Global ETD Search

11	Éducation, Science et Société dans la dernière philosophie de John Dewey (1929-1939) : de la continuité de l'enquête à l'inquiétude des frontières / Education, Science and Society in John's Dewey's later thought : between continuity of inquiet and inquietudetowards frontiers Renier, Samuel 10 December 2014 (has links) Le 26 février 1929, le philosophe américain John Dewey prononce une conférence devant un public d’étudiants et d’enseignants dans lequel il se prononce nettement en faveur de la mise en place d’une science de l’éducation, dont il développe les principales caractéristiques. La décennie qui suit va alors s’avérer d’une grande richesse intellectuelle et voir Dewey travailler ardemment à l’approfondissement et à l’élargissement de sa réflexion philosophique en direction de nouveaux champs et de nouvelles problématiques. Paradoxalement, cette période est également celle où son œuvre éducative semble la moins bien connue, en comparaison de ses premiers travaux sur le sujet, qui contribuèrent à sa renommée précoce sur le plan international. L’ambition du présent travail est donc d’étudier la réflexion éducative qu’il mène dans cette période, à la lumière du renouveau qu’elle apporte dans la compréhension globale de son œuvre. A travers la science de l’éducation, l’enjeu est alors d’observer en quoi la réflexion éducative de Dewey est susceptible de rejoindre ses théories du social et de la connaissance afin de proposer un schème d’analyse cohérent, à même de nous aider à faire face à l’inquiétude d’un monde en perpétuelle évolution. / On November 26th 1929, American philosopher John Dewey gave an address to an audience comprising students and teachers, in which occasion he advocated for the development of a Science of education and described its main features. The following decade is then one of a great intellectual wealth and sees Dewey working hard to broaden and deepen the range of his philosophical thought towards new fields and new problems to deal with. Surprisingly enough, this period also seems to be one concerning which his contribution to education appears to be of less importance, when compared to his first achievements in the field which brought him an early and international fame. The scope of our paper is accordingly to study the educational thinking entertained by Dewey at that time, at the dawn of the renewed light it sheds over the comprehensive significance of his work. Through a Science of education, our aim is then to analyze how Dewey’s educational thinking may connect to his theories of science and society in order to provide a consistent scheme of analysis, which may reveal itself helpful in facing the inquietude of a world in constant evolution. John Dewey (1859-1952) Science de l’éducation Pragmatisme (philosophie) Philosophie de l’éducation Théorie transactionnelle Epistémologie politique John Dewey (1859-1952) Science of Education Pragmatism (Philosophy) Philosophy of Education Transactional Theory Political Epistemology
12	Community development: the use of corporate social responsibility initiatives by shopping centre landlords Adanlawo, Eyitayo Francis January 2017 (has links) A thesis submitted to the Faculty of Arts in fulfillment of the requirements for the Degree of Masters in Communication Science in the Department of Communication Science at the University of Zululand, 2017 / The growing power of shopping centres within communities has changed the economic landscape and has also attracted concerns from society. This has inspired an increasing call for shopping centres landlords to play a substantial role in community development. This study explores the relationship between shopping centres landlords and the communities in which they reside-in with regards to corporate social responsibilities. The study is based on the premise that Corporate Social Responsibility (CSR) initiatives are seen as mandatory by shopping centres landlords as to ask what their contributions are to achieving sustainable development and improving the lives of people living in the local communities. In this regard, the study examines the role that shopping centres landlords play in bringing development to their various communities through CSR. The focus is on three shopping centres: Empangeni Sanlam Centre, Esikhawini Mall and Richards Bay Boardwalk Inkwazi Shopping Centre within uThungulu District Municipality. Relational theory and transactional model theory are used to develop a model for shopping centres landlords to embrace CSR as a tool to community development. This study employs a survey method which was conducted among the management of the centres and residents of Empangeni, Esikhawini and Richards Bay. The results of the study indicate that CSR initiatives embarked upon by shopping centres landlords through their management team are not communicated to the local community residents. This brings a gap in communication between the landlords and the local community residents. The practical implications of this finding showed that the model proposed for this study is promising in solving communication problem hindering CSR initiatives implementation.
13	Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature Patrick, Lisa D. 26 December 2013 (has links) No description available. Educational Theory Elementary Education Higher Education Language Arts Literacy Literature Middle School Education Pedagogy Reading Instruction Secondary Education Teacher Education Teaching poetry found poetry novice poets Rosenblatt Transactional Theory prospective teachers young adult literature transactional reading relationships reader text worlds thematic networks literacy education teacher education
14	Textmedierade virtuella världar : Narration, perception och kognition / Textually Mediated Virtual Worlds : Narration, perception and cognition Pettersson, Ulf January 2013 (has links) This thesis synthezises theories from intermedia studies, semiotics, Gestalt psychology, cognitive linguistics, cognitive psychology, cognitive poetics, reader response criticism, narratology and possible worlds-theories adjusted to literary studies. The aim is to provide a transdisciplinary explanatory model of the transaction between text and reader during the reading process resulting in the reader experiencing a mental, virtual world. Departing from Mitchells statement that all media are mixed media, this thesis points to Peirce’s tricotomies of different types of signs and to the relation between representamen (sign), object and interpretant, which states that the interpretant can be developed into a more complex sign, for example from a symbolic to an iconic sign. This is explained in cognitive science by the fact that our perceptions are multimodal. We can easily connect sounds and symbolic signs to images. Our brain is highly active in finding structures and patterns, matching them with structures already stored in memory. Cognitive semantics holds that such structures and schematic mental images form the basis for our understanding of concepts. In cognitive linguistics Lakoff and Johnsons theories of conceptual metaphors show that our bodily experiences are fundamental in thought and language, and that abstract thought is concretized by a metaphorical system grounded in our bodily, spatial experiences. Cognitive science has shown that we build situation models based on what the text describes. These mental models are simultaneously influenced by the reader’s personal world knowledge and earlier experiences. Reader response-theorists emphasize the number of gaps that a text leaves to the reader to fill in, using scripts. Eye tracking research reveals that people use mental imaging both when they are re-describing a previously seen picture and when their re-description is based purely on verbal information about a picture. Mental spaces are small conceptual packets constructed as we think and talk. A story is built up by a large number of such spaces and the viewpoint and focus changes constantly. There are numerous possible combinations and relations of mental spaces. For the reader it is important to separate them as well as to connect them. Mental spaces can also be blended. In their integration network model Fauconnier and Turner describe four types of blending, where the structures of the input spaces are blended in different ways. A similar act of separation and fusion is needed dealing with different diegetic levels and focalizations, the question of who tells and who sees in the text. Ryan uses possible worlds-theories from modal logic to describe fictional worlds as both possible and parallel worlds. While fictional worlds are comparable to possible worlds if seen as mental constructions created within our actual world, they must also be treated as parallel worlds, with their own actual, reference world from which their own logic stems. As readers we must recenter ourselves into this fictional world to be able to deal with states of affairs that are logically impossible in our own actual world. The principle of minimal departure states that during our recentering, we only make the adjustments necessary due to explicit statements in the text. intermediality virtual worlds possible worlds fictional worlds storyworlds reader response semiotics Gestalt psychology cognitive linguistics cognitive psychology cognitive poetics reading process mental models situation models schemata scripts narratology diegetic levels focalization transactional theory iconicity immersion aesthetic illusion gaps concretization mental places integration network models blending conceptual metaphors Intermedialitet läsprocess mentala bilder mentala modeller möjliga världar fiktionsvärldar virtuella världar mentala platser semiotik kognitionsforskning kognitiv semantik kognitiv lingvistik kognitiv poetik narratologi fokalisering diegetiska nivåer luckor schemata scripts estetisk illusion ikonicitet

Page generated in 0.1122 seconds