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Cybernetics, despite being initially rejected in the Eastern Bloc throughout the 1950s for ideological reasons, rose to a high level of institutional prominence in the 1960s, profoundly influencing state philosophy and economic planning. This thesis is an examination of this transition, charting the development of cybernetics from the object of the Sozialistische Einheitspartei Deutschlands’s (SED) opprobrium to one of the major philosophical currents within the party intelligentsia.

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This thesis analyzes the global ecological crisis. It divides the global ecological crisis in to two major components: Climate change and biodiversity loss. Using a theoretical methodology based on comparing and applying a variety of lenses from within environmental sociology, the thesis asks and answers two questions: What are the causes of the global ecological crisis, and how can we solve it? Drawing on the perspectives of ecological modernization theory, ecological Marxism and deep ecology, the causes of and solutions to the global ecological crisis are identified. The primary causes of the crisis are found to be inefficient industrial technology, capitalism and an instrumentalist and anthropocentric view of the natural world. The primary solutions, therefore, must include a widespread shift towards clean and green technology, a transformative social revolution, and a new ecocentric respect for the intrinsic value of non-human life. The study offers many recommendations for policy makers.

This thesis investigates and illustrates how men are presented and treated in legal cases concerning sexual crimes in Gävle during the time period of 1631 to 1639 and how the norms concerning manhood are represented in the text. The theoretical material used to analyse the result are based on a number of different approaches to the concept of the social constructed gender, such as Marxism, power, control and gender-system. Joan Wallach Scott, R. W Connell and Yvonne Hirdman are three of the seven researchers used in the theoretical material and analysis.   Previous research regarding similar cases has mainly been focused on women and their rights. Åsa Karlsson Sjögren is one researcher who used the same source material that is used in this thesis but her dissertation focuses on women’s rights in all of the legal cases and men are only mentioned to show the contrast between the sexes. Marie Lindstedt Cronberg, Gudrun Andersson, and Malin Lennartsson are some of the other researchers that have concluded similar research.   The most important thing that this thesis illustrates is the fact that is seems to be the women’s sexual status in each case that determines the man’s sentence, in excess of the crime itself, apart from the crimes concerning incest and fornication. The men are presented in a different way than the women where the men’s social status is more important than the women’s. This indicates that the norms concerning manhood differs depending on who the woman in the crime is and what she has done, sexually, beforehand. Men should not commit sexual crimes but the severity of the crime differs depending on the man’s social status and the woman’s sexual status.

This thesis analyzes the global ecological crisis. It divides the global ecological crisis in to two major components: Climate change and biodiversity loss. Using a theoretical methodology based on comparing and applying a variety of lenses from within environmental sociology, the thesis asks and answers two questions: What are the causes of the global ecological crisis, and how can we solve it? Drawing on the perspectives of ecological modernization theory, ecological Marxism and deep ecology, the causes of and solutions to the global ecological crisis are identified. The primary causes of the crisis are found to be inefficient industrial technology, capitalism and an instrumentalist and anthropocentric view of the natural world. The primary solutions, therefore, must include a widespread shift towards clean and green technology, a transformative social revolution, and a new ecocentric respect for the intrinsic value of non-human life. The study offers many recommendations for policy makers.

This essay investigates how capitalism affects the characters in John Dos Passos’ novel Manhattan Transfer. It argues how capitalism in many instances leads to alienation in various ways. In order to understand the historical context of the novel and to perform this character study, the concepts of modernism, modernity, Marxism, capitalism and alienation are put forward in the theoretical framework as the foundation of the essay. The main theories used are Georg Lukács’ definition of heaviness, Ferdinand Tönnies’ discussion on community and society and Melvin Seeman’s presentation of the ways in which the term alienation has been used and explained over the years.

Made available in DSpace on 2016-06-02T19:35:32Z (GMT). No. of bitstreams: 1 1965.pdf: 2023697 bytes, checksum: c4fdd29f3f5adefaedd38f58b82c6acd (MD5) Previous issue date: 2007-05-02 / Universidade Federal de Sao Carlos / The teaching of philosophy of the education in the courses of pedagogy in the Federal University of Mato Grosso do Sul, in the period from 1999 to 2003, is the object of inquiry of this work, and it was structuralized in two parts. In the first , we made an approach to this object of study, showing the historical root of the relation between philosophy and education, the ways of the teaching of philosophy in Brazil and the relations between philosophy, politics and education in the thought of Antonio Gramsci. In the second part, we carry through the analysis of the study object. On the basis of the found concrete data we describe how professors teach philosophy of education. After knowing the professors academic profiles, the documents found and the testimonials collected through interviews with professors and pupils were appreciated and analyzed. In this manner, we exceed the common sense, revealed the estimates and theoreticalmethodologicals referentials that have based this practice of teaching. The research disclosed that, although inserted in an economically, semi-industrialized farming State, at a moment of world Wide hegemony by the globalized neoliberal capitalism, the professors, in its majority, have acted influenced, direct or indirectly, by the marxist theoretical-methodological referential, especially by the historicism of Antonio Gramsci. The research has put in evidence the motivations that have taken the professors to adopt this referential, its advances and contradictions existing in the pedagogical practice, its mistakes, its limits that can be surpassed so that this academic praxis my be more coherent with the adopted referential and the goals assumed. / O ensino de filosofia da educação nos cursos de pedagogia da Universidade Federal de Mato Grosso do Sul, no período de 1999 a 2003, é o objeto de investigação deste trabalho, que foi estruturado em duas partes. Na primeira, fizemos uma aproximação a este objeto de estudo, mostrando as raízes históricas da relação entre filosofia e educação, os caminhos do ensino da filosofia no Brasil e as relações entre filosofia, política e educação no pensamento de Antonio Gramsci. Na segunda, realizamos a análise do objeto de estudo. Com base nos dados concretos encontrados descrevemos o modo como os professores ministram o ensino da filosofia da educação. Após conhecer o perfil acadêmico dos docentes, foram apreciados e analisados tanto os documentos encontrados quanto os depoimentos coletados por meio das entrevistas com professores e alunos. Desse modo, ultrapassamos o senso comum, desvelado os pressupostos e os referenciais teórico-metodológicos que fundamentaram essa prática de ensino. A pesquisa revelou que, apesar de estarem inseridos num Estado economicamente agropecuário, semi-industrializado, em um momento de hegemonia mundial do capitalismo neoliberal globalizado, os professores, em sua maioria, agiram influenciados, de forma direta ou indireta, pelo referencial teórico-metodológico marxista, principalmente pelo historicismo de Antonio Gramsci. A pesquisa evidenciou ainda as motivações que levaram os professores a adotarem este referencial, os seus avanços e as contradições existentes nessa prática pedagógica, os seus equívocos, os seus limites que podem ser superados para que essa práxis acadêmica seja mais coerente com o referencial adotado e com os objetivos propostos.

Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente tese tem por objetivo analisar o trato teórico dado à categoria pobreza pelo Serviço Social. Para tanto, após caracterizar os fundamentos do fenômeno em questão, discutimos as diferentes concepções nas diversas perspectivas teórico-metodológicas e suas propostas de enfrentamento. Sustentados nessa análise, estudamos a abordagem da pobreza no debate do Serviço Social, partindo da hipótese que as formas de concepção da pobreza e seu enfrentamento vinculam-se às perspectivas e compromissos que os profissionais têm assumido. Organizamos o trabalho em três partes. A primeira que trata brevemente dos fundamentos do Modo de Produção Capitalistas e das determinações da sua fase imperialista/monopolista, considerando as particularidades da industrialização no Brasil, para entender a gênese da pobreza e suas manifestações nesse contexto. A segunda parte apresenta as perspectivas teórico-metodológicas liberal, marxista, pós-moderna , através de alguns autores que são referências para a compreensão do fenômeno; a partir do qual analisamos o que entendemos como equívocos nessa discussão. Finalmente, na terceira parte, nos dedicamos ao estudo das formas com que se debate a pobreza e seu enfrentamento no Serviço Social. A análise da produção do Serviço Social foi realizada a partir de um duplo caminho. No primeiro consideramos a bibliografia produzida no âmbito da profissão, onde a pobreza é vinculada a conceitos como: subalternidade, carência, exclusão, popular, risco social, cidadania (invertida, ou não-cidadania), ou referênciada na Lei Geral da Acumulação Capitalista. No segundo caminho analisamos os 235 artigos que tratam da questão da pobreza, na Revista Serviço Social & Sociedade (da Cortez Editora). Por fim, reforçamos a importância de repor o debate sobre a pobreza no Serviço Social como resultado da contradição inerente à sociedade capitalista: socialização da produção e apropriação privada da riqueza produzida. Trata-se de uma resistência à substituição dessa categoria, dessa relação e desses fundamentos, por conceitos como a exclusão, subalternidade, vulnerabilidade e risco. Contudo, mesmo considerando que estes ampliam as determinações diversas das manifestações da pobreza, reafirmamos que não esclarecem os fundamentos e causas daquela. / This thesis aims to analyze the theoretical treatment given to poverty category by Social Services. For this purpose, after characterizing the foundations of the phenomenon in question, we discussed the different conceptions in the various theoretical and methodological perspectives and their proposals of confrontation. Supported in this analysis, we studied the approach of poverty in the discussion of the Social Service, assuming that the forms of the poverty conception and its confrontation are linked to the perspectives and commitments that the professionals have assumed. Therefore, we organized our work into three parts. The first treats briefly about the foundations of the Capitalist Way of Production and the stipulations of its imperialist/monopolist phase, considering the particularities of industrialization in Brazil, to understand the genesis of poverty and its expressions in this context. The second part presents the theoretical and methodological perspectives liberal, Marxist, post-modern through a number of authors who are references to the understanding of the phenomenon, from which we analyze what we understand as misunderstanding in this discussion. Finally, the third part, we dedicated to the study of the ways in which are discussed poverty and its confrontation in the Social Service. The production analysis of the Social Service was carried out using a double way. At first we consider the literature produced within the profession, where poverty is linked to concepts such as subaltern, lack, exclusion, popular, social risk, citizenship (inverted or non-citizens), or referenced in the General Law of Capitalist Accumulation. In the second approach we analyzed the 235 articles that address the issue of poverty in the journal Social Work & Society (from Cortez Editora). Finally, we reinforce the importance of restoring the discussion on poverty in the Social Service as a result of the contradiction inherent to the capitalist society: socialization of the production and private appropriation of wealth produced. It is about a resistance to the replacement of this category, of this relationship and of these foundations, for concepts such as exclusion, subalternity, vulnerability and risk. However, even considering that they extend the determinations of the various poverty manifestations, we reaffirm that they do not explain poverty fundamentals and causes.

Orientador: Luci Regina Muzzeti / Banca: Sueli Aparecida Itman Monteiro / Banca: José Luís Vieira de Almeida / Banca: Mara Regina Martins Jacomeli / Banca: Celso João Ferretti / Resumo: Em um contexto marcado pela reestruturação produtiva do modo de produção capitalista, a escola aparece como uma instância fundamental para a formação do trabalhador com um novo perfil para atender às exigências do capital. Dessa forma, alguns autores e os sistemas educacionais procuram por meio de reformas adequarem a escola a esses novos tempos. Por isso tornou-se comum a fala de que a escola está em crise e é através das mudanças curriculares que esta crise será resolvida, segundo seus proponentes. A reforma não tira a escola da crise, pois tanto o capitalismo quanto o seu modelo de indivíduo e de escola são irreformáveis. Analisando as interpretações que alguns teóricos têm sobre a crise da escola verificou-se que os mesmos apontam como saída a adaptação da escola ao modelo de capitalismo através da participação e da cidadania. A perspectiva desse estudo, ao contrário daqueles autores, situa a crise da escola como decorrência da crise da concepção burguesa de indivíduo. Para comprovar essa hipótese, analisou-se a concepção liberal de indivíduo através dos conceitos de autonomia e liberdade em dois autores clássicos, Thomas Hobbes e John Locke e identificou-se que a crise da concepção burguesa de indivíduo repercute na escola, que também é burguesa. Demonstrou-se também que a crise da concepção burguesa de indivíduo decorre da divisão do trabalho que separou o fazer do pensar e, portanto, o trabalhador de seu produto. Ao finalizar as investigações teóricas conclui-se, que a crise da escola não existe. O que existe é a crise da concepção burguesa de indivíduo e esta, repercute na escola. Esta repercussão decorre das mudanças no modelo de organização do trabalho criando um descompasso entre o que é ensinado e as novas exigências do mercado de trabalho. Ela passa por reformas desde sua organização... (Resumo completo, clicar caesso eletrônico abaixo) / Abstract: In a context marked by productive restructuration of the capitalist way of production, the school appears as a fundamental instance for the worker formation with a new profile to attend the capital exigencies. This way, some authors and the educational systems search by means of reform to adequate the school to the new times. Consequently what became common was the idea that the school is in crisis and it is through curricular changes that this crisis will be solved, according to their proponents. Reform does not take the school off the crisis because as capitalism such as its standard of individual and school are unreformable. Analyzing the interpretations that some theoreticians have about the crisis of the school it was verified that they point as an answer to the school adaptation to the capitalism layout through participation and citizenship. The study perspective, instead of those authors, situates the crisis of the school as an occurrence of the crisis of the bourgeois conception of the individual. To prove this hypothesis, the liberal conception of the individual was analyzed by the concepts of autonomy and freedom in two classic authors, Thomas Hobbes and John Locke, and it was identified that the crisis of the bourgeois conception of the individual reverberates at school that it is also bourgeois. It also demonstrated that the crisis of the bourgeois conception of the individual occurs by the share of work that separated the make of the think and, therefore, the worker of its product. Finalizing the theoretical investigation it concludes that the crisis of the school does not exist. It is a false question. What exists is the crisis of the bourgeois conception of the individual and this reverberates at school. This reverberation occurs by the changes in the work's organization layout. It passes through reforms since its organization and until the moment it continues being pointed... Complete abstract click electronic access below) / Doutor