In this paper I try to reconstruct the arguments developed by Fichte in his work Foundations of Natural Right (1796/1797), in order to support the necessity of a recognition of capabilites and rights by the other, so that the I can constitute itself as a self-consciousness. I also take into account the criticisms the Fichtean theory has received by many contemporary interpreters, testing its consistency in the light of these arguments. / En este trabajo intento reconstruir la argumentación desarrollada por Fichte en su obra Fundamento del derecho natural, de 1796/1797, en orden a fundamentar la necesidad de un reconocimiento de capacidades y de derechos por parte del otro, para que el yo pueda constituirse como autoconciencia. También considero las críticas que ha recibido la teoría fichteana por parte de diferentes intérpretes contemporáneos, testeando la consistencia de la misma a la luz de estas argumentaciones.

O conceito de autoconsciência em psicologia é definido como a habilidade de o indivíduo se tornar objeto de sua própria consciência. Este trabalho visou a investigar essa tradicional definição de forma teórica e empírica. Considerações sobre o conceito de autoconsciência sob a perspectiva da fenomenologia, do pragmatismo e da semiótica sugerem uma abordagem da autoconsciência não apenas como objeto da consciência, mas como uma instância presente em toda a experiência humana. Esta conclusão da parte teórica é posta à prova empírica em dois contextos que viabilizam o estudo da autoconsciência em psicologia: as medidas de autorrelato e a conversa interna verbalizada em tarefas de resolução de problemas. Para realizar estes dois estudos empíricos, a tese ainda envolveu a adaptação de três medidas de autorrelato relacionadas à autoconsciência para a população brasileira: a Escala de Autoabsorção, a Escala de Autorrelfexão e Insight e a Escala Filadélfia de Mindfulness. Os estudos empíricos que se seguiram apontaram resultados que sugerem inovações no conceito de autoconsciência em psicologia, no sentido de contemplar não apenas sua dimensão reflexiva, mas também pré-reflexiva. Tais achados puderam ser observados tanto nas dimensões resultantes da análise fatorial realizada com todos os itens das medidas de autorrelato integrantes do estudo, assim como na conversa interna verbalizada dos participantes que resolveram a problemas analíticos e de insight. / Self-consciousness has been definied within the Psychological Science as a capacity that one has to become the object of their own consciousness. This dissertation aimed to investigate such traditional definition using theoretical and empircal procedures. Considerations on the concept of self-consciousness in the phenomenological, pragmatical and semiotic approaches suggest an understanding of self-consciouness not only as an object of consciousness, but also as an instance that is present throughout the whole human experience. This conclusion is under empirical testing in two contexts that allow the study of selfconsciousness in Psychology: self-report measures and verbalized inner speech in problem-solving tasks. In order to proceed with these two empirical studies, this dissertation had to include the adaptation to the Brazilian population of three selfreport measures related to self-consciousness: the Self-Absorption Scale, the Self- Reflection and Insight Scale and the Philadelphia Mindfulness Scale. The following empirical studies suggested results related to inovations in the concept of self-consciousness to the Psychological Science, so that it would include not only its reflexive dimension, but also its pre-reflective one. Such outcomes were observed not only in the resulting dimensions of a factorial analysis of all the items from the self-report measures used in this study, but also in the verbalized inner speech of those participants who solved analytical and insight problem tasks.

This thesis argues that Barthelme's major 1985 essay "Not-Knowing" contains within its title Barthelme's central artistic idea, and that not-knowing informs both the subject of his fiction and his philosophy of art. This study will be the first critical treatment of Barthelme that positions his work from beginning to end in terms of the dimensions of not-knowing that came out of his own reading in psychology, art theory, philosophy, religion, and education, offering coherent readings of content and suggesting the ways in which content relates to form. The Introduction explores the origins of Barthelme's ideas of not-knowing, paying special attention to the influence of Mallarmé, Joyce, and Beckett on Barthelme's first characterisations of not-knowing, creativity, and reception. The first chapter gives an in-depth reading of Come Back, Dr. Caligari (1964), Barthelme's first collection of stories. Though Barthelme had not yet begun to formally theorise his ideas of not-knowing, they were already latent in Come Back, Dr. Caligari's characterisation of psychological experience, specifically in relation to anxiety, boredom, and interpretation. The second chapter looks at the ways in which Harold Rosenberg’s theories of the visual arts, and especially collage, which Barthelme encountered while co-editing Location magazine with Rosenberg in the early 1960s, address form and not-knowing, and how Barthelme treats these issues in Unspeakable Practices, Unnatural Acts (1968), City Life (1970), The Slightly Irregular Fire Engine (1971), Sadness (1972), Guilty Pleasures (1974), and Amateurs (1976). The third chapter shows how Barthelme's university studies in 19th century philosophy, especially Kierkegaard in The Concept of Irony (1841) and Kierkegaard's treatment of Schlegel in that treatise, inform his concern with irony, both in theory and practice, in City Life (1970), Great Days (1979), and Overnight to Many Distant Cities (1983). Chapter Four argues that Kierkegaard's theories of education and religion in Either/Or (1843) and The Present Age (1846), as well as the contemporary incarnation of Dewey's ideas of progressive education, both had a profound influence on Barthelme's ideas about the way a society is educated into knowingness, the artist's aspiration toward not-knowing, and the validity of religion in the postmodern world. The conclusion to the thesis reexamines the Introduction's argument about literary influence through a brief reading of The Dead Father (1975). Barthelme is recognised as one of the most important American postmodernist writers, and yet there has been relatively little critical treatment of his oeuvre. The major books that address Barthelme's work, which include Jerome Klinkowitz's Literary Disruptions: The Making of a Post-Contemporary American Fiction (1975) and Donald Barthelme: An Exhibition (1991), as well as Alan Wilde's Horizons of Assent (1981) and Stanley Trachtenberg's Understanding Donald Barthelme (1990), belong to a two-decade span of classifying writers such as Barthelme, Thomas Pynchon, Robert Coover, and John Barth using a limited set of ideas about postmodernism that were interesting as theory at the time, but did little to explore the actual literary, philosophical, and aesthetic content and contexts of these writers' works (with the possible exception of Pynchon). This thesis aims to rescue Barthelme from now-hackneyed ways of talking about postmodernism, which include lumping various aesthetic techniques under the rubric of "metafiction," claiming that the era's sole interest is in surface at the expense of depth, and that the dependence upon clichés is a deliberate expression of artistic exhaustion.

Chance events began with the Big Bang and influenced all subsequent evolutionary processes, including the genesis and evolution of biological life. The complex and versatile human brain has come to dominate the environment. Self-awareness generated the idea of spiritual identity and survival beyond death. The assumption of demi-god status gave sanctity and dignity to humans, a moral separation that justified the exploitation of other animals. But evolution has a common origin, fleshed out in the biological similarities of all mammals, including humans. Neurological and biochemical correlates suggest the omnipresence of consciousness and self-consciousness at levels that vary according to nervous system complexity. Accepting a more inclusive morality does not diminish the value of human life. It acknowledges their power to adapt to changing conditions. Human survival depends on change and human lives can only benefit from a more inclusive worldview that considers the welfare of all sentient beings and the sustainability of a shared environment. / Philosophy and Systematic Theology / M.A. (Philosophy)

O conceito de autoconsciência em psicologia é definido como a habilidade de o indivíduo se tornar objeto de sua própria consciência. Este trabalho visou a investigar essa tradicional definição de forma teórica e empírica. Considerações sobre o conceito de autoconsciência sob a perspectiva da fenomenologia, do pragmatismo e da semiótica sugerem uma abordagem da autoconsciência não apenas como objeto da consciência, mas como uma instância presente em toda a experiência humana. Esta conclusão da parte teórica é posta à prova empírica em dois contextos que viabilizam o estudo da autoconsciência em psicologia: as medidas de autorrelato e a conversa interna verbalizada em tarefas de resolução de problemas. Para realizar estes dois estudos empíricos, a tese ainda envolveu a adaptação de três medidas de autorrelato relacionadas à autoconsciência para a população brasileira: a Escala de Autoabsorção, a Escala de Autorrelfexão e Insight e a Escala Filadélfia de Mindfulness. Os estudos empíricos que se seguiram apontaram resultados que sugerem inovações no conceito de autoconsciência em psicologia, no sentido de contemplar não apenas sua dimensão reflexiva, mas também pré-reflexiva. Tais achados puderam ser observados tanto nas dimensões resultantes da análise fatorial realizada com todos os itens das medidas de autorrelato integrantes do estudo, assim como na conversa interna verbalizada dos participantes que resolveram a problemas analíticos e de insight. / Self-consciousness has been definied within the Psychological Science as a capacity that one has to become the object of their own consciousness. This dissertation aimed to investigate such traditional definition using theoretical and empircal procedures. Considerations on the concept of self-consciousness in the phenomenological, pragmatical and semiotic approaches suggest an understanding of self-consciouness not only as an object of consciousness, but also as an instance that is present throughout the whole human experience. This conclusion is under empirical testing in two contexts that allow the study of selfconsciousness in Psychology: self-report measures and verbalized inner speech in problem-solving tasks. In order to proceed with these two empirical studies, this dissertation had to include the adaptation to the Brazilian population of three selfreport measures related to self-consciousness: the Self-Absorption Scale, the Self- Reflection and Insight Scale and the Philadelphia Mindfulness Scale. The following empirical studies suggested results related to inovations in the concept of self-consciousness to the Psychological Science, so that it would include not only its reflexive dimension, but also its pre-reflective one. Such outcomes were observed not only in the resulting dimensions of a factorial analysis of all the items from the self-report measures used in this study, but also in the verbalized inner speech of those participants who solved analytical and insight problem tasks.

O conceito de autoconsciência em psicologia é definido como a habilidade de o indivíduo se tornar objeto de sua própria consciência. Este trabalho visou a investigar essa tradicional definição de forma teórica e empírica. Considerações sobre o conceito de autoconsciência sob a perspectiva da fenomenologia, do pragmatismo e da semiótica sugerem uma abordagem da autoconsciência não apenas como objeto da consciência, mas como uma instância presente em toda a experiência humana. Esta conclusão da parte teórica é posta à prova empírica em dois contextos que viabilizam o estudo da autoconsciência em psicologia: as medidas de autorrelato e a conversa interna verbalizada em tarefas de resolução de problemas. Para realizar estes dois estudos empíricos, a tese ainda envolveu a adaptação de três medidas de autorrelato relacionadas à autoconsciência para a população brasileira: a Escala de Autoabsorção, a Escala de Autorrelfexão e Insight e a Escala Filadélfia de Mindfulness. Os estudos empíricos que se seguiram apontaram resultados que sugerem inovações no conceito de autoconsciência em psicologia, no sentido de contemplar não apenas sua dimensão reflexiva, mas também pré-reflexiva. Tais achados puderam ser observados tanto nas dimensões resultantes da análise fatorial realizada com todos os itens das medidas de autorrelato integrantes do estudo, assim como na conversa interna verbalizada dos participantes que resolveram a problemas analíticos e de insight. / Self-consciousness has been definied within the Psychological Science as a capacity that one has to become the object of their own consciousness. This dissertation aimed to investigate such traditional definition using theoretical and empircal procedures. Considerations on the concept of self-consciousness in the phenomenological, pragmatical and semiotic approaches suggest an understanding of self-consciouness not only as an object of consciousness, but also as an instance that is present throughout the whole human experience. This conclusion is under empirical testing in two contexts that allow the study of selfconsciousness in Psychology: self-report measures and verbalized inner speech in problem-solving tasks. In order to proceed with these two empirical studies, this dissertation had to include the adaptation to the Brazilian population of three selfreport measures related to self-consciousness: the Self-Absorption Scale, the Self- Reflection and Insight Scale and the Philadelphia Mindfulness Scale. The following empirical studies suggested results related to inovations in the concept of self-consciousness to the Psychological Science, so that it would include not only its reflexive dimension, but also its pre-reflective one. Such outcomes were observed not only in the resulting dimensions of a factorial analysis of all the items from the self-report measures used in this study, but also in the verbalized inner speech of those participants who solved analytical and insight problem tasks.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-18T15:29:47Z No. of bitstreams: 1 davisonschaefferdeoliveira.pdf: 1917794 bytes, checksum: 5732f1567f71f7e4a526d635fc8cc821 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:10:39Z (GMT) No. of bitstreams: 1 davisonschaefferdeoliveira.pdf: 1917794 bytes, checksum: 5732f1567f71f7e4a526d635fc8cc821 (MD5) / Made available in DSpace on 2016-04-24T03:10:39Z (GMT). No. of bitstreams: 1 davisonschaefferdeoliveira.pdf: 1917794 bytes, checksum: 5732f1567f71f7e4a526d635fc8cc821 (MD5) Previous issue date: 2015-03-25 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / A presente tese tem por objetivo investigar os princípios da Dialética e da Dogmática do pensador alemão Friedrich D. E. Schleiermacher (1768-1834), cuja temática mais ampla envolve a questão da relação entre filosofia e teologia, assim como o lugar de ambas no sistema de ciências. A tese defende a teoria do sentimento como ponto de inflexão possível desta relação, na medida em que esta teoria consiste em uma análise de fundamentação última da estrutura da autoconsciência imediata, através da qual se articulam a unidade da subjetividade e os princípios do saber em geral. A fim de cumprir os objetivos propostos, a presente pesquisa subdivide-se em três capítulos, os quais se concentram, por sua vez, em três escritos: o primeiro investiga a teoria inicial da religião nas Reden (1799); os dois últimos se ocupam do pensamento tardio, a saber: a construção filosófico-científica na Vorlesungen über die Dialektik (1811/31) e o desenvolvimento teológico do conceito de piedade na Introdução da Glaubenslehre (1830/31). / The following research aims at investigating the principles of the Dialectics and the Dogmatics of the German thinker Friedrich D. E. Schleiermacher (1768-1834). Conceived in its widest perspective, Schleiermacher’s work involves the question regarding the relationship between philosophy and theology as well as their proper place within his system of sciences. Insofar as Schleiermacher’s theory of feeling constitutes an analysis of the ultimate ground of the immediate self-consciousness’ structure, by means of which both the unity of the subjectivity and the general principles of knowing are articulated, our study defends the theory of feeling as a possible point of inflection in the relationship between philosophy and theology. In order to achieve the intentions proposed here we will be subdividing this research in three chapters, each one of which is based on three different works by Schleiermacher. The first one analyses the early theory of religion as developed by Schleiermacher in his Reden (1799). The two following chapters are focused on his mature thought, namely, his Vorlesungen über die Dialektik (1811/31), where he develops a philosophical system of sciences as such, and his Introduction to the Glaubenslehre, where the theological development of the concept of piety takes place.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-08-27T18:52:37Z No. of bitstreams: 1 vitorgomesdasilva.pdf: 1364152 bytes, checksum: 107d3b8d8e14a9b5a0db04ae47c0a330 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-08-28T12:13:00Z (GMT) No. of bitstreams: 1 vitorgomesdasilva.pdf: 1364152 bytes, checksum: 107d3b8d8e14a9b5a0db04ae47c0a330 (MD5) / Made available in DSpace on 2018-08-28T12:13:00Z (GMT). No. of bitstreams: 1 vitorgomesdasilva.pdf: 1364152 bytes, checksum: 107d3b8d8e14a9b5a0db04ae47c0a330 (MD5) Previous issue date: 2017-02-24 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente tese destaca os pontos fundamentais da concepção religiosa e dos princípios filosóficos de Friedrich D.E. Schleiermacher (1768-1834). A tese defende a ideia de Deus enquanto fundamento da construção religiosa e filosófica do pensamento de Schleierma-che. Buscou-se - inicialmente – reconstruir as origens formadoras do pensamento sch-leiermacheriano através de um diálogo com alguns de seus principais interlocutores. Pos-teriormente, a definição da essência da religião pelo filósofo de Berlim apresentará a trí-ade Universo/Intuição/Sentimento, enquanto sua concepção ético- filosófica descortinará uma outra tríade, a saber, autocontemplação/individualidade/humanidade. Tais tríades in-dicarão a necessidade de um fundamento que as conecte tanto enquanto conceitos (pen-sar), como enquanto estruturas efetivas da existência (ser). E é justamente na conexão entre ser e pensar que Schleiermacher - implicitamente – desvela a presença de Deus. / The following dissertation puts into relief the fundamental tenets of Friedrich D.E. Schleiermacher's (1768-1834) religious conception and philosophical principles. In the end, it endorses the idea of God as the ground of both the religious and philosophical construction of Schleiermacher's thought. In a first step, the attempt is made to reconstruct the origins of Schleiermacherian thought through its formation in a dialogue with some of his main interlocutors. Secondly, the Berlin philosopher's definition of the essence of religion is presented by means of the conceptual triad "universe/intuition/feeling". Thirdly, his ethico-philosophical conception is shown to unveil yet another triad, namely "self intuition/individuality/humanity". However, both will indicate the need of a ground to connect them not only as concepts (thinking), but also as effective structures of exis-tence (being). Thus it is precisely in the connection between being and thinking that Sch-leiermacher implicitly - to say the least - envisions God's presence

(in English): The topic of this thesis is the problem of personal identity. Its aim is to develop alternative approach to this question. To achieve this, the following course is choosen. Firstly, three most important assumptions are exposed. These assumptions steer debate about this topic in analytic philosophy and are regarded as main cause of its difficulties. These suppositions are - the ontological conception of identity, logical dissociability of mind and body and the method of thought experiment. Essential part of following thesis can be taken as proposal of technique that can overcome these assumptions and problems they cause. This attempt begins at the end of first part with development of general criticism of ontological conception of identity and with presentation of epistemic conception of identity. The second and crucial part deals with the theory of conceptual system. This theory provides a basis for alternative approach to question of personal identity. It will block the logical dissociability of criterions of personal identity - the dissociability of mind/consciousness and living body. It will also serve as fundament for epistemic conception of identity. Finaly, it is used for tracing the origin of concept "person". It will be shown that the concept of person descends from the...

The aim of my diploma thesis was to find out how teachers lead their pupils to self - assessment and how this effort relates to the type of their teaching style. The individual teaching styles, their suitability for pupils self-esteem, the particularities of individual development periods and the pupils self-evaluation in these developmental periods are characterized in the theoretical part. The practical part contains a case study, which describes the teaching styles of ten elementary school teachers and their influence on pupils' self-assessment. For the research task I used the data processing via observation and interviewing methods. Another method used in my research is the action teacher research, which helped me to find out my own teaching style and the level of self-esteem students are able to achieve in the 5th grade. The results of the research point to the influence of teacher's teaching style on self-assessment of pupils. Teachers focusing on the facilitating or liberal teaching style really lead pupils to the ability of self- assessment. Fifth-grade pupils who have not been lead to self-assessement since the first grade are not able to self-assess on the level of upper secondary school age.