Qu’est-ce que la rationalité pratique ? Répondre à cette interrogation, c’est déterminer la nature du raisonnement pratique qu’un acteur se trouvant dans une situation concrète doit entreprendre ; comment, autrement dit, il doit délibérer, juger et agir. Afin de mener à bien ce projet, les philosophes contemporains mobilisent des héritages philosophiques distincts. Dans chacune des trois grandes traditions de la philosophie occidentale – les traditions française, allemande et anglo-américaine – des philosophes se revendiquant d’Aristote ou de Kant ont ainsi récemment débattu de la possibilité de fonder en raison des principes normatifs généraux, du rôle que de tels principes peuvent jouer au sein du raisonnement pratique et des liens que l’on doit tisser entre la rationalité pratique et les vertus. L’objectif général de notre recherche est de démontrer la fécondité des débats entre kantiens et aristotéliciens tout en défendant l’existence d’un kantisme transformé par l’aristotélisme qui nous permet aujourd’hui de mieux cerner les ressorts du raisonnement pratique. Un tel parcours nous fournira l’occasion de contribuer à la réception de travaux qui n’ont pas encore fait couler beaucoup d’encre en France, notamment ceux de Christine Korsgaard, d’Onora O’Neill, de Barbara Herman et de Nancy Sherman. / What is practical rationality? To answer this question, one must determine how an agent facing a specific challenge in a given situation should reason and determine how to act. In order to carry out this project, contemporary philosophers build on different historical perspectives. In each of the three main tradition of Western philosophy – the Anglo-American, German and French traditions – philosophers are thus rereading Aristotle and Kant to answer questions such as “Is it possible to ground general normative principles?”, “What role must principles play in our practical reasonings?” and “What is the relationship between practical rationality and virtue?”. My overall objective is to shed light on these debates, and then to defend a form of Kantianism infused with Aristotelian ideas that can help us paint a more satisfying picture of practical rationality. By doing so, I also contribute to the French reception of contemporary philosophical works such as the ones of Christine Korsgaard, Onora O’Neill, Barbara Herman and Nancy Sherman.

One dominant scientific view holds that willpower is a type of muscle which can be weakened through use in the short term and strengthened through use over time. However, evidence from neuroscience, social psychology and behavioral economics suggest that willpower is regional, subverted through desire and strengthened by strategy--these are features a muscular account would not predict. It is better to think about willpower as a skill with a physiological component. Willpower strategies extend the brute effort of self-control through the use of reason and have the practical effect of increasing self-regulation. Willpower is "worth wanting" because there is a gap in our given desires and our evaluations. In general willpower is the skill responsible for extending the motivational force of evaluations to overcome the motivational force of other interests. Of course, willpower can be used in the service of evil, but in general it is a power we would prefer to have. Interestingly, not all cases of weakness of will are, on balance, bad. As a practical matter weakness of will is a crucial element of developing willpower skills over time. Just as a skilled batter relies on failures to teach what is required for good hitting, willpower failures are an important element in developing habits for success. Additionally, the motivational failure of evaluation built in to weakness of will requires a commitment to practical claim that one can choose how to act in ways not dictated by given desires. This commitment to the importance and viability of evaluation is a crucial component of having a moral perspective in a natural system and weakness of will is a signifier of this foundational element of a practical perspective.

Made available in DSpace on 2017-07-10T16:28:01Z (GMT). No. of bitstreams: 1 ADRIANA_RAMOS.pdf: 2307727 bytes, checksum: 425a64c60e9491e4ca27b7127e24fd0b (MD5) Previous issue date: 2014-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Inserted into the research line Society, Knowledge and Education, of the Program of Master in Education from UNIOESTE Campus Francisco Beltrão, in Brazil; this research is included in the debate on labor, education and the teaching of engineering. Through this investigation, we sought to uncover the relationship between epistemology and the conception of teaching-learning from authors of scientific papers published in the annals of COBENGE 2012; in detail those which address teaching and learning of engineering. Through the research, we specifically aimed to: a) understand the teaching of engineering in the context of productive restructuring of the capitalism; b) investigate and analyze the relationship between epistemology and the conception of teaching and learning present in papers published in the annals of COBENGE 2012; c) contribute with discussions concerning the teaching of engineering from the epistemology of the dialectical-historical materialism. We started from the hypothesis that, in an attempt to overcome the traditional pedagogy, teaching in undergraduate courses of engineering would be wavering between the positivist technical rationality and the postmodern practical rationality. Thus, the teachings, by professors, of scientific, abstract concepts from formal logic, have been giving its way to constructive activities of the learners, from empirical situations that favor the development of cognitive, flexible and adaptive competences of individuals to the reality. From such assumption, it is understood that the teaching of engineering would not go through the dialectic-historical logic, which is based on the teaching of concrete. Bibliographic methodology with analysis of contents was applied in this research; in compliance with the explanations of Gil (2002) and Bardin (1977). The theoretical and methodological basis of the research is in accordance with the dialectical and historical materialism, since such method provides theoretical elements that make it possible to understand the contradictions between work, education and the teaching of engineering, and contributes to the discussion and the understanding of new possibilities regarding the formation of engineers. The present work is organized into three parts: the first part presents a discussion over the teaching of engineering in the context of productive restructuring of the capitalism, focusing on the implications of such context over the shift of professional profiles at the postmodernity; it also debates the emergence of the ideology of the end of work society and the upcoming of the knowledge society and with it the emergence of the practical rationality paradigm; the resumption of the motto "learning to learn" and the theory of Jean Piaget in postmodern educational ideas; and also the influence of these theories on official education documents such as the National Curriculum Guidelines for undergraduate degree in engineering. The second part presents an analysis of the annals of COBENGE 2012, over the relationship between epistemology and conceptions of teaching and learning of authors of scientific articles published in that edition of the congress. The third part presents the epistemology of dialectical historical materialism as a way to elicit reflections on the teaching of engineering based on that epistemological paradigm. / Inserida na linha de pesquisa Sociedade, Conhecimento e Educação, do Mestrado em Educação da UNIOESTE - Francisco Beltrão, esta pesquisa inclui-se no debate sobre trabalho, educação e ensino de engenharia. Por meio desta investigação, buscou-se desvelar a relação entre epistemologia e concepção de ensino-aprendizagem dos autores dos artigos científicos publicados nos anais do COBENGE 2012, que abordam o tema ensino-aprendizagem de engenharia. Objetivou-se, especificamente, por meio da pesquisa: a) compreender o ensino de engenharia no contexto de reestruturação produtiva do capitalismo; b) investigar e analisar a relação entre epistemologia e concepção de ensino-aprendizagem no conteúdo dos artigos científicos publicados nos anais do COBENGE 2012; c) contribuir com a discussão sobre o ensino de engenharia a partir da epistemologia do materialismo histórico-dialético. Partiu-se da hipótese de que, na tentativa de superação da pedagogia tradicional, o ensino nos cursos de graduação em engenharia estaria oscilando da racionalidade técnica positivista à racionalidade prática pós-moderna. Dessa forma, o ensino por parte do professor, de conceitos científicos, abstratos, da lógica formal, tem dado lugar às atividades construtivas dos alunos, a partir de situações empíricas que privilegiem o desenvolvimento de competências cognitivas, flexíveis e adaptativas dos indivíduos à realidade. A partir desse pressuposto, entende-se que o ensino de engenharia não passaria pela lógica dialética histórica, que tem por base o ensino do concreto. A metodologia de pesquisa aplicada nesta investigação é bibliográfica com análise de conteúdo e está em conformidade com as explicações de Gil (2002) e Bardin (1977). O fundamento teórico-metodológico da pesquisa está de acordo com o materialismo histórico-dialético, por entender que este método fornece elementos teóricos que possibilitam compreender as contradições existentes entre o trabalho, a educação e o ensino de engenharia, além de contribuir para a discussão e compreensão de novas possibilidades para a formação de engenheiros. Esta pesquisa está organizada em três partes: na primeira parte, é apresentada uma discussão sobre o ensino de engenharia no contexto de reestruturação produtiva do capitalismo, destacando-se as implicações desse contexto na mudança dos perfis profissionais na pós-modernidade; o surgimento da ideologia do fim da sociedade do trabalho e ascensão da sociedade do conhecimento e com ela o surgimento do Paradigma da racionalidade prática; a retomada do lema aprender a aprender e da teoria de Jean Piaget no ideário educacional pós-moderno; e, ainda, as influências dessas teorias em documentos oficiais da educação como as Diretrizes Curriculares Nacionais do curso de graduação em engenharia. Na segunda parte, apresenta-se uma análise realizada dos anais do COBENGE 2012, sobre a relação entre epistemologia e as concepções de ensino-aprendizagem dos autores dos artigos científicos publicados na supracitada edição do congresso. Na terceira parte, apresenta-se a epistemologia do materialismo histórico-dialético como forma de suscitar reflexões acerca do ensino de engenharia com base nesse paradigma epistemológico.

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This thesis proposes a reading of David Gauthiers moral contractarianism (hereinafter Mb(CM)A) that demonstrates how cooperation can be rational in situations where expected utilities (EU) are stacked too high against cooperation. The dissertation critically examines Mb(CM)A and contends that it breaks down in the test of application, i.e. the problem of secession because of the conception of rationality it appeals to. Mb(CM)A identifies rationality with utility-maximization, where utility is the measure of considered coherent preferences about outcomes. Mb(CM)A links morality to reason, and reason to practical rationality, and practical rationality to interest, which it identifies with individual utility. On this view, an action (or a disposition) is rational if that action (or disposition) maximizes an agents EU. This conception of rationality the essay claims is both nave and misleading because it does not take into account an agents considered preference for the acts that are available, in addition to the EU of those acts. Therefore, the thesis argues that Mb(CM)As account of rationality be abandoned in favor of a decision-value/symbolic utilitys or morals by decision-value agreements conception of practical rationality. Morals by decision-value agreement (henceforth Mb(DV)A), the dissertation claims, handles serious problems, like the problem of secession in ways that Mb(CM)A cannot. Mb(CM)A breaks down in the test of application because when applied to the problem of secession, it suggests a single-tracked silver bullet solution. Specifically, it tracks only EU-reasons and claims that insofar as cooperation does not maximize the EU of better-off agents, it is not rational for them to cooperate with or support those that are less well-off. By contrast, Mb(DV)A offers a multi-tracked framework for solutions to the problem, namely: it factors in an agents considered preference for the acts that are available, in addition to EU of those acts. It is the argument of the thesis that when EU is stacked too high against cooperation, it may or may not be rational for an agent to cooperate, depending on which way symbolic utility (SU) for that agent points toward. If SU points in the direction of secession, then it is DV-rational for an agent not to cooperate, but if SU points toward non-secession, then it is DV-rational for that agent to cooperate.

Made available in DSpace on 2014-07-29T15:13:40Z (GMT). No. of bitstreams: 1 Magali Saddi Duarte.pdf: 825364 bytes, checksum: d2eba8c240777139394001e6907b1270 (MD5) Previous issue date: 2011-07-08 / This thesis is a bibliographic research linked to the Research Line Culture and Educational Processes. Its object of study is the epistemological presuppositions of continuing education of English teachers at the present time. For this purpose, the research began with a bibliographic investigation of studies related to projects and programs for the continuing education of English teachers in this country. It has as its base 18 texts of which one is a book, 14 are chapters from books and three are articles published in national periodicals linked to two Post-Graduate Programs, that is, Post-Graduate Program in Applied Linguistics of the Pontifícia Universidade de São Paulo (PUC-SP) and the Post-Graduate Program in Literature and Linguistics of the Faculty of Language and Literature (Letras) of the Universidade Federal de Goiás (UFG). The goal was to apprehend what the emphasis on the action of the English language teacher, postulated by the epistemology of practice, showed regarding the relationship between theory and practice in continuing education. More precisely, to what extent the rational procedure, operated by the epistemology of practice, would reference the theoretical knowledge of the English teacher. Based on dialectic materialism and the Critical Theory of the Frankfurt School, it was verified that the lack of comprehension of the socio-historic aspects that permeate reality entails a limitation in the continuing education of the teacher and in the possibility of knowledge production. The current theoretical base for the continuing education of the teacher is rooted in the epistemological perspective of practice and presupposes an educational background based on practice with results appearing in narratives, discussions and argumentations. The analysis showed that the continuing education of the English teachers was based on a practical rationality expressing an instrumental rationality that operates in such a way as to dictate the teachers actions, the moments of reflection, the type of investigation adopted, the intervention of a researcher with a recognized mastery of the field of knowledge. This in turn substantiates a view based on practical actions and techniques for teachers continued education. The instrumental rationality shown reveals a break and continuity with the paradigm of technical rationality. Due to the impossibility of technical rationality being able to qualify teachers, reflective practice proposes a change that moves from technique to a reflection about and within practice. / Trata-se de pesquisa bibliográfica vinculada à Linha de Pesquisa Cultura e Processos Educacionais. Tem como objeto de estudo os pressupostos epistemológicos para a formação contínua de professores de inglês na atualidade. Para tanto, partiu da investigação bibliográfica de estudos relativos a projetos e programas de capacitação contínua de professores de inglês no país, e teve como suporte 18 textos, dentre estes, um livro, 14 capítulos de livros e três artigos publicados em periódicos nacionais de dois Programas de Pós-Graduação, a saber: o Programa de Pós-Graduação em Linguística Aplicada, da Pontifícia Universidade de São Paulo (PUC-SP) e o Programa de Pós-Graduação em Letras e Linguística da Faculdade de Letras da Universidade Federal de Goiás (UFG). Objetivou-se apreender o que a ênfase na ação do professor de língua inglesa postulada pela epistemologia da prática revela sobre a relação teoria e prática na sua formação contínua? Ou mais precisamente, em que medida o procedimento racional operado por uma epistemologia da prática referenciaria o conhecimento teórico do professor de inglês? Fundamentando-se no materialismo dialético e na Teoria Crítica da Escola de Frankfurt verificou-se que a não compreensão dos aspectos sócio-históricos que permeiam a realidade implica uma limitação na formação do professor e na possibilidade de produção de conhecimento. A atual fundamentação para a formação docente se insere na perspectiva da epistemologia da prática, que propõe uma formação com base na prática, cujos resultados são dados a partir de narrativas, discursos e argumentações. A análise empreendida evidenciou que a formação contínua de professores de inglês baseada na racionalidade prática expressa uma racionalidade instrumental que opera de modo a prescrever a ação dos professores, o momento de refletir, o tipo de investigação a adotar, a intervenção de um pesquisador com reconhecido domínio do conhecimento consubstanciando numa visão praticista e tecnicista de formação contínua de professores. A racionalidade instrumental exposta revela uma ruptura e uma continuidade com o paradigma da racionalidade técnica. Na impossibilidade de a racionalidade técnica vir a qualificar os professores, a prática reflexiva crítica propõe uma mudança, que passou da técnica à reflexão sobre e na prática.

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