Orientador: Sandra Regina Teodoro Gatti / Banca: Sandra Regina Teodoro Gatti / Banca: Roberto Nardi / Banca: Júlio Cesar Castilho Razera / Resumo: A aproximação de aspectos de História e a Filosofia da Ciência (HFC) ao ensino vêm sendo discutida como uma abordagem importante para a alfabetização científica, com potencial para proporcionar uma visão mais fundamentada sobre a Natureza da Ciência (NdC), desconstruindo a compreensão de um somatório de verdades absolutas, descobertas por grandes gênios isolados e livres de quaisquer influências. Dessa forma, tais reflexões poderiam possibilitar a humanização da Ciência, o desenvolvimento do pensamento crítico, além de melhorar a compreensão dos conteúdos e a formação do professor. Isto nos remete aos cursos de Licenciatura e às possibilidades formativas que estes vêm proporcionando em relação a esta temática. Assim, esta pesquisa buscou compreender qual o perfil formativo dos quatro cursos de Licenciatura em Química de uma universidade pública do Estado de São Paulo, no que tange a articulação da HFC com ensino. Partimos da análise dos Projetos Pedagógicos dos Cursos (PPCs) e dos planos de ensino das disciplinas específicas sobre HFC. Buscamos ainda investigar os docentes que ministram tal disciplina, a fim de entender como sua formação poderia influenciar em sua prática. Para tanto, realizamos primeiramente uma busca nos currículos Lattes, e posteriormente, uma entrevista semiestruturada, com o intuito de aprofundar as informações e entender como conduzem e organizam a disciplina. Utilizamos como metodologia de análise a Análise de Conteúdo (AC). Com base nas análises reali... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The oncoming of aspects of History and the Philosophy of Science (HPS) to teaching has been discussed as an important approach to scientific literacy, with potential to develop a more substantiated view on the Nature of Science (NoS) by deconstructing its comprehension as a sum of absolute truths, discovered by great isolated geniuses and free from all influences. In this way, such reflections could enable a humanization of science, a development of critical thinking, and an improvement in the understanding of contents and in the teacher formation. This brings us to the teacher education programs courses and the formation possibilities that these have been providing in relation to this theme. Therefore, this research sought to understand the formative profile of four teacher education programs courses in Chemistry of a public university in the State of São Paulo, regarding the articulation of HPS with teaching. We start from the analysis of the Courses' Pedagogical Projects (PPCs) and the teaching plans of the specific HPS disciplines. We also seek to investigate the professors who teach this subject in order to understand how their formation could influence their practice. Thereunto, we first realized a search in the Lattes curriculum, and then a semi-structured interview with them, in order to deepen the information and understand how they conducts and organizes the discipline. We used the Content Analysis (AC) as the methodology approach. Based on these performed analyzes,... (Complete abstract click electronic access below) / Mestre

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This thesis calls into question a currently orthodox view of Ludwig Wittgenstein's post-Tractarian philosophy. This view is that the social and political implications of Wittgenstein's Philosophical Investigations are conservative and relativist. That is, Wittgenstein's concepts such as 'forms of life', 'language-games' and 'rule-following' defend and promote: a rule-determined and context-determined rationality; or an incomparable community-determined human understanding; or a neutralist, nonrevisionary, private or uncritical social and political philosophy. / In order to challenge and correct this conventional understanding the thesis sets up as 'objects of comparison' a variety of very different examples of the use of Wittgenstein in social and political philosophy. These uses are neither relativist nor conservative and they situate understanding and critical reflection in the practices of comparison and dialogue. The examples of this 'comparative-dialogical' Wittgensteinian approach are found in the works of three contemporary philosophers: Thomas L. Kuhn, Quentin Skinner and Charles Taylor. / This study employs the technique of a survey rather than undertaking a uniquely textual analysis because it is less convincing to suggest that Wittgenstein's concepts might be used in these unfamiliar ways than to show that they have been put to these unfamiliar uses. Therefore I turn not to a Wittgensteinian ideal but to examples of the 'comparative-dialogical' uses of Wittgenstein. In so doing I am following Wittgenstein's insight in section 208 of the Philosophical Investigations: "I shall teach him to use the words by means of examples and by practice. And when I do this, I do not communicate less to him than I know myself." Thus it will be in a survey of various uses and applications of Wittgenstein's concepts and techniques that I will show that I and others understand them.

My thesis examines Thomas Hobbes's attempt to develop a mathematical account of nature. I argue that Hobbes's conception of how we should think quantitatively about the world was deeply indebted to the ideas of his ancient and medieval predecessors. These ideas were often amenable to Hobbes's vision of a demonstrative, geometrically-based science. However, he was forced to adapt the ancient and medieval models to the demands of his own thoroughgoing materialism. This hybrid resulted in a distinctive, if only partially successful, approach to the problems of the new mechanical philosophy.

This thesis sets out to show that a philosophical reflection on history is, in the strongest possible way, an essential feature of Hume's project of a science of human nature: a philosophical investigation of human nature, for Hume, cannot be successful independently of an understanding of the relation of human beings to their history. Hume intended to criticize traditional metaphysics by referring all knowledge to experience. But it is almost always assumed that Hume means by "experience" the result of an individual's past sense perception or personal observation. Accordingly, Hume's criticism of traditional metaphysics is taken to lead to an individualistic conception of knowledge and human nature. In this thesis I claim that this picture of Hume's "empiricism" is simply wrong. He is not a philosopher who reduces "experience" to the merely private happenings within a personal psychology. On the contrary, Hume has a wider notion of experience, one that includes not only personal observation and memory, but, fundamentally, one that includes implicit knowledge of human history. Experience, so understood, brings about what I term a historical point of view, namely, the point of view of someone who seeks to extend his experience as far as it is possible in order to acquire the capacity to produce more nuanced and impartial judgments in any given practice. It is precisely this historical point of view that enables us to depart from the individualistic perspective that we would otherwise be bound to adopt not only in epistemology but, most significantly, in politics, in social life, in religion, etc. / Chapter 1 presents the historical background against which Hume elaborates his views of history's role in philosophy. Chapter 2 discusses and criticizes the individualist reading of Hume by showing that he had a satisfactory account of beliefs formed via human testimony. Chapter 3 presents a view of Hume on explanation that underscores his interest in practical and informal explanations as those of history. Chapter 4 provides a discussion of Hume's notion of historical experience in relation both to his theory of perception and to his project of a "science of man."

Nietzsche urges us not to embrace any one perspective of the world, at the same time as he vociferously and repeatedly attacks whole ways of life. These two aspects of Nietzsche's work seem to be in tension with one another--what perspective allows Nietzsche to be so opinionated? Nietzsche insists that all experience is from a perspective and that there is no inherently privileged perspective. This is the "perspectivist" Nietzsche that Derrida focuses on. Yet not only does Nietzsche insist on denigrating the perspective of others, he seems to acknowledge that such attacks are not very worthwhile if they too are just from another perspective. Thus thinkers like Schacht argue that there is a privileged perspective in Nietzsche, and that this privilege is unique because of the relationship it has with the "natural" and the "healthy." The Gay Science presents a Nietzsche who integrates these two seemingly incompatible positions, for in this work Nietzsche makes an exciting synthesis possible through the idea of the eternal recurrence and through his attack on the unitary self. Nietzsche urges us to create ourselves as affirmers, but the stance of affirmation is not in itself a perspective; rather, a central characteristic of affirmers is the ability to embrace numerous perspectives.

Thesis (Ph. D.)--Ohio State University, 2007. / Full text release at OhioLINK's ETD Center delayed at author's request

The purpose of this study was to identify and describe the purposes, plans, activities, and programs of the National Education Association that focused upon instruction. To carry out this purpose, guideline questions were developed. Answers to the questions were sought through leads obtained from a study of the volumes of Addresses and Proceedings for the years since the first NTA meeting in 1857 through the 1976 NEA Convention and editions of the NEA Handbook from the first in 1945 through the 1976 edition. Findings were presented in a six-chapter historical-descriptive narrative. Although interest in instruction is not an exclusive concern held only by professional associations, the findings of this study do suggest that instruction has been a fortunate focus for the NEA in two respects. First, the times of NEA's more obvious emphasis on instruction have been relatively free of criticism of Association activity. Secondly, emphasis on instruction has emerged as a thread to unify the National Education Association with diverse organizations and with classic human institutions--the home, the church, the school, and governmental agencies--throughout the world.

This thesis examines Ezra Pound's linguistic theory in relation to literary, philosophical and academic treatments of language in the modernist period. Pound is a central figure in the history of twentieth century literature, and his poetic career marks a sustained engagement with questions of how language can register thought, how it can transmit and communicate images, and, ultimately, how language is able to mediate between artists (or, indeed, language speakers as a whole) and the world. I read Pound's statements on language against the disciplinary history of linguistics, assessing the extent to which his positions are representative of his period, or, conversely, the ways in which they form part of an idiosyncratic worldview. My approach is broadly historical. I begin with Pound's educational background, and move chronologically through his career to the concluding passages of his Cantos. I investigate the extent to which Pound's critical writing engages with new departures taking place in linguistics in the late nineteenth century and the early part of the twentieth century. The scope of my investigation ranges from the legacy of nineteenth century philology to the approaches taken by William Dwight Whitney, Michel Bréal, and Ferdinand de Saussure, to name but a few, in focusing linguistic scholarship on synchronic study of language as function in the early twentieth century, to Franz Boas's and Edward Sapir's studies in the relationship between language and culture between 1910 and 1939. In situating Pound in relation to the history of linguistics as a discipline, I argue that his work asks some of the period's most apposite questions about language and culture, even if his conclusions differ from the dominant academic positions of the time.

Made available in DSpace on 2014-06-11T19:26:20Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-03-08Bitstream added on 2014-06-13T18:54:40Z : No. of bitstreams: 1 jose_nf_me_fran.pdf: 8739864 bytes, checksum: b3f24e69c48de437f36c3febdc92011f (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A construção da imagem de Augusto é algo muito estudado pela historiografia atual. Obras como a Eneida de Virgílio e muitos escritos de Horácio, de escritores contemporâneos a Otávio Augusto, são usadas como referências desta propaganda política, militar, social e ideológica do Principado Romano. Notam-se, a partir de obras como estas, as construções em torno da imagem de Augusto e o uso desta, para legitimar o novo sistema político que surgia em Roma. Ainda, durante este processo de legitimação e propaganda, foi-nos possível perceber como se dá a utilização de imagens de grandes personagens públicos romanos, tais como Júlio César e Marco Antônio, e como é construída a representação de Augusto, como Princeps, em torno de semelhanças e diferenças destes personagens. Sendo assim, nosso objetivo nesta presente pesquisa é analisar como se criaram representações em torno da imagem de Augusto, a partir da oposição das figuras de Júlio César e Marco Antônio. Para tanto, selecionamos obras de períodos e gêneros narrativos distintos, a fim de, com isso, conseguirmos um entendimento mais amplo acerca do período analisado. Trata-se das obras de Veléio Patérculo, História Romana, duas biografias de Plutarco, César e Antônio, presentes na obra Vidas Paralelas, e duas biografias – O Divino Júlio César e O Divino Augusto – de Suetônio, presentes em sua obra A Vida dos Doze Césares / The formation of Augustus’ image is something much studied by the historiography nowadays. Works like the Aeneid by Virgil and many Horace’s writings, from contemporary writers in time of Octavius Augustus are used as references from these political, military, social and ideological of the Roman Principality. It is noticed, from works like these, formations around the image of Augustus and the usage of it to legitimate the new political as starting in Rome. Yet, during this process of legitimacy and spreading, it was possible to realize how the usage of images of great Roman political people works, such as Julius Caesar and MarK Antony, how the representation of Augustus is formed like Princeps, around the resemblance and difference of these characters. Thus, our aim in this present research is to analyze how representations around the image of Augustus were formed from the opposition of images of Juius Caesar and Mark Antony. Because of that, we selected works from periods and distinct narrative genres so we could understand better about the analyzed period. It is about Velleius Paterculus’ works. Roman History, two Plutarcus biographies, Caesar and Antony, present in the work Parallel Lives and two biographies – The Divine Julius Caesar and the Divine Augustus – by Suetonius, presented in his work The Twelve Caesars