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41	女王と毒入りワインの杯 : Hamletにおける忘却と記憶術 TAKIKAWA, Mutsumu, 滝川, 睦 31 March 2014 (has links) No description available. 記憶術毒入りワインの杯忘却寡婦『ハムレット』 the art of memory the poisoned cup of wine forgetfulness the widow Hamlet
42	A poesia de Arriete Vilela: diálogos entre Mnemosine e Lete / Arriete Vilela's poetry: dialogues between Mnemosine and Lete Santos, Elaine Cristina Rapôso dos 16 March 2017 (has links) This Doctoral Dissertation studies the poetry of the Brazilian writer Arriete Vilela, from the emergence of Eu, em versos e prosa (VILELA, 1971), her first book, until the publication of Obra poética reunida (VILELA, 2010). Turning to this corpus¸ this study analyses the relation between memory and forgetfulness to demonstrate that the costruction of the text is developed from the connection between memory, forgetfulness and imagination. These cathegories are essencial to understand the construction of the labyrinth that characterizes the studied poetry, and they are adressed, in this work, from the theoretical perspectives of Bergson (2006), Ricoeur (2007), Freud (1974), and Bachelard (2009). From the suppression of the present, and the attempt to return to the past, the women who live in Arriete’s poetry develop an effort that materializes as their desire for self-comprehension. Such an effort that departs from the action of memory, from the work of the imagination, and from the interference of forgetfulness, attempts to reconstruct, and give new meaning to the experiences; it also brings to the poetic scene a group of women who can be seen as representing beings of memory and forgetfulness. The Freudian psychoanalytic notion of repression (1974) is essential to understand the way forgetfulness works, in this context, since the poetic persona constantly explores the attempt of a return to the past. According to Bachelard (2009), however, such a return is not static, and cannot be apprehended in its totality. Some contents, especially those that may inflict pain, and are, in its majority, related to childhood and the love experienced, are not accessible to the conscious plane, due to repression. The impossibility of recovering such contents interposes gaps in the construction of the text, which are fulfilled by imagination. The solidarity between memory and imagination, as well as the working of the mechanism of repression, that relegates some experiences from the past to forgetfulness, are elements that compose the studied work, where memory constitutes itself from the paths marked by the gaps left by forgetfulness. The text, as a result of this relation, is composed by such gaps, and is written from a craft language work which reveals itself, in the text, from the use of a meta-language, one of the main features of Arriete Vilela’s poetry. / Conselho Nacional de Desenvolvimento Científico e Tecnológico / O objeto de estudo sobre o qual se debruça esta tese compreende a poesia da escritora alagoana Arriete Vilela, desde o surgimento de Eu, em versos e prosa (VILELA, 1971), primeiro livro da autora, até a publicação da sua Obra poética reunida (VILELA, 2010). Ao se voltar para esse corpus, este trabalho analisa as relações entre a memória e o esquecimento para demonstrar que a constituição do texto desenvolve-se a partir de um jogo constante entre memória, esquecimento e imaginação. Essas categorias são centrais para a compreensão de como é construído o tecido labiríntico e lacunoso, que caracteriza a poesia estudada, e são abordadas, nesta tese, a partir das perspectivas teóricas de Bergson (2006), Ricoeur (2007), Freud (1974) e Bachelard (2009). Por meio da supressão da ação do presente e da tentativa de retorno ao passado, as mulheres que habitam o conjunto da poesia arrieteana desenvolvem um esforço que se concretiza como desejo de autocompreensão. Este, a partir da ação da memória, do trabalho da imaginação e da interferência do esquecimento, realiza-se como uma tentativa de reconstruir e ressignificar o vivido e traz à cena poética um conjunto de mulheres que se constituem enquanto seres de memória e esquecimento. A noção psicanalítica de recalque, conforme apresentada por Freud (1974), é fundamental para a compreensão do modo como o esquecimento atua, nesse contexto, pois o eu-lírico empreende uma constante tentativa de retorno ao passado. Este não é estático, conforme aponta Bachelard (2009), e não se deixa apreender em seu todo. Alguns conteúdos, principalmente aqueles que provocam dor e, em sua maioria, estão relacionados à infância e aos amores vividos, não se encontram acessíveis ao plano consciente, devido à atuação do recalque. A impossibilidade de resgatá-los interpõe lacunas na construção do texto. Estas são preenchidas pela atuação da imaginação. A solidariedade entre memória e imaginação, bem como o funcionamento do mecanismo de recalque, que relega alguns conteúdos do passado ao esquecimento, são elementos que ajudam a compor a obra estudada. Entra em cena uma memória que se constitui a partir de caminhos emaranhados, sulcados pelas frestas deixadas pelo esquecimento. O texto, decorrente dessa relação, é lacunoso e se realiza como um tecido poético, construído a partir de um trabalho artesanal com a linguagem. Este se revela, no texto, por meio do exercício da metalinguagem, uma das principais características da poesia de Arriete Vilela. Escritoras alagoanas Memória Poesia – Metalinguagem Arriete Vilela Poetry Memory and Forgetfulness Gender Woman writer
43	A HERANÇA DO ESQUECIMENTO: SABERES DOCENTES NAS NARRATIVAS DE FORMAÇÃO / THE INHERITANCE OF FORGETFULNESS: KNOWLEDGE OF TEACHING IN NARRATIVES ON TRAINING Pedroso, Eliana Regina Fritzen 21 August 2015 (has links) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work fits the Research, Training, Knowledge and Professional Development (LP1) area, of the Postgraduate Program on Education of the Education Center, at the Federal University of Santa Maria (UFSM) and seeks explore the influences to the field of Education Philosophy on current teachers training in Brazil, approaching the research on this area and strengthening a process that is still recent, of thinking about the ethical and asthetical potential of the teaching knowledge. The need for this study is justified by the concern manifested in documents such as the National Curriculum Guidelines for the Undergraduate Course in Pedagogy (Brazil, 2006) and also by the theoretical and literature review, according to a critical-theoretical conception of education, in which the idea that the present time is substantially marked by the inheritance of forgetfulness underlies. The study was developed by means of a documental analysis of internship reports from the Pedagogy course of UFSM, following a qualitative approach and a hermeneutics-reconstructive understanding, outlining the present reports in the internship reports as training narratives. Therefore, the question is: how is the sensitivity in the training of teachers being developed for understanding of the remains of babarism in a time that is the heir of forgetfulness? Hence, the main objective of this research is to investigate the possibility of aggregating the asthetical-ethical horizon to the teaching knowledge, by means of the notion of experience, thematizing the narratives reverberated by the teachers under training in the time os forgetfulness. So, thinking about contributions about the pedagogical self-enlightenment of teaching provokes concern with the teaching rationality that circulates in the pedagogical environment. Within the work in question, this implies to assert how the practical-epistemological rationality, inserted in the syllabus of teachers training with some notion of knowledge and experience, limited to cognitiveness, contributed for the perpetuation of forgetfulness in the social sphere. / O presente trabalho de dissertação enquadra-se na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional (LP1), do Programa de Pós-Graduação em Educação, do Centro de Educação, da Universidade Federal de Santa Maria (UFSM) e busca lançar problematizar as influências do campo da filosofia da educação sobre a atual formação de professores no Brasil, abordando as pesquisas dessa área e fortalecendo um processo que é ainda recente, de pensar acerca do potencial ético e estético dos saberes docentes. A necessidade deste estudo se justifica, pela preocupação manifestada em documentos como as Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia, licenciatura (BRASIL, 2006) e ainda pelo levantamento teórico-bibliográfico realizado, segundo uma concepção teórico-crítica de educação, na qual subjaz a ideia de que o tempo presente está marcado substancialmente pela herança do esquecimento. A pesquisa desenvolveu-se por meio de uma análise documental de relatórios de estágio do curso de Pedagogia Licenciatura Plena da UFSM, seguindo uma abordagem qualitativa e uma compreensão hermenêutica-reconstrutiva, delineando os relatos presentes nos relatórios de estágio como narrativas de formação. Diante disso, questiona-se: Como está sendo desenvolvida a sensibilidade no campo da formação de professores para compreensão dos vestígios da barbárie num tempo herdeiro do esquecimento? Desse modo, o objetivo central da pesquisa é investigar a possibilidade de agregar aos saberes docentes o horizonte ético-estético, por meio da noção de experiência, tematizando as narrativas repercutidas pelos professores em formação sob a influência de um tempo marcado pelo esquecimento. Assim, pensar contribuições acerca do autoesclarecimento pedagógico da docência provoca uma preocupação com as racionalidades docentes que circulam no ambiente pedagógico. No âmbito do trabalho em questão, isso implica perquirir como a racionalidade epistemológico-prática, inserida no currículo da formação de professores com uma noção de saber e experiência, limitada ao cognitivo, contribuiu para que se perpetue na esfera social a herança do esquecimento. Saberes docentes Narrativas de formação Herança do esquecimento Memória Ética e estética Teaching knowledge Training narratives Inheritance of forgetfulness Memory Ethics and aesthetics CNPQ::CIENCIAS HUMANAS::EDUCACAO
44	Fictions and forced forgetfulness in the plays of Edward Albee during the long 1960s Vyas, Divyansh 08 1900 (has links) Ce mémoire explore comment Edward Albee peut être perçu comme un postmoderniste, s’appuyant sur une compréhension du postmodernisme formulée par Linda Hutcheon et le contexte américain pendant les longues années 1960 pour examiner de façon critique deux des premières pièces d’Albee. Les pièces en question, The Zoo Story (1959) et Who’s Afraid of Virginia Woolf? (1962), dépeignent des personnages qui ne peuvent supporter la ligne floue entre les faits et la fiction de la condition postmoderne, où il n’y a pas de motifs ou de vérités incontestables. Le besoin désespéré de vivre dans la certitude absolue et l’assurance fait que les personnages nient la condition postmoderne, et s’engagent dans un processus d’oubli forcé de leur appréhension de la condition postmoderne et des différents événements qui les ont amenés à elle. Les personnages des deux pièces utilisent différents métarécits pour créer un sens et vivre leur vie avec l’illusion de la certitude complète. Le processus de l’oubli forcé sera déduit à travers les théories de la mémoire et de l’oubli tel que compris et expliqué par Jonathan K. Foster. Le mémoire démontre comment, en raison de leur cartographie de toute leur vie sur la base de différentes métanarrations, les personnages finissent par vivre d’une manière aliénée et inauthentique. L’état apathique et émasculé de leurs identités les font se livrer à des actes extrêmes de violence et de rage. Albee montre comment les identités de ses personnages sont compromises de différentes façons en subissant leur mort sociale. / This thesis explores how Edward Albee can be perceived as a postmodernist, relying on an understanding of postmodernism formulated by Linda Hutcheon and the American context during the long 1960s to critically scrutinize two of Albee’s early plays. The plays in question, The Zoo Story (1959) and Who’s Afraid of Virginia Woolf? (1962), portray characters who cannot bear the blurred line between fact and fiction of the postmodern condition, wherein there are no unquestionable grounds or truths. The desperate need to live in absolute certainty and assurance makes characters deny the postmodern condition, and engage in a process of forced forgetfulness to forget about their apprehension of the postmodern condition and different events which brought them to it. The characters in both plays use different metanarratives to create meaning and live their lives with the illusion of complete certainty. The process of forced forgetfulness will be deduced through theories of memory and forgetting as understood and explained by Jonathan K. Foster. The thesis demonstrates how, due to them charting their entire lives on the basis of different metanarratives, characters end up living in an alienated and inauthentic manner. The apathetic and emasculated state of their identities make them indulge in extreme acts of violence and rage. Albee shows how identities of his characters get compromised in different ways by suffering their social death. Postmodernism Forced forgetfulness Postmodern uncertainty Metanarrative Alienation Violence Fictional pattern Postmodernisme Oubli forcé Incertitude postmoderne Métarécit Aliénation Violence Modèle fictif
45	Contribution à l'étude des rapports du droit positif et de la mémoire Issartel, Cédric 26 January 2013 (has links) Le droit positif et la mémoire entendue dans toute sa complexité entretiennent des rapports anciens et variés. Ceux-ci se sont accentués au cours du XXe siècle, et plus particulièrement au cours de la dernière décennie avec le développement des lois mémorielles. D'un point de vue général, ces rapports peuvent être ordonnés selon deux modalités. D'une part, le droit positif et la mémoire collective sont liés par une interaction. Celle-ci consiste plus particulièrement en une détermination réciproque. En effet, si le droit positif détermine certaines mémoires collectives, qu'elles demeurent ou non dans la conscience collective, le droit positif est à son tour déterminé par la mémoire spirituelle collective qu'est le souvenir du droit. Susceptible de deux définitions, cette mémoire exerce en effet une influence dans la formation du droit positif, mais aussi dans la conservation du droit. Ne concernant pas que le seul droit positif, cette conservation exerce également une influence variable sur ce dernier. D'autre part, la relation entre le droit positif et la mémoire se caractérise également par une action du droit positif qui ne connaît pas d'équivalent mémoriel. En effet, le droit positif apparaît comme l'instrument de la pérennisation de la mémoire. Concernant toutes les formes et tous les types de mémoire identifiables, cette protection est cependant très variée dans ses modalités. Elle peut être directe lorsque les règles du droit applicable ne prévoient pas une action autre qu'une protection. D'ailleurs, cette première protection connaît deux modalités selon que les dispositions du droit positif concernent les mémoires protégées elles-mêmes ou des éléments mémoriels intermédiaires. Immédiate dans le premier cas, elle ne l'est pas dans le second. En revanche, le souvenir collectif des évènements et des défunts mémorables ne bénéficie pas d'une protection directe. La protection spécifique et indirecte de celui-ci contre l'oubli résulte de sa remémoration qui est prévue ou seulement permise par certaines dispositions du droit positif. Si ce rappel a pour modalité de principe l'exaltation collective et publique dudit souvenir collectif, il a pour conséquence la quête du pardon par les autorités étatiques et son obtention est alors présumée. Toutefois, le pardon peut aussi être accordé, plus ou moins directement, par la grâce ou l'oubli décidé. Mais, seul le second a un effet sur le souvenir collectif. / The applicable law and the memory in all her significance have old and varied relations. They have been accentuated during the last century, and especially during the last decade reason of the developpement of memory laws. Generally, these relations can be classified into two categories. Firstly, the applicable law and the collective memory have an interaction. This interaction is a mutual determination. The applicable law determines some collective memories. In return, the applicable law is determined by the memory of law. Having two definitions, it exercices an action in the formation of the applicable law and in the conservation of the law in totality. This conservation exercices also a variable action on the applicable law. Secondly, the relation between the applicable law and the memory is characterized by an action of the applicable law without memory equivalent. The applicable law can ensure the continued existence of the memory. Concerning all forms and types of memory, this protection is very variable. It can be direct when the rules of the applicable law don't plan for an action different of a protection. This first protection is characterized by two types. Dispositions of the applicable law can concern the protected memories, but also they can concern intermediate memorial elements. In the first case, the protection is immediate. It isn't in the second. The collective memory of memorable events and deceased isn't protected directly.This indirect and specific protection results of its reminder. It consists of a collective and public exaltation. The quest of pardon is the consequence. But the pardon can also be gotten, more or less directly, by the presidential pardon an the decided forgetfulness. However, only the second has an effect on the collective memory. Archives Devoir de mémoire Droit au souvenir Funérailles Hommages Lois mémorielles Oubli Patrimoins communs Précédents Réparation Archives Duty of memory Right of memory Funeral Tributes Laws of memory Forgetfulness Commons patrimonies Precedents Repairing
46	Exílio e memória na narrativa de Milton Hatoum Vieira, Noemi Campos Freitas [UNESP] 23 February 2007 (has links) (PDF) Made available in DSpace on 2014-06-11T19:26:54Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-23Bitstream added on 2014-06-13T19:55:21Z : No. of bitstreams: 1 vieira_ncf_me_sjrp.pdf: 913643 bytes, checksum: 2621f6e37747eb34bb62ce77a31dfab8 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A obra de Milton Hatoum, escritor amazonense de ascendência libanesa, caracteriza-se pela recorrente busca identitária de seus narradores que procuram explicações sobre suas origens. Em Relato de um certo Oriente (1989) e Dois irmãos (2000) há, em primeiro plano, o trabalho da memória, que tem como força motriz o esquecimento, transitando entre dois mundos que se mesclam e que se dão a conhecer, no texto, por meio das experiências dos personagens. Esses mundos que se interpenetram, o manauara e o do imigrante, inscrevem um certo oriente no ambiente amazônico traçando a história da família libanesa radicada na Manaus imaginária de Hatoum. A trajetória sinuosa da memória percorrida pelos respectivos narradores manauaras, filhos agregados desses imigrantes, procura reestruturar o passado por meio dos relatos das personagens, cujas vozes são emolduradas nas vozes dos narradores. Em face da indeterminação dessas identidades perseguidas, esses sujeitos encontram-se à deriva, experimentando um sentimento de alienação e de exílio interior. Para o estudo dessa trajetória dos narradores na busca identitária, articulam-se os conceitos sobre a memória (H. Bergson; W. Benjamin); o esquecimento (H. Weinrich); a melancolia (Freud); o dialogismo (M Bakhtin); a estrangeiridade (J. Kristeva); o exílio (H. Bhabha; E. Said). / The work of Brazilian writer Milton Hatoum, who s born in Manaus and descendant of Lebanese family, is characterized by recurrent search for origins by the narrators in both novels studied Relato de um certo Oriente (1989) and Dois irmãos (2000). The strongest influence on memory work is the forgetfulness on rebuilding narrators childhood on searching their identity. Memory s work transits between two methaforical worlds concerning the immigrants and the manauara s life, revealling a certain Orient in an Amazonian ambiance that traces a Lebanese family history in the imaginary Manaus of Hatoum. The character s voices retaking the past are commanded by narrators voices who face a sinuous trajectory of the memory. The indetermination of their identity carries the narrators to a felling of alienation and an intimate exile. By studying the narrators way on searching their origins, the following concepts are articulated: memory (H. Bergson; W. Benjamin); forgetfulness (H. Weinrich); melancholy (Freud); dialogism (M Bakhtin); foreignism (J. Kristeva); exile (H. Bhabha; E. Said). Autobiografia Literatura brasileira - Historiografia Exílio (Literatura) Memory Forgetfulness Identity
47	Tutela da privacidade na sociedade da informação: o direito ao esquecimento na jurisprudência dos Tribunais Superiores do Brasil e do Tribunal Supremo Espanhol Machado, Elisandro 17 March 2017 (has links) The New Technologies of Information and Communication, especially the Internet, have significantly impacted the way in which the human being relates to everything that surrounds him. In the Information Society, there is a need to extend the concept of privacy, to cover situations in which data or personal information are made available on the global computer network without having an effective public interest. Thus, a doctrinal and jurisprudential current emerges, which is in line with the idea that the excess memory caused by the Internet's ample storage capacity has made human beings unable to detach themselves from the past, being persecuted, For the rest of his life, for his misunderstandings. It speaks of the possibility of applying the right to virtual forgetfulness, due to the protection of the dignity of the human person and the right to privacy, as the prerogative of the human being not to be eternally persecuted for acts or facts of the past that Have no legitimate public interest. The right to forgetfulness comes from the criminal field, and its application, in a civil sphere, especially in relation to the possibility of suppression or concealment of personal data or personal information of the Internet search engines, is what makes the subject new and relevant. Thus, the present research investigates how the Supreme Courts of Brazil and the Spanish Supreme Court are facing the issue in question. We sought to present meeting points between the criteria adopted for decision-making, establishing theoretical frameworks that allow the weighting between conflicting rights, namely, freedom of expression and protection of privacy. / As Novas Tecnologias da Informação e da Comunicação, em especial a Internet, têm impactado significativamente a maneira como o ser humano se relaciona com tudo aquilo que o cerca. Na Sociedade da Informação, surge a necessidade de ampliação do conceito de privacidade, para abarcar situações nas quais os dados ou as informações pessoais são disponibilizados na rede mundial de computadores sem que tenham efetivo interesse público. Surge, assim, uma corrente doutrinária e jurisprudencial que vai ao encontro da ideia de que o excesso de memória, provocado pela ampla capacidade de armazenamento da Internet, resta por fazer com que o ser humano fique impossibilitado de se desligar do passado, sendo perseguido, por toda a vida, por seus equívocos. Fala-se, assim, na possibilidade de aplicação do direito ao esquecimento virtual, decorrente da tutela da dignidade da pessoa humana e do direito à privacidade, como a prerrogativa que tem o ser humano de não ser perseguido eternamente por atos ou fatos do passado que não tenham legítimo interesse público. O direito ao esquecimento é oriundo do campo penal, sendo que sua aplicação, em âmbito cível, em especial em relação à possibilidade de supressão ou ocultamento de dados ou informações pessoais verdadeiras dos mecanismos de busca da Internet, é o que torna o tema novo e relevante. Sendo assim, a presente pesquisa investiga como os Tribunais Superiores do Brasil e o Tribunal Supremo Espanhol vêm enfrentando o tema em questão. Buscou-se apresentar pontos de encontro entre os critérios adotados para a tomada de decisão, estabelecendo balizas teóricas que possibilitem a realização da ponderação entre os direitos em conflito, quais sejam, a liberdade de expressão e a tutela da privacidade. Tutela da Privacidade Direito ao Esquecimento Tribunais Superiores do Brasil Proteção de Dados Privacy Guardianship Right to Forgetfulness Superior Courts of Brazil Data Protection
48	Des engagements à l'épreuve du temps : la cause des disparus au Liban, 2011-2018 / Commitments shaped by the test of time : the cause of the disappeared in Lebanon, 2011-2018 Mirman, Yves 05 March 2019 (has links) Cette thèse décrit des engagements pour la cause de personnes disparues au Liban (enlèvement, meurtre ou emprisonnement) durant la guerre civile (1975 à 1989) et les occupations militaires qui ont suivi. Certains proches – notamment des femmes – se sont publiquement engagés depuis les années 1980 pour les retrouver, désigner des responsabilités, faire entendre leurs propres droits. Alliés à d’autres acteurs, ils et elles ont inscrit leur mobilisation de manière plurielle dans l’espace politique où rares sont les dispositifs de traitement du conflit. S’est ainsi façonnée au fil des ans une cause commune malgré leur fragmentation initiale, les drames intimes et les contraintes politiques rencontrées. Le nombre de plus en plus réduit de militants n’a pas tué la cause, mais, à l’épreuve du temps, a transformé les logiques de l’action collective. Par des dispositifs de sensibilisation, l’usage d’outils juridiques et un travail mémoriel, ces militants s’efforcent de faire entendre leur souffrance, mais également de lutter contre l’oubli du conflit voire à obtenir justice. L’observation de leurs activités et l’analyse de leurs témoignages entre 2011 et 2018 m’ont permis de mesurer les effets de leur action sur la cause comme sur leur engagement. Mettre en récit les crimes passés via la formulation d’un problème d’amnésie généralisée n’a pas permis de désigner de responsabilités claires. La remémoration publique des disparus et les procédures engagées en justice par des cause-lawyers ont suscité des dilemmes tant affectifs que stratégiques. C’est finalement à une sociologie des politiques de l’après-conflit au Liban que se propose de contribuer cette thèse / This thesis describes commitments to the cause of the disappeared in Lebanon, disappearances (kidnapping, murder, detention) occurred during the Lebanese civil war (1975-1989) and the military occupations that followed. Some families of missing persons, mostly women, have been publicly committed since the 1980s to finding them, to designate responsibilities, to have their own rights heard. They allied with various actors, and their mobilizations have been embedded in the political space, where few policies focus on post-conflit resolution. These activists have forged a common cause over the years despite the fragmentation of the cases, their parents’ intimate problems and the political constraints for their struggle. The shrinking number of activists did not kill the cause but the test of time has transformed the logics of collective action. Through legal tools, memorial work and “sensitizing devices”, they sought to raise public awareness on their suffering, but also to fight against forgetfulness about the conflict and to obtain justice. Observing their activities and their testimonies between 2011 and 2018 enabled measurement of the effects of their action on their cause and on their commitment. Their telling the story of past crimes through the formulation of a problem of general amnesia did not always enabled a clear designation of responsible parties. The public remembrance of the disappeared and the legal proceedings brought by their cause-lawyers have both given rise to emotional and strategic dilemmas. In the light of the study of these mobilizations, I eventually intend in this thesis to contribute to a sociology of post-conflict politics in Lebanon Engagement Mobilisation Liban Droit Mémoire Émotions Militantisme Post-Conflit Victimes Personnes disparues Action collective Oubli Responsabilité Souffrance Justice Commitment Mobilization Lebanon Law Memory Emotion Activist Post-Conflit Victims Missing persons Collective action Forgetfulness Responsibility Suffering Justice
49	Borges, le poète, ou le miroir universel du monde / Borges, the poet, or the universal mirror of the world Spychiger, Delphine Aimée 06 June 2014 (has links) L’étude que nous avons consacrée à la Antología poética 1923-1977 permet de mettre en lumière l’art poétique de Jorge Luis Borges ainsi que d’observer attentivement la dimension spéculaire et la portée universelle de sa poésie. Elle condense, reflète, et nous fait appréhender l’essence du monde dans toute la gamme de ses infinies richesses ainsi que de ses insondables mystères qui hantent la réflexion métaphysique de l’humanité depuis des temps immémoriaux. Nous dégageons, tout particulièrement, nombre de convergences des plus frappantes entre les principaux thèmes borgésiens et les thèses majeures du philosophe Arthur Schopenhauer. Borges emploie, à l’évidence, tout son génie, tout son art de la perplexité et de l’ironie, à façonner subtilement un miroir poétique de la pensée de ce grand maître qu’il vénère tant. Nous constatons, en effet, que la poésie borgésienne, non seulement nous fait prendre conscience de notre perpétuelle et irrémédiable condamnation aux illusions et aux représentations, mais encore tente de relever le défi du dépassement des illusions, d’un accès à un au-delà de la représentation. Sous de multiples aspects kaléidoscopiques de l’Autre (un sablier, un jardin, une bibliothèque, un château, un rêve, la pensée humaine, l’individu, l’écriture, le temps…), c’est en réalité toujours le mythe de l’Eternel Retour du Labyrinthe qui revient sous sa plume. Comment ce mythe ― à la fois personnel et impersonnel ― que Borges a patiemment forgé, tout au long de sa vie, a-t-il pu connaître une remarquable diffusion planétaire et le conduire à être couronné par la gloire de son vivant ? Telle est l’ultime question à laquelle nous tâchons de répondre au terme de notre réflexion. / The study that we dedicated to the Antología Poética 1923-1977 allows to bring out the poetical art of Jorge Luis Borges as well as to observe in a careful way the speculiar dimension and the universal scope of his poetry. It condenses, reflects and enables us to apprehend the essence of the world in the whole range of infinite riches, as well as the unfathomable mysteries which have haunted the metaphysical reflexion of humanity from time immemorial. We bring out, in particular, a fair number of the most striking convergences between the main themes of Borges the poet and the major thesis of Arthur Schopenhauer the philosopher. It is obvious that Borges uses all his genius, all his art of perplexity and irony to shape, in a subtle way, a poetical mirror of the thinking of this great master that he venerates so much. Not only do we notice that the poetry of Borges enables us to be aware of our perpetual and irreparable condemnation to illusions and representations, but it also tries to take up the challenge of surpassing the illusions, of an access to the beyond of representation. Under numerous kaleidoscopic aspects of the Other (a sandglass, a garden, a library, a castle, a dream, the human thought, the individual, writing, time…), in fact it is always the myth of the Eternal Return of the Labyrinth which comes back under his pen. How can this myth – both personal and impersonal – (patiently forged by Borges all along his life) have met such a remarkable worldwide diffusion and have led him to be crowned by glory in his lifetime? This is the final question we will try to carry through. Labyrinthe Eternel Retour Illusion Chaos/Cosmos Temps Mémoire/Oubli Identité L’Autre Dieu Mort Causalité Musique Cécité Rêve Buenos Aires Gaucho/Compadrito Panthéisme Mise en abyme Miroir Labyrinth Eternal Return Illusion Chaos/Cosmos Time Memory/Forgetfulness Identity The Other God Death Causality Music Blindness Dream Buenos Aires Gaucho/Compadrito Pantheism Mise en abyme (Mirror abyss) Mirror
50	Technik und Bildung in der verwissenschaftlichten Lebenswelt / Vier Modelle: Fink, Heidegger, Litt, Schelsky Lumila, Minna 02 June 2023 (has links) Die Studie versucht, Husserls Modell einer nicht-wissenschaftlichen Lebenswelt für pädagogische Untersuchungen zum Verhältnis von Technik und Bildung in der verwissenschaftlichen Welt zu öffnen. Sie diskutiert Entwicklungsprobleme der Spätmoderne unter pluralen Fragestellungen und führt Ansätze und Traditionen zusammen, die unterschiedliche Wege zur Weiterentwicklung der modernen Bildungstheorie beschritten haben. Im Zentrum steht die Frage, wie moderne Technik einerseits als lebensweltliche Entfremdung des Menschen problematisiert und andererseits als Produkt menschlicher Freiheit und Weltgestaltung gewürdigt werden kann. In vier Kapiteln werden die methodischen Ansätze und Antworten vorgestellt, die der Philosoph und Pädagoge Eugen Fink (1905–1975), der Philosoph Martin Heidegger (1889–1976), der Philosoph und Erziehungswissenschaftler Theodor Litt (1880–1962) und der Soziologe Helmut Schelsky (1912–1984) auf die Frage nach dem Verhältnis von Bildung und Technik gegeben haben. Im Durchgang durch ihre Positionen wird ein Konzert erarbeitet, dessen Originalität darin liegt, Abstimmungsprobleme von Bildung, Technik und Lebenswelt aus postdualistischer, praxistheoretischer sowie posthumanistischer Perspektive zu thematisieren. / The study attempts to open Husserl's model of a non-scientific lifeworld for pedagogical investigations of the relationship between technology and “Bildung” in the scientific world. It discusses developmental problems of late modernity under plural questions and brings together approaches and traditions that have taken different paths to the further development of modern “Bildungs”-theory. The central question is how modern technology can be problematized on the one hand as the alienation of human beings from the world of life and on the other hand be appreciated as a product of human freedom and the shaping of the world. Four chapters present the methodological approaches and answers that philosopher and educator Eugen Fink (1905–1975), philosopher Martin Heidegger (1889–1976), philosopher and educationalist Theodor Litt (1880–1962), and sociologist Helmut Schelsky (1912–1984) have given to the question of the relationship between education and technology. In the course of their positions, a concert will be developed whose originality lies in addressing the coordination problems of “Bildung” (education), “Technik” (technology) and “Lebenswelt” (lifeworld) from a post-dualist, praxis-theoretical as well as post-humanist perspective. Seinsphänomenologie Sprung Sein Subjekt-Objekt-Differenz Überwindung des Subjekt-Objekt-Schemas Rationalität Überforderung des Rationalen Weltoffenheit Weltoffenheit des Menschen unhintergehbare Lebenswelt Metaphysikkritik abendländische Metaphysik neuzeitliche Metaphysik Seinsvergessenheit certitudo veritas aletheia Menschenzentriertheit Gegenstand Gegenständlichkeit Vergegenständlichung des Seienden Nichtigkeit Mensch als in die Welt Geworfener mundane Kreation des Daseins Mensch als weltbildend Ek-sistenz das Sein den Menschen das Ekstatische des Menschen Vernehmen als Wahrnehmen In-der-Welt-Sein Weltlichkeit des Menschen das Anwesen des Anwesenden Erde Posthumanismus Mensch als ein werdendes Wesen vormoderne Technik handwerkliche Technik poiesis orthotes Technikkritik Bestand Welt als Inventar Bild Meister Eckhart das Ereignis Denken Philosophie ontologische Differenz Posthumanismus Natur zu Kultur Verhältnis von Mensch und Natur Primäre und sekundäre Qualitäten ursprüngliche Lebenswelt transzendentale Lebenswelt Phänomenologie Quantifizierung Entqualifizierung Entsinnlichung Bedeutungsentleerung Edmund Husserl Martin Heidegger Eugen Fink Koexistentialien Arbeit Herrschaft Liebe Tod Spiel Erziehung Erziehung als Beratung Technische Bildung kosmologische Lebenswelt Vielfalt der lebensweltlichen Praxis Fraglichwerden humanistischer Werte Dualismuskritik kosmologische Differenz menschliche Selbstverständigung Lebenslehre Nachdualistische Sozialphänomenologie Ende des humanistischen Menschen Marginalisierung der Welt Krise der allgemeingültigen Leitbilder Erziehung als Beratung Fragegesellschaft Erziehungswissenschaft als Praxistheorie das Wissen als menschliche Möglichkeit techne Fügsamkeit Einfügung Daseinsorientierung verwissenschaftlichte Welt Schöpfertum des Ingenieurs Die kreative Tätigkeit des Technikers Schöpfungskraft des Kosmos Schöpferkraft der menschlichen Freiheit Prinzipielle Unbestimmtheit des Menschen Theodor Litt Umgang Trias von Subjekt-Objekt-Methode antinomische Lebenswelt Mensch-Welt-Verhältnis Pädagogik Unverdrängbarkeit des Umgangs Freiheit der Wissenschaften Segen der Reflexion Umgangshermeneutik Hermeneutik Mit- und Füreinandersein Umgang mit der Natur zwischenmenschlicher Umgang neuzeitliche Rationalität Natur Geist Subjekt Objekt neuzeitliche Produktionsordnung Bildungsbedeutung der Naturwissenschaft Versachlichung des Weltverhältnisses Arbeitswelt Sache Vielfalt der Sinndeutungen Segen der Reflexion gegenständliches Denken rechnende Naturwissenschaft Mittel-Zweck-Relation Ursache-Wirkung-Relation Subjekt-Objekt-Verhältnis Entpersönlichung des Subjekts Formalisierung des Objekts Reflexivität Leiblichkeit Marginalisierung des Menschen Versachlichung des Menschen Mensch als Funktionär Trennung von Ich und Welt Trennung von Natur und Geist Sinnlichkeit Begegnung mit seinesgleichen Verkümmerung des Umgangs leiblich-seelische Totalität Individualität Unmenschlichkeit des Menschen Menschlichkeit des Menschen Selbstentfremdung Antinomie moderner Menschenbildung Selbstbeaufsichtigung Kultivierung des Umgangs Genealogie der modernen Technik Maschinenwelt Geisteswissenschaften Kultivierung von Sinnvielfalt Menschenwissenschaft Wissenschaften vom Außermenschlichen Schutz der Menschlichkeit Zwängen der Produktionsordnung Bildung als Sacharbeit Helmut Schelsky metaphysische Dauerreflexion Absterben des Staates technischer Staat metaphysischer Nihilismus wissenschaftliche Zivilisation Reales Weltbürgertum Spezialgelehrtentum Fachgelehrtentum Sachzwang Freiheit Sachgesetzlichkeiten Offenheit menschlicher Sinnentwürfe Selbstentfremdung des Menschen wissenschaftlich-technische Zivilisation Objektivierung des Menschen Naturzwang Produktionszwang Sachlogik der technischen Zivilisation Bildung durch Wissenschaft jene Freiheit einer offenen Zukunft Verwissenschaftlichung aller Praxis Vergesellschaftung der Wissenschaft Vergesellschaftung der Universität Wissenschaftlichkeit der Technik Mensch als Wissenschaft und als Arbeit Erziehung zur Wissenschaftlichkeit Überwindung der Wissenschaft Bildung als Ermöglichung von Freiheit Vielfalt des Daseins Grenzen wissenschaftlicher Erkenntnis Synthese der Wissenschaften Fragmentierte Produktion des Menschen Sozialwissenschaften Joachim Ritter Mnemosyne Kompensation von Geschichtslosigkeit Gedächtnis historische Lebenswelt Michel Foucault Genealogische Rekonstruktion Friedrich Nietzsche Aktiver Nihilismus Dietrich Benner Negativität Nicht-Affirmativität Praxeologie Malte Brinkmann fragmentarischer Charakter des Menschen Dualismus-Kritik Egon Schütz Anthropologischer Zirkel C. P. Snow Erziehung und Bildung Technik Lebenswelt Verwissenschaftlichte Lebenswelt Lebenswelt als eine kritische Kategorie phenomenology of being leap being subject-object difference overcoming the subject-object schema rationality openness to the world metaphysical critique occidental metaphysics modern metaphysics Forgetfulness of being certitudo veritas aletheia human-centeredness object objectivity objectification of being nothingness mundane creation of existence human being as world-forming ek-sistence the ecstatic of the human being being-in-the-world worldliness of the human being the presence of the present posthumanism human being as a becoming being pre-modern technology poiesis orthotes critique of technology world as inventory image Meister Eckhart the event thinking philosophy ontological difference posthumanism nature to culture relationship between human and nature Primary and secondary qualities original lifeworld transcendental lifeworld phenomenology quantification de-qualification de-sensualisation coexistentials education education as counselling technical education cosmological lifeworld diversity of lifeworld practice questioning of humanistic values critique of dualism cosmological difference human self-understanding post-dualistic social phenomenology end of humanistic human being marginalisation of the world production of human being by human being education as counselling knowledge as human possibility techne existential orientation scientised world creative activity of the technician creative power of the cosmos creative power of human freedom Umgang triad of subject-object method dual of natural sciences and humanities antinomic lifeworld Umgang as a basis for modern education pedagogy resistance of Umgang to ideologies defense of democracy against fascism phenomenological motifs of Theodor Litt hermeneutics being with and for one another nature spirit subject object modern order of production objectification of world relations diversity of interpretations of meaning cause and effect subject-object relationship depersonalisation of the subject reflexivity marginalisation of the human being objectification of the human being the human being as a functionary separation of the I and the world separation of nature and spirit individuality inhumanity of the human being humanity of the human being self-alienation antinomy of modern education genealogy of the modern technology humanities cultivation of multiplicity of meaning human science advisory function of human science protection of humanity reflection death of the state technical state metaphysical nihilism scientific civilisation real cosmopolitanism specialised scholarship human being in scientific civilisation freedom scientific marginalisation of the world openness of human possibilities loss of function of the humanities self-alienation of the human being scientific-technical civilisation objectification of the human being compulsory production education in scientific civilisation fragmented production of human being Mnemosyne memory historical lifeworld active nihilism genealogical reconstruction negativity non-affirmativity praxeology fragmentary character of the human being critique of dualism anthropological circle education (Bildung) technology technical education lifeworld scientified lifeworld lifeworld as a critical category human being as thrown into the world crisis of universally valid values creatorship of the engineer 370 Bildung und Erziehung DF 3000 ddc:370

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