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Texte remanié de: Diss.--Princeton (N.J.)--Princeton university, 1930. / Dissertation. Princeton University. Reprinted from the Author's "Studies in the philosophy of creation". - Recommanded by the Department of philosophy to the faculty for acceptance, May 1930.

Informe de Seminario para optar al grado de Licenciado en Filosofía / La intención de Bergson, en su obra “Las dos Fuentes de la Moral y la Religión”, es la de mostrar de qué manera la aparición del cristianismo y su posterior consolidación en el universo occidental marca un quiebre en la historia humana de manera que significa un “salto” evolutivo espiritual y social. Espiritual por inaugurar una nueva actitud en relación a la sociedad y a la humanidad (la de la acción y el amor) y social por cuanto esta situación habría posibilitado el surgimiento de una nueva forma de organización social, cual sería la democracia y la representación parlamentar en el Estado Moderno, presentándose como la forma más cercana a una sociedad de la apertura. Ambas situaciones históricas se auto afirman y condicionan, sociedad cerrada-religión estática, sociedad abierta-religión dinámica. La división entre religión estática y dinámica estaría dada por la función que la religión desempeña en la sociedad. En la sociedad primitiva la religión surge como prevención al temor que provoca lo desconocido y su función es la de servir como dispositivo contra el poder disolvente de la inteligencia, que haría aparecer el egoísmo del individuo y produciría la desintegración social, por lo tanto esta primera función estaría encuadrada en el orden de la conservación social. La segunda función sería la de servir como dispositivo contra la depresión por el poder de la inteligencia de representarse la inevitabilidad de la muerte. Por su parte la religión dinámica habría abierto el universo espiritual del hombre al encarnarse en la religión cristiana la ideología del amor por la humanidad y su función sería la de mantener este horizonte siempre abierto (merced a la propagación del ímpetu o impulso místico) y aumentar así cada vez más los niveles de libertad y de indeterminación de la especie. Sin embargo, cuando volvemos a interrogar a las sociedades primitivas por su funcionamiento social y religioso, auxiliados por estudios antropológicos y etnográficos, vemos que el diagnóstico dado por Bergson sobre estas sociedades estaba bastante deformado y alejado de la realidad. El propio etnocentrismo de que se empapó su obra en lo referente a las sociedades arcaicas influyó con certeza a la hora de definir el verdadero problema que depara analizar la función de la religión tanto en las sociedades primitivas como en la “civilizada”.

This thesis is the first full-length study to investigate memory discourse in Katherine Mansfield’s short stories. It presents multiple close readings of the ways in which memory is inscribed in Mansfield’s stories, taking an approach to memory drawn from the philosophy of the French philosopher Henri Bergson. What Mansfield and Bergson share in common is an idea of the insistence of memory – its survival, determination, assertion and resistance – during a period of multiple social and historical change when memory was variously seen to be in crisis. Bergson’s distinctive theory of memory which opposes temporalism (or ‘time in the mind’) with measured (or ‘spatialised’) time provides a rich interpretive tool for analysing memory in Mansfield’s fiction. Following phases of Bergson’s developing thinking, each of the four chapters introduces a different dimension of memory – the generative, the topological, the degenerative and the cosmic – through which I analyse The Aloe and Prelude, ‘At the Bay’, ‘The Garden Party’, ‘The Daughters of the Late Colonel’, ‘Bliss’ and ‘The Canary’ as well as other less well-known examples of Mansfield’s fictional and personal writings. What emerges from this process is a new Mansfield acutely sensitive to the insistent power of memory and the attenuation of time past into the present, concurrent with some of her modernist contemporaries, yet especially attuned to the signal and significant thought of Bergson.

Thesis (Ph. D.)--Catholic University of America, 1944. / "Selected bibliography": p. 184-205.

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Universidade do Estado do Rio de Janeiro / O autismo é um transtorno psiquiátrico de instalação precoce descrito pela primeira vez por Leo Kanner, em 1943. Por cerca de duas décadas, a concepção psicanalítica do quadro foi dominante na literatura médico-psicológica internacional. A partir dos anos 1960 e 1970, entretanto, as teses de viés cognitivo e cerebral começam a ganhar destaque, até se tornarem hegemônicas com o advento dos anos 1980. Este estudo tem como objetivo inicial mostrar como se deu esse deslocamento interno na conceituação sobre a natureza do autismo, no período situado entre 1943 e 1983, por meio de pesquisa bibliográfica em fontes primárias em língua inglesa. Num segundo momento, o trabalho descreve as principais teorias cognitivas sobre o tema, com foco na teoria da mente, apresentando as críticas feitas ao cognitivismo por autores do campo da fenomenologia, assim como as hipóteses fenomenológicas a respeito do autismo. Por fim, tomando como referencial teórico a filosofia de Henri Bergson, o autismo é descrito como transtorno da memória pragmática, ou seja, como um prejuízo precoce na ligação entre a memória e a ação corporal. Sem a âncora pragmática, não há a possibilidade do uso das marcas das experiências passadas para esclarecer a situação atual, resultando daí os prejuízos autistas na criatividade, na construção da identidade pessoal e na intersubjetividade. Esta tese contribui para a ampliação das pesquisas sobre o autismo, servindo de alternativa à visão cognitivista modular e computacional e permitindo a valorização do papel do corpo e do cérebro sem recair no reducionismo fisicalista / Autism is a psychiatric disorder of early onset first described by Leo Kanner in 1943. For nearly two decades psychoanalytic conception was the most prominent explanation of this pathology in medical and psychological international literature. However, since the1960s and the1970s, cognitive and cerebral explanations have started to gain salience, and since the 1980s they have become the most authoritative theories of the disorder. First of all, this dissertation deals with presenting - by means of anglophone primary bibliography how did transformations on autism conceptions take place between 1943 and 1983. Secondly, it describes the main cognitive theories on the subject focusing on the "theory of mind". It presents also the phenomenological critics to the cognitivistic approach of autism, as well as the phenomenological hypothesis on autism. Finally, this study takes philosopher Henri Bergson s theory to support the thesis that autism is a pragmatic memory disorder, that is, an early disarrangement in the connection between memory and bodily action. Without the pragmatic anchor, there is no possibility of using the background memories and experiences to account for current situations, what brings about the autistic difficulty to build up personal identity, creativity and intersubjectivity. This dissertation contributes to the expansion of research on autism, as an alternative view to the modular cognitivistic and computational explanations. It leads to the appreciation of the body and the brain roles without falling in reductive physicalism

Universidade do Estado do Rio de Janeiro / O autismo é um transtorno psiquiátrico de instalação precoce descrito pela primeira vez por Leo Kanner, em 1943. Por cerca de duas décadas, a concepção psicanalítica do quadro foi dominante na literatura médico-psicológica internacional. A partir dos anos 1960 e 1970, entretanto, as teses de viés cognitivo e cerebral começam a ganhar destaque, até se tornarem hegemônicas com o advento dos anos 1980. Este estudo tem como objetivo inicial mostrar como se deu esse deslocamento interno na conceituação sobre a natureza do autismo, no período situado entre 1943 e 1983, por meio de pesquisa bibliográfica em fontes primárias em língua inglesa. Num segundo momento, o trabalho descreve as principais teorias cognitivas sobre o tema, com foco na teoria da mente, apresentando as críticas feitas ao cognitivismo por autores do campo da fenomenologia, assim como as hipóteses fenomenológicas a respeito do autismo. Por fim, tomando como referencial teórico a filosofia de Henri Bergson, o autismo é descrito como transtorno da memória pragmática, ou seja, como um prejuízo precoce na ligação entre a memória e a ação corporal. Sem a âncora pragmática, não há a possibilidade do uso das marcas das experiências passadas para esclarecer a situação atual, resultando daí os prejuízos autistas na criatividade, na construção da identidade pessoal e na intersubjetividade. Esta tese contribui para a ampliação das pesquisas sobre o autismo, servindo de alternativa à visão cognitivista modular e computacional e permitindo a valorização do papel do corpo e do cérebro sem recair no reducionismo fisicalista / Autism is a psychiatric disorder of early onset first described by Leo Kanner in 1943. For nearly two decades psychoanalytic conception was the most prominent explanation of this pathology in medical and psychological international literature. However, since the1960s and the1970s, cognitive and cerebral explanations have started to gain salience, and since the 1980s they have become the most authoritative theories of the disorder. First of all, this dissertation deals with presenting - by means of anglophone primary bibliography how did transformations on autism conceptions take place between 1943 and 1983. Secondly, it describes the main cognitive theories on the subject focusing on the "theory of mind". It presents also the phenomenological critics to the cognitivistic approach of autism, as well as the phenomenological hypothesis on autism. Finally, this study takes philosopher Henri Bergson s theory to support the thesis that autism is a pragmatic memory disorder, that is, an early disarrangement in the connection between memory and bodily action. Without the pragmatic anchor, there is no possibility of using the background memories and experiences to account for current situations, what brings about the autistic difficulty to build up personal identity, creativity and intersubjectivity. This dissertation contributes to the expansion of research on autism, as an alternative view to the modular cognitivistic and computational explanations. It leads to the appreciation of the body and the brain roles without falling in reductive physicalism

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-07-18T17:47:17Z No. of bitstreams: 1 lukadecarvalhogusmao.pdf: 3255872 bytes, checksum: f80721e5dc15ba8acfb134c956a19bfb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-09T11:36:42Z (GMT) No. of bitstreams: 1 lukadecarvalhogusmao.pdf: 3255872 bytes, checksum: f80721e5dc15ba8acfb134c956a19bfb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-09T11:37:15Z (GMT) No. of bitstreams: 1 lukadecarvalhogusmao.pdf: 3255872 bytes, checksum: f80721e5dc15ba8acfb134c956a19bfb (MD5) / Made available in DSpace on 2017-08-09T11:37:15Z (GMT). No. of bitstreams: 1 lukadecarvalhogusmao.pdf: 3255872 bytes, checksum: f80721e5dc15ba8acfb134c956a19bfb (MD5) Previous issue date: 2017-05-05 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Nesta dissertação apresento o desenvolvimento da pesquisa na qual procurei responder à seguinte questão: Quais as relações entre as diferentes durações vividas pelos alunos e alunas, e o currículo escolar, tomando a filosofia bergsoniana como referencial teórico para compreender tais relações? Ao longo desta pesquisa, meu objetivo foi desenhar uma imagem aproximada das formas pelas quais as relações entre as diferentes durações e o currículo foram vivenciadas nos temposespaços da escola e da sala de aula, adotando como principal fundamentação teórica a filosofia bergsoniana. Para responder à mencionada questão e atingir o objetivo deste trabalho, abordei a noção de diferença presente no pensamento bergsoniano, discutindo o significado dos conceitos de diferença de natureza e diferença de grau e mostrando que a duração – entendida como movimento de diferenciação qualitativa – constitui a experiência profunda da consciência humana. Em seguida, aprofundei minhas reflexões sobre o campo curricular, procurando mapear as principais tendências teóricas que se formaram em sua história e as pesquisas nele produzidas atualmente acerca da questão das diferenças. Como proposta metodológica, coloquei em diálogo as regras do método intuitivo desenvolvido por Bergson e as pesquisas nos/dos/com os cotidianos, que me levaram a mergulhar no cotidiano de uma escola estadual do município de Juiz de Fora, Minas Gerais, e, mais especificamente, nos temposespaços de uma turma de 4º ano do ensino fundamental, na qual os alunos e alunas produziram narrativas sobre suas próprias durações. Após apresentar as narrativas produzidas pelos alunos e alunas, sustento que foi possível perceber em cada duração um movimento de diferenciação qualitativa singular. As diferentes durações vividas pelas crianças, bem como as relações estabelecidas por elas, traçaram diferentes currículos, compostos por diferentes memórias, desejos, sentimentos, conhecimentos e práticas. / In this dissertation I present the development of the research in which I tried to answer the following question: What are the relations between the different durations experienced by students and the school curriculum, taking the Bergsonian philosophy as a theoretical reference to understand such relations? Throughout this investigation, my objective was to draw an approximate picture of how these relations between the different durations and the curriculum were experienced in the times-spaces of the school and the classroom, by adopting the Bergsonian philosophy as its main theoretical foundation. In order to answer the above question and reach the objective of this work, I approached the notion of difference which is present in the Bergsonian thinking, by discussing the meaning of the concepts of difference in nature and difference in degree and showing that duration - understood as a movement of qualitative differentiation – constitutes the profound experience of human consciousness. Then, I deepened my reflections on the curricular field, trying to map the main theoretical tendencies that were shaped up in its history and the research currently produced in it on the issue of differences. As a methodological proposal, I questioned the rules of the intuitive method developed by Bergson and the research on/about/with daily life, that led me to delve into the daily life of a state-run school in the city of Juiz de Fora, Minas Gerais, and, more specifically, into the times-spaces of a Fundamental Education 4th-grade class, in which students produced narratives about their own durations. After presenting the narratives produced by the students, I maintain that it was possible to perceive a unique movement of qualitative differentiation in each duration. The different durations experienced by the children, as well as the relations established by them, have drawn different curricula, composed of different memories, desires, feelings, knowledge and practices.

In the present effort, the philosopher Henri Bergson’s (1859-1941) seminal philosophical work functions as a revitalizing force and even an implicit point of departure for the more urban-oriented critique of Henri Lefebvre’s (1901-1991) watershed text L’Producción de l’espace/The Production of Space (1974). Both Lefebvre and Bergson in fact share a common perception of space—it is neither a static ground, nor an apriori condition of experience as Kant argued, but is instead a process inseparable from time and implicated in thought itself. Grounded in this resulting novel understanding of space, time and difference, I use an interdisciplinary approach to analyze Madrid’s cultural imaginary through novels by Belén Gopegui (1992), Pío Baroja (1911) and Luis Martín-Santos (1961); films by Carlos Saura (1996), Alejandro Amenábar (1997), and American Jim Jarmusch (1992); and the urban space of Madrid’s Retiro Park. The purpose of this work is twofold. On the one hand it is an attempt to reconcile the spatial issues of concern to cultural or human geography with an approach to social life grounded in the humanities. On the other it is a call for a deeper understanding of methodology taken in its widest sense. The former seeks not only to introduce spatial questions to the analysis of literature and film but also to articulate the intimate relation of cultural products to the urban processes in which they are formed, interpreted and sold. The latter requires an investigation of the philosophical preconceptions that structure our spatial practice and interpretation, as well as an awareness of the consequences these preconceptions hold—not only for understanding our common world, but also for producing it and finally for the possibility of changing it through action. These twin purposes—bringing geographical concerns into the humanities and assessing the philosophical bases of our spatial production and interpretation—are not so far removed. Through a careful reading of the above key literary, filmic and urban texts from twentieth century Madrid, this work explores the important consequences of conceiving of space as simultaneously mental and physical. In the Bergsonian fashion, these explorations seek to dispense with the stagnant and irreconcilable philosophical tropes of both pure materialism and pure idealism in order to yield a more precise understanding of cultural forms as living processes.