Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-08-10T14:08:07Z No. of bitstreams: 1 HernaniVeloso.pdf: 2733892 bytes, checksum: 47d4ac1052c3951cb8dcf6754030289e (MD5) / Made available in DSpace on 2017-08-10T14:08:07Z (GMT). No. of bitstreams: 1 HernaniVeloso.pdf: 2733892 bytes, checksum: 47d4ac1052c3951cb8dcf6754030289e (MD5) Previous issue date: 2017-01-16 / The present research subtends an analytical comparison between the Philosophy of education of Jean-Jacques Rousseau (1712-1778) and the LDBN - Law of Guidelines and Bases of National Education Nº 9.394 / 1996, as to the purpose of Basic Education that is the formation of citizenship. Therefore, this research presents as main categories of analysis: citizenship, the subject of citizenship from Rousseau's perspective and the realization of this ideal through school functionality as prescribed in LDB and NCPs. The bibliographical references of this research come from the works of Rousseau (1983, 1999, 2004), Dalbosco (2011), Vernant (2009), Descartes (1996), Fortes (1997), Freitas (2003), Pissarra (2002), Almeida Júnior (2009), which will guide discussions in the perspective of Philosophy; (1999), Pinsky & Pinsky, (2015), Delors (2012), Santos (2011), Dozol (2006) and other works and authors converging on the proposed theme. We will identify J-J Rousseau's criticism of the ideal of progress in the Enlightenment perspective as a course of deconstruction and moral reconstruction from the perspective of interiority, seducing by self-experience, informal knowledge of self in relation to things and men in the social realm. We will analyze the concept of citizenship, considering rights and duties as factors inherent to the formation of civil society, necessary for the process of globalization of citizenship in the perspective of solidarity and otherness, with J-J Rousseau's political philosophy as the guiding principle for the twenty-first century. We will investigate, therefore, under the eyes of Rousseau, the formation of citizenship from the LDB, considering approximations and distances with regard to public education and the formation of citizenship in the molds of Rousseau's thinking. In this sense, we seek, through this approach, a moral and political awareness of the elementary school student having as the target of the critical-philosophical view the transversality of Ethics as the school practice that is intended for the formation of citizenship. In order to contribute to the content of this analysis, will be adopted UEB "Senator Miguel Lins", which will be constituted as a locus and corpus for documentary and curricular analysis, taking into account the school space which is, together with the transversality of the Ethics, in one of the conditioning factors of its pedagogical practices. / Jean-Jacques Rousseau (1712-1778) e a LDBN – Lei de Diretrizes e Bases da Educação Nacional nº 9.394/1996, quanto a finalidade da Educação Básica que é a formação da cidadania. Para tanto, esta investigação apresenta como principais categorias de análise: a cidadania, o tema da cidadania na perspectiva de Rousseau e a concretização deste ideal através da funcionalidade escolar tal como está prescrito na LDB e nos PCN‟S. Os referenciais bibliográficos desta pesquisa partem das obras de Rousseau (1983, 1999, 2004), Dalbosco (2011), Vernant (2009), Descartes (1996), Fortes (1997), Freitas (2003), Pissarra (2002), Almeida Júnior (2009), que nortearão as discussões na perspectiva da Filosofia; também, Cambi (1999), Pinsky & Pinsky, (2015), Delors (2012), Santos (2011), Dozol (2006) e outras obras e autores convergentes no tema proposto. Identificaremos a crítica de J-J Rousseau ao idealA presente pesquisa subtende uma comparação analítica entre a Filosofia da educação de do progresso na perspectiva iluminista como um percurso de desconstrução e reconstrução moral sob a ótica da interioridade, sedimentando pela auto experiência, o conhecimento informal de si em relação às coisas e aos homens no âmbito social. Analisaremos o conceito de cidadania considerando os direitos e deveres como fatores inerentes à formação da sociedade civil, necessários ao processo de globalização da cidadania nas perspectivas da solidariedade e da alteridade, tendo como princípio norteador para o século XXI a Filosofia política de J-J Rousseau. Investigaremos, assim, sob o olhar de Rousseau, a formação da cidadania a partir da LDB, considerando aproximações e distanciamentos no que se refere à educação pública e a formação da cidadania nos moldes do pensamento rousseauniano. Nesse sentido, busca-se, por meio deste enfoque uma sensibilização moral e política do aluno do Ensino Fundamental tendo como o alvo do olhar crítico-filosófico a transversalidade da Ética como a prática escolar que se destina a formação da cidadania. A fim de contribuir com o teor desta análise, será adotado UEB “Senador Miguel Lins”, a qual se constituirá em locus e corpus para análises documentais e curriculares, levando ainda em consideração o espaço escolar o qual se constitui, juntamente com a transversalidade da Ética, em um dos fatores condicionantes de suas práticas pedagógicas.

A posição de Rousseau sobre a importância da religião na sociedade é bastante peculiar: por um lado, ele apresenta severas críticas às religiões reveladas em geral e ao cristianismo em particular, apontando conseqüências nefastas da idéia de revelação - dentre as quais se destaca a intolerância - sobre a conduta dos indivíduos; por outro lado, Rousseau reconhece que a religião é útil e até mesmo necessária ao Estado, e não subestima o recurso aos deuses na obra do legislador; além disso, Rousseau se declara cristão, e não apenas afirma que o ensino de Jesus Cristo serve de fundamento à boa moral, como também chega a defender uma certa superioridade da revelação dos Evangelhos em relação às demais revelações escritas. Este estudo tem como objetivo esclarecer o estabelecimento da relação entre política e religião na obra de Rousseau a partir de um exame dos textos em que esse autor trata dos efeitos da religião na conduta dos homens, considerando-se em primeiro lugar a crítica feita pelo vigário saboiano às religiões instituídas e, em segundo lugar, a idéia de religião civil no contexto da filosofia política de Rousseau, com especial atenção para um de seus dogmas: o da santidade do contrato social e das leis. / Rousseau\'s attitude towards the importance of religion in society is quite distinctive: on the one hand, he criticizes revealed religions, particularly Christianity, in a very hard manner, pointing out harmful consequences of revelation - especially intolerance - on individual conduct; on the other hand, Rousseau recognizes that religion is useful and even necessary to State, and he does not underestimate the resort to the gods in Legislator\'s work; moreover, Rousseau declares himself Christian, and not only affirms that good morals is on the basis of Jesus Christ\'s teaching, but also defends a kind of superiority of Gospel revelation over other written revelations. The objective of this study is to understand how Rousseau establishes the relation between politics and religion in his work; this will be done through an examination of the texts in which that author deals with the effects of religion upon human actions, considering firstly the Savoyard Vicar\'s critique against established religions, and secondly, the idea of civil religion in the context of Rousseau\'s political philosophy, with special attention to one of its dogmes: the sanctity of social contract and laws.

Le scandale et l’indignation constituent deux notions thématique et rhétorique centrales de la prédication religieuse classique que ce travail se propose d’étudier à partir des sermons des trois plus grands prédicateurs du règne de Louis XIV : Bossuet, Bourdaloue et Massillon. La première partie présente les fondements théologiques du scandale avant de suivre l’évolution de cette notion qui intéresse rapidement le droit canon et la morale. La seconde partie de ce travail étudie précisément la notion de scandale dans les sermons des prédicateurs classiques. Elle met en lumière la transposition morale et la généralisation de la notion de scandale à l’âge classique sous la forme du scandale de mœurs. L’analyse des sermons classiques s’attache à dévoiler le fonctionnement de l’argument du scandale et de la passion rhétorique associée, l’indignation. La troisième partie envisage l’efficacité de la parole sermonnaire comme arme pour lutter contre l’omniprésence des scandales parmi les hommes. Elle s’intéresse notamment à l’ambivalence de la parole des prédicateurs et à ses enjeux politiques. / Scandal and indignation constitute two central thematic and rhetorical notions of classical religious preaching which this work proposes to study from the sermons of the three greatest preachers of the reign of Louis XIV: Bossuet, Bourdaloue and Massillon. The first part presents the theological foundations of the scandal before following the evolution of this notion which interests canon law and morals. The second part of this work studies precisely the notion of scandal in the sermons of the classical preachers. It highlights the moral transposition and the generalization of the notion of scandal in the classical age in the form of scandal of morals. The analysis of classical sermons seeks to unfold the functioning of the argument of scandal and the associated rhetorical passion, indignation.

<p>The overall aim of this thesis is to contribute to the debate about Education for Sustainable Development (ESD), and provide a practical tool for teachers with which they can relate to ethical and moral learning in the ESD context. This aim is based on the ambition to develop an approach that takes its starting point from our practical experience of ethics and morals, inspired by the later works of Ludwig Wittgenstein and the transactional perspective developed by John Dewey. This implies that ethics and morals are regarded as a human tendency that is observable in action. The central method used to clarify ethical and moral meaning-making is, by the use of examples, to remind of common experiences of how this meaning-making appears in everyday situations. These clarifications are made in order to dissolve (rather than solve) philosophical problems, as well as to create new knowledge. The approach has been applied to four different studies. The first study focuses on the differences between three selective traditions in environmental education: <i>fact-based, normative and pluralistic,</i> with regard to the relationship between facts and values. It is argued that a pluralistic approach can be seen as way of relating facts and values in practice, and consequently that the democratic process neither precedes nor succeeds education but is an integral part of it, and that students therefore are constituted as citizens participating in the progress of sustainable development. The purpose of the second study is to suggest an approach that allows <i>in situ</i> analysis of how individuals’ prior experiences are included in the processes of moral meaning-making. A concrete example shows how individuals can transform the moral discourse in different situations. In the third study, it is suggested that the ethical tendency can be recognised as a communication in which certain values and actions are treated as if they were universally good and right. Three different kinds of situations in which this communication appears are highlighted: <i>personal moral reactions, norms for correct behaviour and ethical reflections.</i>The diverse conditions for learning in these situations are discussed, and specific notice is taken of the risk of indoctrination in ESD. The fourth study addresses the question of how to understand and deal with criticism in a pluralistic educational approach. Through reminders of how criticism appears in everyday practice, it is argued that criticism does not necessarily have to be understood theoretically. Criticism can also be seen as the diverse ways in which human beings morally react, encounter different norms and ethically reflect.</p>

Thesis (Th.M. (Ethics))--North-West University, Potchefstroom Campus, 2008.

Thesis (Ph. D.)--Ohio State University, 2006. / Available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Jun 15

By analyzing surveys, census data, policies and curriculum, it is demonstrated that the Toronto District School Board’s policies for equitable, anti-heterosexist, and anti-homophobic curriculum become stymied by how students and sex are routinely treated as subjects of moral control in curriculum. According to Gilles Deleuze's (1988) interpretation of Baruch Spinoza's (1632-1677) philosophical works, the distinction between morals and ethics is also the difference between slavery and freedom. Together with theoretical perspectives of sex and sexuality from Michel Foucault, Judith Butler and Gayle Rubin, the distinction between morals and ethics works to specify how particular discourses of sex can work to enslave or to empower students. Comprehension and circulation of the distinction between morals and ethics is proposed to increase the potential for curriculum to reciprocate with students’ individual learning needs, support the free and autonomous organization of desire, and promote the possibility of a democratic, inclusive, pluralistic, and secular society.

Kant denies that evil qua evil can be an incentive to human beings. Is this a fact about what sorts of reasons human beings find interesting? Or, is it rooted entirely in Kant’s notion of human freedom? I focus on key facets of Kant’s system: human freedom, immorality and incentives. With an understanding of these concepts based in Christine Korsgaard’s reading of Kant’s moral theory, I argue that the impossibility of acting solely from evil qua evil is not rooted in human incentives and that if we were able to represent an unconditioned principle of immorality, we would have as powerful an incentive to act in accordance with it as we do to act in accordance with the categorical imperative. Finally, I argue that the impossibility of human beings’ having evil qua evil as an incentive is grounded in the limited nature of our positive conception of freedom.

In this essay, I discuss one of the recurring dilemmas for a working recreational pedagogue, namely the hard task of cooperation with parents. As a recreational pedagogue, I am required to work by the curriculum Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. This policy document talks about what my responsibilities are, including establishing collaboration with parents in terms of the children’s development and education. It happens, however, that the pedagogue and the parent's ethical positions differ. When norms collide, it is my responsibility as a recreational pedagogue to relate to the different norms in a professional manner. In this essay I argue that, one of the main characteristics of a competent pedagogue is the ability to meet various parents with their respective backgrounds, to be able to interpret the individuals and meet them in an encouraging way for the children's development. Personal identity today is multiple, as an individual, I have created myself a number of identities which apply at different times. At home, I'm a mother, at family dinners; I am a daughter, sister and granddaughter. At university, I am a student and at my workplace, I am recreational pedagogue. Thus, I am not only my profession but also a human with my own experiences, interpretations and feelings. From them I act. In this essay, I draw on my own experiences where my view of ethics and upbringing is different from a parent's sight. In essay writing, I reflect on my actions in the events with the help of various ethical theories and the intercultural approach. Through my writing, I have been given a chance to pause and reflect on my own behavior in situations where I meet parents of other opinions than my own. How can I act differently and more professionally in these meetings in the future?

A majority of conducted studies connected to democratic socialization and the party-political education has primary affected students in higher education. In this study I intend to find out how primary school teachers handle controversial issues in social science connected to the political parties.  The Swedish Democrats are by many perceived as a controversial party and while the school’s mission is to educate students to think independently another mission implies that certain views are not to be uttered if they stand contrary to the basic democratic values. The aim of this study is to obtain knowledge in and about the teachers view on the dilemma between the more nurturing assignment versus the knowledge assignment and in connection to this how they approach the Swedish Democrats in the classroom. For further immersion the research treats the following questions:   How do teachers view their own role as intermediaries in democratic education?   How to teachers portray the Swedish democrats in education? The survey was conducted by using qualitative interviews. Four primary school teachers who teach social science participated. The results showed that the Swedish Democrats was perceived as a controversial subject in the school as teachers sometimes felt difficulties to teach about this subject. The study also showed that teachers use different methods in the classroom when it comes to organizing the teaching of democracy, when it comes to both content and choice of teaching methods, which ultimately could affect how teachers directly or indirectly portray the Swedish Democrats.