compreensão. on 2016-11-10T17:00:46Z (GMT) / Submitted by CLAUDIA SENEME DO CANTO null (claudia.scanto@gmail.com) on 2016-11-10T23:57:53Z No. of bitstreams: 1 DISSERTAÇÃO_FINAL_PUBLICAÇAO.pdf: 23280724 bytes, checksum: 5f39fb316161c782f27784b2dce309d3 (MD5) / Rejected by LUIZA DE MENEZES ROMANETTO null (luizaromanetto@hotmail.com), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: A data de defesa informada na folha de rosto (agosto/2016) está diferente da data que consta na folha de aprovação (09 de setembro de 2016). A data na folha de rosto deve ser a mesma da data de defesa. Corrija estas informações e realize uma nova submissão contendo o arquivo correto. Agradecemos a compreensão. on 2016-11-11T16:55:14Z (GMT) / Submitted by CLAUDIA SENEME DO CANTO null (claudia.scanto@gmail.com) on 2016-11-13T20:33:25Z No. of bitstreams: 1 DISSERTAÇÃO_FINAL_PUBLICAÇAO.pdf: 23283846 bytes, checksum: 28e01caff511e87a04d6e44ca7b857c4 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO null (luizaromanetto@hotmail.com) on 2016-11-17T11:50:46Z (GMT) No. of bitstreams: 1 canto_cs_me_rcla.pdf: 23283846 bytes, checksum: 28e01caff511e87a04d6e44ca7b857c4 (MD5) / Made available in DSpace on 2016-11-17T11:50:46Z (GMT). No. of bitstreams: 1 canto_cs_me_rcla.pdf: 23283846 bytes, checksum: 28e01caff511e87a04d6e44ca7b857c4 (MD5) Previous issue date: 2016-09-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A seguinte pesquisa aborda o processo de construção de filmes-ensaio pelo Grupo de Pesquisa e Prática Cinematográfica Kino-Olho, de Rio Claro, interior de São Paulo que tem como objetivo ensinar cinema a jovens e adultos criando um espaço de aprendizado diferenciado capaz de trazer novas formas de pensar a educação e a educação e o cinema. Conforme explica MACHADO (2003), a produção de um filme-ensaio não tem como objetivo final atingir uma perfeição artística, mas sim o processo de produção; como se estes fossem rascunhos de uma obra, visando o pensamento e a construção por trás do filme. Assim, a pesquisa traz uma reflexão sobre os modos de afetação e de criação que possibilitam estas imagens e como elas escapam às modulações já existentes. A pesquisa se propõe a lidar com a incerteza e com o estar fora dos lugares fixos e estabelecidos. Aberta a mostrar quais pensamentos e que modos de produção de pensamentos as imagens do Grupo Kino-Olho criam, possibilitam, produzem e qual experiência é possível aos integrantes do grupo nesta produção. Como metodologia a pesquisa utilizará do registro e da leitura de dados em vídeo, abrangendo as discussões do grupo, o material dos filmes-ensaio e filmagem dos bastidores na realização dos mesmos. Tais filmagens (filme-ensaio e filmagem dos bastidores) resultarão num texto narrativo. / The following research approaches the essay-films construction process within the Kino-Olho Research Group from Rio Claro, the Rural section of São Paulo’ state. This group aims teaching youngs and adults how to make movies through the creating a space of learning capable of bringing new ways of thinking about education, and education and cinema, in general. According to MACHADO (2003), the production of essay-films does not aim artistic perfection. Instead, the focus is on the production process as if the masterpiece were being sketched through the thoughts and the construction behind the film. The research brings out new ways of deliberate on the modes of affection and creation that allow these images being created and how they escape the existent modulations. The present work, proposes to deal with the uncertainty of being out of the stablished places. Shows how and which thoughts and modes of production the pictures, from Kino-Olho create, allow, produce and what experience is possible for the people involved on this production. Concerning the methodology, the research is going to use the reading of the video data containing the group debates, the essay-films materials and the shootings making of the movies. Such shootings (essay-film and making of) are going to result in a narrative writing.

O objetivo desta tese de doutorado é analisar a trajetória epistemológica do geógrafo Milton Santos (1926-2001) a partir da gênese e evolução de conceitos e categorias que foram pilares de seu sistema teórico. A escolha pelo autor foi pautada por sua inegável importância na história da geograa brasileira, sobretudo em seu movimento de renovação a partir de meados da década de 1970. Como partido de método, adotamos a abordagem contextual (Berdoulay, [1981] 2003) e as relações entre os eixos de análise aqui elaborados para esse m: centralidade da técnica, diálogos com a economia política e a busca pela cidadania como práxis. Nesse exercício, foi central reconhecer, nos grandes temas trabalhados pelo geógrafo, o processo de internalização de categorias externas à geograa e os contextos históricos por ele vividos durante essas mais de cinco décadas de trabalho. Partimos do pressuposto que esse processo de internalização de categorias externas à Geograa tais como, técnica, tempo, totalidade, social, formação sócio-econômica, divisão do trabalho, forma, função, processo, estrutura, objetos, ações, norma e intencionalidade, entre outras teve um papel extremamente dinamizador na releitura de categorias e conceitos internos à disciplina, como região, paisagem, espaço geográco e território,e, portanto, na construção de uma teoria geográca. Podemos armar que, embasado em mais de quatro décadas de estudos e pesquisas, o geógrafo baiano alcançou na década de 1990 uma complexa sistematização teórica. Destacamos a elaboração iniciada na década de 1970 de novos conceitos e categorias que vieram enriquecer os debates epistemológicos da geograa. Podemos mencionar a elaboração da teoria dos circuitos da economia urbana e a ênfase na necessidade do espaço geográco ser compreendido como objeto da disciplina, elevando-o à instância da sociedade. Somam-se ainda a elaboração de categorias e conceitos como formação socioespacial, circuitos espaciais de produção e círculos de cooperação, meio técnico-cientíco e, posteriormente, meio técnico-cientíco informacional, entre outros. Quanto a contribuições para um debate ontológico sobre o espaço geográco, o autor passou da noção de xos e uxos ao conjunto indissociável de sistemas de objeto e sistemas de ações (1991). Foi exatamente durante os anos de 1990, partindo do entendimento da técnica vista em sua totalidade como fenômeno técnico, que Milton Santos propôs que a Geograa fosse compreendida como uma losoa das técnicas e como uma epistemologia da existência. Elaborou ainda a categoria de território usado, proposto como sinônimo de espaço geográco. / This doctorate thesis aims at analyzing the complete epis-­ temological path of geographer Milton Santos (1926-­2001) de-­ parting from the Genesis and evolution of concepts and cate-­ gories which were the pillars of his theoretical system. The choice for this author was done based on his unquestionable importance in the history of Brazilian Geography and on the course of its renewal from the mid-­1970s on. As a methodical outset, we have adopted the contextual approach (Berdoulay, [1981] 2003) and the relations between the analisys axis that were elaborated to support them: the centrality of the technique, the dialogues with the political economy and the search for the citizenship as praxis. During this exercise, it was Paramount to recognize, within the greater themes with which the geographer has worked, the proccess of internalization of categories external to Geography and the historical contexts in which he has lived during more than five decades of work. We have assumed that this process of internalization of ca-­ tegories external to Geography such as technique, time, tota-­ lity, social instance, socio-­economic formation, labor division, form, function, process, structure, objects, actions, norm and intentionality, among others has had an extremely dinami-­ zing role in rereading categories and concepts which are internal to the discipline, such as region, landscape, geographical space and territory, and consequently in the construction of a geographic theory. We can affirm that, relying on more than four decades of study and research, the geographer from Bahia has reached a complex theoretical systematization during the 1990s. We wish to highlight the elaboration of new concepts and categories that happened during the 1970s and came to enrich the epis-­ temological debates of Geography. We can mention the formu-­ lation of the theory of the circuits in urban economy and the emphasis on the need for the geographical space to be unders-­ tood as the object of the discipline, elevating it to an instance of society. We can add to that the elaboration of categories and concepts such as the sócio-­spatial formation, the spacial circu-­ its of production and the cooperation circles, the technical-­ scientific medium (later on reconceived of as technical-­ scientific-­informational) among others. It was precisely during the 1990s, departing from the un-­ derstanding of technique, viewed in its totality as a technical phenomenon, that Milton Santos proposed that Geography should be comprehended as a philosophy of techniques and as an epistemology of existence. He has, furthermore, conceived the category of used territory, which was proposed as a sino-­ nimous of geographical space.

D.Ed. / Teaching and learning in the Technology Education and the Information Technology learning area traditionally focused on the acquisition of knowledge, skills, attitudes and reproductive thinking - with minor reference to the facilitation of complex thinking. An appropriate instructional methodology in the Higher Education and Training band is of utmost importance due to the fact that current instructional approaches and strategies in the Information Technology area of learning are not suitable for the facilitation of complex thinking. There are no instructional models for the facilitation of complex thinking through web page design available in South Africa. The cross-curricular nature of Technology Education and Information Systems permits the integration of the stages of the technological process and methodologies of information system design with particular reference to web page design. The problem-based nature of information system design correlates with the aim and functionality of the stages of the technological process. Within the stages of the technological process the balance between constructivist and behaviourist instructional approaches and strategies can provide for meaningful learning. The aim of this study is to design and implement an instructional web design programme (IWDP), and furthermore on the basis of an evaluation of the programme, to develop a prospective instructional model that could promote complex thinking in the project-based classroom. The development of the instructional programme was based on the three pillars of the technological framework (mind tools within web page design, complex thinking, instructional models and strategies), which provided a conceptual framework in the form of criteria on the manner in which complex thinking of learners can be facilitated. This study was developed within the qualitative research paradigm. The use of the case study design and action research was considered the most appropriate for the nature of this study. A group of 17 learners at an institution of higher education and training band was observed during the implementation of the instructional programme. Data was gathered using interviews, classroom observations, journals and essays, in order to explore learners' and the teacher's experiences in respect of the instructional programme. A qualitative data analysis approach was employed to provide meaningful categories and subcategories. From the data it was evident that the learners and teacher had positive experiences with regard to the instructional programme. The programme provided an array of instructional approaches and strategies, as well as the opportunity for learners to experience a multi-method learning environment utilising the technological resources and a network of human resources inside and outside the project-based classroom. It became clear that different instructional approaches and strategies (constructivist and behaviourist) contributed to a variety of learning modes particularly emphasizing discussions, cognitive apprenticeship and peer tutoring in collaborative teams, indicating the facilitation of complex thinking in general. Based on the findings an instructional model was designed and developed that could be applied in the Information Technology learning area, as well as in Technology Education in general.

D.Ed. / Web-based learning as an emerging new paradigm requires that instructional practitioners rethink instructional approaches, focuses and strategies to facilitate learning effectively. Together with Web-based learning, the role of thinking development in learning evolved to become major focuses in the educational arena and outcomes-based education initiatives introduced in South Africa have also placed instructional approaches to learning and complex thinking as vital components under the spotlight. Furthermore, there has been limited research - in the South African context - focusing on the link between complex thinking skills and the implementation of Web-based learning. The purpose of this study was to determine the effectiveness of instructional strategies employed in a Web-based learning model designed to develop complex thinking skills in post-graduate learners. To do this, it was necessary to establish a theoretical framework for the study. Through a literature study, the essential characteristics of complex thinking were examined and criteria derived; possible instructional strategies to enhance complex thinking were thoroughly researched and a set of criteria derived; the contribution of Web-based learning to the learning process was researched and a set of criteria derived. A Web-based learning course for post-graduate learners was then designed according to these criteria. Specifically this research sought to investigate the types of complex thinking skills evident while learners interacted in the Web-based learning environment; which instructional strategies employed in the learning programme enhanced complex thinking and learning; how the Web-based learning activities contributed to the learning process. The research took the form of an interpretive, qualitative study. The major methods of data collection were observation and documents retrieved from the Web of all the Web-based learning activities. Data were analysed using techniques of qualitative analysis recommended by Bogdan and Biklen, (1992:116), Creswell (1994:155), Marshall and Rossman (1995:85), Maxwell (1992:295), Miles and Huberman (1994:181) and Tesch (1990:97). The findings suggest that instructional strategies can be successfully incorporated for the facilitation of complex thinking. When implemented with all the criteria defined in the design, it appears to provide an effective framework for the design of a Web-based learning environment for the acquisition of complex thinking and learning.

This study inquires into the institutional identity of the Church of Jesus Christ of Latter-day Saints since its founding in 1830. The study takes a historical stance in discussing the relationship between American public perceptions and the Church's developing internal identity, tracing these changes through three distinct historical stages. Building on the works of historians and sociologists such as Jan Shipps, Armand Mauss, and Terryl Givens, this study hopes to contribute to the understanding of new religious movements and the progression from sect to church. The study finds that Mormon identity and American perceptions of Mormons have had an inter-influential relationship, each responding and re-forming in turn. The LDS Church has progressed from sect to church as tensions with the host society have lessened. Currently, the Church is at an optimum level of tension with the host society, maintaining a distinct identity while enjoying conventional acceptance.