Les débats sur l’éducation qui passionne la sphère publique du dernier tiers du XVIIIe siècle, tout comme les réformes scolaires mises en place à cette même époque en Europe, présentent un intérêt particulier dans l’histoire de l’éducation, mais aussi et plus largement dans l’histoire des idées. Le Berlinois Friedrich Gedike (1754-1803) joue un rôle décisif sur la scène pédagogique et intellectuelle prussienne. L’étude de son œuvre et des deux établissements primaires et secondaires qu’il a dirigés, le Friedrichswerder de 1779 à 1793, puis le Cloître Gris (Berlinisch-Kölnisches Gymnasium zum Grauen Kloster) de 1793 à 1803, met au jour le processus de démarcation entre le lycée et l’université, mais aussi le développement et la transformation de l’enseignement secondaire. Sous son impulsion, un processus de sécularisation et de nationalisation de l’enseignement est également lancé. L’étude des problématiques éducatives est par ailleurs étroitement liée au contexte social et politique de l’époque, ainsi qu’à la philosophie des Lumières. Elles soulèvent des questions sur la conception de l’État, de la société et de l’individu. Friedrich Gedike a œuvré à la diffusion des Lumières en Allemagne, en tant que penseur des Lumières et publiciste, mais aussi concrètement, en tant que directeur, enseignant et membre du conseil national de l’éducation de Prusse. Son projet éducatif se caractérise par sa singularité et une certaine radicalité. À la croisée des chemins entre le philanthropinisme et le néohumanisme, il donne une identité singulière aux Bürgerschulen : d’ « écoles de bourgeois », elles se métamorphosent sous sa direction en « écoles de citoyens ». La formation morale et civique à travers des leçons de culture générale, de lecture de presse, d’histoire, de langues modernes et des pratiques de rédactions et d’expression en public sur des sujets sociaux et politiques, d’actualité parfois brûlante, est au cœur de son projet. Celui d’instaurer un examen validant les acquis du secondaire, l’Abitur, est par ailleurs une tentative de faire du mérite personnel l’unique critère d’accès aux études universitaires. Il croit en une réforme progressive de l’État prussien grâce à une réforme de l’éducation. Il voit en l’éducation (Bildung) un nouveau pouvoir légitime qui permet d’accéder à la haute fonction publique et d’intégrer les sphères du pouvoir. Face à un pouvoir institutionnalisé, les citoyens « cultivés » et « éclairés » détiennent la possibilité d’un pouvoir en train de s’établir. Gedike se situe dans une démarche de rendre ce nouveau pouvoir légitime aux yeux du pouvoir établi en le faisant reposer sur des fondements institutionnels. / Throughout the political upheavals that had an impact on the European continent over the last three decades of the Eighteenth century, the missions, contents, methods and organization of the educational world were profoundly remodeled. Mainly restricted to an elite and focused on the humanities, education diversified and democratized itself and gradually became a public matter and a State concern which reformed its educational system and integrated a larger part of its population into the public and political sphere. On the eve of the Nineteenth century, the secondary education developed and changed under the action of governments, but also and especially thanks to the commitment of schoolmen. A case study devoted to the work of a Berliner pedagogue and man of the Enlightenment, Friedrich Gedike (1754-1803), and to the two secondary establishments he successively directed between 1779 and 1803, allows not only to extend and deepen knowledge of the Prussian educational landscape and the Berliner Enlightenment, but it is also exemplary on more than one account. It illustrates the creative initiative of schoolmen engaged in a profound reform of education and the Prussian society of the last two decades of the century. Moreover, it highlights the metamorphose of secondary-level education which stands out from universities and diversifies itself with inferior classes proposing a more practical teaching (Bürgerschule) and superior classes preparing for university while teaching humanities (gelehrte Schule). Progressively, the curricula of secondary schools began to propose a balance between linguistic and scientific teaching, but also between ancient and modern languages. The student population began to change: diversifying and democratizing itself. Merit imposed itself little by little as a form of selection and access criteria to higher education and power. Finally, this case study shows the politicization of educational debates and reforms. Through a reform of education, schoolmen and men of letters aimed at a deep reform of society: creating the conditions for tolerance, a real “living together” between social orders, confessions, corporations, and to a certain extent genders, replacing privilege of birth and wealth by individual merit. Moreover, secondary schools became places of learning about a vibrant political culture. Humanities training was accompanied by a citizenship training with an opening up to the modern world, to immediate history and to national and foreign policies. Intellectual curiosity, personal thought, critical thinking and a debating culture were encouraged daily among students. Prussian High Schools became a privileged place for the constitution of a public sphere that would dialog with the institutional power or get access to it, allowing the integration of a larger and diversified part of the population to take part in political decisions. This study demonstrates the importance and the singularity of Friedrich Gedike in the history of education in Prussia.

Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.

Gotthold Ephraim Lessings Fabelbuch von 1759 verfolgt in seiner Programmatik das Ziel der Befähigung der Leserin/des Lesers zum eigenständigen Denken. Es geht nicht mehr, wie in früheren Fabelsammlungen, um die Belehrung durch moralische Lehrsätze, sondern um das kritische Selbstdenken. Dieser leserorientierte Ansatz, der individuelle Interpretationen und lerseitige geistige Aktivität fordert, findet sich auch in Wolfgang Isers Untersuchungen. Iser geht davon aus, dass der Sinn eines Textes in jedem Rezeptionsvorgang neu hergestellt werden muss. Charakteristischer Untersuchungsgegenstand seiner Theorie sind die so genannten Leerstellen, die durch die/den Leser*in gefüllt werden müssen. In dieser Arbeit werden verschiedene Typen von Leerstellen in Lessings Fabelbuch identifiziert und einzelne Fabeln exemplarisch interpretiert.

Michel Foucault fait remarquer qu’il y a dans la conception des Lumières européennes une tension entre la « croissance de l’autonomie » et la « croissance des capacités » par la science et la technique (Foucault, 1994, p. 83). Or, dans « Qu’est-ce que les Lumières? », Kant privilégie clairement le premier volet, l’autonomie, tel qu’en témoigne sa définition : « sortie de l’homme de l’état de minorité, où il se maintient par sa propre faute ». Force lui est toutefois d’admettre que l’autonomie qui s’exprime dans le « penser par soi-même » nécessite un accès à l’espace public, car la liberté de pensée implique la possibilité de publier ses opinions et de penser avec autrui. Le texte de Kant évoque donc les conditions politiques permettant un libre accès au « public des lecteurs ». Il importe ainsi que le despote éclairé, en l’occurrence Frédéric le Grand, gouverne à tout le moins dans un esprit républicain en maintenant un espace public exempt de censure. Il importe en outre qu’il s’abstienne d’intervenir en matière religieuse. Ce n’est pas un hasard si le thème de la liberté de conscience religieuse occupe une large place dans le texte de Kant, car la tentation est grande pour l’autorité politique de bafouer cette liberté et d’instrumentaliser la religion à des fins politiques. / Michel Foucault pointed out that there is in the design of the European Enlightenment a tension between the "growing autonomy" and "growth capacity" by science and technology (Foucault, 1994, p. 83). Now, in "What is Enlightenment?" Kant clearly favors the first part, autonomy, as evidenced by its definition: "out of man's status as such, where he maintains through his own fault." It is bound to admit, however, that autonomy as expressed in the "think for yourself" requires access to public space, because freedom of thought implies the possibility of publishing one’s opinions and to think with others. Kant's text evokes the political conditions for free access to the "reading public". It is therefore important that the enlightened despot, namely Frederick the Great, ruled at least in a republican spirit by holding a public space free of censorship. It is also important that he should refrain from interfering in religious matters. It is no coincidence that the theme of freedom of religious conscience occupies a large place in Kant's text, because the temptation is great for political authority to violate this freedom and exploit religion for political purposes.

La critique adornienne du jazz fait parfois l’objet de débats. Ces derniers ont généralement pour objet la nature dite élitiste de ses propos. Cette position critique par rapport au jazz et à la culture de masse, qu’Adorno nomme Kulturindustrie, ainsi que sa théorie esthétique semblent être à l’origine de cette accusation d’élitisme. Ce mémoire a pour objet de mettre en lumière le fondement de cette critique d’élitisme qui s’avère être une incompréhension du rôle que joue sa critique du jazz pour sa philosophie. Il est impératif d’analyser la critique adornienne du jazz en lien avec la dialectique de la raison ainsi que sa théorie esthétique afin d’en saisir la nature exacte. Une analyse de la dialectique de la raison ainsi que les concepts de l’idéologie, de mimésis, d’autonomie et de Kulturindustrie révèle le non fondement de la critique faite à l’égard des propos d’Adorno à l’endroit du jazz. / Adorno’s critique of jazz music is subject of a debate regarding his elitism or lack thereof. More often than not, Adorno is considered to be elitist on account of his aesthetic theory and his critical position on jazz and mass culture which he refers to as Kulturindustrie. This memoir posits that the allegations of elitism directed towards Adorno are the result of a misunderstanding of Adorno’s overall philosophy and the role which his critique of jazz music plays within this whole. The fact of the matter is that Adorno’s critique of jazz can best be analyzed by a philosophical approach that includes an analysis of his dialectic of reason as well as his concept of ideology which Adorno links to his concept of Aufklärung. Furthermore, an analysis of the concept of autonomy and its importance for his critique of jazz and the Kulturindustrie as well as his aesthetic theory is essential to this end. Such an analysis leads to the conclusion that the accusation of elitism is inadmissible.

Made available in DSpace on 2016-04-27T17:27:02Z (GMT). No. of bitstreams: 1 Sergio Augusto Moreira.pdf: 656267 bytes, checksum: c34f67fe49ad225da5a4ea322329cb66 (MD5) Previous issue date: 2012-10-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / "Interweaving the dialectic between myth and Aufklärung in the first chapter of the dialectics of Enlightenment, Adorno and Horkheimer" (Sérgio Augusto Moreira). The theme of this research shows the meanders dialectic that are opposite and complementary between myth and Aufklärung, in which points to the dimension of domination of nature in the historical context of western reason since epic Penelope's tapestry until the Enlightenment. Meanwhile, another dimension permeates within this issue of domination of nature: the salvage of emancipation of subject contemporary and, within this dimension that is born the urgency of emancipating the subject, to rescue the broken subject in itself. The emancipation of the subject broken only happens with the recognition of the warp systematic domination existing in social life, searching for means of abstraction, protrude of intermittent sufferings of current reality, feeling the blow of autonomy gradually growing in awareness of the subject / O entrelaçamento dialético entre Mito e Aufklärung no primeiro capítulo da Dialética do Esclarecimento de Adorno e Horkheimer (Sérgio Augusto Moreira). O tema desta pesquisa mostra os meandros dialéticos que são opostos e complementares entre Mito e Aufklärung, na qual aponta para a dimensão da dominação da natureza no contexto histórico da razão ocidental desde epopeia homérica até o Iluminismo. Entretanto, uma outra dimensão perpassa esta problemática da dominação da natureza: o resgate da emancipação do sujeito contemporâneo e, dentro desta dimensão a urgência de emancipar o sujeito, de resgatar o sujeito quebrado em si. A emancipação do sujeito quebrado só acontece com o reconhecimento da teia sistemática de dominação existente na vida social, buscando por meio da abstração, sobressair dos intermitentes sofrimentos da realidade vigente, sentindo assim sopro da autonomia crescendo gradualmente na consciência do sujeito

Submitted by Cássio da Cruz Nogueira (cassionogueirakk@gmail.com) on 2017-01-04T13:37:43Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_DoisMomentosAufklarung.pdf: 692366 bytes, checksum: f6c442ffcdc68630ea6545fad19c641a (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-01-09T14:02:19Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_DoisMomentosAufklarung.pdf: 692366 bytes, checksum: f6c442ffcdc68630ea6545fad19c641a (MD5) / Made available in DSpace on 2017-01-09T14:02:19Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_DoisMomentosAufklarung.pdf: 692366 bytes, checksum: f6c442ffcdc68630ea6545fad19c641a (MD5) Previous issue date: 2016-08-29 / Esta dissertação de mestrado tem por objetivo apresentar o que é o Esclarecimento (Aufklärung) para Kant, como ele o concebe ao distingui-lo em teórico (intelectual) e prático (moral) e como produz a unidade desses dois momentos da Aufklärung. Para tanto, fundamenta-se no opúsculo Resposta à pergunta: Que é “Esclarecimento? Nas Críticas e em outras obras que tratam do tema, bem como em alguns de seus intérpretes: Ernest Cassirer, Michael Foucault e Rubens Rodrigues Torres Filho, apresentando a dissertação em três capítulos: no primeiro, o conceito moderno de esclarecimento em Kant, abordando, em linhas gerais, o contexto moderno e as influências que Kant recebeu desse contexto, do Iluminismo inglês, de Newton e Hume e do Iluminismo francês, de Rousseau, reconhecidas por Kant como decisivas na direção de seu pensamento e de sua compreensão do Esclarecimento (Aufklärung); no segundo, a concepção de Esclarecimento (Aufklärung) em teórico, nas obras Crítica da Razão Pura, Prolegômenos e Os Progressos da Metafísica, e, prático, na Crítica da Razão Prática e Fundamentação da Metafísica dos Costumes; e, no terceiro, a unidade desses dois momentos da Aufklärung em Kant. / This dissertation aims to present what the Enlightenment (Aufklärung) to Kant, as he conceives it to distinguish it in theoretical (intellectual) and practical (moral) and how produces the unity of these two moments of the Aufklärung. Therefore, it is based on the booklet answer the question: What is "enlightenment? In reviews and other works that deal with the subject, as well as some of his interpreters: Ernest Cassirer, Michael Foucault and Rubens Rodrigues Torres Filho, presenting the thesis into three chapters: the first, the modern concept of enlightenment in Kant, addressing in general, the modern context and influences that Kant received this context, the English Enlightenment, Newton and Hume and the French Enlightenment, Rousseau recognized by Kant as decisive in the direction of his thinking and his understanding of the Enlightenment (Aufklärung ); in the second, the concept of Enlightenment (Aufklärung) in theory, the works Critique of Pure Reason, Prolegomena and The Progress of Metaphysics, and practical, in the Critique of Practical Reason and the Metaphysics of Customs Grounds; and, third, the unity of these two moments of the Aufklärung in Kant.

Submitted by Cássio da Cruz Nogueira (cassionogueirakk@gmail.com) on 2017-01-04T13:53:33Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_FoucaltLeitorKant.pdf: 912287 bytes, checksum: c55a4a84c53e39f747937097111c64be (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2017-01-09T14:25:49Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_FoucaltLeitorKant.pdf: 912287 bytes, checksum: c55a4a84c53e39f747937097111c64be (MD5) / Made available in DSpace on 2017-01-09T14:25:49Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertacao_FoucaltLeitorKant.pdf: 912287 bytes, checksum: c55a4a84c53e39f747937097111c64be (MD5) Previous issue date: 2015-11-30 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Acompanhamos três momentos de leituras de Foucault da obra de Kant centrando-as na questão “Quem somos nós neste momento?”. De 1961 a 1969. Foucault analisa arqueologicamente a relação entre o Projeto Crítico e a Antropologia de Kant, destacando o surgimento da abertura de possibilidade de confusão entre os campos empírico e transcendental, como ocorreu posteriormente com outros pensadores. A abertura teria surgido com a pergunta «O que é o homem?» do projeto antropológico kantiano. Com a confusão, o homem que era uma instância lógica no projeto crítico, passou a ser apresentado como um duplo empírico-transcendental, e princípio explicativo. De 1970 a 1978 Foucault investiga genealogicamente o deslocamento e articulação entre a Crítica e a Aufklärung realizados por Kant em “O que é a Aufklärung ?” que analisava a atualidade e a atitude crítica do homem à procura de tornar-se racionalmente autônomo. Foucault destaca em Kant tal concepção de atitude crítica, que seria próxima à que ele mesmo formula a partir de investigações genealógicas de resistências às transformações das relações de poder desde o século XVI, resultantes de processos de governamentalização do estado, quando o antigo direito de vida e de morte fora substituído pelo governo das condutas dos indivíduos em vários campos. A partir do final da década de 70, ainda investigando a Aufklärung de Kant, Foucault propõe ter ocorrido no pensamento daquele filósofo a inauguração de duas novas tradições filosóficas: – a “Analítica da Verdade” na esteira do projeto Crítico e a “Ontologia Crítica de nós mesmos” na da Aufklärung, à qual ele se alinha. Na segunda tradição, em conflito com a perspectiva tradicional da ontologia do ser, Kant teria proposto uma ontologia crítica ao deslocar a questão epistemológica-transcendental «O que posso saber?» para “O que é este acontecimento?”, abrindo ao campo filosófico questões histórico-ontológicas sobre a atualidade, o indivíduo e a atitude crítica dos homens. A nova ontologia crítica, como a denominou Foucault, constitui para ele o fundamento da atitude ético-político de franquear limites, contrariamente a Kant que a partir da mesma procurou estabelecer limites formais que os homens não poderiam ultrapassar por decisão individual. / We followed three stages of Foucault. readings of Kant's work. From 1961 to 1969 Foucault analyzes archaeologically the relationship between the Critical Project and the Anthropology of Kant, highlighting the emergence of the opening the possibility of confusion between the empirical and the transcendental fields, as occurred later with other thinkers. The opening would have emerged in the Kantian anthropological project when he presented the question "What is man?" With the confusion the man, that was a logical instance in critical project, became an empirical-transcendental double and explanatory principle. From 1970-1978 Foucault genealogically investigated the displacement and articulation between the Critical Project and Aufklärung carried out by Kant in response to "What is Aufklärung?" analyzing and defining his actuality as a new attitude of the man who seeks to become rationally autonomous. Foucault points out in Kant's answer a critical attitude conception that would be close to that he himself formulated starting from the research of resistance to transformations of power relations resulting from state governmentalization control processes, where the ancient right of life and death had been replaced by the government of the conduct of individuals in various fields. From the end of the 70s, and still investigating the Kant’s Aufklärung, Foucault proposes that have occurred in the thought of that philosopher the inauguration of two new philosophical traditions: - the Analytical Truth in the wake of the Critical Project and the Critical Ontology of ourselves in the wake of Aufklärung, to the last one he aligns. In the second tradition Kant, in conflict with the perspective of traditional ontology of being, has proposed a new critical ontology when shifted the epistemological-transcendental question "What do I know?" to "What is this happening?", and bringing to the philosophical-historical field new ontological questions about the present, the individual and the transformation processes of men's attitude. The new critical ontology, as Foucault denominated, is for him the foundation of ethical and political attitude of franking limits, unlike Kant tried to establish formal limits that men could not overcome by individual decision.

Gegenstand der Arbeit sind die protestantischen Landprediger der Kurmark Brandenburg in der zweiten Hälfte des 18. Jahrhunderts. Die Landprediger standen zu dieser Zeit in schlechtem Ruf, indem sie von der gebildeten Öffentlichkeit für "verbauert" gehalten wurden. Sie versuchten ihre Zugehörigkeit zum aufgeklärten Bürgertum unter Beweis zu stellen, nicht zuletzt indem sie "Volksaufklärung" betrieben. Auf der Grundlage breiten archivalischen Materials werden die kulturellen, sozialen und ökonomischen Umstände beleuchtet, unter denen die Landprediger als Träger der Volksaufklärung agierten. In Rede stehen die Einkünfte, die Ausbildung in der Schule und an der Universität zu Halle/Saale, Herkunft und Karrierewege, das Kirchenpatronat, das Verhältnis zum preußischen Staat, der Pfarrer in der Sicht der Dorfgemeinde, der Pfarrer als Volksaufklärer. / The subject of this thesis is the protestant country preachers of the Kurmark Brandenburg in the second half of 18th century. As said to be peasants more than preachers, they tried to prove their membership in the enlighted Buergertum; this is one of the main reasons why they worked as Volksaufklaerer. Based upon a large archival material, it is asked to inquire as to the social, cultural and economic circumstances under which these country preachers worked as upholders of the Volksaufklaerung. In question are the incomes, the instruction at school and at the university of Halle/Saale, their origins and careers, the church patronage, the relations to the Prussian state, the preacher in the eyes of the parish, the preacher as Volksaufklaerer.

No description available.