Class Processes in Knowledge Acquisition

  • Presentation


    Curricular unit that aims to introduce a procedural perspective in the observation, understanding and development of project exercises, in the field of material culture.

  • Code


  • Syllabus


    1. Theoretical perspective: process - centrifuge / centripetal, convergence, singularity,

    aggregation / dispersion

    2. Polarity Notion in the context of valence and tension of two opposing elements (e.g. Euphoric / Dysphonic, Synchrony / Diachronic, Action / Inaction, Polycromy / Monochromy)

    3. Transformation and Transition Processes in the scope of a change or modification that gives rise to a new form (e.g. Metamorphosis and Path)

    4. Transitional relations within elements sets that follow in logical sequence.

    5. Positive and Negative Correlations, in which the increase of one variable implies the increase of the other, versus the increase of one variable implies the decrease of the other.

    6. Heuristics: of anchorage, availability, representativeness, and simulation.

    7. Progressive and Inverse Probabilities, in the framework of image and product (construction and deconstruction / prospective and retrospective)

    8. Relationship Conditions: Absent, Necessary and Sufficient

  • Objectives


    • Development of skills in the Deductive, Inductive and Abducitive field.
    • Learning dynamics in the context of cause-effect relationships, and logical implication.
    • Understanding of dimension and causality. Inference/reference, and axioms/meteorology.
    • Mastering of Inference mechanisms: knowledge, hypotheses, causal model, testable implications, questions, what is estimated, data and estimates.
    • Development of systemic understanding, systemic thinking, broad perspective, systems dynamics, and pattern recognition
  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    The exposed contents, the exercises, as well as the results obtained, result from methodologies oriented towards mastering the "Creative Cycle" concept, that the processes offer, and which boils down to a cycle of four creative moments, translated into ability to identify relevant texts, the ability to extract and formulate abstractions, the ability to observe and reflect on objective realities through abstractions, and finally the ability to complete the cycle, creating new "objects".

  • References


    1. Rosling, H., Rosling, O., Rönnlund, A., (2019), Factfulness - Dez razões pelas quais estamos errados acerca do mundo ¿ e porque as coisas estão melhor do que pensamos, Lisboa: Temas e Debates

    2. Ferguson, N., (2018), A Praça e a Torre - Redes, Hierarquias e a Luta pelo Poder Global, Lisboa: Temas e Debates

    3. Cheng, E., (2020), A Arte da Lógica num Mundo Ilógico - Como dar sentido a um mundo que não o tem, Lisboa: Temas e Debates

    4. Johnson, S., (2011), As ideias que mudaram o mundo, Lisboa: Clube do Autor

    5. Harford, T., (2020), O que os números escondem, Lisboa: Objectiva



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