subject:(Phronesis)

NSYSU

1. Hsu, Che-Pei. The Exploration of Phronesis- in Five Cases.

Degree: Master, Business Management, 2013, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948

► In Nicomachean Ethics, Aristotle proposed the idea of âphronesisâ. Phronesis means someone can tell different situation before he makes a decision, and he knows how… (more)

Subjects/Keywords: Aristotle; Practice; Identity; Narrative Inquiry; Phronesis

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APA (6^th Edition):

Hsu, C. (2013). The Exploration of Phronesis- in Five Cases. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hsu, Che-Pei. “The Exploration of Phronesis- in Five Cases.” 2013. Thesis, NSYSU. Accessed April 22, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hsu, Che-Pei. “The Exploration of Phronesis- in Five Cases.” 2013. Web. 22 Apr 2021.

Vancouver:

Hsu C. The Exploration of Phronesis- in Five Cases. [Internet] [Thesis]. NSYSU; 2013. [cited 2021 Apr 22]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hsu C. The Exploration of Phronesis- in Five Cases. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Flodin, Fia Fredricson. Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap.

Degree: Culture and Communication, 2011, Södertörn University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427

► This essay is an attempt to scrutinize dance improvisation in terms of Aristotle’s concept of the practical knowledge phronesis. By remembering and reflecting upon… (more)

Subjects/Keywords: dance improvisation; phronesis; practical knowledge; teaching

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APA (6^th Edition):

Flodin, F. F. (2011). Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Flodin, Fia Fredricson. “Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap.” 2011. Thesis, Södertörn University College. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Flodin, Fia Fredricson. “Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap.” 2011. Web. 22 Apr 2021.

Vancouver:

Flodin FF. Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap. [Internet] [Thesis]. Södertörn University College; 2011. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flodin FF. Improvisationsförmågan som dansstudentens fronesis : En danspedagog synar sin praktiska kunskap. [Thesis]. Södertörn University College; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-9427

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. DUNNE, GERARD JOHN. Critical Thinking: A Neo-Aristotelian Perspective.

Degree: School of Education. Discipline of Education, 2019, Trinity College Dublin

URL: http://hdl.handle.net/2262/86046

► This dissertation seeks to cultivate a deeper conceptual understanding of critical thinking within the philosophy of education tradition. For until such time as theorists understand… (more)

Subjects/Keywords: Criticality; critical thinking; Phronesis; Reasons-Normativity

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APA (6^th Edition):

DUNNE, G. J. (2019). Critical Thinking: A Neo-Aristotelian Perspective. (Thesis). Trinity College Dublin. Retrieved from http://hdl.handle.net/2262/86046

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

DUNNE, GERARD JOHN. “Critical Thinking: A Neo-Aristotelian Perspective.” 2019. Thesis, Trinity College Dublin. Accessed April 22, 2021. http://hdl.handle.net/2262/86046.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

DUNNE, GERARD JOHN. “Critical Thinking: A Neo-Aristotelian Perspective.” 2019. Web. 22 Apr 2021.

Vancouver:

DUNNE GJ. Critical Thinking: A Neo-Aristotelian Perspective. [Internet] [Thesis]. Trinity College Dublin; 2019. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2262/86046.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

DUNNE GJ. Critical Thinking: A Neo-Aristotelian Perspective. [Thesis]. Trinity College Dublin; 2019. Available from: http://hdl.handle.net/2262/86046

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Duquesne University

4. Tomuletiu, Sanda. Listening to Language in Gadamer's Hermeneutics.

Degree: PhD, Communication and Rhetorical Studies, 2012, Duquesne University

URL: https://dsc.duq.edu/etd/1288

► Subscribing to Hans-Georg Gadamer's belief that human beings are called to be insightful and discerning, this dissertation explores Gadamer's idea and practice of listening to… (more)

▼ Subscribing to Hans-Georg Gadamer's belief that human beings are called to be insightful and discerning, this dissertation explores Gadamer's idea and practice of listening to language in order to understand the relationship between a constitutive theory of language and a life of wisdom. As Gadamer's texts reveal, the hermeneutic practice of listening to language is a reflective engagement of language that is theoretically grounded in a constitutive view of language. First, we need to listen to language because language, not consciousness, is the critical element in understanding. Second, the ontological priority of language over subjectivity comes with the nature of our primary relationship to language – we belong to it. Language is the medium in which we think and live, which makes us human. This means that our primary and most consequential relationship to language is as hearers, not users, of language. Third, the nature of language is both binding and expansive; hence the problems that come with its binding nature can be attended to from within language itself, by engaging its expansive nature. In other words, Gadamer does not believe in linguistic determinism. The first chapter explores the conversation between Gadamer and communication studies by surveying what communication scholars have found significant for communication theory and practice in Gadamer's thought. The next three chapters examine Gadamer's idea and practice of listening to language through a close interpretive reading of Gadamer's texts. This reading reveals three key relationships that define the hermeneutic practice of listening to language: the relationship between ordinary language and conceptual thought (chapter two); the relationship between hearing and understanding (chapter three); and the relationship between language and reason (chapter four). The last chapter takes the conversation between Gadamer and communication studies further by considering some ways in which the hermeneutic practice of listening to language can assist communication scholars and practitioners in becoming discerning and insightful. Advisors/Committee Members: Calvin L. Troup, Ronald C. Arnett, Pat Arneson.

Subjects/Keywords: Gadamer; Hermeneutic phenomenology; Language; Listening; Phronesis; Wisdom

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tomuletiu, S. (2012). Listening to Language in Gadamer's Hermeneutics. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1288

Chicago Manual of Style (16^th Edition):

Tomuletiu, Sanda. “Listening to Language in Gadamer's Hermeneutics.” 2012. Doctoral Dissertation, Duquesne University. Accessed April 22, 2021. https://dsc.duq.edu/etd/1288.

MLA Handbook (7^th Edition):

Tomuletiu, Sanda. “Listening to Language in Gadamer's Hermeneutics.” 2012. Web. 22 Apr 2021.

Vancouver:

Tomuletiu S. Listening to Language in Gadamer's Hermeneutics. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2021 Apr 22]. Available from: https://dsc.duq.edu/etd/1288.

Council of Science Editors:

Tomuletiu S. Listening to Language in Gadamer's Hermeneutics. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/1288

Georgia State University

5. Sapkota, Gagan. Aristotle on Practical Wisdom and the End of Action.

Degree: MA, Philosophy, 2016, Georgia State University

URL: https://scholarworks.gsu.edu/philosophy_theses/182

► In this thesis, I explore Aristotle’s conception of the relation between practical wisdom (phronesis) and the end of action. Intellectualists claim that phronesis determines… (more)

Subjects/Keywords: Aristotle; End of Action; Phronesis; Jessica Moss

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sapkota, G. (2016). Aristotle on Practical Wisdom and the End of Action. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/philosophy_theses/182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sapkota, Gagan. “Aristotle on Practical Wisdom and the End of Action.” 2016. Thesis, Georgia State University. Accessed April 22, 2021. https://scholarworks.gsu.edu/philosophy_theses/182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sapkota, Gagan. “Aristotle on Practical Wisdom and the End of Action.” 2016. Web. 22 Apr 2021.

Vancouver:

Sapkota G. Aristotle on Practical Wisdom and the End of Action. [Internet] [Thesis]. Georgia State University; 2016. [cited 2021 Apr 22]. Available from: https://scholarworks.gsu.edu/philosophy_theses/182.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sapkota G. Aristotle on Practical Wisdom and the End of Action. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/philosophy_theses/182

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Sydney

6. Arnold, Mark. Preserving phronesis: An enriched account of contemporary challenges to medical practice .

Degree: 2020, University of Sydney

URL: http://hdl.handle.net/2123/23786

► Medical practice is constantly challenged by developments in the basic sciences, and their incorporation and application in medical practice. But medical practice also is designed… (more)

▼ Medical practice is constantly challenged by developments in the basic sciences, and their incorporation and application in medical practice. But medical practice also is designed and delivered within a socio-cultural-historical context which is also subject to change. Medicine’s privileging of certain forms of knowledge and its deployment has led to the phenomenon of a ‘medicalised life’ that can increasingly be understood, predicted and managed through the manipulation of a person’s precise biological information, facilitated by the linkage of previously disassociated collections of data pertaining to groups of persons. The critique of medicine as a hegemonic and increasingly technocratic activity arising in past decades has been promoted by developments in information technology that democratise access to health information. For both medical practitioners (physicians) and lay persons alike, the process of datafication of human lives threatens to subordinate the historical grounding of medicine and health care as a practical humanistic activity. It is argued in this thesis that data acquisition and its manipulation – which, when undertaken by physicians is termed ‘clinical reasoning’ – is not, in and of itself, sufficient to define, predict or realise a person’s optimal ‘health’, which requires that a physician makes a clinical judgement about the application of that reasoning. This thesis examines how a physicians’ training, experience and reflective capacity, grounded in moral reasoning and social responsibility, permits their technical knowledge and capacities to be deployed in the interests of patient care, a ‘skill’ or ‘practical wisdom’ that I characterise as a modern conception of Aristotelian phronesis - ‘phronesis 2.0’. The overall aim of this thesis is to identify and examine the evolving contemporary challenges to medical practice that must be understood in order for physicians to respond to these challenges in a manner which respects and furthers the historically grounded ends of medicine. To this end, this thesis argues for the preservation and enrichment of phronesis because phronesis is fundamental to ethical medical practice, because phronesis is able to accommodate and give meaning to advances in science and technology, and because phronesis grounds these forms of techne in a morality of practice that reflects secular humanism. In this thesis I identify and evaluate the historical basis of phronesis in medicine (introduction), contemporary challenges to physicians’ verbal and non-verbal communication, and how communication and its rituals (Part 2) affect the context of the medical encounter, and its attendant and inseparable context and meaning effects (Part 3). In Part 4 I analyse how the medical encounter is influenced by mutable societal movements, including normalised consumerism and neoliberal paradigms of care evident in Western Medicine and how these movements may threaten physician autonomy and compromise phronesis. In Part 5, I analyse how these aspects of medical practice are…

Subjects/Keywords: Phronesis; Clinical Ethics; Person-Centred Care

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APA (6^th Edition):

Arnold, M. (2020). Preserving phronesis: An enriched account of contemporary challenges to medical practice . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/23786

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arnold, Mark. “Preserving phronesis: An enriched account of contemporary challenges to medical practice .” 2020. Thesis, University of Sydney. Accessed April 22, 2021. http://hdl.handle.net/2123/23786.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arnold, Mark. “Preserving phronesis: An enriched account of contemporary challenges to medical practice .” 2020. Web. 22 Apr 2021.

Vancouver:

Arnold M. Preserving phronesis: An enriched account of contemporary challenges to medical practice . [Internet] [Thesis]. University of Sydney; 2020. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2123/23786.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arnold M. Preserving phronesis: An enriched account of contemporary challenges to medical practice . [Thesis]. University of Sydney; 2020. Available from: http://hdl.handle.net/2123/23786

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oulu

7. Jansson, N. (Noora). Discursive practices in organizational change.

Degree: 2014, University of Oulu

URL: http://urn.fi/urn:isbn:9789526205229

►

Abstract The purpose of this research is to increase understanding of discursive practices in organizational change. By approaching organizational change as a social construction, this… (more)

▼

Abstract The purpose of this research is to increase understanding of discursive practices in organizational change. By approaching organizational change as a social construction, this dissertation examines how discursive practices are involved in organizational change through a qualitative case study. Current organizational literature demonstrates a discursive turn in which negotiation, interactive meaning creation and tension exploitation through discursive struggles characterize the execution of organizational change. Compared to earlier decades, when change was treated rather mechanistically as a process to be executed in controllable phases, the discursive approach is more capable of examining the social aspects of organizational change in practice. Despite the recent tendency to study change within organizations through the lenses of social constructionism and social constructivism, few scholars have approached discourse directly through practice in the context of organizational change. This study examines aspects that are often taken for granted, such as talk. Discursive practices in organizational change are analysed with a case study method through the practice lens, which views practice as a combination of change practices, change praxis and change practitioners. The narrative analysis of this research in the context of a public university hospital indicates that discursive practices play a role in organizational change through discourse phronesis, the context-dependent practical wisdom of talk, and more specifically through the discursive practices that apply discourse phronesis. Four examples of discursive practices were identified in the case study: field practices, mandate practices, priority practices and word practices. In addition, the agency of the strategy text in translating change was analysed, with the conclusion that while a strategy text is material in nature, it is also a discursive practice which reflects collective identities and their power positions during and as the result of organizational change. The study also suggests that permanent tensions in an organization can be harnessed for the benefit of change through discourse. The dynamic contradiction between permanent tensions and change in an organization is termed the renewal paradox.

Tiivistelmä Tämän tutkimuksen tavoitteena on lisätä ymmärrystä diskursiivisista käytännöistä organisaation muutoksessa. Väitöskirjassa lähestytään organisaation muutosta sosiaalisena konstruktiona ja tutkitaan laadullisen case-tutkimuksen avulla, kuinka diskursiiviset käytännöt liittyvät organisaation muutokseen. Organisaatiomuutoskirjallisuudessa on tällä hetkellä nähtävissä diskursiivinen vaihe, jossa neuvottelu, vuorovaikutteinen ymmärryksen rakentuminen ja jännitteiden hyödyntäminen keskustelullisten mittelöiden kautta luonnehtivat organisaation muutoksen toimeenpanoa. Verrattuna aiempiin vuosikymmeniin, jolloin muutoksen toteutusta lähestyttiin melko mekaanisesti kontrolloitavien vaiheiden kautta, diskursiivinen lähestymistapa kykenee tutkimaan…

Advisors/Committee Members: Puhakka, V. (Vesa), Kekomäki, M. (Martti).

Subjects/Keywords: change; discourse phronesis; discursive practice; organizational change; renewal paradox; diskursiivinen käytäntö; diskurssin phronesis; muutos; organisaation muutos; uudistumisen paradoksi

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APA (6^th Edition):

Jansson, N. (. (2014). Discursive practices in organizational change. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789526205229

Chicago Manual of Style (16^th Edition):

Jansson, N (Noora). “Discursive practices in organizational change.” 2014. Doctoral Dissertation, University of Oulu. Accessed April 22, 2021. http://urn.fi/urn:isbn:9789526205229.

MLA Handbook (7^th Edition):

Jansson, N (Noora). “Discursive practices in organizational change.” 2014. Web. 22 Apr 2021.

Vancouver:

Jansson N(. Discursive practices in organizational change. [Internet] [Doctoral dissertation]. University of Oulu; 2014. [cited 2021 Apr 22]. Available from: http://urn.fi/urn:isbn:9789526205229.

Council of Science Editors:

Jansson N(. Discursive practices in organizational change. [Doctoral Dissertation]. University of Oulu; 2014. Available from: http://urn.fi/urn:isbn:9789526205229

Universidade Federal da Bahia

8. Cláudio Alves de Amorim. A herança cibernética: desafios educacionais em um mundo de automação.

Degree: 2006, Universidade Federal da Bahia

URL: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2309

►

Drawing on the theoretical and technical tools of mathematics, electronics and computer science, cybernetics has established itself as one of the driving forces of the… (more)

▼

Drawing on the theoretical and technical tools of mathematics, electronics and computer science, cybernetics has established itself as one of the driving forces of the modern world. Automation, which is part of our cybernetic heritage, greatly diversifies the forms of production relationships, and therefore poses new and urgent challenges, as it rapidly reshapes society. On the other hand, it opens unprecedented opportunities for human emancipation. Until now, automation has served mainly the concentration and abuse of economic and political power. It has also been a cause of unemployment and deskilling of workers. Because of its pivotal role in the mass production of goods, automation has contributed to consumerism, and the alienation that follows it. The unleashing of automated systems revolutionary potential, aiming at a state of social well-being, requires the repositioning of human competences, currently challenged by daily technological advances, which materialize into increasingly complex and autonomous devices and systems. Drawing on the study of automation in industrial plants and in aircraft, this work intends to shed some new light on the educational challenges to be met in promoting a more meaningful, sensible and responsible cooperation between people and automatons. Based on Vieira Pintos vision of technology as an emancipating tool and on Paulo Freires vision of education as emancipation, it is purposed that new educational practices are needed in order to form people able to understand, design and operate increasingly effective cybernetic devices, to humankinds advantage. Although human beings cooperate with automatons both in heoretical and in practical matters, only humans are beings of práxis, and as such,intentional, social and committed to one another. It is suggested that the education of fully competent people be achieved through the fostering of three Aristotelian intellectual virtues, namely epistéme (theoretical knowledge), tékhne (know-how) and phrónesis (practical wisdom).

Apoiando-se no instrumental teórico e técnico da matemática, da eletrônica e da computação, a cibernética estabeleceu-se com uma das forças que modelam o mundo contemporâneo. Um dos aspectos da nossa herança cibernética, a automação, ao diversificar substancialmente as formas possíveis das relações de produção, propõe novos e urgentes desafios, na mesma medida em que oferece oportunidades inéditas para a emancipação da humanidade. Até o presente, a automação tem servido sobretudo à concentração e abuso do poder político e econômico. Também tem contribuído para o desemprego e para a desqualificação da dos trabalhadores. Favorecendo a produção em altíssima escala, a automação contribui ainda para a exacerbação do consumismo, e conseqüentemente, da alienação. Nesse contexto, o uso dos sistemas automatizados como força transformadora, a serviço do bem-estar social, requer o reposicionamento das competências humanas, ora desafiadas pelos avanços diários da tecnologia, que se materializa por meio de dispositivos e sistemas…

Advisors/Committee Members: Roberto Sidnei Alves Macedo, Olival Freire Junior, Jonei Cerqueira Barbosa, Paulo Cesar Coelho Abrantes, Robinson Moreira Tenório.

Subjects/Keywords: episteme; computing; education; automation; phronesis; tékhne; computação; autômato; automação; tekhne; phronesis; competence; cybernetics; episteme; EDUCACAO; educação; competência; cibernética

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APA (6^th Edition):

Amorim, C. A. d. (2006). A herança cibernética: desafios educacionais em um mundo de automação. (Thesis). Universidade Federal da Bahia. Retrieved from http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Amorim, Cláudio Alves de. “A herança cibernética: desafios educacionais em um mundo de automação.” 2006. Thesis, Universidade Federal da Bahia. Accessed April 22, 2021. http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Amorim, Cláudio Alves de. “A herança cibernética: desafios educacionais em um mundo de automação.” 2006. Web. 22 Apr 2021.

Vancouver:

Amorim CAd. A herança cibernética: desafios educacionais em um mundo de automação. [Internet] [Thesis]. Universidade Federal da Bahia; 2006. [cited 2021 Apr 22]. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2309.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amorim CAd. A herança cibernética: desafios educacionais em um mundo de automação. [Thesis]. Universidade Federal da Bahia; 2006. Available from: http://www.bibliotecadigital.ufba.br/tde_busca/arquivo.php?codArquivo=2309

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. PRIETO GALINDO, FREDY HERNAN. Critical Phronesis From Paul Ricoeur’s and the CTM’s philosophies .

Degree: 2016, Universidad de los Andes

URL: https://documentodegrado.uniandes.edu.co/documentos/9351.pdf

► En esta monografía me pregunto cómo entender el pensamiento crítico teniendo en cuenta el concepto de pensamiento crítico del Critical Thinking Movement (CTM) y el… (more)

Subjects/Keywords: pensamiento crítico; Phronesis; razones; evaluación; phronesis crítica

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APA (6^th Edition):

PRIETO GALINDO, F. H. (2016). Critical Phronesis From Paul Ricoeur’s and the CTM’s philosophies . (Thesis). Universidad de los Andes. Retrieved from https://documentodegrado.uniandes.edu.co/documentos/9351.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

PRIETO GALINDO, FREDY HERNAN. “Critical Phronesis From Paul Ricoeur’s and the CTM’s philosophies .” 2016. Thesis, Universidad de los Andes. Accessed April 22, 2021. https://documentodegrado.uniandes.edu.co/documentos/9351.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

PRIETO GALINDO, FREDY HERNAN. “Critical Phronesis From Paul Ricoeur’s and the CTM’s philosophies .” 2016. Web. 22 Apr 2021.

Vancouver:

PRIETO GALINDO FH. Critical Phronesis From Paul Ricoeur’s and the CTM’s philosophies . [Internet] [Thesis]. Universidad de los Andes; 2016. [cited 2021 Apr 22]. Available from: https://documentodegrado.uniandes.edu.co/documentos/9351.pdf.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

PRIETO GALINDO FH. Critical Phronesis From Paul Ricoeur’s and the CTM’s philosophies . [Thesis]. Universidad de los Andes; 2016. Available from: https://documentodegrado.uniandes.edu.co/documentos/9351.pdf

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Chalmain, Kristina. Retorik i psykoterapi : Hur en psykoterapeut etablerar sitt ethos.

Degree: Media and it, 2011, Södertörn University College

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11345

►

This paper aims to describe and discuss psychotherapy in rhetorical terms; in particular how psychotherapists can use their ethos, or person, as a means… (more)

▼

This paper aims to describe and discuss psychotherapy in rhetorical terms; in particular how psychotherapists can use their ethos, or person, as a means for convincing the patient, and subsequently discuss how these insights in turn can be useful for other rhetors. Classical rhetoric is commonly associated with one speaker exercising influence on an audience of many, but modern rhetoric is broader, and includes all situations where someone is attempting, by speech or in writing, to affect anyone, including the rhetor himself. With this broader definition, psychotherapy may also be considered a form of rhetoric. Psychotherapy does, however, highlight the aspect of power distribution, in that it is clear that it is up to the patient to determine whether the rhetoric will achieve its purpose or not, that is, if he will be influenced by it. In psychotherapy, it is also important to differentiate between persuading and convincing: for a permanent change to occur in the patient’s thoughts and actions, the deeper, "internal" form of conviction is necessary for change to take place. When attempting to convince an audience, it is important for the speaker to establish a credible ethos, that is, present a trustworthy persona. A psychotherapist can do this in several ways, including demonstrating compassion and empathy; retain an expert role but still be personal when the situation requires; and strike a balance between direct and indirect control of the situation. Creatively explored, these aspects may be fruitful for other rhetors as well.

Denna uppsats syftar till att beskriva och diskutera psykoterapi med hjälp av retoriska begrepp; i synnerhet hur en psykoterapeut kan använda sitt ethos, eller person, som ett medel för att övertyga patienten, och därefter diskutera hur dessa insikter i sin tur kan användas i andra retoriska situationer. Klassisk retorik förknippas med en talare som utövar påverkan på en månghövdad publik, men den moderna retoriken är bredare, och inbegriper alla tillfällen där någon söker i tal eller skrift påverka någon annan, inklusive sig själv. Med denna bredare definition kan även psykoterapi räknas som en form av retorik. Psykoterapin gör dock maktfördelningen mellan talare och tilltalad extra tydlig, i och med att det är upp till patienten att avgöra om retoriken ska uppnå sitt syfte eller ej, det vill säga om åhöraren ska låta sig påverkas av den. I psykoterapi är det också viktigt att göra skillnad mellan att övertalas och övertygas: för att en beständig förändring ska inträda hos patienten måste den djupare, ”inre” formen av förändring äga rum. Ett viktigt medel för att övertyga en åhörare är att talaren etablerar ett trovärdigt ethos, det vill säga presenterar en trovärdig personlighet. En psykoterapeut kan göra detta på flera sätt, till exempel genom att visa medkänsla och empati; behålla sin roll som expert men ändå vara personlig när situationen kräver; och skapa en balans mellan direkt och indirekt styrande av den aktuella terapisituationen.…

Subjects/Keywords: rhetoric; psychotherapy; ethos; convince; persuade; phronesis; arete; eunoia; retorik; psykoterapi; ethos; övertyga; övertala; phronesis; arete; eunoia; Rhetoric; Retorik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chalmain, K. (2011). Retorik i psykoterapi : Hur en psykoterapeut etablerar sitt ethos. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chalmain, Kristina. “Retorik i psykoterapi : Hur en psykoterapeut etablerar sitt ethos.” 2011. Thesis, Södertörn University College. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chalmain, Kristina. “Retorik i psykoterapi : Hur en psykoterapeut etablerar sitt ethos.” 2011. Web. 22 Apr 2021.

Vancouver:

Chalmain K. Retorik i psykoterapi : Hur en psykoterapeut etablerar sitt ethos. [Internet] [Thesis]. Södertörn University College; 2011. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chalmain K. Retorik i psykoterapi : Hur en psykoterapeut etablerar sitt ethos. [Thesis]. Södertörn University College; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-11345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

11. [No author]. How student teachers construct and use phronesis to enhance their professional development .

Degree: 2009, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-05022009-182337/

► In the present context of South African education many learners may be denied access to the modern world, and from developing as empowered individuals for… (more)

▼ In the present context of South African education many learners may be denied access to the modern world, and from developing as empowered individuals for a world of uncertainty, due to inadequate schooling. The learners’ poor results in national and international studies and dysfunctional schools, for example, are clear evidence of inadequate schooling. If we are to improve schooling, and hence, the quality of teaching and learning in South African schools, we need to address the quality of teacher education that student teachers receive as part of their professional development. These improvements in schooling will depend on how student teachers are professionally developed, not to teach, but to facilitate learning. It is on this basis that I explore how student teachers construct and use phronesis to enhance their professional development. Within this question I explore the student teachers’ baseline phronesis when they enter the programme and how the student teachers utilise the contribution of the mentor teacher and the specialisation programme to construct and use phronesis to enhance their professional development. An interpretive, mixed methods, case study participatory action research methodology was used to explore these research questions. The participants in this study were three Postgraduate Certificate in Education Life Sciences student teachers, the specialisation lecturer, mentor teacher and the researcher. The context of this study was in the setting of a radical, innovative teacher education programme at the University of Pretoria, which focused strongly on the construction and use of phronesis. A variety of data collection instruments, including visual data, personal profile questionnaires and document analysis were used to collect the data. Ethical and research rigour issues were attended to and implemented. The findings are presented in four case study participatory action research cycles, each having a particular context and purpose. The descriptive data from each of these cycles was analysed to develop responses for the research questions. The finding in response to research question one indicated that the student teachers’ beliefs, emotions, desire and vision for the type of facilitator that they wanted to be influenced their perception of a facilitator of learning. Furthermore, their awareness of the challenges and constraints that ‘teachers’ experienced when teaching in particular contexts did not deter them from becoming facilitators of learning. The mentor teachers’ contributions were: direct with regard to providing support in designing learning tasks, resources and assessment feedback. Indirect contributions were in terms of the student teachers developing the need to generate ideas for effective practice and to change their beliefs about the role of a facilitator of learning, and the impact of this role on the learners’ work ethic and relationships. The contributions of the specialisation programme were in terms of challenging and changing student teachers’ beliefs about the role of a… Advisors/Committee Members: Prof J A Slabbert (advisor).

Subjects/Keywords: Empowered individuals; Professional development; Phronesis; Dysfunctional schools; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2009). How student teachers construct and use phronesis to enhance their professional development . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05022009-182337/

Chicago Manual of Style (16^th Edition):

author], [No. “How student teachers construct and use phronesis to enhance their professional development .” 2009. Doctoral Dissertation, University of Pretoria. Accessed April 22, 2021. http://upetd.up.ac.za/thesis/available/etd-05022009-182337/.

MLA Handbook (7^th Edition):

author], [No. “How student teachers construct and use phronesis to enhance their professional development .” 2009. Web. 22 Apr 2021.

Vancouver:

author] [. How student teachers construct and use phronesis to enhance their professional development . [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2021 Apr 22]. Available from: http://upetd.up.ac.za/thesis/available/etd-05022009-182337/.

Council of Science Editors:

author] [. How student teachers construct and use phronesis to enhance their professional development . [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-05022009-182337/

Penn State University

12. Harwood, William Henry. Phronesis in the Politics: The Education of the polis .

Degree: 2011, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/11982

► This dissertation is a reading of Aristotle’s Politics with special attention to his use of the concept phronēsis. It proceeds in three distinct parts: First,… (more)

▼ This dissertation is a reading of Aristotle’s Politics with special attention to his use of the concept phronēsis. It proceeds in three distinct parts: First, the Nicomachean Ethics is mined to establish the understanding and importance of phronēsis. Second, the Politics is read in light of this, reworking the traditional definitions of that which constitutes “healthy” or “sick” regimes. Third, three distinct moments from Aristotle’s ethico-political dialectic are isolated and discussed to examine their rhetorical force: the God Among Men, slavery, and nobility. The thesis is that Aristotle uses rhetoric in order to present a politically revolutionary doctrine regarding the perfection and completion of the polis as a natural kind. The best polis is revealed as an aristocratic polity wherein the government and citizens rule each other in turn. The aristoi or “best” are chosen by the people on the basis of their possession of phronēsis, as it is described in the Nicomachean Ethics. The logistical structure of government is inconsequential to the criterion of rule by and through phronēsis. All other poleis are shown to be different forms of despotism, whereas this is the sole government that is both possible via human artifice and properly called a “healthy” polis. The ultimately best government, which requires the assistance of nature, is that ruled by an individual whom Aristotle calls the God Among Men, a person who exceeds all others in his possession of philosophical and phronetic ability. The aristocratic polity would recognize the emergence of this individual by willingly ceding power to him, whereas all others would either exile or kill him. The significance of Aristotle’s rhetoric is reinforced by a rereading of his account of slavery in the Politics and that of nobility in On Noble Birth. Both of these are shown to be ad absurdum arguments, proving the invalidity of the institutions rather than their proper or natural implementation. In this manner Aristotle is allowed to mean what he says, removing the generally accepted impression of the latter two issues as inconsistent or problematic. Rather, when read literally with the Ethics as the constant backdrop, Aristotle’s account remains both consistent and remarkably prescient. As seen in the conclusion, not only does his anatomy of the polis as a natural entity survive scrutiny, it also provides a cipher for examining contemporary ethico-political issues while it predicts a great deal of the future ethico-political history of the West. By misreading Aristotle on these issues, the West has enacted some of the more common and heinous examples of despotism, particularly by biologizing the political in a manner disguised as a remedy for the sake of the many. Advisors/Committee Members: Veronique Marion Foti, Committee Chair/Co-Chair, Christopher P Long, Committee Member, Mark Munn, Committee Member, Paul C Taylor, Committee Member, Daniel Joseph Conway, Committee Member.

Subjects/Keywords: Aristotle; phronesis; political philosophy; politics; ancient philosophy; God Among Men

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harwood, W. H. (2011). Phronesis in the Politics: The Education of the polis . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harwood, William Henry. “Phronesis in the Politics: The Education of the polis .” 2011. Thesis, Penn State University. Accessed April 22, 2021. https://submit-etda.libraries.psu.edu/catalog/11982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harwood, William Henry. “Phronesis in the Politics: The Education of the polis .” 2011. Web. 22 Apr 2021.

Vancouver:

Harwood WH. Phronesis in the Politics: The Education of the polis . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Apr 22]. Available from: https://submit-etda.libraries.psu.edu/catalog/11982.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harwood WH. Phronesis in the Politics: The Education of the polis . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11982

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

13. James, Angela Antoinette. How student teachers construct and use phronesis to enhance their professional development.

Degree: Curriculum Studies, 2009, University of Pretoria

URL: http://hdl.handle.net/2263/24287

► In the present context of South African education many learners may be denied access to the modern world, and from developing as empowered individuals for… (more)

▼ In the present context of South African education many learners may be denied access to the modern world, and from developing as empowered individuals for a world of uncertainty, due to inadequate schooling. The learners’ poor results in national and international studies and dysfunctional schools, for example, are clear evidence of inadequate schooling. If we are to improve schooling, and hence, the quality of teaching and learning in South African schools, we need to address the quality of teacher education that student teachers receive as part of their professional development. These improvements in schooling will depend on how student teachers are professionally developed, not to teach, but to facilitate learning. It is on this basis that I explore how student teachers construct and use phronesis to enhance their professional development. Within this question I explore the student teachers’ baseline phronesis when they enter the programme and how the student teachers utilise the contribution of the mentor teacher and the specialisation programme to construct and use phronesis to enhance their professional development. An interpretive, mixed methods, case study participatory action research methodology was used to explore these research questions. The participants in this study were three Postgraduate Certificate in Education Life Sciences student teachers, the specialisation lecturer, mentor teacher and the researcher. The context of this study was in the setting of a radical, innovative teacher education programme at the University of Pretoria, which focused strongly on the construction and use of phronesis. A variety of data collection instruments, including visual data, personal profile questionnaires and document analysis were used to collect the data. Ethical and research rigour issues were attended to and implemented. The findings are presented in four case study participatory action research cycles, each having a particular context and purpose. The descriptive data from each of these cycles was analysed to develop responses for the research questions. The finding in response to research question one indicated that the student teachers’ beliefs, emotions, desire and vision for the type of facilitator that they wanted to be influenced their perception of a facilitator of learning. Furthermore, their awareness of the challenges and constraints that ‘teachers’ experienced when teaching in particular contexts did not deter them from becoming facilitators of learning. The mentor teachers’ contributions were: direct with regard to providing support in designing learning tasks, resources and assessment feedback. Indirect contributions were in terms of the student teachers developing the need to generate ideas for effective practice and to change their beliefs about the role of a facilitator of learning, and the impact of this role on the learners’ work ethic and relationships. The contributions of the specialisation programme were in terms of challenging and changing student teachers’ beliefs about the role of a… Advisors/Committee Members: Prof J A Slabbert (advisor).

Subjects/Keywords: Empowered individuals; Professional development; Phronesis; Dysfunctional schools; UCTD

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

James, A. (2009). How student teachers construct and use phronesis to enhance their professional development. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24287

Chicago Manual of Style (16^th Edition):

James, Angela. “How student teachers construct and use phronesis to enhance their professional development.” 2009. Doctoral Dissertation, University of Pretoria. Accessed April 22, 2021. http://hdl.handle.net/2263/24287.

MLA Handbook (7^th Edition):

James, Angela. “How student teachers construct and use phronesis to enhance their professional development.” 2009. Web. 22 Apr 2021.

Vancouver:

James A. How student teachers construct and use phronesis to enhance their professional development. [Internet] [Doctoral dissertation]. University of Pretoria; 2009. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2263/24287.

Council of Science Editors:

James A. How student teachers construct and use phronesis to enhance their professional development. [Doctoral Dissertation]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/24287

University of Guelph

14. Guerin, Frederick Allan. On Being Critical: Critical Hermeneutics and the Relevance of the Ancient Notion of Phronesis in Contemporary Moral and Political Thought.

Degree: PhD, Department of Philosophy, 2012, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3889

► This thesis explores the question of what it means to be a critical being, and how we can cultivate and enact a critical orientation through… (more)

▼ This thesis explores the question of what it means to be a critical being, and how we can cultivate and enact a critical orientation through the ancient Aristotelian notion of phronesis. I begin by defending the claim that the familiar traditions and methods of rhetoric and hermeneutics have their practical, experiential and critical origins in a fundamental and constitutive human desire to express and understand ourselves and others through the most primary of human capabilities: listening, speaking, interpreting and understanding. This way of describing hermeneutics and rhetoric gives us a sense of their origins in lived experience. It also reminds us that rhetorical expression and hermeneutic understanding are not to be thought of as merely ‘systematized disciplines’, ‘instruments’ or ‘methods’ that we can be indifferent to, but part of our participatory linguistic experience. I argue that once the interpenetrating relation of rhetorical expression and hermeneutic understanding is made apparent, an implicit critical-thinking dimension in experience also becomes visible. This ‘critical dimension’ is not discovered in static theory, procedure or method, but, rather, something that is enacted over time with and among others. It is Aristotle’s concept of phronesis, and his understanding of insight and practical reasoning that best captures the emergence and enactment of critical thinking-being. Phronesis is a mode of practical reasoning that is always in motion, always challenging and interrogating the relation between the particular circumstances we find ourselves in, and the historical traditions, general rules, laws or procedures that form our normative background. I allow this argument for a critical hermeneutics through phronesis to be challenged by Jürgen Habermas’s critical sociological approach. I conclude, firstly, that Habermas’s critical theory relies for its critical thrust on a hermeneutical reflective tradition of immanent critique and insights about communication that can be grasped through phronetic reasoning, tradition and concrete embodied linguistic practices. Secondly, I argue that critical hermeneutics enacted through practical reasoning and phronesis describes a way of thinking-acting-desiring being that is more congruent with our actual experience, and therefore capable of meeting the personal, occupational, moral and political exigencies of a complex and diverse contemporary world. Advisors/Committee Members: Russon, John (advisor).

Subjects/Keywords: Hermeneutics; Rhetoric; Phronesis; Critical Theory; Immanent Critique Gadamer; Ricoeur; Habermas

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Guerin, F. A. (2012). On Being Critical: Critical Hermeneutics and the Relevance of the Ancient Notion of Phronesis in Contemporary Moral and Political Thought. (Doctoral Dissertation). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3889

Chicago Manual of Style (16^th Edition):

Guerin, Frederick Allan. “On Being Critical: Critical Hermeneutics and the Relevance of the Ancient Notion of Phronesis in Contemporary Moral and Political Thought.” 2012. Doctoral Dissertation, University of Guelph. Accessed April 22, 2021. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3889.

MLA Handbook (7^th Edition):

Guerin, Frederick Allan. “On Being Critical: Critical Hermeneutics and the Relevance of the Ancient Notion of Phronesis in Contemporary Moral and Political Thought.” 2012. Web. 22 Apr 2021.

Vancouver:

Guerin FA. On Being Critical: Critical Hermeneutics and the Relevance of the Ancient Notion of Phronesis in Contemporary Moral and Political Thought. [Internet] [Doctoral dissertation]. University of Guelph; 2012. [cited 2021 Apr 22]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3889.

Council of Science Editors:

Guerin FA. On Being Critical: Critical Hermeneutics and the Relevance of the Ancient Notion of Phronesis in Contemporary Moral and Political Thought. [Doctoral Dissertation]. University of Guelph; 2012. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3889

University of Colorado

15. Parks, Russell Martin. From argumentation theory to argument pragmatics: a call to reflect on situated language use.

Degree: MA, Communication, 2011, University of Colorado

URL: https://scholar.colorado.edu/comm_gradetds/20

► Argumentation theory, as a field, has moved over time from the abstractions of formal logic to a growingly direct concern for more pragmatic ways… (more)

Subjects/Keywords: argumentation theory; disagreement; language use; phronesis; pragmatics; reasoning; Communication

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Parks, R. M. (2011). From argumentation theory to argument pragmatics: a call to reflect on situated language use. (Masters Thesis). University of Colorado. Retrieved from https://scholar.colorado.edu/comm_gradetds/20

Chicago Manual of Style (16^th Edition):

Parks, Russell Martin. “From argumentation theory to argument pragmatics: a call to reflect on situated language use.” 2011. Masters Thesis, University of Colorado. Accessed April 22, 2021. https://scholar.colorado.edu/comm_gradetds/20.

MLA Handbook (7^th Edition):

Parks, Russell Martin. “From argumentation theory to argument pragmatics: a call to reflect on situated language use.” 2011. Web. 22 Apr 2021.

Vancouver:

Parks RM. From argumentation theory to argument pragmatics: a call to reflect on situated language use. [Internet] [Masters thesis]. University of Colorado; 2011. [cited 2021 Apr 22]. Available from: https://scholar.colorado.edu/comm_gradetds/20.

Council of Science Editors:

Parks RM. From argumentation theory to argument pragmatics: a call to reflect on situated language use. [Masters Thesis]. University of Colorado; 2011. Available from: https://scholar.colorado.edu/comm_gradetds/20

University of Exeter

16. Hayes, Michael. A study of the perceptions among Irish primary teachers of the development of their teaching identity after their first year in teaching.

Degree: Thesis (EdD), 2012, University of Exeter

URL: http://hdl.handle.net/10871/13969

► 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… (more)

▼ 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.

Subjects/Keywords: 371.102; Aristotle; Hermeneutics; Teacher Competence; Teacher Identity; Techne; Episteme; Phronesis

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hayes, M. (2012). A study of the perceptions among Irish primary teachers of the development of their teaching identity after their first year in teaching. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/13969

Chicago Manual of Style (16^th Edition):

Hayes, Michael. “A study of the perceptions among Irish primary teachers of the development of their teaching identity after their first year in teaching.” 2012. Doctoral Dissertation, University of Exeter. Accessed April 22, 2021. http://hdl.handle.net/10871/13969.

MLA Handbook (7^th Edition):

Hayes, Michael. “A study of the perceptions among Irish primary teachers of the development of their teaching identity after their first year in teaching.” 2012. Web. 22 Apr 2021.

Vancouver:

Hayes M. A study of the perceptions among Irish primary teachers of the development of their teaching identity after their first year in teaching. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/10871/13969.

Council of Science Editors:

Hayes M. A study of the perceptions among Irish primary teachers of the development of their teaching identity after their first year in teaching. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10871/13969

17. Nelsson, Isa. Trovärdigt : En studie om hur en kommunal verksamhet kan bygga upp sin trovärdighet i informativa texter om sina tjänster.

Degree: Design and Engineering, 2015, Mälardalen University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28388

►

Att lyckas nå fram med sitt budskap är beroende av ett flertal olika faktorer. Till exempel målgruppens förtroende för avsändaren. Hur ska en göra… (more)

Subjects/Keywords: informationsdesign; textdesign; ethos; retorik; arete; phronesis; eunoia; trovärdighet

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nelsson, I. (2015). Trovärdigt : En studie om hur en kommunal verksamhet kan bygga upp sin trovärdighet i informativa texter om sina tjänster. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28388

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nelsson, Isa. “Trovärdigt : En studie om hur en kommunal verksamhet kan bygga upp sin trovärdighet i informativa texter om sina tjänster.” 2015. Thesis, Mälardalen University. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28388.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nelsson, Isa. “Trovärdigt : En studie om hur en kommunal verksamhet kan bygga upp sin trovärdighet i informativa texter om sina tjänster.” 2015. Web. 22 Apr 2021.

Vancouver:

Nelsson I. Trovärdigt : En studie om hur en kommunal verksamhet kan bygga upp sin trovärdighet i informativa texter om sina tjänster. [Internet] [Thesis]. Mälardalen University; 2015. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28388.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nelsson I. Trovärdigt : En studie om hur en kommunal verksamhet kan bygga upp sin trovärdighet i informativa texter om sina tjänster. [Thesis]. Mälardalen University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-28388

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Stanton, Emily. Theorising the practical wisdom of grassroots and civil society peacebuilding in Northern Ireland (1965 to 2015).

Degree: PhD, 2018, Ulster University

URL: https://ulster.pure.elsevier.com/en/studentTheses/7916d2f5-53c1-4e7f-bd55-1f052566b8b7 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793665

► Scholars and practitioners increasingly advocate that attention be paid to 'bottomup' grassroots and civil society peacebuilding to ensure legitimacy, relevance and sustainability. Northern Ireland is… (more)

▼ Scholars and practitioners increasingly advocate that attention be paid to 'bottomup' grassroots and civil society peacebuilding to ensure legitimacy, relevance and sustainability. Northern Ireland is well positioned to add insights from its own 50- year history of bottom-up efforts. However, despite its length and a substantial financial investment from donors, knowledge from practical peacebuilding has been underutilised. Local practitioners have, instead, been described in academic literature as lacking in strategy and coherence. Seeking to address this gap, this research, using a qualitative inductive approach, investigated what peacebuilders have learned from their 'applied' practice spanning the years 1965-2015. Insights from the research findings were found to echo scholarly debates about knowledge production for peace, such as: "Whose knowledge counts? "What kind of knowledge matters?" Critical peace scholars, identifying a 'technocratic turn' in 'liberal' peacebuilding, argue that it privileges international actors and thematic knowledge over local actors and local knowledge. In Northern Ireland peacebuilding was locally-led; however, tensions associated with professionalisation remain and at times, are viewed to subordinate practical knowledge. This thesis argues that grassroots and civil society peacebuilders hold valid and valuable knowledge but to understand, explain and maximise its use - an epistemological rediscovery is necessary. The Aristotelian term, phronesis (practical wisdom) is adopted as an explanatory frame and conceptualised as a form of nuanced context-knowledge gained by experience. Phronesis was evidenced in the fieldwork data as necessary to lever, lubricate and catalyse social change. As a conceptual frame, its salience for knowledge production was proven by: adding explanatory power; as a source for innovation; and for theory building. Importantly, phronesis also amplifies debates demonstrating why 'local' knowledge is necessary for peacebuilding relevancy. This thesis concludes that evidence demonstrates the importance of the conceptualisation of phronesis for expanding current scholarship on bottom-up, grassroots and civil society peacebuilding in Northern Ireland and internationally.

Subjects/Keywords: Phronesis; Peace; Conflict; Bottom-Up Peace; Everyday Peace; Liberal-Peace

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Stanton, E. (2018). Theorising the practical wisdom of grassroots and civil society peacebuilding in Northern Ireland (1965 to 2015). (Doctoral Dissertation). Ulster University. Retrieved from https://ulster.pure.elsevier.com/en/studentTheses/7916d2f5-53c1-4e7f-bd55-1f052566b8b7 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793665

Chicago Manual of Style (16^th Edition):

Stanton, Emily. “Theorising the practical wisdom of grassroots and civil society peacebuilding in Northern Ireland (1965 to 2015).” 2018. Doctoral Dissertation, Ulster University. Accessed April 22, 2021. https://ulster.pure.elsevier.com/en/studentTheses/7916d2f5-53c1-4e7f-bd55-1f052566b8b7 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793665.

MLA Handbook (7^th Edition):

Stanton, Emily. “Theorising the practical wisdom of grassroots and civil society peacebuilding in Northern Ireland (1965 to 2015).” 2018. Web. 22 Apr 2021.

Vancouver:

Stanton E. Theorising the practical wisdom of grassroots and civil society peacebuilding in Northern Ireland (1965 to 2015). [Internet] [Doctoral dissertation]. Ulster University; 2018. [cited 2021 Apr 22]. Available from: https://ulster.pure.elsevier.com/en/studentTheses/7916d2f5-53c1-4e7f-bd55-1f052566b8b7 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793665.

Council of Science Editors:

Stanton E. Theorising the practical wisdom of grassroots and civil society peacebuilding in Northern Ireland (1965 to 2015). [Doctoral Dissertation]. Ulster University; 2018. Available from: https://ulster.pure.elsevier.com/en/studentTheses/7916d2f5-53c1-4e7f-bd55-1f052566b8b7 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.793665

Swedish University of Agricultural Sciences

19. Westin, Martin. Rethinking power in participatory planning.

Degree: 2019, Swedish University of Agricultural Sciences

URL: https://pub.epsilon.slu.se/16462/

► High hopes for democracy and sustainability are placed on participatory planning. Policy makers and scholars argue that broad participation can revitalise democracy and tackle sustainability… (more)

▼ High hopes for democracy and sustainability are placed on participatory planning. Policy makers and scholars argue that broad participation can revitalise democracy and tackle sustainability challenges. Yet, critics claim that power asymmetries stand in the way of realising the potential of participatory planning. In the everyday practices of planning, this controversy comes to a head. Here, planners interact with citizens, politicians and developers around making choices about places and societies. Planners’ practices are contested and they are challenged by the complexity of power relations. They need conceptual tools to critically reflect on what power is and when it is legitimate. Reflective practice is a prerequisite for making situated judgements under conditions of contestation. Yet, the planning theories, which are most influential in practice, have not been developed with the intention of conceptualising power. Rational planning theory, which still is influential in practice, largely reduces planning into a technical power-free activity. Communicative planning theory, which underpins participatory practices, instead suggests that expert power ought to be complemented by inclusive dialogue. This theory criticises hierarchical power relations as domination, without providing elaborated understanding of other facets of power. Hence, the conceptual support for reflective practice is too reductive. The aim of this thesis is to rethink power in participatory planning by developing concepts that can enable reflective practice. I draw on power theory and explore the utility of treating power as a family resemblance concept in participatory planning. Applying this plural view, I develop a family of power concepts, which signifies different ideas of what power is. The usefulness of this “power family” is tested through frame analysis of communicative planning theory and Swedish participatory planning policy and practice. The result of the research is a family of power concepts that can enable reflective practice. ‘Power to’ signifies a dispositional ability to act, which planning actors derive from social order. This ability can be exercised as consensual ‘power with’ or as conflictual ‘power over’. The latter is conceptualised as an empirical process which, on a basic level, can be normatively appraised as illegitimate or legitimate. This thesis contributes to planning theory and environmental communication by problematising reductive notions of power and, as an alternative, rethinking power as a family resemblance concept. This theoretical contribution matters to planning practice as it can enable planners to develop their ability to be sensitive to what a situation requires, i.e. to acquire practical wisdom (phronesis).

Subjects/Keywords: participatory planning; planners; power; reflective practice; frame analysis; participatory processes; participation; phronesis; communicative planning theory

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APA (6^th Edition):

Westin, M. (2019). Rethinking power in participatory planning. (Doctoral Dissertation). Swedish University of Agricultural Sciences. Retrieved from https://pub.epsilon.slu.se/16462/

Chicago Manual of Style (16^th Edition):

Westin, Martin. “Rethinking power in participatory planning.” 2019. Doctoral Dissertation, Swedish University of Agricultural Sciences. Accessed April 22, 2021. https://pub.epsilon.slu.se/16462/.

MLA Handbook (7^th Edition):

Westin, Martin. “Rethinking power in participatory planning.” 2019. Web. 22 Apr 2021.

Vancouver:

Westin M. Rethinking power in participatory planning. [Internet] [Doctoral dissertation]. Swedish University of Agricultural Sciences; 2019. [cited 2021 Apr 22]. Available from: https://pub.epsilon.slu.se/16462/.

Council of Science Editors:

Westin M. Rethinking power in participatory planning. [Doctoral Dissertation]. Swedish University of Agricultural Sciences; 2019. Available from: https://pub.epsilon.slu.se/16462/

California State University – San Bernardino

20. Brands, Frieda Grace. Practical Wisdom in the Office of the School District Superintendent.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2014, California State University – San Bernardino

URL: https://scholarworks.lib.csusb.edu/etd/43

► The purpose of this study was to determine if practical wisdom can be recognized as one factor that may be attributed to the success… (more)

Subjects/Keywords: phronesis; practical wisdom; experience; relationship-based; knowledge; school district superintendent; Education; Educational Leadership

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APA (6^th Edition):

Brands, F. G. (2014). Practical Wisdom in the Office of the School District Superintendent. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/43

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brands, Frieda Grace. “Practical Wisdom in the Office of the School District Superintendent.” 2014. Thesis, California State University – San Bernardino. Accessed April 22, 2021. https://scholarworks.lib.csusb.edu/etd/43.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brands, Frieda Grace. “Practical Wisdom in the Office of the School District Superintendent.” 2014. Web. 22 Apr 2021.

Vancouver:

Brands FG. Practical Wisdom in the Office of the School District Superintendent. [Internet] [Thesis]. California State University – San Bernardino; 2014. [cited 2021 Apr 22]. Available from: https://scholarworks.lib.csusb.edu/etd/43.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brands FG. Practical Wisdom in the Office of the School District Superintendent. [Thesis]. California State University – San Bernardino; 2014. Available from: https://scholarworks.lib.csusb.edu/etd/43

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Karlstad University

21. Myrén, Christian. Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession.

Degree: Karlstad University, 2016, Karlstad University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45562

►

Socialarbetare använder sig av flera typer av kunskap för att hantera komplexiteten av deras arbete, en del får man via utbildning men en del… (more)

▼

Socialarbetare använder sig av flera typer av kunskap för att hantera komplexiteten av deras arbete, en del får man via utbildning men en del behöver förkroppsligas utifrån ett eget utforskande. Syftet med denna studie var att undersöka hur fronesis kommer till uttryck bland socialarbetare som jobbar med ungdomar med missbruksproblematik. Med inspiration från hermeneutik har i denna studie utforskat hur socialarbetare översätter deras tidigare erfarenheter till praxis. Empirin består av sex intervjuer med praktiserande socialarbetare som har flera års erfarenhet i behandlande arbete med ungdomar. Datat analyserades utifrån fronesis teori vilket är uppbyggd ur tre subkategorier: praktisk handling, moralen och personlig utveckling. Fronesis i denna studie är förmågan att anpassa sig till sammanhanget hos en situation och förmågan att handla i enlighet med en målsättning. Resultatet visar att subkategorierna gick att identifiera hos informanternas utsagor samt hade påverkan på varandra. Analysen visar att behandlarens målsättning kunde påverka både arbete samt möjligheter till vidare utveckling.

Social workers use several types of knowledge to get about in their complex work, some of which is given through education but some you have to embody on your own. The aim of this study is to use phronesis as a theory and see if this theory can explain some of the nature behind social workers experience-based knowledge. Using an approach inspired by hermeneutics this study aimed to explore how social workers translate their experience into praxis. The data consists of six interviews with practicing social workers with several years of experience in caring work with adolescents. The material was analyzed with phronesis theory which is built up by three subcategories¨: practical action, morals and personal development. Phronesis in this study is the ability to adapt to the context of the situation and the ability work towards a goal. The results show that the subcategories were identifiable in the data and had an influence on one another. Analysis shows that one’s goals could have effect on work and possibilities for further growth.

Subjects/Keywords: Phronesis; Social workers; experience-based knowledge; addiction; adolescences; Fronesis; socialarbetare; erfarenhetsbaserad kunskap; missbruk; ungdomar

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APA (6^th Edition):

Myrén, C. (2016). Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45562

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Myrén, Christian. “Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession.” 2016. Thesis, Karlstad University. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45562.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Myrén, Christian. “Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession.” 2016. Web. 22 Apr 2021.

Vancouver:

Myrén C. Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession. [Internet] [Thesis]. Karlstad University; 2016. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45562.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Myrén C. Kunskapens källa; hur hittar man den? : En uppsats om hur fronetisk kunskap används i behandlarens profession. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45562

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

RMIT University

22. Emslie, M. Thinking practice: A conceptualisation of good practice in human services with a focus on youth work.

Degree: 2019, RMIT University

URL: http://researchbank.rmit.edu.au/view/rmit:162801

► In this thesis I argue that what we tend to see in contemporary accounts of human service practice in the relevant literature is a ‘common-sense’… (more)

▼ In this thesis I argue that what we tend to see in contemporary accounts of human service practice in the relevant literature is a ‘common-sense’ informed by a complex mix of neoliberal political and policy imperatives and various kinds of technical-rational styles of administration and management. These accounts of practice can inadvertently contribute to the problems they are meant to address and can do more harm than good. Common-sense accounts of practice also align with how human services are typically regulated and they align with prevailing ways the education of human services takes place, including in universities. Consequently, the same types of problems that take place with human service practice also take place with the institutionalisation and reproduction of human services. If we are serious about achieving good practice in human services, then we need to think more clearly about what practice in human services is. There is a good case for articulating a theory of human service practice to inspire new and better ways of achieving good practice. The theory of good practice outlined here draws on the philosophy of Aristotle and neo-Aristotelian accounts of practice. It draws especially on Dunne who argues that a theory of practice should offer a defensible account of how we should conceptualise the stuff that human services deal with, and the sorts of knowing, action and ends that best accord with such conceptualisations. I argue that the beings at the centre of human services should be understood as complex, emergent, unpredictable, and ‘wicked’ in the sense that Rittel and Webber talk about. This highlights the possibility that the people, problems and practices of human services can be revealed in multiple and contrary ways. Accordingly, human services hold both promises and dangers for people and good practice is far from self-evident and is highly contestable in each individual case. I argue that phronesis (practical wisdom) is the way of knowing that best corresponds to and is most suited to deal with the uncertain, messy, contingent and context-dependent beings of human services, which require and deserve ongoing deliberations and good determinations on each occasion that are at the same time always tentative and remain open to other suggestions and modification especially because our knowledge may be erroneous and incomplete. I argue that good practice also requires reflexivity and value rationality to help identify and alleviate the problems associated with neoliberal approaches to practice and as an alternative to technical rationality and value neutrality. I make the case for praxis (good action) along with a range of other human activities including value-rational deliberation as the forms of action that best align with and are most appropriate for dealing with the ever-changing, often inexplicable and always difficult beings of human services. Praxis is in accordance with phronesis and can be understood in part as durable practice and in part as…

Subjects/Keywords: Fields of Research; Youth work; Good practice; Theorizing practice; Higher education; Phronesis

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APA (6^th Edition):

Emslie, M. (2019). Thinking practice: A conceptualisation of good practice in human services with a focus on youth work. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:162801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Emslie, M. “Thinking practice: A conceptualisation of good practice in human services with a focus on youth work.” 2019. Thesis, RMIT University. Accessed April 22, 2021. http://researchbank.rmit.edu.au/view/rmit:162801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Emslie, M. “Thinking practice: A conceptualisation of good practice in human services with a focus on youth work.” 2019. Web. 22 Apr 2021.

Vancouver:

Emslie M. Thinking practice: A conceptualisation of good practice in human services with a focus on youth work. [Internet] [Thesis]. RMIT University; 2019. [cited 2021 Apr 22]. Available from: http://researchbank.rmit.edu.au/view/rmit:162801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Emslie M. Thinking practice: A conceptualisation of good practice in human services with a focus on youth work. [Thesis]. RMIT University; 2019. Available from: http://researchbank.rmit.edu.au/view/rmit:162801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Lund

23. Magnusson, Susanna. Att säkerställa att vi är välkomna. Om organisationers strategiska kommunikation och förtroendeskapande arbete i det mångkulturella samhället.

Degree: 2015, University of Lund

URL: https://lup.lub.lu.se/record/4864821 ; https://portal.research.lu.se/ws/files/5327354/4864827.pdf

► In a society increasingly characterized by cultural heterogeneity and where trust issues are becoming ever more important, new demands and dilemmas arise related to organizations’… (more)

▼ In a society increasingly characterized by cultural heterogeneity and where trust issues are becoming ever more important, new demands and dilemmas arise related to organizations’ strategic communication. This study investigates the struggles of contemporary organizations to achieve credibility and strengthen their social legitimacy as actors in Sweden’s multicultural society. The empirical case concerns the rescue services – Räddningstjänsten Syd – in southern Sweden, and the trust-building efforts the organization carries out in residential areas that tend to be described as “multicultural”. The efforts were a response to several years of social unrest, hostile treatment and communicative clashes between firefighters and local residents. The organization made a strategic shift towards a more proactive and community-engaged approach. A key group in the preventative and relationship building activities were the so called fire-hosts, who were given the role of link-workers. Through their “multicultural competence”, perceived cultural barriers would be overcome. By focusing on the rhetorical and communicative aspects of the trust-building efforts, this study targets the special challenges created by the multicultural condition. It also tries to determine those rhetorical/communicative processes which seem to lead to increased trust and improved relations between the organization and multicultural communities. The study has a discursive approach to the concept of culture, highlighting the social consequences caused by the framing of problems and of the solutions to problems in cultural terms. The empirical material includes 33 qualitative interviews, about 30 hours of observation of the rhetorical practices of the fire-hosts, as well as approximately 25 hours of film material. Theoretically, mainly rhetorical terminology is applied to analyze the trust-building communication. The concept of ethos (appeals based on credibility) is central. Other rhetorical concepts such as phronesis (practical wisdom), eunoia (goodwill), copia (stock of possible choices, both content and form), actio (non-verbal language) and identification (according to Kenneth Burke’s ideas) are employed. Sociologically coloured concepts, such as tokenism and strategic essentialism, are also present in the analysis. The first analytical chapter examines how the organization has changed its communicative strategies on a more general level in order to increase social legitimacy. It shows how the strategies and relationship-building activities correspond in many respects to a normative ideal within the field of strategic communication. At the same time it highlights the tensions created during the process. The role of the fire-hosts as living organizational brands is problematized, as is the reduced internal identification of firefighters caused by the organizational shift towards preventive work. The second analytical chapter examines the fire-hosts' so-called multicultural competence. It shows that multicultural competence is construed in two…

Subjects/Keywords: Communication Studies; tokenism; identification; credibility; trust; culture; strategic communication; Rhetoric; ethos; phronesis; eunoia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Magnusson, S. (2015). Att säkerställa att vi är välkomna. Om organisationers strategiska kommunikation och förtroendeskapande arbete i det mångkulturella samhället. (Doctoral Dissertation). University of Lund. Retrieved from https://lup.lub.lu.se/record/4864821 ; https://portal.research.lu.se/ws/files/5327354/4864827.pdf

Chicago Manual of Style (16^th Edition):

Magnusson, Susanna. “Att säkerställa att vi är välkomna. Om organisationers strategiska kommunikation och förtroendeskapande arbete i det mångkulturella samhället.” 2015. Doctoral Dissertation, University of Lund. Accessed April 22, 2021. https://lup.lub.lu.se/record/4864821 ; https://portal.research.lu.se/ws/files/5327354/4864827.pdf.

MLA Handbook (7^th Edition):

Magnusson, Susanna. “Att säkerställa att vi är välkomna. Om organisationers strategiska kommunikation och förtroendeskapande arbete i det mångkulturella samhället.” 2015. Web. 22 Apr 2021.

Vancouver:

Magnusson S. Att säkerställa att vi är välkomna. Om organisationers strategiska kommunikation och förtroendeskapande arbete i det mångkulturella samhället. [Internet] [Doctoral dissertation]. University of Lund; 2015. [cited 2021 Apr 22]. Available from: https://lup.lub.lu.se/record/4864821 ; https://portal.research.lu.se/ws/files/5327354/4864827.pdf.

Council of Science Editors:

Magnusson S. Att säkerställa att vi är välkomna. Om organisationers strategiska kommunikation och förtroendeskapande arbete i det mångkulturella samhället. [Doctoral Dissertation]. University of Lund; 2015. Available from: https://lup.lub.lu.se/record/4864821 ; https://portal.research.lu.se/ws/files/5327354/4864827.pdf

24. Vitor Sommavilla de Souza Barros. Verdade e práxis em Heidegger e Aristóteles.

Degree: 2013, Universidade Federal de Minas Gerais; UFMG

URL: http://hdl.handle.net/1843/BUOS-ASBF54

►

Exportado OPUS

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O objetivo… (more)

▼

Exportado OPUS

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O objetivo desta dissertação é analisar a apropriação feita por Martin Heidegger, ao longo dos anos 1920, da obra de Aristóteles. No primeiro capítulo, defende-se que um retorno crítico ao pensamento aristotélico constituía uma necessidade para Heidegger, tendo em vista a sua formação, suas influências intelectuais e seus propósitos filosóficos. No segundo e no terceiro capítulos, temas centrais da interpretação heideggeriana são abordados. Primeiramente, sustenta-se que a verdade, pensada em conexão com Aristóteles e Husserl, possui três sentidos válidos para Heidegger: como propriedade de proposições, como verdade da intuição e como abertura do ser-aí. Os momentos de aproximação e ruptura entre Heidegger e Aristóteles são destacados, particularmente no que tange à relação íntima entre os fenômenos da verdade e do ser, manifesta na noção de desvelamento. Em seguida, a filosofia prática de Aristóteles é analisada, na medida em que é inserida por Heidegger no contexto do questionamento do ser. A virtude intelectual da prudência sobressai, por ser uma forma de sabedoria acerca da situação contingente da ação. Nas seções finais do terceiro capítulo, algumas críticas à propriedade heideggeriana como uma forma de isolamento contemplativo serão rebatidas e determinadas aproximações conceituais entre motivos da filosofia prática de Aristóteles e da ontologia fundamental de Heidegger serão realizadas. O propósito destas aproximações é revelar que a presença da obra aristotélica em Heidegger ultrapassa as discussões explícitas de seus textos.

This thesis analyzes Heideggers appropriation of the Aristotelian philosophy, in the course of the 1920s. In the first chapter, a critical turn to Aristotle will be understood as a necessity for Heidegger, given his background, intellectual influences and philosophical projects. The second and third chapters examine central topics of Heideggers interpretation of Aristotle. First, a claim will be made that truth, as it is thought by Heidegger in connection with Aristotle and Husserl, has three valid meanings, namely truth as a property of propositions, intuitive truth and truth as beingtheres openness. Moments of proximity and rupture between Heidegger and Aristotle will be highlighted, particularly regarding the intimate relation between the phenomena of truth and being, present in the notion of unconcealment. Next, the Heideggerian insertion of Aristotles practical philosophy in the questioning of being is analyzed. In this context, the intellectual virtue of prudence stands out, as it is a form of wisdom pertaining to the contingent situation of action. Towards the end of third chapter, criticism presenting authenticity as a form of contemplative isolation will be rejected and certain parallels between concepts of Aristotles practical philosophy…

Advisors/Committee Members: Fernando Eduardo de Barros Rey Puente, Marco Antonio dos Santos Casa Nova, João Augusto Anchieta Amazonas Mac Dowell.

Subjects/Keywords: Propriedade; Apropriação; Destruição; Verdade; Phronesis; Aristóteles; Verdade; Filosofia; Heidegger, Martin, 1889-1976; Fenomenologia

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Barros, V. S. d. S. (2013). Verdade e práxis em Heidegger e Aristóteles. (Masters Thesis). Universidade Federal de Minas Gerais; UFMG. Retrieved from http://hdl.handle.net/1843/BUOS-ASBF54

Chicago Manual of Style (16^th Edition):

Barros, Vitor Sommavilla de Souza. “Verdade e práxis em Heidegger e Aristóteles.” 2013. Masters Thesis, Universidade Federal de Minas Gerais; UFMG. Accessed April 22, 2021. http://hdl.handle.net/1843/BUOS-ASBF54.

MLA Handbook (7^th Edition):

Barros, Vitor Sommavilla de Souza. “Verdade e práxis em Heidegger e Aristóteles.” 2013. Web. 22 Apr 2021.

Vancouver:

Barros VSdS. Verdade e práxis em Heidegger e Aristóteles. [Internet] [Masters thesis]. Universidade Federal de Minas Gerais; UFMG; 2013. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/1843/BUOS-ASBF54.

Council of Science Editors:

Barros VSdS. Verdade e práxis em Heidegger e Aristóteles. [Masters Thesis]. Universidade Federal de Minas Gerais; UFMG; 2013. Available from: http://hdl.handle.net/1843/BUOS-ASBF54

University of Pretoria

25. [No author]. Sources and application of professional knowledge amongst teacher educators .

Degree: 2011, University of Pretoria

URL: http://upetd.up.ac.za/thesis/available/etd-10102011-165341/

► In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that… (more)

▼ In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that could equip them with professional knowledge base that is foundational to any profession. Therefore the question: what are the sources and application of professional knowledge among teacher educators appeared justifiable. Arguably, the teacher educators’ professional knowledge is intricately linked to education practice. Teacher educators have to address the discrepancy between education policy and practice through the training of student teachers who, in turn, have to contribute to the quality of the Lesotho education system. An interpretivist approach was followed in undertaking this study. Data was collected through: narratives, observations of teacher educators and analysis of the curriculum and assessment documents. The unit of analysis was eight teacher educators who are based at the National University of Lesotho’s Faculty of Education. Verification of the extent to which the topic was researchable was through undertaking a pilot study with six teacher educators who were based in the department of Educational Foundations in the same faculty. The analysis of the data revealed an immersion in the teacher educators’ professional landscape provides them ample opportunities to learn from an array of experiences. They accumulated experienced-based professional knowledge relevant to their world of work as they learn to teach, construct, apply and model it in the context that is uniquely teacher education. They have learned to teach teachers mainly from existing education practices which perpetuate what already exists. They face numerous challenges; their teaching is biased towards conventional teaching techniques of a transmissive nature and to a less extent interactive techniques; construction of professional knowledge remains a complex and challenging undertaking. Opportunities to construct own teaching research-based knowledge and supervision of student research are limited. In practice teacher educators have to rethink their pedagogy. Engaging in research adopting a “self-study” approach is unavoidable. Research will enhance their professional development and the quality of the student teachers. Advisors/Committee Members: Prof J Slabbert (advisor), Prof A Clarke (advisor).

Subjects/Keywords: Metacognition; Constructing knowledge; Metalearning; Learning; Episteme; Practical knowledge; Phronesis; Propositional knowledge; Professional knowledge; Student teacher; Modelling knowledge; Teacher educator; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

author], [. (2011). Sources and application of professional knowledge amongst teacher educators . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-10102011-165341/

Chicago Manual of Style (16^th Edition):

author], [No. “Sources and application of professional knowledge amongst teacher educators .” 2011. Doctoral Dissertation, University of Pretoria. Accessed April 22, 2021. http://upetd.up.ac.za/thesis/available/etd-10102011-165341/.

MLA Handbook (7^th Edition):

author], [No. “Sources and application of professional knowledge amongst teacher educators .” 2011. Web. 22 Apr 2021.

Vancouver:

author] [. Sources and application of professional knowledge amongst teacher educators . [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2021 Apr 22]. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-165341/.

Council of Science Editors:

author] [. Sources and application of professional knowledge amongst teacher educators . [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-10102011-165341/

University of Alabama

26. Pickup, Austin. The impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachers.

Degree: 2014, University of Alabama

URL: http://purl.lib.ua.edu/116095

► This study investigates the impact of institutional job requirements upon particular practices and understandings of teaching among select secondary social studies teachers in Alabama. Through… (more)

Subjects/Keywords: Electronic Thesis or Dissertation; – thesis; Social sciences education; Education policy; Social research; Institutional Controls; Phronesis; Social Studies; Techne

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Pickup, A. (2014). The impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachers. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/116095

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Pickup, Austin. “The impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachers.” 2014. Thesis, University of Alabama. Accessed April 22, 2021. http://purl.lib.ua.edu/116095.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Pickup, Austin. “The impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachers.” 2014. Web. 22 Apr 2021.

Vancouver:

Pickup A. The impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachers. [Internet] [Thesis]. University of Alabama; 2014. [cited 2021 Apr 22]. Available from: http://purl.lib.ua.edu/116095.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pickup A. The impact of institutional controls on teaching as phronesis in social studies: a comparative case study of Alabama secondary teachers. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/116095

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Pretoria

27. Lefoka, Pulane Julia. Sources and application of professional knowledge amongst teacher educators.

Degree: Humanities Education, 2011, University of Pretoria

URL: http://hdl.handle.net/2263/28602

► In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that… (more)

▼ In Lesotho, there are no formal opportunities for professional training of teacher educators. Consequently, the majority of teacher educators have not received a training that could equip them with professional knowledge base that is foundational to any profession. Therefore the question: what are the sources and application of professional knowledge among teacher educators appeared justifiable. Arguably, the teacher educators’ professional knowledge is intricately linked to education practice. Teacher educators have to address the discrepancy between education policy and practice through the training of student teachers who, in turn, have to contribute to the quality of the Lesotho education system. An interpretivist approach was followed in undertaking this study. Data was collected through: narratives, observations of teacher educators and analysis of the curriculum and assessment documents. The unit of analysis was eight teacher educators who are based at the National University of Lesotho’s Faculty of Education. Verification of the extent to which the topic was researchable was through undertaking a pilot study with six teacher educators who were based in the department of Educational Foundations in the same faculty. The analysis of the data revealed an immersion in the teacher educators’ professional landscape provides them ample opportunities to learn from an array of experiences. They accumulated experienced-based professional knowledge relevant to their world of work as they learn to teach, construct, apply and model it in the context that is uniquely teacher education. They have learned to teach teachers mainly from existing education practices which perpetuate what already exists. They face numerous challenges; their teaching is biased towards conventional teaching techniques of a transmissive nature and to a less extent interactive techniques; construction of professional knowledge remains a complex and challenging undertaking. Opportunities to construct own teaching research-based knowledge and supervision of student research are limited. In practice teacher educators have to rethink their pedagogy. Engaging in research adopting a “self-study” approach is unavoidable. Research will enhance their professional development and the quality of the student teachers. Advisors/Committee Members: Prof J Slabbert (advisor), Prof A Clarke (advisor).

Subjects/Keywords: Metacognition; Constructing knowledge; Metalearning; Learning; Episteme; Practical knowledge; Phronesis; Propositional knowledge; Professional knowledge; Student teacher; Modelling knowledge; Teacher educator; UCTD

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lefoka, P. J. (2011). Sources and application of professional knowledge amongst teacher educators. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28602

Chicago Manual of Style (16^th Edition):

Lefoka, Pulane Julia. “Sources and application of professional knowledge amongst teacher educators.” 2011. Doctoral Dissertation, University of Pretoria. Accessed April 22, 2021. http://hdl.handle.net/2263/28602.

MLA Handbook (7^th Edition):

Lefoka, Pulane Julia. “Sources and application of professional knowledge amongst teacher educators.” 2011. Web. 22 Apr 2021.

Vancouver:

Lefoka PJ. Sources and application of professional knowledge amongst teacher educators. [Internet] [Doctoral dissertation]. University of Pretoria; 2011. [cited 2021 Apr 22]. Available from: http://hdl.handle.net/2263/28602.

Council of Science Editors:

Lefoka PJ. Sources and application of professional knowledge amongst teacher educators. [Doctoral Dissertation]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/28602

University of Dundee

28. Martin, Kate. Purposes, processes and parameters of continuing professional learning.

Degree: Thesis (EdD), 2017, University of Dundee

URL: https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723689

► This study examines boundaries and synergies between continuing professional learning contexts of academy, workplace and profession, and considers what factors and approaches of learning contribute… (more)

Subjects/Keywords: 370.71; Continuing professional learning; Constructivist grounded theory; Ethical learning; Professions and professionalism; Social constructivism; Activity theory; Credentialism; Performativity; Phronesis; Participative learning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Martin, K. (2017). Purposes, processes and parameters of continuing professional learning. (Doctoral Dissertation). University of Dundee. Retrieved from https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723689

Chicago Manual of Style (16^th Edition):

Martin, Kate. “Purposes, processes and parameters of continuing professional learning.” 2017. Doctoral Dissertation, University of Dundee. Accessed April 22, 2021. https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723689.

MLA Handbook (7^th Edition):

Martin, Kate. “Purposes, processes and parameters of continuing professional learning.” 2017. Web. 22 Apr 2021.

Vancouver:

Martin K. Purposes, processes and parameters of continuing professional learning. [Internet] [Doctoral dissertation]. University of Dundee; 2017. [cited 2021 Apr 22]. Available from: https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723689.

Council of Science Editors:

Martin K. Purposes, processes and parameters of continuing professional learning. [Doctoral Dissertation]. University of Dundee; 2017. Available from: https://discovery.dundee.ac.uk/en/studentTheses/9ad794b4-c737-4cf9-a688-849b47ea74f0 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723689

29. Mertens, Mayli. The War Within : Battling Polarization, Reductionism, and Superficiality - A critical analysis of truth-telling in war reporting.

Degree: Faculty of Arts and Sciences, 2015, Linköping UniversityLinköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119751

► This thesis analyzes specific challenges concerning 'truth-telling' war reporters face when reporting on international conflict. For this purpose truth is examined in accordance with… (more)

Subjects/Keywords: media ethics; responsible journalism; war reporting; truth; bias; objectivity; fairness; virtue ethics; phronesis; epistemic injustice; polarization; reductionism

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mertens, M. (2015). The War Within : Battling Polarization, Reductionism, and Superficiality - A critical analysis of truth-telling in war reporting. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119751

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mertens, Mayli. “The War Within : Battling Polarization, Reductionism, and Superficiality - A critical analysis of truth-telling in war reporting.” 2015. Thesis, Linköping UniversityLinköping University. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119751.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mertens, Mayli. “The War Within : Battling Polarization, Reductionism, and Superficiality - A critical analysis of truth-telling in war reporting.” 2015. Web. 22 Apr 2021.

Vancouver:

Mertens M. The War Within : Battling Polarization, Reductionism, and Superficiality - A critical analysis of truth-telling in war reporting. [Internet] [Thesis]. Linköping UniversityLinköping University; 2015. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119751.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mertens M. The War Within : Battling Polarization, Reductionism, and Superficiality - A critical analysis of truth-telling in war reporting. [Thesis]. Linköping UniversityLinköping University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119751

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Linköping University

30. Strömberg, Valentin Erik Martinez. Greenland: The Master Shaper of the Arctic? : A study about making change happen.

Degree: Management and Engineering, 2019, Linköping University

URL: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154347

► The Arctic region is changing. This is an oft-cited statement researcher, policy-makers and the general public say about the Arctic. But who can change… (more)

Subjects/Keywords: Greenland; Arctic governance; phronesis; ontological security theory; change; narratives; governmental practices; power; Social Sciences; Samhällsvetenskap; Political Science; Statsvetenskap; Globalisation Studies; Globaliseringsstudier

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Strömberg, V. E. M. (2019). Greenland: The Master Shaper of the Arctic? : A study about making change happen. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Strömberg, Valentin Erik Martinez. “Greenland: The Master Shaper of the Arctic? : A study about making change happen.” 2019. Thesis, Linköping University. Accessed April 22, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Strömberg, Valentin Erik Martinez. “Greenland: The Master Shaper of the Arctic? : A study about making change happen.” 2019. Web. 22 Apr 2021.

Vancouver:

Strömberg VEM. Greenland: The Master Shaper of the Arctic? : A study about making change happen. [Internet] [Thesis]. Linköping University; 2019. [cited 2021 Apr 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154347.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Strömberg VEM. Greenland: The Master Shaper of the Arctic? : A study about making change happen. [Thesis]. Linköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154347

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations