This work reports the experience in the implementation of a new paradigm in teaching of descriptive geometry: the Design-based learning. This paradigm changing is the result of a new approach centered on the student, seeking to develop its creativity and its own problem solving capacity based on the descriptive geometry concepts. In this sense, all the concepts and projects developed implicate working with solids. Therefore, it implies in the increasing of the concrete experience, reducing the usual abstraction level needed to learn the fundamental concepts. The proposed methodology was first implemented in some sample classes of Engineering and Design courses of the Federal University of Rio Grande do Sul (UFRGS) with great success.

Anomalous Monism is characterized by two major theses: (1) that the mental is indeterminate (anomalous) and (2) that rationalizations are causal explanations, more specifically though, of a sort that depends on the identification of mental particulars – events – which possess causal efficacy. This paper criticizes the thesis of the indetermination in a limited way, only in so far as it is based on the conception of rationalizations connected with a specific metaphysics of action: particularism. I try to show that the explanation of actions in terms of the explanations of the occurrence of particulars in mistaken. Positively, I propose that the agent is the causer, not of her actions, but rather of the results of her actions. Consequently, actions may be conceived as the causations of events by an agent, they will then be the causations of the results of the actions of the agent. This proposal clearly explores the possibility that actions themselves are not events. I intend only to bring to the fore of the philosophical discussion of action this possibility, because I see it as the unexplored theme of much of the current discussion of the topic.