Inspirada nas pesquisas arqueológicas e genealógicas do filósofo Michel Foucault, esta tese coloca-se o seguinte problema: quais as condições de possibilidade do aparecimento da infância na Modernidade? E propõe uma forma de abordagem dessa questão: a partir do momento em que ser um sujeito racional – tanto do ponto de vista epistêmico, quanto moral – constitui-se em um imperativo nas culturas ocidentais, a infância surge em uma posição de alteridade à razão. Nessa perspectiva, a escolarização moderna cumpre um papel crucial: ela promove a separação das idades, o confinamento dos pequenos e sua rigorosa moralização. A educação disciplinar configura-se como o instrumento por meio do qual os infantis podem realizar sua virtualidade racional. Na Modernidade, os jogos entre razão e não razão assumem múltiplas modalidades. Nesse sentido, esta tese delineia três modos de subjetivação infantil. A infância comeniana situa-se nos níveis elementares de uma progressão racional, cuja plenitude encontra-se em Deus. A rousseauniana constitui-se como o outro da razão humana e é espontaneamente orientada para a razão. E a freudiana tensiona permanentemente o projeto racionalista moderno. Ademais, tais formas de subjetivação mantêm distintas relações com a educação disciplinar e o ideal de renúncia, que lhe concerne: a infância comeniana elabora-se em suas dobras, a rousseauniana incorpora a resistência infantil a tal técnica de governo e a freudiana propõe uma abordagem clínica de seus efeitos sobre os infantis. Além disso, cada uma dessas modalidades de elaboração de si constitui formas próprias de resistir à infantilização: na comeniana é a indisciplina, na rousseauniana é o desvio psicopedagógico ou a anomalia psiquiátrica e na freudiana é o gozo de sua potência sexuada e mortífera. / Based on philosopher Michel Foucault’s archaeological and genealogical research, this thesis examines the conditions upon which the childhood is founded in modern times. It also proposes an approach to this matter – when being a rational individual (either from an epistemic or a moral perspective), becomes an imperative in western cultures, childhood appears in a position of alterity to reason. From this perspective, modern schooling plays a crucial role. It promotes the separation between age groups, the youngster’s confinement and its strict moralization. Disciplinary education is an instrument through which infants are taught to develop a rational mindset. In modern times, the interrelations between reason and non-reason have multiple modalities. This thesis delineates three forms of infant subjectivation, namely: comenian childhood, rousseaunian childhood and freudian childhood. Comenian childhood occurs at early levels of a rational progression, which plenitude is in God. Rousseaunian childhood is the other of human reason and it is spontaneously oriented for reason. Finally, freudian childhood is constantly questioning the modern rationalist project. Furthermore, these forms of subjectivation have different relations with disciplinary education and its ideal of surrender. Therefore, comenian childhood emerges within its folds, rousseaunian childhood incorporates infant resistance to this technique of government, and freudian childhood proposes a clinical approach to the disciplinary education effects on the infants. Moreover, each one of these modalities of self elaboration develops its own way of resisting to infantilization. In comenian childhood it is done through indiscipline, in rousseaunian childhood it is either seen as a psychopedagogic deviation or a psychiatrist abnormality, and in freudian childhood it is related to enjoyment from sexual and deadly drives.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-26T15:00:43Z No. of bitstreams: 1 arleneaparecidafernandes.pdf: 1134470 bytes, checksum: 4d2f06e1b39e8a822df87d79778abc42 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-09T12:10:03Z (GMT) No. of bitstreams: 1 arleneaparecidafernandes.pdf: 1134470 bytes, checksum: 4d2f06e1b39e8a822df87d79778abc42 (MD5) / Made available in DSpace on 2018-05-09T12:10:03Z (GMT). No. of bitstreams: 1 arleneaparecidafernandes.pdf: 1134470 bytes, checksum: 4d2f06e1b39e8a822df87d79778abc42 (MD5) Previous issue date: 2017-02-23 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A obra de Dostoiévski entrou no ocidente europeu como uma crítica perversa que lançava nova luz aos movimentos intelectuais que dominavam o contexto de então. A dissertação, portanto, busca analisar as críticas do romancista russo às ideologias ocidentais, bem como em que sentido essa concepção é elaborada enquanto uma crítica da modernidade, porém nos termos de um discurso moderno. O escritor foi condenado por conspiração revolucionária contra o czar e a experiência do cárcere deixou marcas profundas em sua trajetória literária. A fim de compreender o impacto dessa influência, o presente trabalho investiga a vida e a obra do romancista, no período entre 1845 e 1864. Dostoiévski ancorou sua literatura em um vocabulário religioso adquirido nesse contato com os camponeses russos, enquanto esteve preso. A interpretação do autor acerca do cristianismo do povo russo será determinante na composição de suas obras futuras e redefinirá suas posições artísticas, políticas e religiosas. Partindo de uma defesa do solo russo, enquanto único espaço capaz de articular uma oposição às teorias racionalista e romântica, o romancista estabelece sua crítica da modernidade. Por fim, o trabalho buscará mostrar que, em vez de uma resposta, Dostoiévski termina sua obra questionando se há um fundamento, religioso ou secular, sobre o qual o homem pode justificar a virtude. / The Dostoevsky’s works were received in Western Europe as a perverse criticism that casted new light into the dominant intelectual movements of the period. Therefore, this thesis seeks to analyze the Russian novelist’s criticism of Western ideologies, and how that critical conception is designed as a critique of modernity, but formulated in the terms of a modern discourse. The writer was convicted for taking part in a revolutionary conspiracy against the czar, and this experience as a prisoner left deep marks in his literary trajectory. Aiming to understand the impact of these dramatic and difficult years in the author’s creations, the present research investigates his life and works between 1845 and 1864. Dostoevsky anchored his literary production in a religious vocabulary aquired through the contact with the Russian peasents while imprisoned. Thus, the writer’s interpreation regarding the christianity of the Russian people will be vital to the composition of his future works and will redefine his artistic, political and religious positions. Starting from the defense of the Russian soil, considering it the only space able to articulate an oposition to the rationalist and romantic theories, the novelist will establish his critique of modernity. Lastly, this study proposes to demonstrate that, instead of an answer, Dostoevsky finishes his work questioning the possibility of a foundation, religious or secular, upon which man can justify virtue.

Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

This paper seeks to interpret Fear and Trembling’s paradox of faith together with Kant’s examination of the problem of freedom, in order to reconcile Kierkegaard’s thought with rationalism, but at the same time, to enrich the latter with a more existential language. It argues that, at the ground of all ethics, a certain experience beyond the limits of reason is found, albeit not an irrational one. / El siguiente trabajo busca interpretar la paradoja de la fe presente en Temor y temblor a la luz de la problemática kantiana en torno a la libertad, de tal modo que podamos reconciliar el pensamiento de Kierkegaard con el racionalismo, pero al mismo tiempo, enriquecer a este último con un discurso de carácter existencial. Sostendremos que a la base de toda ética se encuentra una experiencia más allá de los límites de la razón, pero no por ello irracional.

This essay serves to investigate how Sweden’s emergency preparedness has moved from primarily being a matter of the state to a matter of the individual. The shift in responsibility has been analysed with the theory of rationalism and the relationship between state and society. The method used was semi-structured interviews done with eight individuals who identify as preppers, to some extent. The emergency preparedness shift to the individual has come with some problematic traits as civilians are used to the state’s authority and care. This has led to majority of people to not be prepared, which became prominent when the Covid-19 pandemic came to Sweden. What is asked from individuals is at least one week of individual preparedness and includes food, water, heat and communication. Information has mainly been distributed by the Authority for Civil Protection and Emergency Preparedness (MSB). Emergency preparedness can therefore be discussed as both reason and emotion.

UNIVERZITA KARLOVA FAKULTA SOCIÁLNÍCH VĚD INSTITUT POLITOLOGICKÝCH STUDIÍ OBOR MEZINÁRODNÍ VZTAHY EU's Policy on Ukraine, Influencing Factors Alžběta Chmelařová MAGISTERSKÁ DIPLOMOVÁ PRÁCE PRAHA 2011 ČESTNÉ PROHLÁŠENÍ Prohlašuji, že jsem práci zpracovala samostatně, uvedla v ní všechny zdroje, s nimiž jsem pracovala a v textu jsem řádně vyznačila jejich použití. Prohlašuji, že text práce nebyl využit pro získání jiného akademického titulu a souhlasím se zveřejněním práce pro studijní a výzkumné účely. Dne 8.5.2011 podpis …………………………… Bc.Alžběta Chmelařová Abstract This thesis discussed factors that influence the process of integration into the European Union and sought to answer a question which of the two most frequently used meta-theories dealing with European integration, rationalism or social constructivism, can better capture the dynamics of EU-Ukrainian relations. According to rationalists (liberal intergovernmentalists), interest in Ukraine is based on pure cost/benefit calculation and on the level of economic interdependence. According to constructivists, the main incentive for deeper integration is the level of democracy in the country, the extend of Europeaness of Ukraine.Without doubt, the process is a cocktail of norms and economic interests but what factors, material or normative, play main role...

The aim of this thesis is to present a critique of positivism in social sciences. The first chapter is devoted to a presentation of what positivism is. We also learn that positivism is closely related to neopositivism and that in many definitons of these words, the word "metaphysics" appears. Second chapter is devoted to Peter Winch's book The idea of a social science and its relation to philosophy. Analysis of this book is presented and we are shown many dangers of positivistic approach regarding the investigation of society. A concept of understanding a society is introduced, which is based on understanding given society's rules. Third chapter presents philosophy of sicence from Martin Heidegger. First, the notion of "metaphysics" is explained. Then we move onto the explanation of the meaing of science and technology in modern society. At the end of the thesis, we are presented with a short comparison of Winch's and Heidegger's philosophy. Conclusion includes new possible routes that sociology could take.

In this essay, Richelle Mead’s Vampire Academy is analysed through a moral perspective, with a focus on experimentalism and rationalism as presented by Christopher W. Gowans. Furthermore, the application of the novel and its connection to morality in the EFL classroom is discussed, as well as the possibility of introducing fanfiction in the classroom. The main conclusion that could be drawn is that the same action could be either moral or immoral depending on one’s view of morality. The results also indicate that Rose choosing her duty to Lissa over her love for Dimitri was a morally correct decision though it the morality in her having to choose at all is questionable. Furthermore, the results illustrate that compulsion can be moral or immoral depending on why it is used and that it is difficult for the antagonist to be morally correct. It was also concluded that the novel can act as a buffer between the student and the real world and thereby be a starting point for moral discussions in the classroom.

This study aims to describe President Donald J. Trump’s emergency communication onTwitter in relation to two cases of emergency: The Corona pandemic and the alleged voterfraud in the presidential election of 2020. By applying two different sets of theoreticalperspectives, one ideological and one rationalistic, to the president’s emergencycommunication, the study also aims to find ways to understand what kind of motivation laysbehind the president’s communication. The studies research questions are as follows: 1. Howdoes President Trump communicate on Twitter in relation to the two cases of emergency? 2.How can Trump’s emergency communication be understood from an ideological perspective?3. How can Trump’s emergency communication be understood from a rationalisticperspective?The study is based on an abductive approach but grounded in Rubenstein’s (2015) definitionof the emergency claim and emergency politics. A qualitative content analysis was applied tothe president’s Twitter communication in relation to the two cases of emergency. 10% of thetweets that related to four search terms (covid, coronavirus, voter fraud and election) wasanalyzed to search for patterns of meaning in relationship to the two theoretical perspectives.The study finds that President Trump’s emergency communication can be described asvarying between the cases but ultimately be seen as a consequence of the president’s relationto the emergency. By applying the two theoretical perspectives on the two cases the study alsofinds that the best way to understand President Trump’s emergency communication is asmotivated by rationalism but grounded in arguments that refer to the American version of theconservative ideology.

This thesis seeks to examine the Concept of Right Action in Karl Popper's social and moral philosophy. This is attempted through the study of his theory of rationality. Through the examination of his theory of 'critical rationalism', it has been established that a right action is a rational action, that is, an action based on a critical assessment of its possible consequences. His theory of falsifiability, which is fundamental to his theory of critical rationalization and which advocates that falsification as opposed to verification, is a true test of a theory, is also examined, in order to see whether and how it can be applied to social and moral problems. In this context it has been established that in social and political realms also, one works through theories, ideas and hypotheses which can be tested. This method is considered to be a rational and scientific method and is advocated as an alternative to authoritarian and totalitarian methods. In order to determine the viability of K. Popper's proposals, his critique of historicism is also examined. Through the study of these critiques, it has been established that historicist modes of thought and action tend to lead to totalitarian and authoritarian political and social systems, and the consequent violence. A system based on critical rationalism is considered to be the only alternative. In examining these critiques we also raised the question whether religion and tradition have any place in Popper's system. It has been shown that the critical understanding and use of tradition is fundamental and necessary. We have also shown that Popper is not anti-religion and that religion and rationality are not incompatible, when we consider that religion is not merely a metaphysical system but also a social system, i.e., a body of ethics and a way of life. A rational and a secular attitude and a religious attitude are not mutually exclusive. / Thesis / Master of Arts (MA)