Contribuciones para la construcci??n de un enfoque de las neurociencias ???de??? y ???con??? la educaci??n en la formaci??n universitaria de pregrado en Ciencias de la Educaci??n

Resumen basado en el de la publicaci??n

Muntlig framställning : att tolka och förstå kunskapskraven i nationellt prov SVA 1

Den här studien har haft som syfte att studera om kvalitetskraven i betygsskalan stämmer överens mellan nationellt prov i SVA1 och motsvarande kursplan svenska som andraspråk 1 (SVA1) samt på vilket sätt det nationella provet underlättar tolkningen av kunskapskraven i kursplanen för SVA1. Undersökningen begränsar sig till att omfatta enbart den muntliga delen, delprov A muntlig framställning. För att beskriva och analysera vilka kunskaper som anses vara eftersträvansvärda i muntlig framställning har en kvalitativ innehållsanalys genomförts som ger en grundmodell till den efterföljande kunskapsanalysen. Resultaten från studiens innehållsanalys visar fram en hur processen kring den muntliga framställningen utgår från den retoriska arbetsmodellen med ett gediget förberedande arbete som följs upp med anförande och avslutas med elevresponser. Resultatet från kunskapsanalysen visar hur eleverna behöver behärska en kombination av kunskapsformerna episteme, techné och fronesis för att uppfylla betygskraven på de högre nivåerna. Studiens slutsatser är att kvalitetskraven stämmer överens mellan det nationella provets bedömningsmatris och kursplanen i svenska som andraspråk 1 (SVA 1) vad gäller bedömningen av elevens språkliga kvaliteter. Dessutom går det att dra slutsatsen att de krav på anpassning till det retoriska sammanhanget också är krav som återfinns i kursplanen men beskrivs mer allmänt i ett språkutvecklande perspektiv vilket underlättar tolkningen av kunskapskraven i kursplanen. Studien visar hur eleven för att få det lägsta betyget (E) behöver kunskaper om en retorisk framställning och att eleven kan presentera ett förberett innehåll inför en publik.

Management as a contextual practice : the need to balance science, skills and practical wisdom

This paper contributes to the debate regarding whether or not management is, or should become, a profession. Using the principles of dialectic logic, arguments for the thesis that management is a profession and the antithesis that management is more akin to an art or a craft are critically reviewed. Aristotle’s intellectual virtues episteme (science), techne (skills) and phronesis (practical wisdom) are introduced as a synthesis to this debate. Rather than characterizing management as a profession, it is argued that management is a contextual practice that requires a blend of all three intellectual virtues.

Gutsein im Oikos: Subpolitische Tugenden in den oikonomischen Schriften der klassischen Antike

Die vorliegende Arbeit untersucht klassische oikonomische Texte im Hinblick auf normative Aussagen, die das Gutsein im antiken Hausverband, dem Oikos, implizieren. Da der Oikos der Polis gegenüber nachrangig gesehen wird, erhalten die in Frage kommenden Vortrefflichkeiten den Namen subpolitische Tugenden. Als Quellentexte sind Xenophons Oikonomikos, Teile der aristotelischen Politik und der Nikomachischen Ethik sowie die pseudoaristotelischen Oikonomika zu betrachten. Im ersten Schritt werden die Empfehlungen für das Verhalten im häuslichen Beziehungsgeflecht analysiert; es verbindet den Hausherrn mit seiner Ehefrau, mit den Kindern und den alten Eltern sowie mit den Sklaven. Diese Relationen, allen voran die eheliche Partnerschaft, repräsentieren partielle Praxen des Oikos, aus denen tragfähige Ansatzpunkte in Bezug auf Verhaltensstandards hervorgehen. Oberstes Ziel der Empfehlungen ist jeweils, den Erfolg des Oikos und damit das gute Leben in begrenzter Autarkie zu ermöglichen. In gleicher Weise ergiebig zeigen sich anschließend die Paränesen für die Vortrefflichkeit im öffentlichen Raum, der durch den Umgang mit Besitz sowie durch das Bürgersein in der Polis gegeben ist. Unter Beachtung spezifischer methodologischer Aspekte werden die Einzelergebnisse zu einem Kanon der subpolitischen Tugenden kompiliert, dessen fünf Vortrefflichkeiten ohne Rangunterschied nebeneinanderstehen: Fürsorge, Zusammenarbeit, Eintracht, Mäßigung und Klugheit. Mit der Fürsorge (epimeleia) zeigt sich eine umfassende Forderung; sie versteht sich als jederzeitiges Bemühtsein und Sichkümmern um etwas Anvertrautes. Die Praxis der Zusammenarbeit (synergeia), ausgeübt in unterschiedlichen Formen von Arbeitsteilung, ist Voraussetzung für das Gelingen des häuslichen Funktionsverbands. Für die Vortrefflichkeit der Mäßigung (sophrosyne) zeigen sich primär extrinsische Begründungen, die sowohl Selbstbeherrschung verlangen als auch das Maßhalten in materiellen Dingen. Durch Eintracht (homonoia) verschaffen sich die Eheleute im Oikos selbst ein hohes Gut und zugleich Stärke nach außen. Schließlich gilt die Klugheit (phronesis) als Basistugend, indem sie das für den Oikos vorteilhafte Handeln erkennen oder durch Ratholen erfahren lässt. In der zugrunde gelegten oikonomischen Literatur wird ein originäres Thema antiker praktischer Philosophie adressiert. Ihre hier vorgelegte Befragung im Hinblick auf subpolitische Tugenden spricht von daher auch transdisziplinäre Problemstellungen an, wie etwa antike Sklaverei, ökonomische Dogmengeschichte und Geschlechterdifferenz in der klassischen Antike.

Uncovering poiesis : the role of production in technical communication, work, and public life

This dissertation is a report on a collaborative project between the Computer Science and the Humanities Departments to develop case studies that focus on issues of communication in the workplace, and the results of their use in the classroom. My argument is that case study teaching simulates real-world experience in a meaningful way, essentially developing a teachable way of developing phronesis, the reasoned capacity to act for the good in public. In addition, it can be read as a "how-to" guide for educators who may wish to construct their own case studies. To that end, I have included a discussion of the ethnographic methodologies employed, and how it was adapted to our more pragmatic ends. Finally, I present my overarching argument for a new appraisal of the concept of techné. This reappraisal emphasizes its productive activity, poiesis, rather than focusing on its knowledge as has been the case in the past. I propose that focusing on the telos, the end outside the production, contributes to the diminishment, if not complete foreclosure, of a rich concept of techné.

Problematizing practice: MacIntyre and management

Alasdair MacIntyre’s distinction between institutions and practices helps illuminate how powerful institutional forces frame and constrain the practice of organizational research as well as the output and positioning of scholarly journals like Organization. Yet his conceptual frame is limited, not least because it is unclear whether the activity of managing is, or is not, a practice. This article builds on MacIntyre’s ideas by incorporating Aristotle’s concepts of poíēsis, praxis, téchnē and phrónēsis. Rather than ask, following MacIntyre, whether management is a practice, this wider network of concepts provides a richer frame for understanding the nature of managing and the appropriate role for academia. The article outlines a phronetic paradigm for organizational inquiry, and concludes by briefly examining the implications of such a paradigm for research and learning.

Beyond MacIntyre: grounding the business as practice debate

Alasdair MacIntyre’s distinction between institutions and practices helps illuminate how powerful institutional forces frame and constrain the practice of organizational research as well as the output and positioning of scholarly journals. Yet his conceptual frame is limited, not least because it is unclear whether the activity of managing is, or is not, a practice. This paper builds on MacIntyre’s ideas by incorporating Aristotle’s concepts of poíēsis, praxis, téchnē and phrónēsis. Rather than ask, following MacIntyre, whether management is a practice, this wider network of concepts provides a richer frame for understanding the nature of managing and the appropriate role for academia. The paper outlines a phronetic paradigm for organizational inquiry, and concludes by briefly examining the implications of such a paradigm for research and learning.

Plato’s Parmenides and understanding the One in the philosophy of Plotinus: an oversight by Heidegger?

The present article focuses on the study of the exegesis by Plotinus with regard to the meaning of the ineffability of the one provided in Plato’s Parmenides in the first hypothesis. He places this first ineffable one at the very centre of his system, which would have important implications from both an ontological point of view and with regard to understanding the language. The conception of reality that derives from the ineffability of the first principle and the implications for the nature of philosophical language that this postulate raises will be the centre of our reflections. To shed light on the position set down in the Enneads, we will review the key points based on the original texts that deal with this issue and related critical works. We will also look at the contemporary relevance of this position and its ability to go beyond the Heideggerian critique of metaphysics.

Three horizons: a pathways practice for transformation

Global environmental change requires responses that involve marked or qualitative changes in individuals, institutions, societies, and cultures. Yet, while there has been considerable effort to develop theory about such processes, there has been limited research on practices for facilitating transformative change. We present a novel pathways approach called Three Horizons that helps participants work with complex and intractable problems and uncertain futures. The approach is important for helping groups work with uncertainty while also generating agency in ways not always addressed by existing futures approaches. We explain how the approach uses a simple framework for structured and guided dialogue around different patterns of change by using examples. We then discuss some of the key characteristics of the practice that facilitators and participants have found to be useful. This includes (1) providing a simple structure for working with complexity, (2) helping develop future consciousness (an awareness of the future potential in the present moment), (3) helping distinguish between incremental and transformative change, (4) making explicit the processes of power and patterns of renewal, (5) enabling the exploration of how to manage transitions, and (6) providing a framework for dialogue among actors with different mindsets. The complementarity of Three Horizons to other approaches (e.g., scenario planning, dilemma thinking) is then discussed. Overall, we highlight that there is a need for much greater attention to researching practices of transformation in ways that bridge different kinds of knowledge, including episteme and phronesis. Achieving this will itself require changes to contemporary systems of knowledge production. The practice of Three Horizons could be a useful way to explore how such transformations in knowledge production and use could be achieved.

Vocational training and knowledge development: a deeper understanding

Construction management research literature has identified the importance of understanding the practical realities of skills and training provision and the role of reflective practice in the development of knowledge. This paper examines vocational training of experienced site staff in the development of their knowledge through SVQ training to investigate the primary factors for successful learning in site-based construction staff with a supervisory/management role. Using semi-structured interviews the impact of vocational training on individual candidates and other sitebased staff are investigated. The paper explores, through the reflections of 26 SVQ candidates (20 SVQ3 and 6 SVQ4), a deeper understanding of how site supervisors and site managers learn through the SVQ process and develop tacit knowledge through formal reflection. Reflective practice develops practical wisdom (Phronesis). The investigation explains aspects of practical wisdom and how knowledge, practice and skills are developed through vocational training. There is a clear perception by those completing the qualification that it has enabled them to perform their job better identifying numerous examples relating to problem solving, critical thinking, making decisions and leadership. It has been found that Phronesis is evident on a day-to-day basis on site activities developed through reflective practice in personal development. The reflective practice in developing knowledge also builds, within individuals, a better understanding of themselves and their capabilities through the learning achieved in the SVQ. Future work is identified around analysing the role of the assessor in facilitating Phronesis in the SVQ context.