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Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-10-02T12:24:16Z No. of bitstreams: 1 Lincoln Sales Serejo_.pdf: 1173187 bytes, checksum: c34b8618964d3b0d68d9ef6ef302098d (MD5) / Made available in DSpace on 2018-10-02T12:24:16Z (GMT). No. of bitstreams: 1 Lincoln Sales Serejo_.pdf: 1173187 bytes, checksum: c34b8618964d3b0d68d9ef6ef302098d (MD5) Previous issue date: 2018-03-27 / Nenhuma / A tese trata da responsabilidade moral e política em Hannah Arendt. Segue-se o itinerário da filosofa sobre a responsabilidade. Reconstrói-se inicialmente o debate entre Joel Feinberg e Hannah Arendt sobre o conceito de responsabilidade coletiva, tendo como objetivo específico o de apresentar o problema que será tratado ao longo da tese. Em seguida, procuramos examinar os pontos de contato e distanciamento entre as concepções de responsabilidade e culpa que são defendidas por Hannah Arendt, Karl Jaspers e Hans Jonas. Aborda-se a concepção de responsabilidade pessoal de Arendt a partir de sua reflexão sobre a “banalidade do mal”, circunstanciada ao julgamento de Adolf Eichmann. Analisa-se sinteticamente o julgamento de Eichmann. Investigam-se as concepções do fenômeno da liberdade em Hannah Arendt. Apresenta-se a concepção contemplativa de liberdade ou liberdade filosófica e a concepção política de liberdade política. Os objetivos destes subcapítulos são o de mostrar a distinção que a filósofa estabelece entre essas duas concepções de liberdade, uma relacionada à vida e interior e a outra relacionada ao exercício da virtude pública no espaço público. Examinam-se as atividades da vida espiritual na concepção de Hannah Arendt, a saber: o Pensar, o Querer e o Julgar. Apresentam-se os conceitos de Razão e Intelecto com objetivo de mostrar a distinção desses dois conceitos kantianos; Sócrates e o dois-em-um discutirá a faculdade espiritual do pensamento; A descoberta da Vontade refletirá sobre esta faculdade e, por fim, a faculdade juízo e sua conexão com a responsabilidade. / The thesis deals with moral and political responsibility in Hannah Arendt. It follows the Philosophy itinerary on responsibility. The debate between Joel Feinberg and Hannah Arendt on the concept of collective responsibility is initially reconstituted, with the specific objective of presenting the problem that will be dealt with throughout the thesis. Next, we will try to examine the points of contact and distancing between the conceptions of responsibility and guilt that are defended by Hannah Arendt, Karl Jaspers and Hans Jonas. To approach Arendt's conception of personal responsibility from his reflection on the "banality of evil," circumstantial to the judgment of Adolf Eichmann. The Eichmann judgment is synthetically analyzed. The conceptions of the phenomenon of freedom in Hannah Arendt are investigated. It presents the contemplative conception of freedom or philosophical freedom and the political conception of political freedom. The objectives of these subchapters are to show the distinction that the philosopher establishes between these two conceptions of freedom, one related to life and interior and the other related to the exercise of public virtue in the public space. The activities of the spiritual life are examined in the conception of Hannah Arendt, namely: Thinking, Willing and Judging. The concepts of Reason and Intellect are presented in order to show the distinction between these two Kantian concepts; Socrates and the two-in-one will discuss the spiritual faculty of thought; the discovery of the Will reflected on the faculty of Will and finally the faculty of judgment and its connection with responsibility.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-05T17:39:40Z No. of bitstreams: 1 recuperacao_memoria.pdf: 792044 bytes, checksum: 1223cfb36beb27fd854e54bddabcc133 (MD5) / Made available in DSpace on 2015-05-05T17:39:40Z (GMT). No. of bitstreams: 1 recuperacao_memoria.pdf: 792044 bytes, checksum: 1223cfb36beb27fd854e54bddabcc133 (MD5) Previous issue date: 2011-10-31 / Nenhuma / A dissertação desenvolve a necessidade de recuperação da memória das vítimas como postulado para a concretização dos direitos humanos, o que somente pode ser realizado a partir de um novo olhar sobre o conceito de responsabilidade. A memória a ser recuperada é aquela que decorre da violação dos direitos humanos e que acaba por colocar as vítimas em uma clandestinidade histórica, diante da falta de reconhecimento pela sociedade, das atrocidades cometidas contra elas. Trata-se de uma luta constante contra o esquecimento, que deve ser discutida sob a ótica da alteridade. Para isso, deve-se compreender que os atuais instrumentos de responsabilidade civil, administrativa e penal não são suficientes para dar o retorno à injustiça cometida no caso de graves violações de direitos humanos, por não exigirem o comprometimento necessário de toda a sociedade e resumirem a questão, muitas vezes, a uma solução pecuniária que não corresponde a dimensão do prejuízo moral causado. Nesse contexto, surge a responsabilidade coletiva como um meio de comprometimento e conscientização da pessoa em relação ao outro, sua dignidade e seu sofrimento, já que trabalha com a ideia de que, para não repetição dos fatos para garantir justiça às vítimas, é necessária a construção de uma sociedade que consiga viabilizar um futuro melhor a partir da revisitação de seu passado. / The paper develops the need to recover the memory of the victims as postulated for the realization of human rights, which can only be done from a new perspective on the concept of responsibility. The memory to be recovered is that which arises from the violation of human rights and that ultimately put the victims in an underground history, given the lack of recognition by society, the atrocities committed against them. Its a constant struggle against forgetting, which should be discussed from the perspective of otherness. For this, it should be understood that current instruments civil, administrative and criminal are not sufficient to return to the injustice in the case of serious human rights violations, as it requires the necessary commitment of the whole society and summarizing the question, often the payment solution that does not match the scale of material damage caused. In this context there is a collective responsibility as a means of commitment and awareness in relation to another person, their dignity and suffering, since it works with the idea that, to avoid repetition of facts to ensure justice for victims, it is necessary to building a society that can enable a better future from the revisitation of her past.

This thesis investigates the potential for Knowledge Building in large size Pharmacy classrooms. Knowledge Building is the social creation and continual improvement of ideas (Scardamalia & Bereiter, 2003). The pedagogy and technology that underlie it are based on a complex system involving 12 interdependent principles. This research examines principle-based classroom designs, targeting two Knowledge Building principles--epistemic agency and collective responsibility for community knowledge. Successive design changes were implemented to a self-care course for undergraduate Pharmacy students (n = 182), using case study methodology. The goal underlying design changes was to develop a more dynamic classroom environment involving all students and empowering them to take charge of knowledge advancement at high cognitive levels, through assuming greater agency and collective responsibility for their knowledge advances. Design features that were incorporated into class procedures included class panels to discuss cases, student-generated self-assessment examination questions, and online discussion views in a virtual learning community, Knowledge Forum. Surveys, student comments, self-assessments, field notes, online discourse and course exam scores were used to determine effects of principle-based design changes. Results, taken as a whole, indicate that each new design feature contributed to advances with no negative effects uncovered. Raters blind to authorship of student- versus instructor-generated exam questions could not distinguish between them. Analysis of student commentary indicated advances in line with the broad network of Knowledge Building principles, as well as those specifically targeted in design improvements. Advances in performance on exams, surveys, and in student discourse further contributed to the overall picture of positive effects. Design strategies appropriate for large classroom implementation are shown to facilitate a shift from learning as an exclusively individual enterprise, to the creation of a Knowledge Building Community with students assuming levels of responsibility and agency normally assumed by the teacher.

This thesis investigates the potential for Knowledge Building in large size Pharmacy classrooms. Knowledge Building is the social creation and continual improvement of ideas (Scardamalia & Bereiter, 2003). The pedagogy and technology that underlie it are based on a complex system involving 12 interdependent principles. This research examines principle-based classroom designs, targeting two Knowledge Building principles--epistemic agency and collective responsibility for community knowledge. Successive design changes were implemented to a self-care course for undergraduate Pharmacy students (n = 182), using case study methodology. The goal underlying design changes was to develop a more dynamic classroom environment involving all students and empowering them to take charge of knowledge advancement at high cognitive levels, through assuming greater agency and collective responsibility for their knowledge advances. Design features that were incorporated into class procedures included class panels to discuss cases, student-generated self-assessment examination questions, and online discussion views in a virtual learning community, Knowledge Forum. Surveys, student comments, self-assessments, field notes, online discourse and course exam scores were used to determine effects of principle-based design changes. Results, taken as a whole, indicate that each new design feature contributed to advances with no negative effects uncovered. Raters blind to authorship of student- versus instructor-generated exam questions could not distinguish between them. Analysis of student commentary indicated advances in line with the broad network of Knowledge Building principles, as well as those specifically targeted in design improvements. Advances in performance on exams, surveys, and in student discourse further contributed to the overall picture of positive effects. Design strategies appropriate for large classroom implementation are shown to facilitate a shift from learning as an exclusively individual enterprise, to the creation of a Knowledge Building Community with students assuming levels of responsibility and agency normally assumed by the teacher.

This scientific essay deals with the concept of care and how care takes shape in preschool and in preschool teachers' practical professional knowledge. Through a phenomenological perspective and in relation to Hanna Arendt's discourse on collective responsibility, the study approaches the concept of care in preschool but also the significance of the phenomenon itself. The study consists of four stories, all of which are taken from my own activities and an ethnological field study conducted at two different preschools, where participatory observation and interviewing have been used as a method. The focus of the observations has been to study the practical knowledge of preschool educators and to see how care takes place. By studying, reflecting, and critically examining preschool educators and my own practical professional knowledge, I aim to get closer to the many forms of care. Which is important to be able to make it visible and reflect on the many meanings of care. The study also examines the relationship of care to learning and how these can form a whole in preschool. New public management is described in the study as something that has characterized the Swedish welfare sector since the late 1990s. Results, goal fulfillment, efficiency indications are some of the factors that characterize a successful business in an NPM-influenced business. When this is contrasted with the preschool's activities where the ability to empathize and the importance of showing consideration for others is what instead characterizes a safe and successful activity, it affects the preschool. The results of the study are discussed in relation to the philosophies of Nel Noddings. Where the approach becomes central to how care emerges in this study. The result of the study shows that care is something that is constantly and daily going on in preschool, but that the time, knowledge, or power to put it into words sometimes doesn`t exist. Which sometimes leads to that the important practical knowledge about care, doesn`t take equivalent place in preschool. Which unfortunately has major consequences for daily practice where care risks becoming a concept that does not keep up with developments in preschool. Giving care to children in preschool appears in the study as a relational phenomenon. Care as a phenomenon is created when we educators listen to what the children express and try to reach them where they are. When the care action is answered by the child, the relationship between educator and child is strengthened. This process requires an awareness, mind presence and knowledge from the educator’s perspective. / Denna vetenskapliga essä behandlar begreppet omsorg och hur omsorg gestaltar sig i förskolan och i förskolepedagogers praktiska yrkeskunnande. Genom ett fenomenologiskt perspektiv och i relation till Hanna Arendts diskurs om kollektivt ansvar, närmar sig studien begreppet omsorg i förskolan men även fenomenets betydelse i sig själv. Studien består av fyra berättelser som alla är hämtade från min egen verksamhet och en etnologisk fältstudie utförd på två olika förskolor, där deltagande observation och intervju använts som metod. Fokus för observationerna har varit att studera förskolepedagogers praktiska kunnande och för att se hur omsorg tar plats. Genom att i studien, synliggöra, reflektera och kritiskt undersöka förskolepedagogers och mitt eget praktiska yrkeskunnande, kommer jag närmare omsorgens många skepnader. Vilket är viktigt för att kunna synliggöra den samt reflektera om omsorgens många innebörder. I studien undersöks även omsorgens relation till lärande och hur dessa kan bilda en helhet i förskolan. New public management beskrivs i studien som något som kommit att prägla den svenska välfärdssektorn sedan sent 90-tal. Resultat, måluppfyllelse, effektivitet och kvalitetsindikationer är några av de faktorer som i en NPM- präglad verksamhet kännetecknar en lyckad verksamhet. Men när detta sätts i kontrast mot förskolans verksamhet där förmågan till inkännande, empati och vikten av att visa hänsyn till andra är det som i stället kännetecknar en trygg och lyckad verksamhet, påverkar det förskolan som helhet.  Studiens empiriska material diskuteras utifrån Noddings syn på omsorgsetik. Där förhållningsättet blir centralt för hur omsorg framträder i denna studie. Resultatet av studien visar att omsorg är något som ständigt och dagligen pågår i förskolan, men att tiden, kunskapen eller makten för att klä den i ord ibland inte existerar, vilket gör att den viktiga praktiska kunskapen kring omsorg, en slags tyst kunskap inte ges utrymme i förskolan. Vilket tyvärr får stora konsekvenser för den dagliga praktiken där omsorg riskerar att bli ett begrepp som inte hänger med i utvecklingen. Att ge omsorg till barn i förskolan framstår i studien som en relationell företeelse. Omsorg som fenomen blir till när vi pedagoger lyssnar till det barnen uttrycker och försöker nå dem där de är. När omsorgshandlingen besvaras av barnet stärks relationen mellan pedagog och barn. Denna process kräver en medvetenhet, sinnesnärvaro och kunskap från pedagogens sida.

The main goal of this paper is to examine the perceptions related to Bosnia and Herzegovina as a country that fosters terrorism. The concepts of radicalization, extremism and terrorism are examined as separate entities in the context of Bosnia and Herzegovina, where the confusion of these contexts is particularly harmful, prompting negative attitudes and conclusions. It includes a review of the origins of Jihad in Bosnia and Herzegovina during the 1992-1995 war and transformation into the Salafi Movement after it. Some theoretical concepts consider the popular perspective on the Salafi community, relations between the Salafi Community and the Islamic Community the responses of media who propagate both the valid and stereotypical information, the motivations that drive the Salafist community, but also the motives of Bosnia and Herzegovina's society for the exploitation of this community. Other focuses are the changes that take place after the September 11th terrorist attacks, and their effect on Bosnia and Herzegovina are discussed in the context of the fight against terrorism and the re-examination of the intentions of the Salafi communities. Finally, conclusions are drawn about the perception of Bosnia and Herzegovina as a terrorist threat. In addition, the relationship between the Salafi...

This thesis develops the prioritization guidance and action guidance provided by Iris Marion Young’s Social Connection Model of responsibility for injustice. Young’s parameters of reasoning are limited in their ability to assist responsible agents in determining what they ought to do to fulfill their responsibilities, as they are severed from the structural analysis characteristic of the rest of the SCM. This thesis addresses the resulting limitations by developing categories of prioritization and an action guidance framework. I develop 6 categories of prioritization: power, benefit, interest, centrality, contribution, and control. Applied to social-group-based analysis, these categories determine the strength of the prioritization claim which a given injustice holds over a given social group. The action guidance framework takes the perspective of the political community and works its way through three questions and their corresponding considerations: “What can we do?” –structural change, altering practices, and harm alleviation; “How can we do it?” –understanding sub-issues and sub-options, determining interests, and organizing collectives; and “What can I do?” –eliminating contributory behaviours, and considering personal circumstances. Through this framework, agents can analyze the capacities of the political community and the structures of an injustice to determine which projects should be undertaken and how agents ought to contribute. Finally, the developments of this thesis are applied to the case of landlords and housing, therein establishing the necessity of landlords abandoning rental profits so as to fulfill and not contradict their responsibility to eliminate housing injustice. / Thesis / Master of Arts (MA) / This thesis develops the prioritization guidance and action guidance provided by Iris Marion Young’s Social Connection Model of responsibility for injustice. Young’s parameters of reasoning, meant to provide this guidance, are limited in their ability to assist responsible agents in determining what they ought to do to fulfill their responsibilities. This thesis addresses these limitations by developing 6 categories of prioritization and an action guidance framework. The categories of prioritization determine which social groups ought to prioritize a given injustice. Through the action guidance framework, agents can analyze the capacities of the political community and the structures of an injustice to determine which projects should be undertaken and how agents ought to contribute to them. The developments of this thesis are applied to the case of landlords and housing injustice, therein establishing the necessity of landlords abandoning rental profits.

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The idea that ‘business ethics' picks out a distinct discipline within ethical theory is contentious; in particular, it is unclear why theoretical approaches to moral and political philosophy cannot satisfactorily address ethical concerns in the context of business activity, just as they can in the context of other human activities. In response, I argue that some features of the business environment require more focused analysis than currently available. This environment is characterised by the presence of large social groups – business organisations – that are not political in nature, but yet wield considerable power and are the vehicles for complex forms of collective action. The most pressing ethical concern raised by such collective action is collective moral responsibility. I develop an account of collective responsibility that is tailored to business organisations and that combines a number of strands of moral thought – a desert-based account of moral responsibility that is of a kind with that typically applied to individual humans; a pluralistic account of how collective responsibility is generated that is rooted in irreducible group-level properties; and a moderate approach to social ontology that sees nothing mysterious in ‘distinct' collective entities. From this starting point I develop two detailed models that illustrate how business organisations can constitute distinct collective entities that may be held morally responsible. The first shows how such organisations may satisfy the conditions required to hold moral agency, which is typically assumed to be a prerequisite for moral responsibility. The second breaks with this tradition and argues for the possibility of ‘non-agential' moral responsibility in cases where complex organisational structures mediate the actions of the moral agents that populate them. I conclude by showing how this distinct organisational-level responsibility, far from insulating organisation members from personal culpability, illustrates quite distinct standards against which such individuals may be judged.