A escola ocupa um lugar central na sociedade, propondo-se realizar tanto o desenvolvimento cognitivo como afetivo, além de preocupar-se com a formação integral dos alunos, sendo também responsável pela formação moral, transmitindo valores, princípios e normas. Como um espaço privilegiado de trabalho com as relações, oferece oportunidades de autoconhecimento e conhecimento do outro, portanto, exige ações que promovam a construção da atmosfera sociomoral cooperativa e da personalidade moral, o que, no contexto atual, representa um grande desafio. Os comportamentos de transgressão, mesmo quando não violentos, permeariam o cotidiano escolar e expressam a maneira singular do jovem relacionar-se com o mundo. Portanto, é necessário refletir sobre as relações da obediência e da transgressão com a constituição das regras, a organização institucional, os valores da sociedade e a personalidade dos alunos. A presente pesquisa teve como propósito investigar as questões da obediência e da transgressão escolar sob a perspectiva dos jovens, sendo organizada em torno de três eixos: relações do aluno com o ambiente escolar e com os pares; relação do aluno com a autoridade e concepção de projetos de vida. Para isso, foram realizadas observações e entrevistas individuais, com o objetivo de verificar se a perspectiva ética faz parte do projeto de vida dos adolescentes, que razões os jovens identificam para obedecer e transgredir e a presença de motivações para os comportamentos de obediência e transgressão no ambiente escolar. Participaram desta pesquisa 151 alunos, de 10 a 15 anos, ambos os sexos, de escolas públicas e particulares. As questões da obediência e transgressão foram equacionadas na convergência das referências teóricas de Piaget, Arendt, Sennett, Fromm e La Taille, sempre procurando manter uma postura dialógica e de complementaridade, sustentando os conceitos de obediência e transgressão como parte do desenvolvimento da moralidade. Os resultados apontam para a supervalorização do ambiente familiar e da vida privada por parte dos jovens, para uma percepção de si mais relacionada às experiências individuais do que em conexão com outrem, tendo como consequência uma maior dependência, o fortalecimento da heteronomia e o distanciamento da vida pública. Assim como indicam a ausência do professor na mediação e no processo de solução dos conflitos o que leva o jovem à desejar um maior protagonismo do professor, e revelam a frequente prática escolar autoritária centrada no poder dos adultos e no uso de recompensas e punições que está criando dificuldades para o desenvolvimento de uma moralidade autônoma. Além disso, identificamos que o jovem faz uma valorização extrínseca, instrumental e idealizada do papel da escola, sendo necessário que os professores equalizem as exigências feitas aos alunos, sem subestimar ou superestimar suas capacidades, propondo interações sociais e trocas de pontos de vista entre eles, favorecendo a descentração, a cooperação e a reciprocidade. Por fim, e, principalmente, notamos que as atitudes transgressoras dos alunos não são, em sua maior parte, dirigidas ao professor / The school plays a central role in our society, as it proposes to be responsible for the students cognitive and affective development as well as their moral education, conveying values, principles and standards. As a privileged place to work with relationships, it provides the opportunity for self-knowledge and knowledge of the others, therefore, it requires actions that promote the construction of a sociomoral cooperative atmosphere and of a moral personality, which, in the present context, represents a major challenge. Transgressive behaviour, even when nonviolent, underlies school daily life and expresses the singular way in which young people relate to the world. Therefore, it is necessary to reflect on how obedience and transgression are connected to the creation of rules, the school organization, society values and students personalities. The present study was designed to investigate the issues of obedience and transgression in the school context from the perspective of young people. It is organized around three areas: how young people relate to the school environment and their peers); how students relate to school authority; and how they view their life projects. 151 male and female students between the ages of 10 and 15 have participated in this study, both from public and private schools. Observations and interviews were conducted in order to check whether an ethical perspective is part of the adolescents life projects, what reasons may lead them to obey or transgress and to what extent school environment contributes to obedient or transgressive behavior. The discussion of the issues of obedience and transgression was based on a theoretical framework that included concepts and ideas from the work of Piaget, Arendt, Sennett, Fromm and La Taille, and looked at the way they relate to and complement each other in order to provide support to the idea that the concepts of obedience and transgression are part of moral development. The results show that young people overestimate the importance of family and private life and that they have a perception of themselves which is more influenced by individual rather than group experience. This results in greater dependency and it strengthens heteronomy and detachment from social life. They also show the teacher is usually absent in the process of mediation and conflict resolution, which makes students wish teachers would play a greater role in this process, and reveal that frequent authoritarian practices centered around adult power and based on punishment and reward make it difficult for students to develop autonomous moral behaviour. In addition, we observed that young people have an extrinsic, instrumental and idealized view of the role of the school, which requires teachers to make appropriate demands on students, without underestimating or overestimating their abilities, and by providing different kinds of social interaction and debate and by encouraging decentration, cooperation and reciprocity). Last but not least, we noticed that students transgressive behavior is mostly directed towards teachers

The actor-observer effect suggests that actors attribute to the situation while observers attribute to the actor's disposition. This effect has come under scrutiny because of an alternative perspective that accounts for anomalous finding. This alternative, called the contextual perspective, suggests that actors and observers foreground different aspects of the context because of a relationship with the context, and has roots in Gestalt psychology and phenomenology. I manipulated a researcher's prompt and the presence of a distressed confederate as the context for attributions, and hypothesized that actors and observers would differ on attributions to choice, situation, and disposition because of presence of a distressed confederate. Actors were presented with either a distressed or non-distressed confederate and either a prompt to leave, a prompt to stay, or no prompt. For example, some actors experienced a distressed confederate and were asked to leave while others experienced a non-distressed confederate and were asked to stay. Actors then made a decision to either stay and help the confederate or leave. Observers watched one of ten videos, each of one actor condition in which the actor either stayed or left (five actor conditions by 2 options of stay or leave). Actors' and observers' choice, situational, and dispositional attributions were analyzed using factorial MANOVAs. Actors and observers foregrounded the distressed confederate when making attributions to choice, situation, and disposition. Furthermore, observers' attributions to choice were also influenced by the actor's behavior. These findings support the contextual perspective since context does influence actors' and observers' attributions.

This dissertation is a study of the work of John Milton, most especially of his late poems, Paradise Lost, Paradise Regained, and Samson Agonistes. The early poetry, the prose tracts, and Christian Doctrine are considered in their developmental relation to those late poems. The question my study addresses is this: What does Milton mean by obedience? The critical approach used to address the question is as much philosophical-theological as it is literary. My project seeks to understand the shaping role of Milton's theology on his poetry: that is, to attempt to recreate and understand Milton's thinking on obedience from Milton's perspective. To this end, I focus on providing contextualized, attentive readings of key poetic moments. The contexts I provide are those derived from the two great heritages Milton had at his disposal--the Classical and Christian traditions. The poetic moments I attend to are most usually theologically and conceptually difficult moments, moments in which Milton is working out (as much as reflecting on or demonstrating or poeticizing) his key theological concerns, chief among them, obedience. Milton's concept of obedience is not just an idea developed within given interpretive frameworks, Classical, Christian, and a specific historic context, England in the seventeenth century. It is a strangely practical structure of being intended by Milton to recollect something of the disposition of Adam and Even before the fall. In other words, Miltonic obedience is multifaceted and complex. To address the complexity and nuance of what Milton means by obedience, I suggest that Milton's idea of obedience may be understood as a concept. The definitional source of Milton's concept of obedience is the Bible, and various texts of the Classical tradition. The necessary mechanism of the concept is Milton's idea of right timing, derived from the Greek idea of kairos. The necessary condition of Miltonic obedience is unknowing. With Milton's concept of obedience fully established, the dissertation concludes by suggesting connections between Milton's religious imagination and his political engagements. If Milton's paramount value was obedience, it was so because his paramount concern was liberty, for himself and for his nation.

No description available.

English political thought from 1528 to 1558 was dominated by the question of obedience to civil authority. English Lutherans stressed the duty of obedience to the prince as the norm; however, if he commands that which is immoral one should passively disobey. The defenders of Henrician royal supremacy, while attempting to strengthen the power of the crown, used similar arguments to stress unquestioned obedience to the king. During Edward VI's reign this teaching of obedience was popularized from the pulpit. However, with the accession of Mary a new view regarding obedience gained prominence. Several important Marian exiles contended that the principle that God is to be obeyed rather than man entails the duty of Christians to resist idolatrous and evil rulers for the sake of the true Protestant religion.

I examine the way in which, in his work of the 1840s, Ruskin uses methods and assumptions derived from eighteenth-century Materialist, Mechanist and Vitalist Natural Philosophy, especially his assertion that the meanings which he reads into natural phenomena are objectively present and can be quantified, and the way in which therefore aesthetic concepts, responses and judgements can be quantified, and their values fixed. I examine the ways in which Ruskin seeks to demonstrate the relationship between the unity of Nature and the Multipilicity of Phenomena, not only as existing objectively in the external world, but also as reflected in the paintings of Turner. I suggest that his attempt at demonstration features a problematic relationship between his accounting for a material reality and the spiritual significances which he sees as immanent in it, and that resistance to the dynamism of contemporary industrial and social change is implicit in his celebration of an eternalised natural order. I examine four features of his correspondence during the 1840s: his dealings in the art market, his outright opposition to a number of modern developments, his urgent desires to see his favourite European architectural heritage preserved, and his strident xenophobia, and suggest relationships between the last two and his resistance to the modern. I examine the shift in his interests in the 1840s and 1850s from Nature and Art to Architecture and Man, and thence to Political Economy, and examine available accounts which rely too heavily on references to his psychological development, or on his claims to regular epiphanies, or on a significant shift in focus which can be explained by revealing the internal continuities in his work. I conclude with an attempt to demonstrate that what I have called the "broad sweep" approach obscures the confusions and contradictions in his position in the late 1840s and 1850s, and suggest that his social and intellectual inheritance, which is of a highly conservative and unremittingly paternalistic nature, crucially limits his work as ~ social critic. I offer three appendices: on the problem of the relationship between the Unity of Nature and the Multiplicity of Phenomena as that had been addressed in the Natural Philosophy on whose assumptions Ruskin draws; on eighteenth century Materialist, Mechanist and Vitalist theories of matter; and on the work of Edmund Burke and Sir Charles Bell.

Behavior-analytic accounts of rule-adherence behavior suggest that rule-governance is a general class of functional (i.e., instrumental) behavior maintained by social consequences (Baum, 2005; Malott & Suarez, 2004; Jacobs et al., in prep.). Evolutionary Life-History (LH) theory suggests that LH strategy may underlie variation in rule-adherence behavior. Based on an integration of these two theories, a theoretical structural model of rule-governance was developed and tested. The structure of this model was used to develop follow-up experiments to test particularly salient links in the model. Consistent with theory, the structural model indicated that slow LH strategy directly and indirectly (through increased moral emotions and increased executive functioning) contributed to strength of rule-governance. Two experiments failed to replicate previously demonstrated effects of executive function depletion or moral identity priming (on moral behavioral outcome measures). Further, self-report measures of slow LH strategy, executive functioning, and rule-governance did not predict prosocial (donating) or rule-defiance (cheating) behavior in laboratory tasks. The limitations of relying solely on either self-report or behavioral tasks of unknown external validity are discussed.

Two central issues in literature discussing legal authority seems to the the questions of what the law has when it has authority and under what conditions the law can be said to have authority. This thesis analyses an answer to these two questions as it has been developed by legal philosopher Joseph Raz. The analysis is conducted through scrutinizing the relation within and between three central concepts in Raz´s theory on legal authority; authority as normative power, the service conception and the obligation to obey. As for the concept of normative power, Raz seems to alternate between defining normative power as the ability to change protected reasons for action and as being a protected reason for action. The question the thesis aims to answer is whether normative power is best understood as the ability to change protected reasons for action or as being a protected reason for action? Raz does not seem to make a distinction between the two and thus, he regards both definitions as plausible. However, the analysis suggests that while it might be plausible to use both definitions as a definition of normative power, they are not interchangeable, but rather seems to represent two different levels of normative power. The analysis of the second concept, the service conception, examines Raz´s statement that justified exclusionary reasons entail a moral obligation to obey the law. Here the thesis asks if a moral obligation to obey is a plausible consequence of justified exclusionary reasons, given Raz´s own definition of obedience. The analysis suggests that a moral obligation to obey is not a plausible consequence of exclusionary reasons being justified and thus, that there seems to be incoherence between the two. Lastly, the thesis asks about the coherence between Raz´s two statements A. that justified exclusionary reasons entail a moral obligation to obey and B. that there is no moral obligation to obey the law. This last question had to be somewhat revised as the first statement (A) had already been suggested to be incoherent by the previous analysis. As such, this last question was revised into asking how the law can have legitimate authority when its legitimacy is tied to a moral obligation to obey, which is denied by Raz? The analysis suggests that these two statements are incoherent and that, as such, it is implausible that the law has the possibility to have legitimate authority at the same time as there exists no moral obligation to obey, as the former is dependent on the latter. The thesis ends in a number of concluding reflections.

Este trabalho visa à compreensão do poder político e da legitimidade da sujeição civil, no pensamento de John Locke. O ponto chave é a análise dos sustentáculos de sua doutrina: Razão e Lei de Natureza, que delineiam uma teologia natural no seu pensamento, evidenciando a relação entre a ética e a política. Locke articula seu pensamento em função da noção de homem natural, de Deus e da Razão. O homem lockiano é um ser livre e racional, voltado a cumprir os desígnios do Criador: Deus, apresentando uma espécie de virtude natural. Necessário é explicitar o seu conceito de liberdade que é dado através da noção de igualdade, com a conseqüente ausência de subordinação entre os homens. Para isso, é necessário caracterizar o homem no estado de natureza e a sua opção voluntária e racional pela comunidade civil, através de um pacto social, voltado à instituição de um poder comum, do governo de leis e da maioria. As idéias centrais discutidas: lei natural, estado de natureza, pacto/consentimento, direito de resistência, homem virtuoso, legitimidade e fins do governo, podem evidenciar a noção de obediência como uma relação de confiança e forma de participação popular no governo de leis. / This work aims at understanding political power and legitimacy of civil liability in the thought of John Locke. The key point is the analysis of the underpinnings of his doctrine: Reason and Law of Nature, which outline a natural theology in his teaching, showing the relationship between ethics and politics. Locke articulates his thinking on the basis of the concept of natural man, God and Reason. The Lockean man is a racional and free being, dedicated to fulfill the desires of the Creator: God, presenting a kind of natural virtue. It is necessary to clarify the concept of freedom that is given through the notion of equality, with the consequent absence of subordination among men. Therefore, it\'s necessary to characterize the man in the state of nature and its rational and voluntary choice by the civil community, through a social pact, aimed at stablishing a common power, the government of laws and the majority. Central ideas discussed: natural law, the state of nature, consent agreement, right of resistance, virtuous man, legitimacy and purpose of government can demonstrate the notion of obedience as a confidence relationship and a form of popular participation in government of laws.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-09T13:09:09Z No. of bitstreams: 1 Stella Economides Maciel.pdf: 1369384 bytes, checksum: 882c5f3aa431e7ad819bd0146fca90c8 (MD5) / Made available in DSpace on 2016-08-09T13:09:09Z (GMT). No. of bitstreams: 1 Stella Economides Maciel.pdf: 1369384 bytes, checksum: 882c5f3aa431e7ad819bd0146fca90c8 (MD5) Previous issue date: 2016-03-31 / Pontifícia Universidade Católica de São Paulo / The astreintes as instrument of coercion so that their recipients meet the legal commands addressed to them should be implemented in order to provide the greatest possible procedural effectiveness. The way the mechanism developed over time and after the reforms that took place in procedural law certainly allows the conclusion that it is a device with great potential to achieve its purpose. Nevertheless, some issues related to its legal system generate some distortions in its implementation, notably the concern that exists with respect to the lender's enrichment of their product. Consequently, the mechanism ends not reaching its intention. So we tried to establish a form of application of coercive fine in order to extract him the greatest potential possible, to comply with court orders. Certainly, the issue involves many stormy issues that deserve serious thought. But the ideas here thrown aim that its application be given the most successful way possible: that astreintes applied by the judiciary even relates / As astreintes, como instrumento de coerção para que seus destinatários cumpram os comandos judiciais que lhes são dirigidos, devem ser aplicadas de modo a se propiciar a maior efetividade processual possível. A forma como o mecanismo se desenvolveu ao longo do tempo e após as reformas que ocorreram na legislação processual, certamente permite a conclusão de que se trata de um meio com grande potencial de atingir a sua finalidade. Não obstante, algumas questões relativas ao seu regime jurídico geram algumas distorções na sua aplicação, notadamente a preocupação que se verifica em relação ao enriquecimento do credor de seu produto. Em consequência, o mecanismo acaba não atingindo o seu desiderato. Assim, procurou-se estabelecer uma forma de aplicação da multa coercitiva, de maneira a extrair-lhe o maior potencial possível, para o cumprimento de ordens judiciais. Certamente, o tema envolve muitas questões tormentosas que merecem aprofundada reflexão. Mas as ideias aqui lançadas visam a que a sua aplicação se dê da forma mais bem sucedida possível: que as astreintes aplicadas pelo Poder Judiciário sequer incidam