Esta dissertação apresenta a concepção de juízo político de Hannah Arendt. Afastando-se de uma leitura ortodoxa dos textos kantianos, Arendt vislumbra no juízo reflexionante estético de Kant a estrutura do juízo político. Em um constante diálogo com a obra kantiana a autora se apropria de vários conceitos, tanto conceitos constantes na Crítica da faculdade do juízo, que é a obra que ela afirma conter a verdadeira filosofia política de Kant, como conceitos de outras importantes obras kantianas. No decorrer deste texto, quando entendemos que ocorre uma apropriação conceitual buscamos situar minimamente o conceito no contexto da obra kantiana para compreendermos a concepção e o gesto interpretativo de Arendt. Através da análise de seus escritos mostramos como ela compreende o modo de funcionamento da faculdade humana de julgar os eventos políticos, por meio da exposição e discussão dos principais conceitos envolvidos em sua teoria. Assim, apresentamos as condições de possibilidade do juízo representadas pelas faculdades da imaginação e do senso comum, bem como as duas perspectivas pelas quais essa faculdade se manifesta no mundo público, o juízo do ator e o juízo do espectador. Depois, analisamos a conexão entre as faculdades de pensamento e juízo para extrair as implicações éticas da faculdade humana de julgar. Estas reflexões são uma tentativa de compreender como, para Arendt, opera a faculdade de julgar; por que ela considera esta faculdade a mais política das habilidades espirituais do homem, e qual é a relevância política desta atividade do espírito. / This dissertation presents the conception of Hannah Arendt’s political judgment. Moving away from an orthodox reading of Kantian texts, Arendt glimpses in the aesthetic reflective judgment of Kant, the structure of the political judgment. In one constant dialogue with Kantian Work the author appropriates several concepts, as concepts constant in the Critique of judgment, which is the Work that she affirms that contains the true Kant’s political philosophy, as concepts of other important Kantian Works. In elapsing of this text, when we understand that a conceptual appropriation occurs, we try to situate the concept in the context of the Kantian Work to understand Arendt’s conception and the interpretation gesture. Through the analysis of her writings we show as she understands the way of functioning of the human faculty to judge the political events, by the exposition and debate of the main involved concepts in her theory. So, we present the conditions of judgment possibility represented by the faculties of the imagination and the common sense, as well as the two perspectives for which manifests this faculty in the public world, the judgment of the actor and the judgment of the spectator. After that, we analyze the connection between the faculties of thought and judgment to extract the ethical implications of the human faculty to judge. These reflections are an attempt to understand how does the faculty of judge operate for Arendt; why does she consider this faculty the most political of men’s mental abilities, and what is the politic relevance of this spirit’s activity.

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Made available in DSpace on 2014-07-29T15:06:27Z (GMT). No. of bitstreams: 1 Dissertacao Cicero.pdf: 478222 bytes, checksum: df10568ac28bbef2009b135657455bba (MD5) Previous issue date: 2009-06-02 / The purpose of the present dissertation is to considere the three theoretical movements which connect the political thought of Hannah Arendt. Thus, we will start discussing from her initial finding to its further development. In this sense, I consider that Hannah Arendt s concept of human plurality performs the three most important moments that become the central concept of her political thought. These moments are: firstly, the historical and ideological deconstruction of the anti-plurality which is presented in our totalitarian domination and our tradition of the political thought; secondly, the explanation of the factual aspect of plurality as human condition manifested in action and, finally, the intent of showing that the political organization circumscribes a privileged space to human plurality, as long as the public sphere is seen as the correspondent space to action. / O objetivo dessa dissertação é considerar os três movimentos teóricos que a meu ver articulam o pensamento político de Hannah Arendt, de seu achado inicial ao seu mais ulterior desdobramento. Nesse sentido, considero que o conceito arendtiano de pluralidade humana percorre três importantes momentos em virtude dos quais pôde se tornar o eixo dos escritos políticos dessa autora. Estes momentos são: 1) a desconstrução histórico-ideológica da anti-pluralidade (manifestada na dominação totalitária e na nossa tradição do pensamento político), 2) a explicitação do caráter factual da pluralidade como condição humana que se manifesta na ação e, por fim, 3) a argumentação de que a organização política é o ordenamento privilegiado para a afirmação da pluralidade, na medida em que a esfera pública é o espaço correlato da ação.

Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.

Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood. The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation). Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum. Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.

Denna masteravhandling är en undersökning av min professionsidentitet som administratör vid en konstnärlig högskola, där jag utforskar vilka handlingsutrymmen som finns för mina erfarenheter och mitt omdöme som statlig tjänsteman. Mitt syfte är att undersöka vad som formar och styr medarbetares roller och positioner på en konstnärlig högskola, både för de som verkar inom verksamhetsstödet och de som verkar inom kärnverksamheten. Hur uppfattar de sin egen och andras professionsidentitet och uppdrag? Finns det andra faktorer, än yrkeskategori, som påverkar medarbetarnas omdöme och handling och vad kan det i så fall utgöras av? Finns det sociala strukturer på såväl makroplan som inom individuella professionsidentiteter som påverkar den enskildes uppfattning av lojalitet och plikt inom sitt statliga uppdrag på en konstnärlig högskola? Vilka möjligheter och handlingsutrymmen har den enskilde medarbetaren att tillföra sina egna erfarenheter och omdömen?   I min masteravhandling framgår att en diskrepans kan uppstå mellan uppdraget och de egna föreställningarna om yrkesidentiteten. Det är faktorer som kan upplevas som en outtalad maktkamp, ett spänningsfält, mellan framför allt den konstnärliga kärnverksamheten och det förvaltande verksamhetsstödet. De teoretiker jag använder mig av i analysen är framförallt Hannah Arendt och Pierre Bourdieu. I min analys lyfter jag fram vikten av att utrymme ges för den kritiska reflektionen i den enskilda medarbetarens yrkesutövning. / This master's thesis is a study of my professional identity as an administrator at an art college, where I explore the scope for action for my experiences and my judgment as a government official. My purpose is to investigate what shapes and governs employees' roles and positions at an artistic university, both for those who work in business support and those who work in core business. How do they perceive their own and others' professional identity and mission? Are there factors other than occupational category that affect employees' judgment and action, and if so, what do they consist of? Are there social structures on a macro level, as well as within individual professional identities, that affect the individual's perception of loyalty and duty within his or her state assignment at an artistic university? What opportunities and scope for action does the individual employee have to add their own experiences and assessments? In my master's dissertation it appears that a discrepancy can arise between the assignment and one's own ideas about professional identity. These are factors that can be experienced as an unspoken power struggle, a field of tension, between the artistic core business and the administrative business support, above all. The theorists I refer to in the analysis are mainly Hannah Arendt and Pierre Bourdieu. In my analysis, I highlight the importance of providing space for the critical reflection in the individual employee's professional practice. / <p>Författaren är anställd som Utbildningsadministratör vid Institutionen för scenkonst. Stockholms konstnärliga högskola.</p>

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Memoria para optar al grado de Licenciado en Ciencias Jurídicas y Sociales / ¿Es posible fundar regímenes políticos perdurables y duraderos en las condiciones políticas de la modernidad, donde las fuentes tradicionales de legitimidad han desaparecido o se han vuelto ineficaces? ¿Sobre qué cimientos es posible asentar la fundación de un régimen político? ¿Cómo dar respuesta al problema de la fuente de la ley y del origen del poder en condiciones en las que el fundamento de la sociedad política no puede ya anclarse ni en la naturaleza ni en la trascendencia? Puestos en tensión los modos en que los seres humanos organizaron su vida en común a lo largo de la historia, el paso del siglo XIX al XX trajo consigo un cambio decisivo en el modo de comprender el concepto de política impulsado por el pensamiento moderno, a raíz de la ruptura definitiva con la tradición occidental aristotélica, hasta ese momento, hegemónica. De esta manera, una vez roto el vínculo con la trascendencia, deviene ya imposible encontrar un principio absoluto que abone la legitimidad de la ley y del poder y que se constituya en fundamento del orden político. Mediante la obra de Max Weber, Carl Schmitt y Hannah Arendt, tres pensadores que con rigor cierto intentaron dar respuesta al problema origen del poder y la fundación del orden político, nos aproximaremos al fenómeno de lo moderno atendiendo a la desacralización del pasado y su consiguiente dilema: cuál es, de haberlo, su fuente última de sentido y valor.

5 Tématem diplomové práce je fenomén lidské práce a její vztah k životnímu prost edí a p írod v rámci r stov orientovaného kapitalismu. První ást práce pomocí fenomenologické analýzy inných modalit, jak je nacházíme v díle Vita Activa Hannah Arendtové, odpovídá na otázky Co je to lidská práce? Jak se lidská práce liší od zhotovování? Jaký je vztah t chto inných modalit k p írod a životnímu prost edí? Druhá ást analýzy je zam ena na historické prom ny práce v období novov ku, jež se p ekrývá s nástupem pr myslového kapitalismu. Poslední ást pak analyzuje fenomén práce v soudobé environmentální sociologii - role práce v teorii b žícího pásu výroby (Allan Schnaiberg) a teorie akumulace kapitálu (J. B. Foster). Klí ová slova: práce, zhotovování, Hannah Arendtová, fenomenologie, kapitalismus, p íroda, b žící pás, ekonomický r st, akumulace, planetární meze, Alain Schnaiberg The aim of the thesis deals with the phenomenon of human work and its relationship to the environment and nature in the context of growth-oriented capitalism. The first part of the thesis includes phenomenological analysis of the two basic modalities: labor and work, which can be found in the Hannah Arendt's book The Human Condition. Second part of theses descirbe the crossing of those modalities during the modern times. In this part I try to...

The Political Thought of Karl Jaspers - Abstract The aim of the dissertation was to interpret the thinking of Karl Jaspers as an endeavour to clarify the connecting lines between the basic characteristics of human being and its historical and political dimensions. In the book we reconstructed Jaspers' spiritual development from systematic-theoretical research to the engagement of a public intellectual. As his main legacy are shown the importance of the inseparability, of a mutual cultivation and prove of philosophical foundation and historical being as well as exploration. Jaspers is presented as an important participant in the discussions about the problems of German society from the 1930s to the 1960s, whose contribution laid not in a philosophically "more abstract" analysing of problems, but in discovering that social and political being cannot do without philosophical self-reflection of man, of the structure of human existence and knowledge and of the principial values derived from it. In his confrontations with the situation of German culture, politics and society, Jaspers enriched the public debate by cultivating the philosophical and methodical consciousness. He emphasized the distinctions between the nature and instruments of the different spheres of human spirit (of sciences, religion, philosophy...