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- Rodríguez Heredia, Julio Alberto, 1945
(författare)
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Condiciones cognitivas para un desarrollo sostenible : Cognitive conditions for a sustainable development
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Kognitionsvetenskap är ett tvärvetenskapligt kunskaps- och forskningsområde där människans tänkande, språk och kommunikation studeras.Hur lagras information i våra hjärnor? Hur kan man få människor och teknik att fungera tillsammans? Det handlar också om hur artificiella system värderas visavi naturliga system. Julio Alberto Rodríguez söker i sin avhandling riktlinjer för en omstrukturering i vårt sätt att tänka och agera. Syftet är att formulera en teori om en hållbar utveckling. Med vår förmåga att skapa tekniska och ekonomiska system, har samhället kontinuerligt utvecklat en rad komplexa artificiella strukturer. Detta sätt att leva gör att människan är beroende av den artificiella värld i vilken hon lever, den värld som lovar att trygga människans behov, och som egentligen agerar som en "artificiell moderkaka". Alla artificiella system befinner sig inom den verklighet som vi kallar för naturen, men dessa artificiella system fungerar inte under ekologins naturliga förutsättningar, de är i stället fragment, reduceringar, degraderingar eller anomalier sett ur ett ekologiskt perspektiv. I det biohistoriska förloppet är det jordens naturliga system och dess "informationssystem" ett utvecklande och samspelande system, som gjorde det möjligt att ur det geologiska tillståndet utveckla det biologiska. Ur det biologiska blev våra kognitiva förmågor vad de blev och vad de kan bli i framtiden. Avhandlingsförfattaren konstaterar att våra mest avancerade tekniska/ekonomiska regelverk är förvånansvärt primitiva i jämförelse med vad naturens "intelligens" har åstadkommit. De flesta s.k. primitiva kulturer har, menar han, en bättre tolkning av vad naturen är, än vad moderna kulturer hittills har haft. Målet med avhandlingen är att försöka få fram applicerbara helhetslösningar på vår nuvarande miljös ekologiska problem för att uppnå en hållbar utveckling.
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| 2. |
- Järlehed, Johan, 1968
(författare)
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Euskaraz. Lengua e identidad en los textos multimodales de promoción del euskara, 1970-2001.
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Much research has been done on the complex and often conflictive relationship between language and identity in different geographical settings. But little attention has been paid to the – mainly visual – campaigns that language movements realize in order to defend and promote their language. The aim of this study is to examine the representation of language and national identity in the campaigns which have been realized in the seven territories of the Basque Country during the last decades. The main concern is with the social construction and reproduction of what it means to ‘speak Basque’ and ‘be Basque’, and of the relationship between these two features, through the multimodal texts of the campaigns and the discourse that they articulate. Drawing on social semiotics, critical discourse analysis, sociolinguistics and cultural anthropology, the analysis is carried out on a corpus of 1211 multimodal texts – posters, stickers and murals – which were produced by more than 240 social actors within the Basque language movement 1970-2001. The principal findings suggest that both the language movement and its definition of the Basque identity have become more heterogenous. Since the beginning of the 1980’s there has been an ongoing struggle between the institutionalized part of the movement and the politiziced fraction on the goals and mediums of the revitalization process. This struggle is also related to the political and administrative status of the different territories of the Basque Country and their inhabitants. The texts of the institutionalized actors present a process of standardization which seems to respond to the political and linguistical normalization of the Basque Country. While they now reproduce a more open understanding of what it is to be Basque, the texts of the radical actors continue to relate euskara and the Basque identity in a quite narrow way. At the same time, the pro-euskara discourse that these texts articulate seems to be increasingly influenced by the current globalization and regionalization, and presents therefore an increasing incertainty as to what it means to be Basque and to speak Basque.
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| 3. |
- Berton, Marco, 1986-
(författare)
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Riqueza léxica y expresión escrita en aprendices suecos de ELE : Proficiencia general, competencia léxica pasiva, tipo y complejidad de la tarea
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study explored lexical richness in the written production of Swedish university students of Spanish as a foreign language. Two aspects of lexical richness were investigated in the study, i.e., diversity (the ability to use a varied lexical repertoire), and sophistication (the proportion of relatively infrequent words). The written data were elicited by means of two task types, namely a narrative task and a decision-making task. The main aim of the study was investigating the effect of the factors overall proficiency, passive vocabulary knowledge, manipulation of task complexity and task type on lexical richness. Moreover, the study inquired into the predicting power of the first three factors in relation to lexical richness within each task type. Overall proficiency was measured by means of a cloze test, while an estimation of passive vocabulary knowledge was obtained through a word recognition test. The effect of the manipulation of task complexity was examined by using two different versions of each task. The less complex version of the narrative task was based on a cartoon strip with a tight structure and no background events. On the contrary, in the more complex version the cartoon strip depicted a story without a clear sequence and with background events which are relevant to the story plot. Regarding the decision-making task, task complexity was manipulated by changing the number of elements involved. The task itself consisted in writing a message to a friend suggesting a holiday destination. To do so, the participants had to consider the friend´s needs and check them against the possibilities offered by a travel agency. The less complex version included two destinations, while the more complex one contained six. When analysing the effect of manipulating task complexity, structural complexity measures were included with the purpose of investigating if changes in lexical richness go hand in hand with or at the expense of changes in structural complexity. The results of the analysis of these three factors showed different patterns depending on the task type examined. These results suggest that overall proficiency seems to have an effect on lexical richness only in the narrative task, whereas passive vocabulary knowledge would influence lexical richness only in the decision-making task. The manipulation of task complexity apparently affected lexical diversity and structural complexity in the narrative task, on the one hand, and lexical sophistication in the decision-making task, on the other hand. When manipulating task complexity, the relationship between lexical richness and structural complexity turned out to be unclear, as it varied in unpredictable ways depending on the learners´ overall proficiency and passive vocabulary knowledge. The intrinsic complexity inherent to task type, i.e. the different cognitive load that different task types place on the learner, showed the most consistent effect in the study, as it was supported by all the measures of lexical richness and some measures of structural complexity. Finally, the regression model conformed by overall proficiency, passive vocabulary knowledge, and the manipulation of task complexity did not prove to be suitable to predict lexical richness in either of the task types under investigation in the study.
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| 6. |
- Lenza, Chiara
(författare)
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Descolonización educativa en el Estado Plurinacional de Bolivia : Desafíos y dilemas
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- En el marco de la más amplia transformación del Estado iniciadapor el primer gobierno indígena de Bolivia del Presidente EvoMorales, este estudio analiza la nueva Ley de Educación “AvelinoSiñani — Elizardo Pérez”, promulgada en 2010. La ReformaEducativa Boliviana es considerada como un instrumento paradescolonizar el aparato educativo del patrón de conocimientocolonial occidental y para promover un enfoque de educaciónintercultural y bilingüe, inspirado en la noción indígena de “VivirBien”. Con este fin, el estudio pretende destacar los progresos, losdesafíos y las complejidades del proyecto de descolonizacióneducativa. Asimismo, examina cómo se expresan los dilemas de ladescolonización educativa y los desafíos de interculturalizar lasestructuras sociales, políticas y económicas en contextos depobreza y de complejidad cultural, como el boliviano, paracomprender la coherencia e incoherencia del proceso dedescolonización global del país.
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