Zugl.: Berlin, Techn. Universiẗat, Diss. G. Gehrmann, K.D. Müller, 1991.

Thesis (Ph. D.)--Columbia University, 1919.

Thesis--Marburg. / Includes bibliographical references (p. 143-149).

Thesis--Marburg. / Includes bibliographical references (p. 143-149).

Marburg, Univ., Diss., 1999. / Computerdatei im Fernzugriff.

Marburg, Universiẗat, Diss., 1999.

Univ., Diss./2004--Frankfurt, 2003.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 234-240).

Orientador: Sinésio Ferraz Bueno / Banca: Alonso Bezerra de Carvalho / Banca: Divino José da Silva / Resumo: A presente pesquisa pretende discutir as consequências do projeto da Modernidade e suas implicações para a Educação. Tendo como principal alicerce teórico a Teoria Crítica, mais especificamente Theodor W. Adorno, Max Horkheimer e Herbert Marcuse, verifica-se o desenvolvimento de uma concepção instrumental de razão, alicerçada pelos fundamentos mecânicos da Modernidade, expressos pelo primado do resultado eficaz, do cálculo, da matematização, do princípio da causalidade, da visão fragmentada e utilitária acerca das relações humanas, dos esquemas probabilísticos, entre outros. O indivíduo, conduzido por esses determinismos, rompe com os laços que poderiam viabilizar a experiência formativa e a emancipação humana, desembocando numa educação miserável, voltada para autopreservação e para a materialidade da produção. O papel da Educação se esvazia e cai em descrédito em face da alienação do universo cultural. A saída apontada pelos teóricos críticos é a crítica imanente, movimento permitido pela dialética. Com isso, almeja-se no presente trabalho, analisar quais as divergências e as similaridades da crítica frankfurtiana à insuficiência dos moldes racionais, ou melhor, à oposição positivismo e dialética com o debate educacional brasileiro. Nossa hipótese, é que o confronto entre positivismo e dialética, permanece sendo um tema atual, uma vez que tal confronto, proposto pelos filósofos frankfurtianos, é constantemente retomado por pesquisadores educacionais brasileiros, ainda que de maneira implícita, vale dizer, sem que se nomeie explicitamente esse par conceitual. Esta pesquisa nos permitiu constatar que a crítica epistemológica, no âmbito da Educação, tem sido retomada pelos pesquisadores... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to discuss the consequences of the project of Modernity and its implications for Education. Adopting Critical Theory as the main theoretical framework, more specifically Theodor W. Adorno, Max Horkheimer and Herbert Marcuse, it considers the development of an instrumental conception of reason, grounded on mechanical foundations of modernity, reflectede on the priority of effective result, calculation, mathematization, the principle of causality, the fragmented and utilitarian view of human relations, probabilistic schemes, among others. The individual, driven by such determinism, interrupts the bonds that could make feasible the formation experience and human emancipation, leading to a miserable education, committed to self-preservation and the materiality of production. The role of education is wasted and falls into disrepute in the face of alienation from the cultural universe. The critical theorists present the immanent critique as a possible solution by means of Dialectics. Thereby, this work aims to analyze the differences and similarities of the Frankfurtian critique to the inefficiency of rationalist manners, by observing the opposing movement of Positivism and Dialectics in the Brazilian educational debate. Our hypothesis is that the confrontation between Positivism and Dialectics remains as an important issue, once such debate, proposed by Frankfurtian philosophers, is constantly resumed by Brazilian educational researchers, though implicitly, that is, without nominating this conceptual framework. This work made it possible to verify that the epistemological critique, in the educational arena, has been arouse by Brazilian researchers, pointing to the inadequacy of the positivist assumptions, signalized by the crisis of science. A great deal of the ideas analyzed proposed the abandonment... (Complete abstract click electronic access below) / Mestre

鄺明偉. / Thesis (M.A.)--香港中文大學, 1990. / Munuscript (computer printout) / Includes bibliographical references (leaves 26-39). / Kuang Mingwei. / Thesis (M.A.)--Xianggang Zhong wen da xue, 1990. / 導言 理性與自由 頁 --- p.1 / Chapter 第一章 --- 對現代性的批判 頁 --- p.7 / Chapter 1.1 --- 韋伯的理性化概念 頁 --- p.8 / Chapter 1.2 --- 馬克思的異化概念 頁 --- p.22 / Chapter 1.3 --- 哈伯瑪斯論現代性 頁 --- p.29 / Chapter 第二章 --- 溝通理性的建構 頁 --- p.36 / Chapter 2.1 --- 溝通行動與溝通能力 頁 --- p.37 / Chapter 2.2 --- 言辭行動的有效聲稱 頁 --- p.40 / Chapter 2.3 --- 論辯進行的形式 頁 --- p.47 / Chapter 2.4 --- 真理共識說與溝通倫理學 頁 --- p.52 / Chapter 2.5 --- 理想的言談情境 頁 --- p.57 / Chapter 2.6 --- 溝通理性的兩個面向 頁 --- p.59 / Chapter 第三章 --- 溝通理性與現代西方社會 頁 --- p.62 / Chapter 3.1 --- 社會的二重分析架構 頁 --- p.63 / Chapter 3.2 --- 糸統與生活世界 頁 --- p.68 / Chapter 3.3 --- 統現代社會的扭曲溝通 頁 --- p.79 / Chapter 3.4 --- 溝通理性與公共領域 頁 --- p.85 / Chapter 第四章 --- 對溝通理性論的評估 頁 --- p.87 / Chapter 4.1 --- 溝通理性的涵義 頁 --- p.87 / Chapter 4.2 --- 市場與論壇 頁 --- p.96 / Chapter 4.3 --- 語言與社會批判 頁 --- p.107 / 註釋 --- p.1 / 參考書目 --- p.26