This work deals with education for virtues in Ancient Greece and Rome and is looking for common elements that can be traced in current educational practice as a reference to this education. It focuses on several important philosophers: Socrates, Plato, Aristotle, Cicero, Seneca and Quintilianus. It examines the virtues which were considered to be the most important, how one can reach them and if they can be learned. The final chapter describes how the antique education for virtue influenced the contemporary Czech education, particularly in the General educational programme for basic education and General educational programme for high schools.

This work deals with the comparison of Plato and Aristotle's conception of virtue ethics. The first part describes Plato's view of this area of philosophy. Plato puts his ethics based on the analogy between the municipality and the soul. Plato also operates with good ideas. In the second part, Aristotle view. First, I discuss the objectives of its philosophy, which is good, and then bliss. Then there is the division of the moral virtues and intellectual. Then describe each of Aristotle's virtues. The third main section consists of two subsections, the first of which generally compare both concepts when I find the first differences in the overall approach of both authors. In the second subsection I compare other points of doctrine, especially community, friendship and goodness.

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Made available in DSpace on 2014-12-17T15:25:24Z (GMT). No. of bitstreams: 1 LeninCS.pdf: 710226 bytes, checksum: dca99c480ca561a3eaa768608887448d (MD5) Previous issue date: 2007-08-31 / To build an Portuguese America, after discovering at the beginning of XVI century, the Europeans used the physic, politic colonization and also a space ideological domain using write texts, chronicles, and started making a conceive America that was more European than American. One of those chronicles was the Society of Jesus Chronicle written by father Sim?o de Vasconcelos, a Jesuit. So our object is recognizing in this chronicle the ways that this father had imagined the America. We are looking to answer how the Jesuit use some references to Classic Antiquity (meanly Aristotle and Samuel) because how this action until happen in the Renascence (XVII century) the intellectual production certainly involve renascent topoi. To get this we used some authors that study Intellectual/ Cultural History like Burckhardt e Ginzburg and some authors from Speech Analyses like Certeau and Foucault, to, in the end, can understand how Sim?o de Vasconcelos created his Brazil / Para construir uma Am?rica, a Am?rica Portuguesa, ap?s o seu descobrimento em 1500. os europeus seu utilizaram, al?m da coloniza??o f?sica e pol?tica de uma domina??o ideol?gica do espa?o atrav?s de textos escritos, cr?nicas, e a partir delas imaginaram uma Am?rica que era mais europ?ia do que americana. Uma destas cr?nicas foi a Cr?nica da Companhia de Jesus escrita pelo padre jesu?ta Sim?o de Vasconcelos. Nosso objetivo ? reconhecer nesta cr?nica os modos que este padre imaginou a Am?rica nos atendo, principalmente, a como o jesu?ta utiliza as refer?ncias ? Antig?idade Cl?ssica (nos concentramos aqui em Arist?teles e os Livros de Samuel) porque como tal a??o se d? durante o Renascimento (s?culo XVII) a produ??o intelectual certamente acaba por envolver os topoi renascentistas. Para realizar isto nos basearemos nos autores ligados ? Hist?ria Intelectual/ Cultural como Burckhardt e Ginzburg e tamb?m autores ligados ? An?lise de Discurso, com Certeau e Foucault, para enfim poder entender como Sim?o de Vasconcelos criou o seu Brasil

A atividade realizada pelo filósofo configura uma das maiores incógnitas entre os estudiosos da ética de Aristóteles. Na Ética Nicomaqueia (EN), seu tratado moral de maior relevância, pouco é dito sobre tal atividade até as conclusões apresentadas no fim da obra, quando se afirma que a contemplação (theoretike energeia) é a melhor das ocupações humanas no que diz respeito à busca pela autorrealização (eudaimonia). Mas no que consiste, afinal, essa ocupação? Qual a razão de, dentre a ampla gama de atividades exequíveis pelo homem, o exercício dessa se identificar com o melhor tipo de vida? Há como compreendê-la satisfatoriamente apesar da quantidade limitada de passagens da EN que se referem ao seu exercício? Tendo em vista o caráter sistemático de Aristóteles e suas considerações acerca da exatidão necessária em cada assunto, buscar-se-á compreender a contemplação a partir daquilo que é exposto na EN. Ainda que o número de informações explícitas sobre ela seja pequeno, propor-se-á uma exegese dos trechos referentes à tal atividade e sua virtude, a sophia, bem como a análise de sua relação com outros momentos da obra. Ao esgotar as informações referentes à contemplação na EN, será possível concluir se seu conteúdo é suficientemente informativo ou não para os propósitos da obra e sua compreensão. Ademais, estabelecer no que consiste a atividade contemplativa é indispensável para entender aquilo que Aristóteles definiu como a vida própria do filósofo (bios theoretikos), da qual ele partilhou e à qual incitou outros a participar em diversos momentos do corpus. Apreender a contemplação do modo como Aristóteles a expôs revela um modo de vida teorizado e praticado por algumas das mentes mais brilhantes da história da filosofia, que não mediram esforços para tentar compreender e realizar sua humanidade da melhor maneira possível. / The philosophical activity configures one of the biggest incognitos among scholars researching Aristotle’s ethics. The Nicomachean Ethics (his most relevant ethical treatise) contains little information about such activity until the conclusions presented at the end of the work, when it is stated that contemplation (theoretike energeia) is the best of human occupations regarding the search for self-realization (eudaimonia). But, after all, how to understand such activity? What is the reason to identify it with the best way of living, given the variety of other activities able to be executed by men? Is it possible to understand it satisfactorily despite the limited number of passages referring to its exercise in the ethical treatise? In view of the systematic character of Aristotle and his considerations concerning the exactitude proper to each subject, contemplation will try to be understood only by what is exposed in the Nicomachean Ethics. Although the number of explicit informations about it is few, it will be proposed an exegesis of the excerpts referring to such activity and its virtue, sophia, as well as the analysis of its relation with other moments of the work. By exhausting information regarding contemplation in the Nicomachean Ethics, it will be possible to conclude whether its content is informative enough or not for the purposes of the work and its understanding. Moreover, establishing what contemplative activity consists in is essential to understand what Aristotle defined as the philosophical life (bios theoretikos), which he shared himself and also encouraged others to participate in several moments of the corpus. Apprehending contemplation in the way Aristotle exposed it reveals a way of life theorized and practiced by some of the most brilliant minds in the history of philosophy, who went to great lengths to try to comprehend and flourish their humanity in the best possible way.

Qu’est-ce que la rationalité pratique ? Répondre à cette interrogation, c’est déterminer la nature du raisonnement pratique qu’un acteur se trouvant dans une situation concrète doit entreprendre ; comment, autrement dit, il doit délibérer, juger et agir. Afin de mener à bien ce projet, les philosophes contemporains mobilisent des héritages philosophiques distincts. Dans chacune des trois grandes traditions de la philosophie occidentale – les traditions française, allemande et anglo-américaine – des philosophes se revendiquant d’Aristote ou de Kant ont ainsi récemment débattu de la possibilité de fonder en raison des principes normatifs généraux, du rôle que de tels principes peuvent jouer au sein du raisonnement pratique et des liens que l’on doit tisser entre la rationalité pratique et les vertus. L’objectif général de notre recherche est de démontrer la fécondité des débats entre kantiens et aristotéliciens tout en défendant l’existence d’un kantisme transformé par l’aristotélisme qui nous permet aujourd’hui de mieux cerner les ressorts du raisonnement pratique. Un tel parcours nous fournira l’occasion de contribuer à la réception de travaux qui n’ont pas encore fait couler beaucoup d’encre en France, notamment ceux de Christine Korsgaard, d’Onora O’Neill, de Barbara Herman et de Nancy Sherman. / What is practical rationality? To answer this question, one must determine how an agent facing a specific challenge in a given situation should reason and determine how to act. In order to carry out this project, contemporary philosophers build on different historical perspectives. In each of the three main tradition of Western philosophy – the Anglo-American, German and French traditions – philosophers are thus rereading Aristotle and Kant to answer questions such as “Is it possible to ground general normative principles?”, “What role must principles play in our practical reasonings?” and “What is the relationship between practical rationality and virtue?”. My overall objective is to shed light on these debates, and then to defend a form of Kantianism infused with Aristotelian ideas that can help us paint a more satisfying picture of practical rationality. By doing so, I also contribute to the French reception of contemporary philosophical works such as the ones of Christine Korsgaard, Onora O’Neill, Barbara Herman and Nancy Sherman.

A presente pesquisa tem o objetivo de estudar os princípios de investigação dos seres vivos tendo como parâmetro a concepção hilemórfica dos entes naturais em Aristóteles. Para tanto, em primeiro lugar, analisaremos o hilemorfismo tal como exposto no Livro II da Física, a fim de investigarmos a doutrina da matéria e forma, no contexto em que ela desempenha um papel fundamental para a elaboração de uma concepção que é capaz de mostrar os modos pelos quais os entes se constituem na natureza. Em segundo lugar, examinaremos os princípios de investigação dos seres vivos no Livro I das Partes dos Animais, de modo a identificar os fundamentos conceituais nos quais ele se sustenta. Assim, veremos em que medida a doutrina da matéria e forma desempenha uma função determinante na análise relativa aos organismos vivos. / The present research aims to study the principles of investigation of living beings, from hylemorphic conception as a parameter of explanation of natural beings in Aristotle. To do so, first, well analyze the hylemorphism as set out in Book II of Physics in order to investigate the doctrine of matter and form, in which it plays a key role in the development of a conception that is able to show the ways in which beings are formed in nature. Second, well examine the principles of living beings in Book I of the Part of Animals, in order to identify the conceptual foundations on which it holds. So we\'ll see how far the doctrine of matter and form plays a decisive role in the analysis relating to living organisms.

Orientador: Francisco Benjamin Souza Netto / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciencias Humanas / Made available in DSpace on 2018-08-06T22:33:05Z (GMT). No. of bitstreams: 1 PereiraJunior_Getulio_M.pdf: 2475281 bytes, checksum: f41e2ed64411fed287e68d1717aa2593 (MD5) Previous issue date: 2006 / Resumo: Nosso trabalho consiste em uma tradução dos capítulos 1-4 do Livro I do Comentário de Tomás de Aquino ao De Anima de Aristóteles. A tradução é acompanhada de uma breve introdução ao texto. Nela apresentamos um pouco da trajetória tanto do texto de Aristóteles como do comentário feito por Tomás de Aquino. Por fim, apresentamos na introdução um breve resumo dos temas tratados nos quatro capítulos traduzidos, bem como procuramos destacar aspectos que julgamos relevantes em relação ao texto / Abstract: Our work consists in a translation of chapters 1-4 of Book I of the Thomas Aquinas's Commentary on Aristotle's De anima. The translation is followed of one brief introduction to the texto In it we in such a way present a little of the trajectory of the text of Aristotle as of the commentary made for Thomas Aquinas. Finally, we present in the introduction a brief summary of the subjects treated in the four translated chapters, as well as we look for to detach aspects that we judge pertinent in relation to the text / Mestrado / Mestre em Filosofia

A presente dissertação de mestrado tem por objetivo estudar os fundamentos da comunidade política (polis), em especial, de que modo fundamentos, como a liberdade e a igualdade, contribuem para perturbação e conservação da comunidade política, a partir do livro I e II da Política de Aristóteles. A pesquisa busca mostrar o papel relevante da crítica que Aristóteles lança à aquisição ilimitada de bens e da crítica à propriedade comum dos bens, proposta por Sócrates, na República - i.e. tal como Aristóteles compreende Sócrates - para sua visão de unidade política. / This thesis aims to study, based on Books I and II of Aristotle\'s Politics, the foundations of the political community (polis), in particular, how core principles such as freedom and equality contribute to the disturbance or to the conservation of the political community. This research intends to present the important role of both Aristotle\'s critique addressed to the limitless accumulation of wealth, and his critique of the common ownership of properties--proposed by Socrates in the Republic - i.e. as Aristotle understands Socrates--to constitute his vision of political unity.

Title: Stop moving stuff around all the time! - A scientific essay about the challenges in the preschool indoor environment  My scientific essay is based on a series of events in which I believe that both I and my colleague was unprofessional and did not have the children’s best interest at heart. The events took place in my professional career as an unskilled educator. The quandary was about the clashes that occurred between me and my colleague, when I was hired as a new but experienced educator to her department. A department with, in my opinion, a poor educational indoor environment. I came up with new ideas on how it could be further developed, but did not discuss it with my colleague or children before I changed it. This meant that we ended up in conflict with each other, both because of my hasty actions, but also because of her ambiguous leadership. The purpose of this scientific essay has been to reflect on the importance of how we as educator communicate with each other and what the consequences are when we do not. I examined how the distribution of power between us educators may appear and the importance of having a good educational indoor environment in the preschool facility. The issues I have analyzed are: What characterizes a good educational environment? How to work towards cooperation and collaboration in a new team of educator? How does the division of power between the teachers affect the educational operation in preschools? I have used the method of reflection to examine my dilemma. I chose to use the Reggio Emilia pedagogy to reflect on the children's part in creating the preschool environment, in which they spend their days. I’ve also reflected on the perspective of knowledge of Aristotle’s work The Nicomachean Ethics, where I focused primarily on the three forms of knowledge; episteme, techne and phronesis. Last but not least, I reflect on power relations, based on some of Foucault's thoughts about power. It has been discovered in my individual reflections as well as in discussions with my fellow students and work colleagues that this is a common dilemma and that conflicts often arise when strong wills meet and are to be welded into a collaborating team. / Min vetenskapliga essä utgår från en serie händelser där jag anser att både jag och min kollega handlade oprofessionellt och inte hade barnens bästa för ögonen. Händelserna utspelade sig inom min yrkesverksamma tid som outbildad barnskötare. Dilemmat handlade om de krockar som uppstod mellan mig och min kollega, när jag kom som ny men erfaren pedagog till hennes avdelning. En avdelning med, enligt mig, undermålig pedagogisk inomhusmiljö. Jag kom med nya idéer om hur den skulle ändras, men diskuterade inte det med min kollega eller barnen innan jag ändrade i den. Detta gjorde att vi hamnade i konflikt med varandra, både på grund av mitt förhastade handlande men även på grund av hennes otydliga ledarskap. Syftet med den vetenskapliga essän har varit att reflektera över vikten av att vi pedagoger kommunicerar med varandra och vilka konsekvenserna blir när vi inte gör det. Jag undersökte hur maktfördelningen mellan oss pedagoger kan te sig och vikten av att ha en god pedagogisk inomhusmiljö på förskolan. De frågeställningar jag utgått från är: Vad kännetecknar en bra pedagogisk miljö? Hur får man till bra samarbeten och samarbetsformer i ett nytt arbetslag? Hur påverkar maktfördelningen mellan pedagogerna det pedagogiska arbetet i förskolan? Jag har använt metoden reflektion för att kunna undersöka mitt dilemma. Jag valde att använda mig av Reggio Emilia pedagogiken, för att reflektera över barnens del i den miljön de vistas i varje dag. Jag har reflekterat kring kunskapsperspektivet med utgångspunkt i Aristoteles bok Den Nikomachiska etiken, där jag fokuserat på de tre kunskapsformerna; episteme, techne och fronesis. Sist men inte minst har jag reflekterat utifrån ett maktperspektiv med utgångspunkt i några av Foucaults tankar om makt. Det har framkommit i mina individuella reflektioner samt i diskussioner med mina kurskamrater och arbetskollegor att detta är ett vanligt dilemma och att det ofta förekommer konflikter när starka viljor möts och ska sammansvetsas till ett fungerande arbetslag.