The purpose of this thesis is to delineate Taylor¡¦s reasoning on the concept of freedom. I start by explicating Taylor¡¦s thesis of philosophical anthropology to illustrate how he answers the question: ¡§what is human agency?¡¨ Based on this ontological condition, Charles Taylor begins his discussion of the predicament of modern freedom by tracing the transformation of moral and epistemological ideals since the seventeenth century. By picturing the trajectories of moral sources in Western modernity, he believes, it enables us to meaningfully reflect upon personal freedom in an age of pluralism. Taylor demonstrates how the Enlightenment and Romanticism have jointly shape the background understanding of modern freedom. Based on his diagnosis of the ambivalent nature of modern freedom, Taylor contends classic liberalism for its universalist and atomist understanding of freedom. He proposes a ¡§complex liberalism¡¨ that recognizes the ¡§embededness¡¨ of freedom, on the one hand, and acknowledges the fact that the moral ideal of being free has its intrinsic worth, on the other hand. The ideal of freedom, therefore, must be understood as a distinctively modern phenomenon that is constitutive of modern self-identity, rather than a freestanding principle independent of any substantial conceptions of the good.

Thesis--Giessen. / Vita. Includes bibliographical references (p. 188-193).

Thèse - Paris. / At head of title: Université de Paris, Faculté des Lettres et Sciences Humaines. Bibliography: p. [445]-476.

No description available.

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 1982. / Includes bibliographical references (leaves 124-125).

Thesis--Münster. / Includes bibliographical references (p. 165-168).

Thesis (M.A.)--Trinity Evangelical Divinity School, 1995. / Abstract. Includes bibliographical references (leaves 107-113).

Originally presented as the author's thesis, Fribourg. / Bibliography: p. [416]-426.

Thesis (Ph.D.)--Baylor University, 2009. / Includes bibliographical references (p. 245-249).

Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-30Bitstream added on 2014-06-13T19:23:32Z : No. of bitstreams: 1 lopes_rb_dr_mar.pdf: 1104891 bytes, checksum: b5a7082901053c1b826282fceba9cfa6 (MD5) / O que está proposto na forma deste trabalho de tese se integra ao projeto de pesquisa de doutorado com o qual procuramos investigar o paradigma antropológico na filosofia da educação, isto é, a crítica ao entendimento da educação como um projeto antropológico fundamental. A configuração antropológica do pensamento, que converte a filosofia em uma analítica do homem, e a concepção de uma estrutura antropológico-humanista na educação impedem o exercício de um pensamento crítico e criativo, porque paralisam, ao incidirem sobre uma filosofia da representação e do sujeito transcendental, o exercício de pensamento em face do desafio de investigar o tema do acontecimento na práxis educativa. Desse modo, se por um lado é importante fazer uma análise da configuração antropológica do pensamento e uma crítica à concepção antropológico-humanista predominante nas reflexões sobre a educação, por outro, temos a intenção de sugerir que outra possibilidade é pensar o exercício do pensamento filosófico no campo da educação como uma experiência e um acontecimento. Ou seja, propomos realizar, a partir de Gilles Deleuze e Michel Foucault, um exercício de pensamento em que a filosofia da educação seja pensada no deslocamento entre dois domínios distintos e conflitantes acerca da natureza e do modo de pensar ou exercer a filosofia (e, por conseguinte, de pensar filosoficamente a educação): por um lado, a imagem antropológica do pensamento, isto é, a configuração da filosofia moderna como analítica da finitude, que ainda nos é atual, e que enquanto uma filosofia do Mesmo permanece sendo essencialmente uma filosofia da representação; e, por outro lado, a abertura da filosofia para uma nova imagem do pensamento ou um pensamento sem imagem, quer dizer, sem postulados... / The proposal for this thesis integrates to the doctor degree‟s search work in which it is investigated the anthropological paradigm in philosophy of education, it means, the critics to educational understanding as a fundamental anthropological project. The anthropological configuration of the thought, which converts philosophy into a man analysis, and the conception of an anthropological-humanistic structure in education impede the critic and creative thought exercise, as they paralyze, by focusing on a philosophy of representation and of the transcendental subject, the exercise of the thought facing the challenge of investigating the event theme into educational praxis. Thereby, if by one hand it is important to analyze the anthropological configuration of the thought and a critic to the predominant anthropological-humanist conception on the reflections about education, on the other hand, we intend to suggest that the other possibility is to think the exercise of the philosophical thought into education field as an experience and an event. In other words, we propose to perform, from Gilles Deleuze and Michel Foucault, a thinking exercise in which philosophy of education is thought regarding the displacement between two distinct and conflicting domains involving nature and the way of thinking or to exercise the philosophy (and, therefore, to think philosophically about education): on one hand, the anthropological image of the thought, or else, the configuration of the modern philosophy as finitude analysis, that is still updated for us, and as a Self philosophy is kept being essentially a philosophy of representation; and, on the other hand, the philosophy opening to a new image of the thought or a non-image thought, it means without postulates or presuppositions: a thought of the event. We propose... (Complete abstract click electronic access below)