A virada linguística da filosofia contemporânea implicou a recaracterização de problemas epistemológicos em termos da natureza e estrutura da linguagem (lógica), assim como em termos de interpretações das práticas linguísticas concretas (pragmática). Nesta última forma, a concepção da linguagem como instrumento de interação social, somada à constatação do caráter contextual das situações de interação, conduz em alguns casos a um tratamento das diferentes linguagens como jogos fechados em si mesmos, dotados de regras próprias e, nos casos extremos, incomensuráveis. É por esse caminho que Richard Rorty conduz a sua versão da virada linguística. Para Rorty, os desenvolvimentos da filosofia analítica em especial, a forma como W. O. Quine, W. Sellars e D. Davidson carregam o bastão que julgam receber das Investigações filosóficas de L. Wittgenstein apontam para uma concepção holística (contextual) da linguagem e, consequentemente, da racionalidade. Essa maneira de entender a linguagem tem, naturalmente, implicações para o tratamento de outras questões filosóficas morais, políticas e para a caracterização da própria atividade filosófica. Este trabalho procura reconstruir e indicar deficiências das elaborações de Rorty em relação a tais questões. / The linguistic turn in contemporary philosophy entailed the restatement of epistemological problems in terms of the nature and structure of language (logic), and in terms of interpretations of linguistic practices (pragmatics). In the latter form, the conception of language as an instrument of social interaction, together with the contextual understanding of interaction situations, leads in some cases to the treatment of different languages as closed games endowed with their own rules and, in extreme cases, incommensurable. This is the path down which Richard Rorty takes his own version of the linguistic turn. For Rorty, the developments of analytical philosophy most importantly, the way W. O. Quine, W. Sellars and D. Davidson follow the lead of Wittgensteins Philosophical Investigations point to a holistic (contextual) understanding of language and, as a consequence, of rationality. This way of understanding language is related to Rortys treatment of other philosophical issues (moral and political) and to his characterization of Philosophy itself. This dissertation aims at reconstructing (and pointing to shortcomings of) Rortys understanding of these issues.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-03T14:42:24Z No. of bitstreams: 1 leonardosoaresbarbosa.pdf: 327719 bytes, checksum: ede46db2e5951d5ec8e94b5c6dc04352 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-03T19:02:42Z (GMT) No. of bitstreams: 1 leonardosoaresbarbosa.pdf: 327719 bytes, checksum: ede46db2e5951d5ec8e94b5c6dc04352 (MD5) / Made available in DSpace on 2017-04-03T19:02:42Z (GMT). No. of bitstreams: 1 leonardosoaresbarbosa.pdf: 327719 bytes, checksum: ede46db2e5951d5ec8e94b5c6dc04352 (MD5) Previous issue date: 2010-02-05 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Mostram-se neste trabalho as bases proféticas de Vieira que permitiram fazer uma análise do seu projeto imperial, especificamente do Quinto Império. Neste contexto, obras proféticas como a Clavis Profetarum , a Apologia das coisas profetizadas e principalmente a História do Futuro foram úteis nesta empreitada. Tomando como ponto de referência este último escrito, observei que a obra de Vieira de ve ser enxergada em uma unidade e não em partes fragmen- tadas. O veio que une os escritos do jesuíta é a sua profecia, principalmente a referente ao Quinto Império. A busca desta concretização o m ove a tomar muitas decisões práticas dentro e fora do reino luso. Estas ações, muitas vezes explicitamente políticas, estão expressas em alguns de seus escritos (o Papel Forte , por exemplo), demonstrando o seu verdadeiro anseio de transformar o reino português no tão sonhado Quinto Império do mundo. / This study intends to show the pr ophetic bases of Vieira that allowed to make an analysis of his imperial project, specificly from the Fifth Empire. In this context, prophetic works like the Clavis Profetarum , the Apologia das coisas profetizadas and the História do Futuro were helpful in this research. Starting from this la st writing, I observed that Vieira ́s work should be seen uniquely and not as fragmented parts. The tie that unites the jesuit ́s writing is his prophecy, mainly the one that refers to the Fi fth Empire. The search for this concretization moves him to take many pratic decisions insi de and outside of the Portugal kingdom. These actions, many times explicitly politic, are expressed in some of his writings (the Papel Forte , for exemple), demonstrating his real desire to promote changes in the Portugal kingdom in the so dreamed Fifth Empire.

The main theme of the thesis is the position of the concept of the aesthetic experience on the field of the contemporary esthetics. As the one of the most basic concepts of the modern-age esthetics the esthetic experience was criticized from the different views in the last half century. But at the same time in the last decades, this concept is effort to reinterpret and keep as the meaningful and functional one at the frame of discourse of the esthetic theory from few related reasons (revival of the philosophical pragmatism, re-thinking of the Kant's esthetic theory etc.). The closer topic of the thesis is the defense of the neo pragmatically oriented interpretation of the concept of the esthetic experience in the work of Richard Shusterman. The thesis should point out not only the Shusterman's arguments, which support the sustainability of the pragmatism approach of the esthetic experience's concept, but also the attitudes that prevent the sustaining of this point of view. The attention will be focused mainly on Shusterman's interpretation of Dewey's conception "The art as the experiences" and in the end on Shusterman's theme - Somaesthetics, that related with Dewey's pragmatism too. Key words: aesthetic experience, pagmatism, Richard Shusterman, somaesthetic

Syftet med studien är att undersöka hur lärare och rektorer förhåller sig till att skolan är ickekonfessionell men samtidigt vilar  på en kristen tradition och västerländsk humanism. I Lgr 11 (Skolverket, 2017) står det att den etik skolan ska utgå från är en kristen tradition och västerländsk humanism. Sex lärare och två rektorer har intervjuats på två olika skolor. Den ena skolan har mångkulturella klassrum och ligger i tätbefolkat område och den andra skolan ligger ute på landsbygden och har inga mångkulturella klassrum. Resultatet visar att mångkulturella klassrum gynnar religionsundervisningen. På skolan utan mångkulturella klassrum tar religionsundervisningen mindre plats. Det framkommer även att lärare och rektorer tolkar läroplanen på lite olika sätt. Ingen av rektorerna kontrollerar att undervisningen är religionsneutral.

Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / The present work is dedicated to a contemporary author who emphasized the incessant movement of the human species in their search for meaning: Richard Rorty. In this age-old effort to create meanings, thought manifested itself in many ways and in many different styles, and these changes have shaped the reason through time. The philosophy of Rorty is a "disenchantment" of philosophy, because undermines traditional concepts employed in philosophical inquiry and ultimately radically change the very notion of philosophy and what is philosophize. Thus, the insistent search for a last ground of knowledge, the attempt of philosophers - and scientists - to unveil the reality in their nature, are placed in check by Rorty, in favor of a much more "modest" purpose: achieve the best possible way to deal with the world without unequivocal or absolute assumptions. The development of these critical first appears in the book Philosophy and the Mirror of Nature, published in 1979, a work of great impact in contemporary philosophy that put Rorty as one of the exponents of current neopragmatist. Rorty stands out in contemporary philosophy to be an essentially combative author. His writings pursue a very clear proposal: to overcome some traditional ideas that dictate the philosophical agenda at least since Plato. As a representative of pragmatism, Rorty's effort is to show the futility of certain ideas and (pseudo)problems that generate for thought and research. The result of this effort reveals a complete transformation of philosophy and, beyond this, much of the western culture. This work aims to present and evaluate some of the main theses of Rorty. / O presente trabalho dedica-se a um autor contemporâneo que deu ênfase ao movimento incessante da espécie humana em sua busca por sentido: Richard Rorty. Neste esforço milenar de criar significados, o pensamento manifestou-se de várias formas e nos mais diferentes estilos, e estas transformações moldaram a razão através do tempo. A filosofia de Rorty é um desencantamento da filosofia, pois abala concepções tradicionais empregadas na investigação filosófica e acaba por mudar radicalmente a própria noção de filosofia e do que seja filosofar. Deste modo, a insistente busca por um fundamento último do conhecimento, a tentativa dos filósofos e também de cientistas de desvelar a realidade em sua natureza intrínseca, são por Rorty colocadas em xeque, em favor de um propósito bem mais modesto : alcançar a melhor maneira possível de lidarmos com o mundo sem pressupostos unívocos, absolutos. O desenvolvimento destas críticas aparece pela primeira vez no livro A filosofia e o espelho da natureza, publicado em 1979, obra de grande impacto na filosofia contemporânea e que situou Rorty como um dos expoentes da corrente neopragmatista. Rorty se destaca na filosofia contemporânea por ser um autor essencialmente combativo. Seus escritos perseguem uma proposta bastante clara: superar algumas ideias tradicionais que ditam a agenda filosófica ao menos desde Platão. Como representante do pragmatismo, o esforço de Rorty é o de mostrar a inutilidade de certas ideias e os (pseudo)problemas que geram para o pensamento e a investigação. O resultado deste esforço revela uma transformação completa da filosofia e, indo além desta, de grande parte da cultura ocidental. A presente dissertação pretende apresentar e avaliar algumas das principais teses de Rorty.

Pour la première fois dans l’histoire de l’écriture, plusieurs personnes peuvent modifier au même moment et à distance le même document. Cette nouvelle pratique d’écriture rendue possible par la technologie numérique est l’écriture numérique collaborative synchrone. La question que pose cette recherche est celle de savoir comment des textes cohérents et lisibles peuvent émerger de tels dispositifs. De plus, les textes qui résultent de ces pratiques semblent difficilement pouvoir être réduits à des intentions de communication qui préexisteraient « dans la tête » des participants. Le texte émerge au sein même des situations et cela soulève la question méthodologique de savoir comment rendre compte de ces émergences. Cette thèse propose par conséquent d’explorer une manière de l’aborder : une enquête de type pragmatiste, et plus spécifiquement, une approche transactionnelle. Elle se caractérise par l’exigence de penser la relation dans sa dimension constitutive en ne présupposant rien des entités avant leur mise en situation. Elle implique en outre de toujours tenir pour provisoires et révisables toutes les descriptions que l’on peut donner d’une situation. Il s’agit d’une approche philosophique dont une opérationnalisation en Sciences de l’Information et de la Communication est ici proposée. Elle est mise en œuvre pour deux catégories de terrains : des situations de production d’argumentation en contexte pédagogique et des situations de production de comptes-rendus collaboratifs présentiels. Cette mise à l’épreuve permet de conclure à l’intérêt de poursuivre cette enquête selon une approche transactionnelle et d’esquisser un modèle d’analyse destiné à faciliter sa poursuite. / For the first time in the history of writing, several people can edit the same document at the same time and from a distance. This new writing practice, made possible by digital technology, is called synchronous collaborative digital writing. The question posed by this research is how a consistent and readable text can emerge from such systems. In addition, the texts that result from these practices can hardly be reduced to communication intentions that pre-exist "in the head" of the participants. The text emerges within the situations. This raises the methodological question of how to account for this emergence. This thesis therefore offers to explore a way to tackle it: a pragmatist type of investigation, and more specifically, a transactional approach. It is characterized by the need to think the relationship in its constitutive dimension without presupposing any of the entities prior to their entry in situation. It also implies that all of the descriptions of a given situation always have to be considered as provisional and subject to revision. Here, an operationalization of this philosophical approach is proposed in the field of Information and Communication Sciences. It is implemented for two categories of case studies: situations of production of argumentation in an educational context and situations of collaborative production of meeting reports. This experimentation makes it possible to conclude that it would be interesting to continue this investigation in a transactional approach and it outlines an analysis model to facilitate this pursuit.

On n’aborde jamais un texte sans une série d’acquis et de présupposés. Ceux-ci déterminent l’idée que l’on se fait du langage, du sens, du texte, de la littérature, de l’écrivain, de la lecture. Tout un ensemble d’idées non-formulées viennent conditionner l’expérience que l’on fait du texte. Dès lors, une image de la littérature opère inconsciemment dans l’esprit du lecteur et tend à limiter le panel d’expériences que celui-ci peut faire de l’œuvre. Nous croyons que cette image procède d’une certaine science critique, héritière d’une tradition philosophique qui valorise la connaissance en premier lieu. La littérature est alors asservie au projet cognitif que la communauté se donne. Nous avons souhaité proposer un nouvel abord du texte qui puisse débrider les connexions possible à celui-ci. Une approche pragmatique et empirique qui s’attache davantage à maximiser le gain éthique et existentiel en germe dans la relation à l’œuvre littéraire qu’à dégager une saisie conceptuelle de ce que serait l’œuvre. Non plus cerner ce que le texte voudrait dire, mais multiplier les branchements. Pour appuyer cette nouvelle présentation, nous avons étudié la relation entretenue par trois poètes avec la peinture (Artaud, Michaux, du Bouchet). Nous avons tenté de démontrer que leur relation au langage impliquait une autre manière de lire - davantage tournée vers les conséquences affectives et perceptives de l’expérience. En même temps que la critique d’une certaine perspective dominante sur la littérature (conventionnalisme, herméneutique, phénoménologie...) notre thèse propose, éclairée par une pluralité de regards (philosophes, peintres, poètes, tradition judaïque), un nouveau champ d’expérience. / One can’t approach a text without a series of presupposed knowledge determining the idea one makes about language, meaning, text, literature, the writer and reading. A whole ensemble of unformulated ideas influences the experience of the text one can have. Then, an image of what literature is or supposed to be operates secretly in the reader’s mind - limiting the spectrum of experiences. We believe that image proceeds from a certain critical science, successor of a philosophical tradition enhancing knowledge above all. Literature is then enslaved by the cognitive project of the community. We wished to propose a new way of approaching the text - so we could unbridle the possible connections to it. A pragmatic and empiric approach more concerned by the ethical and existential benefit of the literature encounter than by a conceptual understanding of what the work may be. Not wondering what the text means but what one can do with it. We studied the relationship between three poets (Artaud, Michaux, du Bouchet) and painting, trying to demonstrate that their relation to language is asking for a new way of reading (concerned with perceptive and affective consequences). Our thesis is both criticizing a certain dominant perspective on literature (conventionalism, hermeneutic, phenomenology...) and proposing by the means of different angles (philosophers, painters, poets, judaic tradition...) a new field of experience.

Cette thèse aborde la question de la continuité de la conscience chez William James, en vue de ses possibles actualisations. En particulier, la tentative est de délimiter, de façon critique, les réflexions et les influences principales qui caractérisent le discours de James. Dans le sillage de la théorie de l'évolution de Darwin, les réflexions de James émergèrent dans le champ de la psychologie physiologique de la fin du 19ème siècle, où il développa de plus en plus intensément l'exigence d'une épistémologie renouvelée et d'un nouveau cadre métaphysique pour comprendre les théories et les découvertes scientifiques les plus intéressantes sur l'esprit humain. L'analyse du thème de la continuité permet de saisir, tant d'un point de vue historique que théorique, l'importance du passage graduel de James des observations de la psychologie expérimentale sur la continuité de la pensée vers une perspective ontologique selon laquelle la continuité constitue une caractéristique de la réalité. En outre, une telle analyse permet de clarifier la position de James par rapport à son contexte historique, et en même temps, de mettre en évidence les résultats les plus originaux de son travail.L'aspect de la continuité, bien que reconnu par les critiques de James, n'a jamais été proprement analysé jusqu'à présent. Cela est dû, d'une part, à la grande attention que les commentateurs ont communément prêté à la dimension individuelle chez James, et donc, à l'aspect tychistique et variant de la réalité ; d'autre part, il est important de garder à l'esprit que le principal courant interprétatif a réduit la confrontation entre James et Charles S. Peirce à une polarisation paradigmatique, où James était considéré comme un philosophe nominaliste et individualiste, alors que Peirce était étiqueté comme le réaliste à la recherche d'un continuum mathématique qui soit compatible avec sa théorie de la sémiose infinie.Toutefois, James fut immédiatement intrigué par la contradictoire unité synthétique des états mentaux, qu'il avait pu dériver de sa description de la continuité des états de conscience, où ceux-là préservaient à la fois une réelle continuité et une réelle divisibilité. Le vague aspect de l'expérience n'était pas pleinement reproductible en termes conceptuels, et en termes logiques il constituait une contradiction. L'élaboration d'une telle problématique de la part de James doit être considérée au sein du changement de paradigme de l'époque qui eut lieu dans la première moitié du 20ème siècle. Un tel changement influença l'élaboration de James, particulièrement à travers les progrès théoriques et méthodologiques réalisés dans le champ de la physiologie et de la biologie du 19ème siècle. / This thesis addresses the issue of the continuity of consciousness in William James, considering also its possible actualization. In particular, this work aims at outlining critically the various theoretical perspectives that influenced James’s philosophical discourse. On the wave of the Darwinian theory of evolution, James’s reflections originate in the field of late 19th century physiological psychology where he develops more and more intensely the exigency of a renewed epistemology and a new metaphysical framework for gathering the most interesting scientific theories and discoveries about the human mind. The analysis of the theme of continuity allows us to capture, from the historical and the theoretical point of view, the importance of James’s gradual translation of psychological experimental observations of the continuity of thought into an ontological perspective according to which continuity constitutes a feature of reality. Indeed, such an analysis clarifies James's position within his own historical context, as well as highlighting the most original outcomes of his work. The aspect of continuity, although mentioned by James’ scholars, has not been properly analyzed to date. This is firstly due to the great attention that interpreters have commonly paid to James’s individualist attitude, hence to the tychistic or variant features of reality. Secondly, it is important to consider that the main interpretative stream of pragmatism narrowed the comparison between James and Charles S. Peirce into a paradigmatic polarization, so that James was mainly considered as the philosopher of nominalism and individuality, while Peirce was labeled as the realist in search of a mathematical continuum.But James was immediately intrigued by the contradictory synthetic unity of mental states that he could draw from his description of the continuity of the states of consciousness, in so far as they preserved both real continuity and real divisibility. The vague aspect of experience was not fully reproducible in conceptual terms, and in logical terms it resulted in a contradiction. James’s elaboration of this problematic issue should be considered within the shift of paradigms that was taking place in the first half of the 20th century. Such an epochal change affected James’s elaboration, particularly through the theoretical and methodological advancements that were made in the fields of physiology and biological sciences throughout the 19th century.

In this dissertation, an educational perspective called the moral dimension of teaching is developed. The work includes a theoretically informed discussion from a pragmatist point of view in which the concept of pedagogical rhythm is introduced. The concept captures the need for teachers to regularly shift their intentions and occasionally act in contradictory ways as a consequence of the moral which emerges from interaction in pedagogical situations. Using this perspective, criteria are developed for the characteristics of discussions of the work of teachers, which are desirable in order for students in pre-service teacher education to have opportunities to develop their teachership. Secondly, the educational perspective as it is conceptualised serves as a theoretical framework for a study of discussions taking place in net-based seminars among students in teacher education. The study consists of 14 recorded seminars in which discussions of the work of teachers are analysed in terms of content and direction for reflection. The result of the analysis is a construction of four different focal points for processes of making judgements: existential, performative, critical and professional. Mainly the performative, and to some extent the critical, focal points appear to be supported by the net-based environment, although potential for the professional focal point is found when available tools in net-based settings are used in deliberate ways. Finally, based on these four focal points, possible future predispositions among student teachers are deliberated. Student teachers’ future opportunities to develop a moral and epistemological authority are discussed, as well as teachers’ general opportunities to exercise professional responsibility. The conclusion emphasises that a perspective such as the one developed in the dissertation is important, as it creates an understanding for the need to educate student teachers to exercise a form of responsibility that goes beyond being accountable to society.

The last fifty years have seen rapid growth in student enrollment in online courses. However, few systematic investigations have been utilized to identify best practices in online education experimentally. Skinner (1958) laid out a science of teaching derived from the principles of operant conditioning, and methods for adopting programmed instruction into the evolving technology of his time. In what he termed a "Teaching Machine," automated instruction programmed contingencies for the student with self-paced, carefully designed sequences towards mastery of the material. This series of investigations evaluated the efficacy of programmed instruction in online courses, as measured by quiz performance, the frequency of discussion posts, instructor time commitment, generalization, maintenance, and student perceptions of the online modalities used. The online classrooms were all conducted through Adobe Connect Meeting Software (2017) to include both asynchronous and synchronous online arrangements. Experiment 1 compared the effects of on-campus delivered lectures and online delivered lectures on weekly quiz performance, percentage correct on within assessments forms, the frequency of questions asked, participant preference, and generalization measures. Experiment 2 compared the effects of lectures delivered exclusively online and module packets, designed with components of Skinnerian programmed instruction, on weekly quiz performance, instructor time commitment, participant preference of both experimental conditions, and generalization measures. Experiment 3 compared the effects of online lectures + discussion and module packets + chat on weekly quiz performance, participant preference, and generalization measures. With the increasing demand for university courses delivered exclusively online, results are discussed on the viability of automated, programmed instruction to teach course material exclusively online.