Made available in DSpace on 2014-08-20T13:47:53Z (GMT). No. of bitstreams: 1 Patricia Tarouco Manetti Becker_Dissertacao.pdf: 918910 bytes, checksum: d2993bf9c090bceb8eff1f80bd247f23 (MD5) Previous issue date: 2012-09-24 / The present study, based on a bibliographical methodology, aims to discuss the contributions of Jean-Jacques Rousseau to the educative and formative processes in present days. For this purpose, we defend reflections adduced in the author s thought. First, we make a special distinction to the Genebrian thinker s history of life. Secondly, as from his books investigation, we expose the basis that subsidize human formation concept. With these information, humanizing aspects of formation in man s constitutive trajectory are discussed. The debate about questions related to formative processes in school are also brought. During this investigation development, based on rousseaunian theory, we observe the potentialities offered by Rousseau s educational philosophy in present days. The assertive becomes valid because his work represents a classic theory, which is able to overcome temporality and makes happen discussions in different contexts. Regarding to human formation, rousseaunian thought offers to the educative act a reflection about the necessity of comprehension that formation process involves family participation when it refers to human values, limits, morality in actions, in education through examples, since theses categories, facing what is presented in educational reality make potent (as historical horizon) an absolute fulfillment of human formation. The investigation s focus is to present the contributions of rousseaunian pedagogy to children formation, the one that will result in adults formation. / O presente estudo baseado em uma metodologia bibliográfica busca discutir as contribuições de Jean-Jacques Rousseau ao processo educativo e formativo na hodiernidade. Para tanto, sustenta-se nas reflexões aduzidas no pensamento do autor. Em um primeiro momento, faz-se um destaque especial à história de vida do pensador genebrino. Isto feito, a partir de uma investigação em suas obras, expõese os fundamentos que subsidiam o conceito de formação humana. De posse de tais informações, discute-se os aspectos humanizadores da formação na trajetória constitutiva do homem, debatendo, ainda, questões relativas aos processos formativos na escola. Ao desenvolver esta investigação, estribada na teoria rousseauniana, observa-se as potencialidades oferecidas pela filosofia do referido pensador na atualidade. A afirmação torna-se válida porque a obra de Jean-Jacques Rousseau constitui-se como apresentação da teoria de um clássico que, como tal, é capaz de superar a temporalidade e possibilitar discussões em diferentes contextos. No tocante à formação humana, o pensamento rousseauniano oferece ao ato educativo uma reflexão sobre a necessidade de que o processo formativo compreenda a participação da família, dos valores humanos, as normas, a moralidade nas ações, na educação pelo exemplo, pois os mesmos, diante do apresentado na realidade educacional, potencializam (enquanto horizonte histórico) a concretização de uma formação humana plena. O foco, portanto da pesquisa é apresentar as contribuições da pedagogia de Rousseau com vistas à formação das crianças, formação esta que reverberá na formação do cidadão adulto.

This dissertation offers a re-evaluation of the role of the imagination in Jean- Jacques Rousseau’s 'Emile: or On Education' (1762) and Christoph Martin Wieland’s 'Geschichte des Agathon' (1794). My central claim is that both novels develop a pedagogy of the imagination in order to overcome the dilemmas of Cartesian dualism, that is, to form a beautiful soul in whom sensuality and reason, the body and the spirit, coexist in harmony. I demonstrate that both texts highlight the important but potentially damaging role played by the imagination in the development of religious thought, moral sentiments, and sexuality. The texts suggest that while a malformed imagination results in materialism, egotism, libertinism, and despotism, a well-formed imagination provides the foundation for natural religion, cosmopolitan enthusiasm, sentimental love, and a just political constitution. Consequently, I argue that for Rousseau and Wieland, harnessing the power of the imagination becomes the key to reconciling human nature and civil society. In addition to elucidating the role of the imagination in 'Emile' and 'Agathon', this dissertation also contributes to an understanding of the intellectual affinities between Rousseau and Wieland more generally. In preparation for the comparative reading of 'Emile' and 'Agathon', I survey Wieland’s private and public responses to Rousseau and contend that although the two authors differ significantly in their narrative and philosophical approach, they nevertheless share similar moral and political ideals. Both authors acknowledge the ability of the imagination to drive a wedge between the individual’s natural inclinations and moral duties, causing fragmentation of the self and society in turn. Yet the imagination, the motor of cultural progress, is not only the source of man’s alienation, it is also the remedy for his dividedness. If properly harnessed, the imagination can cease to be the cause of human depravity and become the basis of peaceful human relations, both at the level of the individual and that of society as a whole. In conclusion, I propose that the role of the imagination in forming the beautiful soul has consequences for the collective, and that we can read the moral constitutions of Emile and Agathon as negotiating the possibilities of various political constitutions, including that of a democratic state. / Thesis (Ph.D, German) -- Queen's University, 2012-10-15 17:47:42.944

Uppsatsen behandlar gudserfarenhet och språkbruk hos Jean-Jacques Rousseau och dess likheter med pietismen. Både Rousseau och pietismen betonade människans känslor framför förnuftet, i en för övrigt förnuftsorienterad tid. De menade att människans känslor måste tillåtas komma till uttryck i trosfrågor och när de talar om hur människan erfar Gud och det gudomliga använder de liknande ord och begrepp. Studiens syfte är således att studera dessa likheter, med fokus på Rousseaus språkbruk och bildvärld.

Rousseau notoriously praises ignorance and censures learning for the moral corruption that it has inflicted upon his age, yet he admits that the arts and the sciences are good in themselves. I consider the effects of learning and knowledge on moral education, in an effort to answer the following question: What is the role of ignorance in moral education for Rousseau? While some interpreters have acknowledged his sensitivity to various groups in society with regard to moral education, none has properly systematized the different types of ignorance that Rousseau praises or identified the benefits of those types of ignorance to various individuals and societies. I distinguish the savage’s ignorance from that of Socrates and identify another important type of ignorance, the benefits of which stem from our natural sentiment and innate curiosity.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references. Also available for download via the World Wide Web; free to University of Oregon users.

Texte remanié de: Diss.--Fachbereich Germanistik--Berlin--Freie Universität, 1990.

Resumen de tesis--Ateneo Pontifio de la Santa Cruz.

Thesis--Cologne. / Bibliography: p. 355-372.

Thesis (Ph. D.)--Ludwig-Maximilians-Universität in München, 1925. / Vita. Includes bibliographical references (p. ix-[xi]).

Tesi di perfezionamento--Pisa--Scuola superiore di studi universitari e di perfezionamento "S. Anna", 1995. / Bibliogr. p. 179-196.