Selma Lagerlöf (1858-1940) is to many a known writer, a member of the Swedish Academy and a Nobel prize winner in literature. Her life has been studied and is well documented both by herself and others mainly from a literary point of view. We know that she spent time as a teacher in the southern swedish city of Landskrona (1885-1891). A missing piece in the study of the life of Selma Lagerlöf has been of how she was as a teacher in the society in the late 1880’s, written from the perspective of a teacher. The aim of this study has been to seek a deeper knowledge about Selma Lagerlöf as a teacher and the pedagogical means of her teaching, as well as the society that she was a member of. The different parts of Selma Lagerlöfs life, the actions and her words may contribute to the aiming result as a holistic view. The following overarching questions have been used in the study:  How is Selma Lagerlöf described as a student at the School of Education? (in swedish: Högre Lärarinneseminariet). Who may have contributed to her role as a teacher? What was the spirit of the times connected to Selma Lagerlöf at the School of Education? What factors may have influenced her as a person and a teacher? How is Selma Lagerlöf described as a teacher/educator? How are her pedagogical means expressed? How is Selma Lagerlöf described as a teacher by her students? A hermeneutical perspective has been used as a method and a theory, mainly as explained by the philosopher Dilthey. The analysed literature includes adequate texts, books and articles and the found details are woven into a full picture together with the foundation of context. When writing the biography of a person as well known as Selma Lagerlöf there is a need to balance the sense of her presence making certain to keep an, at the same time, ethical, respectful and critical attitude towards her. As working with the study, also a context is surfaced and by the context it is possible to understand the details. The person and her ideas have been studied by sympathetic empathy and understanding, to see the person not as dead, but as a person who once lived and is still inspiring. A conclusion can be made that Selma Lagerlöf was a teacher with a compassionate and methodological way of teaching. The findings to the overarching questions in the aim may guide us through the pedagogical ideas of the person who was forced by economic and social reasons to work as a teacher. She enjoyed giving lessons which made the eyes of the students glow of interest. A method using compassion and trust between educator and pupils leads to pleasurable learning. It also leads to a foundation for the responsibility of all citizens' upbringing and education in a democratic society, a pedagogical perspective known from the philosopher and educator Pestalozzi, a responsibility also relevant to the education of today.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-02-16T12:32:49Z No. of bitstreams: 1 Luis Eduardo Morimatsu Lourenço.pdf: 1140043 bytes, checksum: 1c1895e1c02c1633bff57596ef191363 (MD5) / Made available in DSpace on 2017-02-16T12:32:49Z (GMT). No. of bitstreams: 1 Luis Eduardo Morimatsu Lourenço.pdf: 1140043 bytes, checksum: 1c1895e1c02c1633bff57596ef191363 (MD5) Previous issue date: 2017-02-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This currently work aims to reconstruct some aspects of the epistemological project of Wilhelm Dilthey in the period between the years 1883 -1894, a period which is still not broadly studied, especially within the Brazilian context. The mentioned period has as characteristic the following Dilthey's claim: a descriptive and analytical psychology would be the more adequate foundation of the epistemology. In this sense, we will seek always to highlight the critical dialogue undertaken by the author with the philosophical tradition. In fact, if we are successful in our proposal, it will remains clear that text and context illuminates each other reciprocally / O presente trabalho tem como principal objetivo reconstruir alguns aspectos do projeto epistemológico de Wilhelm Dilthey no período entre os anos de 1883 -1894, período este ainda relativamente pouco estudado, especialmente no contexto brasileiro. O período mencionado tem como marca distintiva a pretensão do autor em constituir uma psicologia descritiva e analítica como fundamento de sua epistemologia. Neste sentido, procuraremos sempre destacar o diálogo crítico empreendido pelo autor com a tradição filosófica. De fato, se formos bem sucedidos em nossa proposta, restará claro que texto e contexto acabam por se iluminar reciprocamente

Wong Kin Keung. / Thesis submitted in: December 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 167-171). / Abstracts in English and Chinese. / Abstract --- p.i / Abbreviations --- p.iv / Introduction --- p.1 / Chapter 1. --- Prelude: the Two Broadly Generalized Theses of Dilthey's Project --- p.9 / Chapter (a) --- Thesis I: Behind Life Thought Cannot Go --- p.11 / Chapter (b) --- Thesis II: To Understand Life in terms of itself --- p.19 / Chapter 2. --- Toward the Original Givenness of Life --- p.25 / Chapter (a) --- Erlebnis as the Nexus of Facts of Consciousness --- p.25 / Chapter (b) --- The Relational Dimension of life --- p.29 / Chapter i) --- the Psychic Structural Nexus of Erlebnis --- p.29 / Chapter ii) --- the Objective World with Respect to Life-concern --- p.32 / Chapter (c) --- The Temporal-dynamic Dimension of Life --- p.36 / Chapter i) --- the Purposive Efficacy and Immanent Teleology --- p.36 / Chapter ii) --- the Temporal Dynamism of Life-course --- p.38 / Chapter 3. --- Toward an Epistemic Hermeneutics --- p.41 / Chapter (a) --- Reflexive Awareness as a kind of Pre-reflective Living-awareness' --- p.41 / Chapter (b) --- Meaning as the Part-whole relation of Life-nexus --- p.45 / Chapter (c) --- The Method of Verstehen --- p.47 / Chapter i) --- from Elementary Forms of Understanding --- p.50 / Chapter ii) --- to Higher Forms of Understanding --- p.52 / Chapter 4. --- Heidegger's Appropriation of Dilthey's Philosophy in KNS 1919 and Early Lecture Courses --- p.61 / Chapter 5. --- The Neo-Kantian Challenges --- p.72 / Chapter 6. --- The Hidden Diltheyan Sources in ´بthe Phenomenological Beginnings' --- p.79 / Chapter (a) --- The Phenomenological Beginnings' --- p.79 / Chapter i) --- Phenomenological disclosure of the sphere of lived experience --- p.79 / Chapter ii) --- The theoretical infringement upon lived experience --- p.87 / Chapter (b) --- The Hidden Diltheyan Sources --- p.94 / Chapter i) --- the immanent teleology of life' in KNS --- p.94 / Chapter ii) --- life and world --- p.97 / Chapter iii) --- self and the existential moments of life --- p.101 / Chapter 7. --- The Hidden Diltheyan Sources in ´بthe Hermeneutic Breakthrough' --- p.113 / Chapter (a) --- The Hermeneutic Breakthrough' --- p.113 / Chapter i) --- the genesis of the theoretical from the pre-theoretical domain of lived experience and the corresponding moments of cognizing --- p.113 / Chapter ii) --- in search of the hermeneutic intuition --- p.117 / Chapter (b) --- The Hidden Diltheyan Sources --- p.121 / Chapter i) --- the structural unity of 'the knowing' and 'the known' --- p.132 / Chapter ii) --- expressive formation of concepts --- p.139 / Chapter iii) --- formal indication --- p.144 / Chapter 8. --- Conclusion --- p.152 / Bibliography --- p.167

Diss. : Göttingen, Georg-August-Universität : 1989. / Bibliogr. p. XXXI-XXXVIII.

Thesis--Cologne. / Bibliography: p. 234-240.

Texte remanié de: Habilitationsschrift--Philosophie--Bonn, 1980-1981. / Bibliogr. p. 314-336.

Orientador: Edgar Salvadori De Decca / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / O exemplar da BCCL pertence à Coleção Sérgio Buarque de Holanda (BCCL-SBH) / Made available in DSpace on 2018-07-22T20:07:07Z (GMT). No. of bitstreams: 1 Carvalho_MarcusViniciusCorrea_M.pdf: 7437634 bytes, checksum: 2d767ab83a2de01a8841a05cca71ce22 (MD5) Previous issue date: 1997 / Mestrado

El objetivo del presente trabajo es el análisis del concepto de vida al interior de la filosofía de Wilhem Dilthey. Wilhem Dilthey (19833-1911) consecuente con las preocupaciones de su época asume como primera tarea filosófica la fundamentación de las ciencias del espíritu. En el desarollo de tal proyecto, la vida en tanto realidad histórica-social de la humanidad constituye el objeto de estudio de las ciencias del espíritu y al mismo tiempo el fondo originario desde donde surge toda posibilidad de comprensión de las mismas. "Das Leben aus ibm selber verstehen zu wollen" (Querer entender la vida por sí misma) representa la motivación primera y permanente en el desarollo intelectual diltheyano, transformando sus preocupaciones metodológicas iniciales en una auténtica filosofía histórica fundamentadora de las ciencias del espíritu.

Made available in DSpace on 2016-06-02T20:13:10Z (GMT). No. of bitstreams: 1 3057.pdf: 898107 bytes, checksum: bdde5947b8d4d5f970cbb80feb88610b (MD5) Previous issue date: 2010-03-10 / Financiadora de Estudos e Projetos / This work has the dialectics as its main theme and aims to present Max Weber s thought before the legacy of German idealism, i.e., by the particular way that Hegel (as much as Marxism) has defined dialectics in history. Dialectics will be investigated inside Max Weber s historical typologies as a product of history and reason together. We serve ourselves of two histories of philosophy, that of the Windelband and of Lukács, and from those two perspectives our object is approached by a philosophical as well as a historical and sociological perspective. Thus, we shall observe how the uses of Weber s types are immerged inside the same limits and philosophical legacy of Kant and Hegel. / Este trabalho tem por temática a dialética e tenciona apresentar o pensamento de Max Weber diante do legado do idealismo alemão, ou seja, pela maneira particular que Hegel (assim como o marxismo) definiu a dialética histórica. Assim, a dialética será investigada nas tipologias históricas de Max Weber como conseqüências da união entre razão e história. Para isso, servimo-nos de duas histórias da filosofia, a de Windelband e a de Lukács, e a partir dessas perspectivas nosso objeto será abordado de um ponto de vista filosófico, mas, que não deixa de ser também histórico e sociológico. Deste modo poderemos observar a maneira como os tipos de Weber estavam imersos dentro do legado filosófico de Kant e Hegel e de seus limites.

Paul Yorck von Wartenburgs Auffassung von Geschichtlichkeit Abstract The aim of this research is to examine the conception of historicity [Geschichtlichkeit] of the count Paul Yorck von Wartenburg - who is perhaps better known for his friendship with Wilhelm Dilthey. The recuperation and investigation of Yorck's arguments takes place in the context of his rejection of metaphysical and positivist models as well as from his constant intellectual exchange with Dilthey. The focus of the present analysis is Yorck's concept of person, strongly influenced by Christian doctrine, as well as his psychology of history: here we will identify how the author understands historical reality and the dependency between attitudes of consciousness [Bewusstseinsstellungen] and the context of life. Adjacent concepts ofYorck's conception of historicity, such as syndesmos (historical connection between people), "aliveness" or life [Lebendigkeit], totality [Totalität] and the human being in its entirety [Ganzer Mensch], are also examined in order to better understand Yorck's notion of historicity and its divergences to Dilthey's approach to the humanities. These observations allow us to identify some of the ways in which the relation between philosophy and history has been thought. Keywords: Paul Yorck von Wartenburg; Historicity...