Tableau d’honneur de la Faculté des études supérieures et postdoctorales, 2008-2009 / Étant donné l'universalité de la médiation linguistique conditionnant notre rapport au monde, à quoi fait-on référence lorsqu'on utilise le concept de "vérité" en épistémologie contemporaine? Doit-on nécessairement supposer que nos énoncés correspondent à une réalité extérieure pour faire sens du concept de vérité? Un réalisme sans la représentation est-il possible? Le présent mémoire tente de répondre à ces interrogations en exposant deux conceptions de la vérité radicalement différentes: celle de Jürgen Habermas et celle de Richard Rorty. Après une présentation des grandes répercussions du tournant linguistique sur les conceptions épistémologiques classiques, j'analyserai la position néopragmatiste rortienne qui affirme que le tournant linguistique a épuisé la validité conceptuelle du dualisme croyance-vérité. J'expliquerai en quoi consistent la position antiréaliste de Rorty, son traitement déflationniste de la distinction vérité-justification et ses thèses mélioristes. Cela me mènera à poser la question suivante: est-ce possible de préserver un concept transculturel de vérité après le tournant linguistique? Dans le but de répondre à cette question, j'exposerai la théorie épistémologique que développe Jürgen Habermas dans Vérité et justification. J'expliquerai la conception bidimensionnelle de la vérité qu'il y développe en insistant sur l'interaction constante des sphères de l'action et de la discussion. Cette exposition me permettra de procéder à une analyse exhaustive du débat entre ces deux auteurs. J'insisterai sur leurs désaccords concernant l'explication théorique, du point de vue des acteurs, du déroulement de la praxis quotidienne et des processus de justification.

<p>A diverse variety of liberal thinkers agree that the peace, order, stability, and well-being of government and society rest upon a fundamental bedrock of shared opinion, sentiment, sympathies, meanings, understandings, beliefs, etc. They appear largely correct in making this supposition, for the requirement is built into the very logic of liberal democratic thinking. And yet, the very plausibility of such a shared political background has come into question particularly acutely for the present generation, and, in large part, as a result of the twin forces of pluralism and polarization.</p><p>The two central questions engaged by this study are: (a) is it still conceptually plausible to presuppose such a background, and if so, (b) under what terms does it make sense; in what way should this background be understood?</p><p>This study tackles this set of questions by means of a critical analysis of select and especially prominent, representative intellectual schools of the twentieth century, for which the theme of pluralism is meaningfully central: (a) John Rawls and Jürgen Habermas (as exemplars of the political liberal project), (b) Michel Foucault and contemporary North American neo-Foucauldians (of the discourse of difference), and (c) Carl Schmitt (of the reactionary politics of meaning). The three Parts of the study are dedicated to these three schools.</p><p>The guiding hypothesis of the study is the contention that political order is always already premised upon a shared political Leitkultur (guiding cultural horizon), that is, some sort of implicitly understood cultural formation, whose structure is mis-described as being either freestandingly postmetaphysical; strictly the work of completely self-transparent, pure human reason; or a subtle vehicle for pernicious normalization. As such, pluralism and polarization is always already bounded within this guiding cultural horizon. Presupposing that the three selected schools are meaningfully representative of the intellectual, pluralist alternatives available in the early twenty-first century, the critical analysis of these three schools bears out the study's central hypothesis.</p> / Dissertation

This bachelor thesis examines the library as a public sphere in the notion of Jürgen Habermas’ theory from 1962. The questions asked concerns how the public sphere is discussed in relation to Swedish public libraries today in our late modern society. The analyzed material consists of the Swedish Cultural Bill of 2009 and five qualitative interviews with librarians. The material is analyzed with two of the four social actions presented by the sociologist Maw Weber: value-rational and instrumental. The Cultural Bill handles the importance of public spheres in society, but does not recognize the possibility of public libraries as functioning as such. The interviewed librarians stress this function, but points out the problems in using it as an economic legitimizer of the institution. The difference between the perceived role of the public libraries in the statements from the librarians and the cultural bill probably explains the ambiguity in the librarians’ statements. There is a problem when the more abstract values of the libraries are not recognized in the cultural policy of today. The solution presented in the thesis accede the ongoing LIS research in the emphasis on the need of a more extensive definition of the library as a public sphere. / Program: Bibliotekarie

This bachelor’s thesis examines the ideas behind the phenomenon art exhibitions in public libraries. My interest is to see if and how the art exhibitions can support the libraries in being a public sphere in Jürgen Habermas’ sense, open for all citizens and their opinions. My study therefore has two purposes. The first is to find out which arguments and ideas that are used to motivate the activity. The second purpose is to see if and how the arguments and ideas can be related to Habermas’ theories about the public sphere. The study is based on qualitative interviews with four librarians who are responsible for the art exhibitions in four libraries, located in three Swedish municipalities; Borås, Kinna and Malmö. The concepts by Jürgen Habermas are used to make sense of the information I got from the interviews. The results show that art exhibitions in the public libraries are seen as having a democratic, pedagogical and informational function. It can be seen as supporting the public libraries role as public sphere by creating meetings and room for the citizens to express themselves. But the function of the exhibitions differs between the four libraries because the art exhibition activity depends on the values of one single person. / Uppsatsnivå: C

A presente dissertação tem como propósito, a partir do estudo e apropriação reflexiva da Teoria do Agir Comunicativo de Jürgen Habermas, identificar espaços alternativos no ambiente escolar através dos quais possamos implementar ações didático-pedagógicas e administrativas que oportunizem o aprendizado da razão comunicativa, bem como favoreçam o desenvolvimento de competências alicerçadas na interatividade. Para tanto, partimos de uma abordagem sobre a modernidade, enquanto contextualização geral, enfatizando os movimentos filosóficos através dos quais se criaram as condições que permitiram a formulação do paradigma da subjetividade. Visando desocultar a gênese da alienação nossa reflexão esteve atenta aos elementos que oportunizaram a transformação da razão emancipatória em razão instrumental, ou seja, os motivos circunstanciais que tornaram possível a geração de patologias e a obstrução dos canais da comunicação na sociedade capitalista ocidental. A racionalidade comunicativa, como resultado da reviravolta lingüística, representa uma formulação reflexiva e crítica da razão capaz de oferecer alternativas de ação que possibilitem o resgate, a renovação e a promoção da racionalidade na sua multiplicidade de formas e vozes. Constitui-se num novo paradigma através do qual torna-se viável a análise crítica das patologias sociais e escolares oriundas do processo de racionalização das relações sociais e produtivas, assim como das imagens religiosas e metafísicas do mundo. A racionalidade comunicativa, pelo fato de privilegiar a dialogicidade intersubjetivo-argumentativa, fecunda o mundo escolar com múltiplas possibilidades de ação calcadas no desenvolvimento de competências interativas via aprendizado da racionalidade.

O presente trabalho, cujo objeto visa tematizar o unilateralismo cientificista que vigora no ensino universitário, enseja articular propostas que oportunizem a recuperação do caráter crítico-reflexivo da formação cientifica do estudante de graduação, especialmente nas áreas tecnológicas. Por isso, como prelúdio da pesquisa, articulamos inicialmente, em formato amplo, o problema da autonomização das ciências, a transformação da filosofia e das instituições que, contaminadas pelo teor positivista das teorias científicas, passaram a operar a formação humana. A formulação deste problema teve a intenção de erguer os alvos na direção dos quais vai articular-se a crítica filosófica, especialmente aquela articulada pela Escola de Frankfurt, da qual o autor, cuja teoria tomamos como fio condutor desse trabalho, faz parte, na condição de expoente máximo da segunda geração. Habermas, no âmbito da razão comunicativa, tomando como pano de fundo a tradição filosófica e sociológica, vai reconstruir a idéia de razão e racionalidade e propor a ação comunicativa como mediadora entre teoria e prática, capaz de recuperar a problematicidade nos processos de aprendizagem científica. No âmbito da ação comunicativa o mundo da vida é recuperado da tradição fenomenológica e reconstruído comunicativamente como um saber de fundo a-problemático, que opera, liquidificadamente, os mundos referenciais e suas respectivas pretensões de validade. Tal esforço tem em vista a recuperação da totalidade teórica, prática e estética da razão para contrapor ao unilateralismo cientificista, operado pelo visor estreito da razão instrumental na modernidade. Isso posto, para articular o propósito da tese, na última parte, avançamos reflexões sobre potenciais contribuições que a razão comunicativa pode trazer para jogar luz e imprimir um caráter avisado à formação especializada. Para tanto, três idéias mobilizaram o objetivo proposto: A primeira delas articula-se na busca de aportes teóricos para subsidiar nossa reflexão e pensar sobre o caráter unilateral, superficial e deficitário da razão científica, vigente na formação técnica especializada. O segundo ponto articula-se em torno da reflexão sobre as idéias de Educação e Universidade, ensejando recuperá-las intersubjetivo-discursivamente e ao mesmo tempo discutir os grandes desafios que se anunciam à formação técnica na Universidade contemporânea. Por fim, a terceira ideia engendra um duplo propósito: primeiro, propor o cultivo da razão triafásica em ambientes acadêmicos tecnologicamente formatados, o qual oportunize a formação de um cientista habilitado teoricamente a conhecer e fazer, habilitado praticamente a viver junto com os outros, bem como ser um eu autêntico, realizar-se como pessoa humana e ser feliz e, segundo, visando devolver a problematicidade à formação científica especializada, articulamos propostas de ação que, implementadas junto às Comissões de Graduação, de Pesquisa e de Extensão, poderão iluminar a formulação dos Planos Pedagógicos dos cursos e indicar caminhos para recuperar a formação teórica, ético-moral e estética do futuro cientista. / This paper, having as purpose to deal with scientificist unilateralism present in university education, tries to show suggestions to restore the critical-reflective nature of graduation courses, mainly in technological fields. To begin with, we deal with civilization crisis, sciences autonomy, and changes in philosophy and institutions which, influenced by positivist visions of scientific theories, are present in human education. The stating of this problem involves articulation with Habermas' philosophical criticism of Frankfurt School, whose theory is the heart of this paper. In the scope of communicative reason, Habermas takes philosophical tradition as a background to reconstruct the idea of reason and rationality, and proposes communicative action as a mediating category between theory and practice in order to recover problematicity in scientific learning processes. In the scope of communicative action, life world is taken from phenomenology tradition and recovered in the communicative form as a non-problematic background knowledge, which works in referent worlds and in their validating intentions. Such effort has as purpose to recover theory, practice and aesthetic of reason to oppose them to scientificist unilateralism, guided by a single vision of modern instrumental reason. Thus, to draw up the purpose of this thesis, we make reflections on potential contributions from communicative reason to highlight specialist education, as well as to make it aware of its condition. We adopted three main ideas: one of them searches for theoretical and methodological support to analyze the unilateral, superficial and defective nature of scientific reason present in specialized education. The other involves critical reflection on education and university, trying to make them re-establish their intersubjective nature, and to discuss the big challenges to technical education in contemporary University. Last, the third idea has two purposes: first, the growing of triphasic reason in technical academic contexts to provide students with habilities to know and to practice, to interact with others, to be happy and fulfilled; second, by returning problematicity to specialist scientific education to solve tensions between work-interaction, we propose actions which can be introduced to Graduation, Research and Extension Departments in order to highlight pedagogical design and show the ways to recover theoretical, ethical, moral and aesthetic education of future scientists.

Chan Chun Chiu. / Thesis (M.Div.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 63-65). / Abstracts in English and Chinese. / Title Page --- p.i / English Abstracts --- p.ii / Chinese Abstracts --- p.iv / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Statement of Thesis and its Motivation --- p.1 / Chapter 1.2 --- Theological Competence and Critical Theory --- p.6 / Chapter 1.3 --- Critical Theology as Revisionary Method of Correlation --- p.12 / Chapter 2. --- The Critical Political Theology of Peukert --- p.20 / Chapter 2.1 --- A Theory of Science: Communicability and Intersubjectivity --- p.24 / Chapter 2.2 --- A Theory of Action --- p.33 / Chapter 2.3 --- A Hermeneutical Criterion and Ethical Response: Anamnestic Solidarity --- p.40 / Chapter 2.4. --- Peukert´ةs View on the Gospels and its Relation to His Critical Political Theology --- p.48 / Chapter 3. --- An Evaluation of the Critical Theology --- p.54 / Chapter 3.1 --- Conclusions --- p.61 / Bibliography --- p.63

邵倩文. / "2012年5月". / "2012 nian 5 yue". / Thesis (M.Div.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 50-54). / Abstract in Chinese and English. / Shao Qianwen. / 摘要 --- p.i / ABSTRACT --- p.ii / 目錄 --- p.iv / Chapter 第一章： --- 引言 --- p.1 / Chapter 1.1. --- 現代化社會下的臨終者的處 境 --- p.1 / Chapter 1.1.1. --- 醫療化的死亡´ؤ´ؤ非人性化、割裂化之的治 療 --- p.3 / Chapter 1.1.2. --- 在社會上隔離臨終 者 --- p.3 / Chapter 1.1.3. --- 視「死亡與臨終」爲禁忌，爲羞恥´ة爲失 敗 --- p.4 / Chapter 1.1.4. --- 小 結 --- p.4 / Chapter 1.2. --- 「死亡意識」運動興 起 --- p.5 / Chapter 1.3 --- 教會、牧者在現今的社會中如何回應臨終者的處境 --- p.7 / Chapter 1.3.1. --- 基督教會放棄與「否認死亡」文化抵抗´ة間接隔離臨終者 --- p.7 / Chapter 1.3.2. --- 「牧養關懷」探索以基督的身份、角色去回應臨終者處境 --- p.9 / Chapter 1.4. --- 本文硏究目的 --- p.10 / Chapter 1.5. --- 本文硏究方法 --- p.11 / Chapter 第二章： --- 臨終者及臨終關懷者個人處境 --- p.13 / Chapter 2.1. --- 臨終者自身的需要´ؤ´ؤ靈性層面 --- p.13 / Chapter 2.1.1. --- 臨終病者的靈性觀及靈性需 要 --- p.13 / Chapter 2.1.2. --- 臨終病者期望怎樣的醫護人員能關顧他們的靈性需 要 --- p.16 / Chapter 2.2. --- 臨終關懷者的狀況´ؤ´ؤ提供靈性護理層 面 --- p.18 / Chapter 2.3. --- 臨終關懷者的給予關懷上的阻 礙 --- p.20 / Chapter 2.3.1. --- 不同的崗位，不同的功能´ؤ´ؤ牧關工作者的同在要 求 --- p.20 / Chapter 2.3.2. --- 牧關工作者「同在」的無助感、孤單感及耗盡 感 --- p.21 / Chapter 2.3.3. --- 減輕牧關工作者的耗盡感及無助感的矛 盾 --- p.22 / Chapter 2.4. --- 小 結 --- p.24 / Chapter 第三章： --- 莫特曼的十架三一神論 --- p.25 / Chapter 3.1 --- 莫特曼十架的三一神論建構的進路 --- p.25 / Chapter 3.1.1. --- 從經驗苦難的生平，而引發的神學思 維 --- p.25 / Chapter 3.1.2. --- 以回應社會處境´ة而引發三一論構思的演變進 程 --- p.27 / Chapter 3.2. --- 莫特曼三一論的特 色 --- p.28 / Chapter 3.2.1. --- 莫特曼面對當下處境三一論說的扭 曲 --- p.29 / Chapter 3.2.2. --- 以上帝的歷史的向度，對抗上帝爲「最高的實體」 --- p.31 / Chapter 3.2.3. --- 以內在三一´ة對抗上帝爲「絶對主體」 --- p.33 / Chapter 3.3. --- 小 結 --- p.38 / Chapter 第四章： --- 莫特曼的三一論與牧養臨終者 --- p.40 / Chapter 4.1. --- 三一神論´ة提供牧養臨終者的原則 --- p.40 / Chapter 4.2. --- 從三一神論，去定義牧關工作者的身份與位置 --- p.42 / Chapter 4.3. --- 十架三一論，爲牧養臨終者的過程提供指引 --- p.44 / Chapter 4.4. --- 小結 --- p.47 / Chapter 第五章： --- 總結´ؤ´ؤ莫特曼的三一思維的進路限制與展望 --- p.48 / Chapter 第六章： --- 參考書目 --- p.50 / Chapter 6.1. --- 英文參考書目 --- p.50 / Chapter 6.2. --- 中文參考書目 --- p.53

<p>Syfte: Att undersöka om man avseende på ett debatt- och ett granskande program verkligen kan påstå att vi idag har en sådan representativ offentlighet som Habermas talar om (se Val av Teori). </p><p>Det vill säga, att se hur den samhälleliga eliten presenterar sig själv och sin makt offentligt idag, </p><p>i ett debatt- och ett granskande program. </p><p>Frågeställning: Hur kan man konkret se att politiker och företagsledare med hjälp av en språklig och visuell retorik presenterar sig själva och sin makt i ett debattprogram och ett granskande program idag? Och vilka likheter/olikheter kan man då urskilja i den politiska självpresentationen mellan dessa program?</p><p>Val av Teori: Jürgen Habermas teori om återkomsten av den representativa offentligheten som handlar om att den moderna samhällseliten har återutvecklat en modern form av representation, som går ut på att presentera och representera sin makt inför folket och inte för folket.</p><p>Val av Empiri: Debattprogrammet ”Argument” på SVT 1 och SVT 24. </p><p>Det granskande programmet ”Uppdrag granskning” på SVT 1, SVT 24 och SVT Opinion.</p><p>Val av Metod: Den retoriska analysen, med ett semiotiskt förhållningssätt som vetenskapsteoretisk utgångspunkt. (Semiotiken är i sin tur dock förankrad i hermeneutiken.) </p><p>Slutsats: Att politiker och företagsledare i ett debattprogram och ett granskande program presenterar sig själva och sin makt genom att tillämpa olika utstuderade tekniker som innefattar såväl den språkliga som visuella retoriken. På det språkliga planet kan dessa tekniker bland annat bestå i att använda upprepningar och betoningar, och att helt enkelt vara så vältalig som möjligt. På det visuella planet kan de dels handla om att framhäva sig själv med sitt utseende, dels om att understödja den språkliga retoriken med sitt kroppspråk. </p><p>Svaret på den andra frågan är att det inte finns några direkta likheter eller olikheter i den politiska självpresentationen mellan ett debattprogram och ett granskande program, då självpresentationen är personbunden. Däremot kan man finna tydliga likheter och olikheter mellan självpresentationens förutsättningar i dessa program.</p><p>Nyckelord: Argument, Uppdrag granskning, debattprogram, granskande program, </p><p>Jürgen Habermas, den offentliga sfären, representation, refeodalisering.</p>

<p>Abstract</p><p>Title Blogging.se – a study on the swedish blogosphere from a Habermasian public sphere-perspective (Bloggning.se – en studie av den svenska bloggsfären utifrån Habermas offentlighetsteori)</p><p>Author Anders Larsson</p><p>Aim To see whether or not weblogs (blogs) could be said to rejuvenate the public sphere, as it was first described and later re-evaluated by Jürgen Habermas.</p><p>Method A quantitative analysis of 733 randomly selected swedish weblogs has been done. This analysis set out to see what different categories of bloggers (difference in f.e. gender and age) wrote about, and whether or not these subject categories could be said to play a part in constituting and/or rejuvenating a public sphere.</p><p>Main results The main results of the quantitative study was that even though most blogs write about ‘private’ subjects, the most popular blogs, i.e. those who received the most comments or trackbacks, where the ones concerning society-centered subjects. Also, a significant effect of gender was discovered regarding what type of subject one tends to blog about. Women in general wrote about private matters, whereas men tended to write about society-centered subjects. This essay argues that the most important feature of the blogosphere is not that posts are written on society-centered subjects, subjects that might be considered “more important”. Instead, the focus should be on the fact that bloggers do produce media texts themselves, instead of being a passive recipient. The essay takes into account three key features of the public sphere, as described by Habermas:</p><p>inclusivity, the disregard of social status and that any issue can be raised for rational debate. It is found that although the blogosphere is not without its problems, one could very well argue that it better meets these key features than the original concept of the public sphere.</p><p>Length 55 pages</p><p>Course Media and communication studies D</p><p>Period Fall semester 2006</p><p>Tutor Lowe Hedman</p><p>Keywords Weblog, Blog, Jürgen Habermas, Quantitative method, Public sphere</p>