This study argues that a pragmatic conception of religion would enable philosophers to make important contributions to our ability to handle concrete problems involving religion. The term 'philosophical anthropology', referring to different interpretative frameworks, which philosophers draw on to develop conceptions of human phenomena, is introduced. It is argued that the classical pragmatists embraced a philosophical anthropology significantly different from that embraced by most philosophers of religion; accordingly, pragmatism offers an alternative conception of religion. It is suggested that a conception of religion is superior to another if it makes more promising contributions to our ability to handle extra-philosophical problems of religion. A pragmatic philosophical anthropology urges us to view human practices as responses to shared experienced needs. Religious practices develop to resolve tensions in our views of life. The pictures of human flourishing they persent reconstruct our views of life, thereby allowing more significant interaction with the environment, and a more significant life. A modified version of reflective equilibrium is developed to show how we, on a pragmatic conception of religion, are able to supply resources for criticism and reform of religious practices, so the extra-philosophical problems of religion can be handled. Mainstream philosophy of religion attempts to offer such resources by presenting analogy-arguments from religious experience. Those arguments are, however, unconvincing. A comparison of the two conceptions of religion thus results in a recommendation to reconstruct philosophy of religion.

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In this dissertation, two fundamental questions are posed: (1) what is emotion, and (2) what part does it play in the social processes of self-formation and self-realization? How do we as behaving beings, who experience sensations, become interacting beings, who experience emotions? And, how are our emotional experiences related to who we are and our ability to acquire a positive relation to ourselves? By attempting to answer these questions I point out the social conditions that are necessary to enable emotional experiences, and in turn self-formation and self-realization. The focus is on the form, rather than on the content of the emotional self. From the developed neo-Meadian perspective on the emotional self, emotion is understood as a phenomenon linked to both mind and body, without being explained as a mind-body combination. It is argued that emotional experiences are (1) corporal evaluations of our interchanges with the outer world, especially, the other, and (2) crucial to who we are or want to be. An introduction to the neo-Meadian theory of the emotional self is presented in a general manner by including notions of the social self and emotion as social. In the first part of the dissertation, I suggest that diverse phenomena in the social process of self-formation and self-realization is explained by a view that has its roots in the classic social psychology of Adam Smith, Charles Horton Cooley, and, especially, George Herbert Mead. The view consists of three salient ideas: (1) the self does not emerge without the other or society, (2) it is from the point of view of the other or society that the self develops, and (3) self-realization involves a need for recognition. In the second part of the dissertation, I expand the view on emotion as social that is incorporated in the classic social psychology by investigating the recently established field of the sociology of emotions. Once the general structure of the notion of the social self and emotion as social is shown and provided with a preliminary defense, different modifications are considered. In the third part of the dissertation, both the classic social psychology and the sociology of emotions are modified to become more accurate. I elaborate on Mead’s distinction between social behavior, in the form of (1) functional identification, and social interaction, in form of (2) attitude taking of the thing from which he means that self-feeling arises, and (3) attitude taking of the other from which he means that self-reflexion arises.

Made available in DSpace on 2013-08-07T18:50:07Z (GMT). No. of bitstreams: 1 000444490-Texto+Completo-0.pdf: 1334210 bytes, checksum: 889808ec32b03559b3a2e21c1a1fefe2 (MD5) Previous issue date: 2012 / This dissertation, entitled “The formation of the self in Mead and Habermas: challenges and implications for education”, is the result of a doctorate research study on education and aims to address the issue of self-formation, as a process of subjectivity and stabilization of a personal identity, within the context of the post-metaphysical thinking, based on George Herbert Mead’s symbolic interactionism and on Jürgen Habermas’s theory of communicative action. This research also discusses the role of the school in the formation process of subjects, particularly with respect to the challenges and implications which result from both theoretical positions. It is a theoretical study, in the area of philosophy of education, which includes literature review, a presentation of the main concepts involved in this issue, and a hermeneutic endeavor to locate, understand and argue logically based on issues and concepts presented. Throughout the discussion it is possible to notice that the individuation process occurs through socialization. The mechanism of communication is the structuring principle of the mind, of the self, of the identity of the self and of the human society. Personal identity is structured by the internalization of collective norms and conventions, the progressive development of the internal structures of the self, the continuous processes of individual social learning, processes of decentralization and acquisition of rationality within communicative and symbolic contexts.The stabilization of a post conventional identity, the last level of the ideal development of personality, can be understood considering an increasingly universal action and the structuring of a meaning and a biography in one’s own existence. Such kind of identity offers the possibility of a self-understanding, which allows the subject to act with autonomy and responsibility in relation to themselves, to society and to culture. The school as an institution, through systematic and intentional teaching and learning processes, can effectively contribute to the formation of the self and the building of a personal identity in higher levels, thus qualifying the subjects to appropriate and reconstruct the inherited cultural knowledge, to establish judgments concerning world issues, to coordinate their actions together with other members of the social group and to participate in the interaction and socialization processes of the individuals. This contribution will be of a higher quality as the pedagogical actions, taken within the school environment, are outlined based on assumptions of interaction, dialogue and participation, always respecting the multiplicity of human dimensions and aiming at the formation of competent subjects in esthetic, expressive, interpretative, moral, social and discursive dimensions. / A presente tese, intitulada “A formação do eu em Mead e em Habermas: desafios e implicações à educação”, fruto de uma pesquisa de doutoramento em educação, tem por objetivo abordar o tema da formação do eu, enquanto processo de subjetivação e de estabilização de uma identidade pessoal, no contexto do pensamento pós-metafísico, a partir do interacionismo simbólico de George Herbert Mead e da teoria da ação comunicativa de Jürgen Habermas. A investigação também discorre sobre o papel que a escola desempenha nos processos de formação dos sujeitos, especialmente no que tange aos desafios e às implicações decorrentes das posições teóricas dos autores anteriores. Trata-se de um estudo de cunho teórico, no campo da filosofia da educação, que engloba revisão bibliográfica, exposição dos principais conceitos implicados no problema e esforço hermenêutico por situar, compreender e argumentar logicamente a partir das questões e dos conceitos em tela. No decorrer da argumentação é possível perceber que o processo de individuação se dá pela socialização. O mecanismo da comunicação é o princípio estruturante da mente, do self, da identidade do eu e da sociedade humana.A identidade pessoal estrutura-se mediante a internalização das normas e das convenções coletivas, o desenvolvimento progressivo das estruturas internas do eu, processos contínuos de aprendizagem individual e social, processos de descentração e de ganhos de racionalidade em contextos comunicativos e simbólicos. A estabilização de uma identidade pós-convencional, último nível de desenvolvimento ideal da personalidade, pode ser compreendida a partir de um agir com fim cada vez mais universal e da estruturação de um sentido e de uma biografia para a própria existência. Tal classe de identidade abre a possibilidade de um autoentendimento, que permite ao sujeito agir autonomamente e de modo responsável diante de si mesmo, da sociedade e da cultura. A instituição escolar, mediante processos de ensino e de aprendizagem sistemáticos e intencionados, pode contribuir efetivamente na formação do eu e na estruturação de uma identidade pessoal em níveis mais elevados, qualificando os sujeitos a que se apropriem e reconstruam o saber cultural herdado, estabeleçam entendimentos acerca de algo no mundo, coordenem as ações com os demais membros do grupo social e participem de processos de interação e de socialização individuadores. Tal contribuição será mais qualificada à medida que as ações pedagógicas, efetivadas no ambiente escolar, delinearem-se sob os pressupostos da interação, do diálogo e da participação, respeitando a multiplicidade das dimensões do humano e objetivando a formação de sujeitos competentes na dimensão estética, expressiva, interpretativa, moral, social e discursiva.

Orientador: Etienne Ghislain Samain / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-05T12:12:36Z (GMT). No. of bitstreams: 1 Mendonca_JoaoMartinhode_D.pdf: 28651885 bytes, checksum: a3cb2d85eebf61c030b2d5f5e380178d (MD5) Previous issue date: 2005 / Resumo: Este trabalho tem como objetivo principal delinear e esclarecer as inserções da antropóloga norte-americana Margaret Mead nos campos da Antropologia Visual e da Antropologia da Comunicação Visual. Através dos recursos da Reserva Técnica de Bolsa (FAPESP), foram adquiridas obras da autora pouco conhecidas no Brasil. A partir delas, levantamos todos os seus envolvimentos com o uso das imagens fotográficas e fílmicas. A consideração conjunta das principais reflexões escritas da referida antropóloga sobre o tema permitiu, então, diferenciar suas proposições programáticas (na forma de artigos) daquilo que efetivamente realizou, em termos visuais, ao longo de sua obra. Nesta última, selecionamos, para um exame mais detido, um trabalho fotográfico específico e analiticamente complexo ¿ Balinese Character (Bateson e Mead, 1942) ¿, no sentido de delimitar princípios metodológicos gerais, capazes de presidir à constituição de um discurso antropológico não ancorado exclusivamente na expressão escrita. Uma série paralela de fotografias, organizadas cuidadosamente na dupla perspectiva dada pelas expressões verbais e visuais, foi constituída de maneira a possibilitar uma reflexão efetiva em torno das questões tratadas no texto que ora apresentamos / Abstract: This work is about the relations between visual and verbal expressions in the anthropological discourse. The major focus is on the uses of the images (photographs) in the researches and publications of the anthropologist Margaret Mead (with her various partners: Gregory Bateson, Paul Byers, Ken Heyman and others). Sixty two verbal-visual compositions are presented to demonstrate the potentialities and the limitations of the verbal and visual expressions arranged side by side. The results show us that the propositions of Margaret Mead must be reconsidered in the light of the different uses of the images in her works. In this way, a part of the history of Visual Anthropology is delineated and indicates significatives possibilities of enrichment in this and in correlated fields of the humanities / Doutorado / Multimeios / Doutor em Multimeios

Orientador: Etienne Ghislain Samain / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / O exemplar do AEL pertence a Coleção CPDS / Made available in DSpace on 2018-07-27T00:40:41Z (GMT). No. of bitstreams: 1 Mendonca_JoaoMartinhode_M.pdf: 42687566 bytes, checksum: 8f718d3b6f2b38071297957c0a9ac7e7 (MD5) Previous issue date: 2000 / Resumo: Esta dissertação procura revelar a importância histórica e antropológica do acervo fotográfico do Professor Roberto Cardoso de Oliveira, localizado no Arquivo Edgard Leuenroth (AEU Unicamp). Enfatiza especificamente as imagens tomadas entre os Tukuna da região do Rio Alto Solimões durante uma expedição do Museu Nacional empreendida em 1959. Tal delimitação permite avaliar o emprego das fotografias no livro O índio e o mundo dos brancos publicado pelo autor em 1964, desenvolvendo, numa perspectiva paralela, uma análise do trabalho fotográfico apresentado no livro The Tukuna (1952), do pesquisador Curt Nimuendaju, que esteve no campo em 1941 e em 1942. São apresentados, também, exercícios experimentais em torno do método utilizado em Balinese Character (1942) por Gregory Bateson e Margaret Mead, reflexões sobre a técnica fotográfica e suas potencialidades interpretativas tanto como sobre as múltiplas estratégias receptivas implicadas na publicação das imagens fotográficas. Apresenta-se, por fim, o generoso diálogo tecido, tanto pelo pesquisador como pelo seu orientador, com o Professor Cardoso de Oliveira, partindo de suas imagens e de suas reflexões escritas, seguido de um exercício de rememoração acerca da expedição de 1959, reunindo fotografias e trechos de seus diários de campo. De um modo geral, pensamos que a presente pesquisa oferece alguns subsídios, teóricos e práticos, ao trabalho com fotografias no campo da antropologia / Abstract: Not informed. / Mestrado / Mestre em Multimeios

This diploma thesis is focused on the technology of producing mead from the chosen kind of honey with a variety of sugar concentrations with the use of modern producing technological procedures with the cold and hot process. The theoretical part is focused on the history of mead and its technological development. It focuses, in detail, on modern large scale technologies – both cold and also the hot process. In the practical part of the thesis, the production of samples of mead with various sugar concentrations from three kinds of honey with the use of two technological processes (hot and cold process) was conducted firstly. Secondly, the characteristics of the samples were conducted from the view of the volume of HMF – Hydroxymethylfurfural, ethanol, glucose, fructose, the chosen organic acids and elements with sensory analysis. The prepared samples were compared and discussed concerning differences to find out the differences of the use of the two manufacturing technologies (cold and hot process), the chosen kinds of honey and the influence of sugar before the fermentation on the final product.

The aim of this work is introduction with method of filtering the ECG signals using wavelet transformation and use of this method for filtering of signal disturbed with myopotencials. The work deals with general properties and with genesis of ECG signals and describes ECG curve. Next part of work is focused on wavelet transformation, types of wavelet transformation and different methods calculation thresholds and thresholding. Design part of work is focused on design Wiener filter for remove myopotencials from ECG signals and finding optimal parameters of this filter using optimization algorithm. For optimization is used simplex method. Discovered optimal parameters are assessed on CSE and MIT-BIH Arrhythmia database and compared with results of other authors.

This thesis deals with modeling dynamics of printing machine, made by SOMA Engineering, in toolbox SimScape of simulation program Simulink/Matlab. There are descibed properties, progress, important principles and laws of modeling in this toolbox. The first part is focused on creating models, which consist as mechanical as eletrical and control parts. In the second part is explained how to create user interface to control models and creating standalone application, executable without installation of Matlab or Simulink. In last part is explained principle of identification parameters of material from the measured data, using an optimalization algorithm Nelder-Mead. Created models and identification algorithm are controlled via user interface.

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