Le but de cette dissertation est de développer une théorie manifestationaliste du contexte. Cet objectif sera atteint en deux étapes. Premièrement, nous essaierons de spécifier le rôle explicatif du contexte dans l'interprétation de l'énoncé en développant une notion de « force du contexte » et un modèle de « contribution contextuelle ». Deuxièmement, nous allons essayer de montrer comment la force du contexte peut être rendue manifeste par les connecteurs du discours. La thèse comprend deux parties. La première partie est composée de trois chapitres. Le premier chapitre établit principalement un cadre conceptuel dérivé d'une analyse des entrées de dictionnaire pour le contexte afin de capturer notre notion intuitive de contexte. Il y a quatre composantes conceptuelles, « situation », « texte (quelque chose de parlé ou d'écrit) », « connexion », « signification », qui sont indispensables à la compréhension de la notion. La connectivité du contexte, enracinée dans la notion de « connexion », est la base conceptuelle de la notion de « force contextuelle ». Le deuxième chapitre est consacré aux spécifications de certaines conceptions et distinctions fondamentales : la définition du « discours », la distinction entre « phrase » et « énoncé », et la notion de « signification du locuteur » de Paul Grice. Le troisième chapitre est une critique détaillée de deux grandes théories du contexte. La première théorie, adaptée aux indexicaux, commence avec le travail pionnier d'Arthur W. Burks et de Yehoshua Bar-Hillel sur la signification indexicale et aboutit à l'approche bien développée du contexte dans la théorie des indexicaux de Kaplan. La seconde, grâce à Robert Stalnaker, prend le contexte comme le savoir couramment présupposé entre interlocuteurs dans une conversation, ou selon les propres termes de Stalnaker, « terrain d'entente ». La deuxième partie comprend deux chapitres. Dans le premier chapitre, nous clarifions d'abord la différence entre les approches de Kaplanian et de Stalnakerian et les nôtres : les premiers fondent leurs théories sur le concept intuitif de « contexte-comme-situation », à savoir que le contexte est une situation où un explanandum a lieu ; les nôtres ont l'intention de fonder une théorie du contexte sur le concept intuitif de « contexte-en-utilisation ». Grâce au concept de « contexte-en-utilisation », nous sommes donc intéressés par : ∂. La force (pas le contenu) du contexte. ß. La manifestation (pas la représentation) du contexte. / The aim of this dissertation is to develop a manifestationalist theory of context. This aim will be achieved by two steps. First, we will try to give a new specification of the explanatory role of context in utterance interpretation by developing a notion of the “force of context” and an account of “contextual contribution”. Second, we will try to show how the force of context can be made manifest by discourse connectives. The dissertation includes two parts. The first part is comprised of three chapters. The first chapter mainly establishes a conceptual framework derived from an analysis of dictionary entries for “context” to capture our intuitive notion of it. There are four conceptual components, “situation”, “text (something spoken or written)”, “connection”, “meaning”, which are indispensable for an understanding of the notion. The connectedness of context, rooted in the very notion of “connection”, is the conceptual basis of the notion of “context force”. The second chapter is dedicated to specifications of some related fundamental conceptions and distinctions: the definition of “discourse”, the distinction between “sentence” and “utterance”, and the Gricean notion of “speaker meaning”. The third chapter is a detailed review of two major theories of context. The first, tailoring context to indexicals, begins with the pioneering work of Arthur W. Burks and Yehoshua Bar-Hillel on indexical meaning and culminates in the well-developed approach to context in Kaplan’s theory of indexicals. The second, due to Robert Stalnaker, takes context as the knowledge commonly presupposed between interlocutors in a conversation, or in Stalnaker’s own terms, “common ground”. The second part includes two chapter. In the first chapter, we primarily clarify the difference between Kaplan and Stalnaker’s approaches and ours: the former base their theories on the intuitive concept of context-as-situation, namely that the context is a situation where some explanandum occurs; the latter intends to base a theory of context on the intuitive concept of context-in-use. Stemming from the concept of context-in-use, we are thus interested in: ∂. The force (not the content) of context. ß. The manifestation (not the representation) of context.

Este trabalho apresenta uma análise wittgensteiniana de alguns problemas ligados ao ensino de filosofia. Tomando como ponto de partida a difícil relação entre a formação inicial do professor e a cultura escolar, esta dissertação trata as transformações a que a filosofia é submetida na passagem da academia à escola como mudanças nos usos da linguagem filosófica. Esta mudanças são esclarecidas à luz dos conceitos de jogos de linguagem e formas de vida, desenvolvidos na filosofia tardia de Ludwig Wittgenstein, como alternativa a teorias linguísticas referenciais e metafísicas. Examinando os limites das explicações que fundamentam os jogos de linguagem em geral, torna-se compreensível o aspecto do aprendizado dos jogos linguísticos da filosofia que, irredutível à compreensão de razões, reside na vontade do aprendiz que, como tal, só pode ser persuadida. Este é o viés pelo qual será enfrentada a questão didática da motivação dos alunos. Ademais, o problema da persuasão e a atenção aos usos da linguagem filosófica animam, se não um método, uma estratégia de uso da história da filosofia no ensino médio, na qual a história da filosofia se torna uma ocasião para o aluno afrontar os limites do sentido de sua forma de vida. / This work presents a Wittgensteinian analysis of some problems linked to the teaching of philosophy. Taking as starting point the difficult relationship between initial training teachers and school culture, this dissertation deals with the transformations that philosophy is subjected in passing the academy to school as shifts in the uses of philosophical language. The shifts are explained in the light of the concepts of language games and forms of life developed in the later philosophy of Ludwig Wittgenstein as an alternative to referential language and metaphysical theories. Examining the limits of the reasons that base the language games in general, it becomes understandable the aspect of the linguistic games of philosophy learning that, irreducible to the understanding of learning reasons, lay on the willingness of the learner, as such, can only be persuaded. This is the bias by which will be faced the didactic issue of student motivation. Moreover, the problem of persuasion and attention to the uses of philosophical language animate, if not a method, a strategy of using the history of philosophy in high school, in which the history of philosophy becomes an opportunity for the student to confront the limits of sense of their way of life.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-20T13:05:54Z No. of bitstreams: 1 Flávio Garcia Cabral.pdf: 1656430 bytes, checksum: c69cae230738644cdd30890a31a9ca56 (MD5) / Made available in DSpace on 2017-12-20T13:05:54Z (GMT). No. of bitstreams: 1 Flávio Garcia Cabral.pdf: 1656430 bytes, checksum: c69cae230738644cdd30890a31a9ca56 (MD5) Previous issue date: 2017-12-14 / This thesis deals with the legal content of the principle of administrative efficiency before the Brazilian legal system. Although it is a legal norm produced by the interpretation of the constitutional text, Jurisprudence has given little importance to this administrative figure, which makes its meaning, at least in the way that it has been mainly construed, mostly ambiguous, fluid, vague and with difficult pragmatic application. It is precisely because of the neglect often given to administrative efficiency in the doctrinal field, as well as its difficulty of application, due to the absence of an adequate conceptualization, that this work intends to construct a meaning to the administrative efficiency that is constitutionally adequate and that it has a formal coherence that is able to bring a minimum of objectivity to the interpretation / application of the principle. In order to investigate what its legal content would be, it will adopt the perspective of the philosophy of language and the gyro-linguistic movement, more precisely the Logical-Semantic Constructivism, investigating the administrative efficiency by the syntactic, semantic and pragmatic plans. At the end of the research, it is established that the general and abstract norm of administrative efficiency is a methodological and procedural one, which obliges those who execute the administrative function to, when exercising this activity, involving direct administrative costs, choose the best means (those that are least onerous to the Public Administration, both in relation to other existing means and in relation to the intended purpose) that are capable of achieving the intended legal purpose for the benefit of the administered. This normative construction allows, with the division of three maxims of administrative efficiency (effectiveness, economicity and cost-effectiveness), the interpreters / applicators to give effectiveness to this legal norm with a minimum of security and objectivity / Esta tese versa sobre o conteúdo jurídico do princípio da eficiência administrativa perante o ordenamento jurídico brasileiro. Embora se trate de uma norma jurídica produzida pela interpretação do texto constitucional, a Ciência do Direito tem conferido pouca relevância a essa figura administrativa, o que torna a sua significação, pelo menos da forma como vem sendo construída majoritariamente, ambígua, fluida, vaga e de difícil aplicação pragmática. É precisamente pelo menosprezo muitas vezes conferido à eficiência administrativa no campo doutrinário, bem como sua dificuldade de aplicação, decorrente da ausência de uma conceituação adequada, que se pretende nesse trabalho construir uma significação à eficiência administrativa que seja constitucionalmente adequada e que possua uma coerência formal hábil a trazer um mínimo de objetividade para a interpretação/aplicação do princípio. Para pesquisar qual é o seu conteúdo jurídico, adota-se a perspectiva da filosofia da linguagem e do movimento giro-linguístico, mais precisamente do Construtivismo Lógico-Semântico, investigando-se a eficiência administrativa pelos planos sintático, semântico e pragmático. Ao final da pesquisa, apura-se que a norma geral e abstrata da eficiência administrativa é aquela de caráter metodológico e procedimental, que obriga àqueles que executam a função administrativa a, no exercício dessa atividade, quando envolver a apuração de custos administrativos diretos, escolher os melhores meios (os menos onerosos à Administração Pública, tanto em relação aos demais meios existentes, como em relação à própria finalidade almejada) que sejam capazes de atingir a finalidade legal pretendida em benefício dos administrados. Essa construção normativa permite, então, com as divisão de três máximas da eficiência administrativa (eficácia, economicidade e custo benefício), que os intérpretes/aplicadores deem efetividade a essa norma jurídica com um mínimo de segurança e objetividade

Made available in DSpace on 2016-04-29T14:23:50Z (GMT). No. of bitstreams: 1 Mario Madureira Fontes.pdf: 2351476 bytes, checksum: ff5ce95f3291028a7500e5b1b3730187 (MD5) Previous issue date: 2009-10-26 / This study presents a framework for considering the problems related to web-semantics and logic as applied to the cyberspace computational context, its agents and engines for searching purposes. Highlighting some historical issues concerning the philosophy of language and logic, the theoretical background contemplates the problems and methods tackled by websemantics. This reasoning involves the concepts of object, reference, research, data base e data classification, which are found in the work of building up a web-semantically oriented navigation. It is argued that a system of the history of the navigation can be built up in order to make the navigation by the user easier, supplying new computational ontologies. It is also demonstrated, by means of an experiment based in a search in the web, the troublesome areas involved in accessing contents. In the experiment, the results of each search are analyzed according to principles posed by Montague. Based on the theoretical background and the analysis of the results of the experiment, a draft of the architecture of a system of the history of navigation is proposed. It involves a semantic ontology server, which processes, by means of intelligent agents, the semantic history in OWL, republishes them, displays the semantic contents in P2P networks or in dedicated servers and validates these contents if necessary. This study shows the relevance of the historical research on logic so that a more comprehensive view of the problems related to the web is achieved and argues in favor of the necessity and importance of developing a multidisciplinary research comprising logics, computation and digital technologies / Este estudo apresenta uma proposta de leitura dos problemas relativos à lógica-semântica aplicados ao contexto computacional do ciberespaço, seus agentes e engines de busca. Ressaltando algumas questões históricas, relativas à filosofia da linguagem e à lógica, a fundamentação teórica propicia uma reflexão sobre os problemas atuais e os métodos abordados pela web-semântica. Essa reflexão incide sobre os conceitos de objeto, referência, pesquisa, base de dados e classificação de dados, os quais são encontrados no trabalho de construção de uma navegação orientada pelos princípios da web-semântica. Argumentamos que um sistema de histórico de navegação pode ser construído para ajudar a facilitar a navegação do usuário, fornecendo novas ontologias computacionais e demonstramos, por meio de um experimento baseado em uma busca efetuada, a problemática envolvida no acesso aos conteúdos. Analisamos nesse experimento, os resultados de cada busca com base em princípios propostos por Montague. Pautados nas reflexões teóricas e na análise do experimento efetuadas, propomos um esboço de arquitetura de um sistema de histórico de navegação que compreende um servidor de ontologias semânticas, o qual processa, por meio de agentes inteligentes, os históricos semânticos em OWL, republica-os, disponibiliza os conteúdos semânticos em redes P2P ou em servidores dedicados e valida tais conteúdos se necessário. O estudo mostra a relevância da pesquisa histórica da lógica para uma mais alargada compreensão dos problemas colocados pela WEB 2.0 e 3.0 e conclui pela necessidade e importância da pesquisa das relações entre lógica, computação e tecnologias digitais

A presente pesquisa teve como principal objetivo responder à questão O que as ressonâncias das aulas de matemática podem revelar/indicar sobre a aprendizagem (significativa) da matemática pelos alunos bem como sobre si mesmos enquanto sujeitos/autores/produtores de conhecimento? Nesta perspectiva, a pesquisa aqui desenvolvida teve no centro das atenções a produção de textos entre os alunos sobre a aula de matemática de uma turma de 3ª série do Ensino Médio de uma escola pública de Taboão da Serra, os quais denominei ressonância das aulas de matemática. Para tanto, tomei como solo teórico os estudos de Bakhtin, Powell e Freire, voltado às condições dos processos dialógicos em sala de aula. Os resultados da pesquisa indicaram que a discussão sobre a matemática que estão aprendendo, refletida na produção das ressonâncias, parece ter mobilizado os educandos na busca de critérios para orientar as produções escritas, levando-os a adquirir mais e mais controle na procura de argumentos para encaminhar tais processos. As diferentes manifestações presentes nos textos mostraram que a produção das ressonâncias está associada a uma discussão viva, na qual, como bem diz Powell (2001), não há forma e raciocínio definidos, mas de cujo processo fazem parte elementos e raciocínios substanciais / The main objective of the present research is to answer the question: What can the resonances from math classes reveal/indicate about the students and their (significant) math learning as subjects/authors/producers of knowledge? In this perspective, the present investigation focused on the texts produced by high school seniors about their math classes. These texts are what we call the resonances of the math classes. Therefore, the theoretical ground was based on the studies of Bakhtin, Powell and Freire, on the conditions of dialogical processes in classrooms. The results of the investigation indicated that the discussions about the math that is being learned, reflected in the production of the resonances, seemed to have mobilized the students to search for criteria to guide written productions, leading them to acquire more and more control in finding arguments to refer such processes. The different manifestations in the texts showed that the production of resonances is associated with a live discussion in which, as Powell well said (2001), there is no form or reasoning defined, but substantial elements and reasoning are a part of it.

La métaphysique comme branche de la littérature fantastique : une lecture wittgensteinienne de Borges. L'une des formules de Borges tient que la "métaphysique" n'est qu'une branche de la littérature fantastique. Caractérisant la logique borgésienne d'une "ludique" herméneutique - celle de lire les textes philosophiques à partir des narrativités qu'ils autorisent- cette remarque semble pourtant soulever une question proprement philosophique : celle du statut de notre concept ordinaire d'objet. D'après la proposition wittgensteinienne, notre concept d'objet physique n'est qu'un concept "logique". La question demeure ainsi de savoir si nos jeux de langage ordinaire épuisent sa grammaire, et dans quelle mesure les fictions et les essais de Borges, qui jouent avec celle-ci, devraient être considérés comme un élargissement, ou bien comme une distorsion de la grammaire ordinaire de l'objet. Il s'agira ainsi d'interroger, d'un côté, si les textes borgésiens tolèrent une lecture analytique ; d'un autre, de démontrer comment la fiction, en recadrant à chaque fois le partage entre dire et montrer, permet d'en détourner, ou bien d'en dépasser la "logique". / Metaphysics as a branch of fantastic literature: a Wittgensteinian reading of Borges. One of Borges' slogans holds that "metaphysics" is only a branch of fantastic literature. Characterizing the Borgesian logic behind a playful hermeneutics -i.e., the possibility to read philosophy througout the narrativities it authorizes- this remark seems to raise a strictly philosophical question, namely that of the status of our ordinary concept of object. According to Wittgenstein, our concept of physical object is just a "logical" concept. The question thus remains whether our ordinary language games exhaust its grammar, and to what extent Borges' fictions and essays, as an attemp to play with it, should be regarded as an extension, or rather as a distortion of the ordinary grammar of the object. It will thus be necessary to inquiry, on the one hand, whether the Borgean texts tolerate an analytic reading; on the other, to show how each fiction, by reframing all over again the split between saying and showing, makes it possible to divert or rather to go beyond its "logic".

This is a document explaining in detail my artistic practice from childhood to the day I graduated VCU. It will perhaps only be understood by those who have themselves already felt such ways, or similar ways – words and ghosts are mostly invisible.

The aim of this thesis is to describe some central conceptual ideas expressed in the language of six computer interested boys. The starting-point is the philosophy of language of Ludwig Wittgenstein, where language is seen as something deeply integrated in our practices, traditions and culture. The use of our language shows its meaning. The material consists of 18 months of observations in the computer room of a secondary school and a series of three deep-interviews with each one of the boys over a period of three years. The computer has a central function in their identity work. Within our culture, this object - with its structure and its ways of operating - has become a metaphor for human thinking. It offers freedom and control. The discussions involved in this work and its form of representation problemize some of the fundamental assumptions of linguistics and the humanities. The three portraits (chapters 3-5) are to be understood as meaningful examples, while the persons portrayed are to be seen as symbols, inviting the reader to reflect over our culture and our practices. The fostering into the computer world and the ways of looking at the world are shown through the "personal voice", each followed by an interpretation linked to the theories and results of other researchers. In the boys' ways of using language there are differences and similarities. Learning, growing, creating, signifying 'freedom', can be seen as central notions in the identity work of one of them. With another of the boys there is a strong resemblance in his talking of computers and of his personal God; he "fixes" the world through dividing-lines, strong recommendations, further emphasized through the frequent use of the verb ska (shall, should). In the third portrait it is evident that the boy's abundance of words and narrative-making is a strategy of preventing nearness and to be able both to control the interview situation and to intensify the here and now. "Going deep" into computers make certain assumptions about the world more essential than others. Central concepts explicit in their common language game are logic, power and control (chapter 7). There is a common tendency to hierarchize and dichotomize the world; upper/under world, outer/inner world, logic/feeling, we/they, right/wrong. Stability can be seen as a summarizing notion. The deeper significance of their feeling of safety and control in the computer world is a fostering both into male dominance and into a dominant way of thinking about knowledge as something primarily logical, controllable and possible to account for. This masculinist language game is confirmed in different ways: individually, in the group and at a more subtle and symbolic level. / <p>Diss. Umeå : Univ., 1992</p> / digitalisering@umu

<p>How do we work in projects that are expected to bridge cultural, social and historical boundaries? Is it possible to apply stated instructions across these boundaries so that, for example, the task of producing a requirement specification is interpreted in the same way by all the parties involved?</p><p>In this thesis, the author takes a stand against his personal experience from such a trans-cultural project – a project in which he failed. A factor that made a strong contribution to this failure was the inability of the companies involved to manage the underlying complex of problems, problems associated with the philosophy of language. They possessed neither the knowledge nor the instruments to bridge the chasms of language. Essential reflection and analysis was replaced by the power language of the enterprise; individuals were singled out and held responsible, and the failure was relegated by definition to the level of personal issues.</p><p><i>Experience does not automatically become knowledge; this is a process that requires reflection.</i></p><p>The author suggests a number of ways of tackling communications problems among people who not only do not understand one another, but do not understand that they do not understand. The latter may mean that two people think that something is unambiguous, yet their interpretations diverge. This is when problems occur. Nobody has made a mistake – both parties have acted properly, they have even (perhaps) talked the matter through and reached agreement, yet the result still does not coincide with what they anticipated.</p><p>A central concept is dialogue. Through its organised form, dialogue can make openings in problems that cut through cultural, social and historical boundaries. It is an approach that may be illustrated through authors and philosophers such as Witold Gombrowicz, Ludwik Fleck, Oscar Wilde, Joseph Conrad and Galileo Galilei.</p><p>This study has its basis and its origins in the research area of Skills and Technology at the Royal Institute of Technology, Stockholm (KTH).</p>

Meiner nichtreduktionistischen Lesart Gadamers, derzufolge eine wechselseitige konstitutive Relation zwischen „Sprache“ und „Erfahrung“ besteht, ist es gestattet, den Vorwurf, die Sprachphilosophie Gadamers führe in den Relativismus, den man häufig gegenüber sprachphilosophischen Positionen erhebt, abzuweisen. Manchen Denkern zufolge haben die Philosophen der Postmoderne, zu denen auch Gadamer gezählt wurde, eine einfache Umkehrung der beiden Pole des modernen Verhältnisses „Sprache“ – „Erfahrung“ vollzogen: Während die Sprache in der Moderne in ihrer Bedingtheit zur Erfahrung und als bloßes Ausdrucksmittel verstanden wurde, wurde dieses Verhältnis in der neueren Philosophie nur umgekehrt, insofern die Philosophie in der Sprache das Fundament für die Erfahrung sehe, wonach die Erfahrung als ein Ausdruck der Sprache erscheine. Die vorliegende Arbeit setzt sich mit diesem Relativismusvorwurf auseinander und beabsichtigt, eine wechselseitige Abhängigkeit zwischen Sprache und Erfahrung ausgehend von Hans-Georg Gadamers Werk zu entwickeln. Um das zu erreichen, wurden zunächst eine doppelte negative-positive Erfahrungsstruktur und dann einige phänomenologische und transzendentale Merkmale der Erfahrung auf dem historischen Hintergrund für Gadamers Erfahrungsbegriff herausgearbeitet. Somit machte sich die konstitutive Sprachlichkeit der Erfahrung erkennbar. In einer Auseinandersetzung mit dem Sprachbegriff auf der anderen Seite wurde sein dialogischer und welterschließender Charakter veranschaulicht, so dass auch seine Angewiesenheit auf die Welterfahrung offenkundig wurde. / This work deals with a particular relativistic objection on Gadamer’s hermeneutic philosophy of language, according to which the position of language has such a prior status so that human experience is solely dependent on the language people speak. That is a reductionist approach to Gadamer’s hermeneutic, which ascribes language an exclusively explanatory and foundational status. I am taking this objection to a close examination and develop a double argumentation line: On the one side I show how the concept of world experience is language determined, and on the other side how the language itself is determined by our experience of the world. In order to argue for this interdependence, I first examined the positive and negative structure of experience, some phenomenological and transcendental features and offered a short historical background of ties to selected philosophical heritage. In the second part of the work I developed a concept of language that argues for its dialogical and not absolutely transsubjective character, also for its world-disclosing alongside its communicative and representational dimension. Gadamer’s hermeneutic philosophy of language, belonging to the continental philosophy or HHH Theories represents an antireductionist approach to language after the linguistic turn, which is often criticized for a linguistic reductionism and relativism.