Nietzsche betrachtet menschliches Leben als eine Wanderung ins Unbekannte. Philosophisches Denken ist ihm zufolge ein niemals abgeschlossener Selbstfindungsprozess und eine bodenlose, abgrundtiefe Auseinandersetzung mit sich selbst. Auf den Verlauf des Zweifels an der Selbsterkenntnis und ihrer Neubegründung baut Nietzsches Leibphilosophie auf. Ethik ist für Nietzsche ein Weg der Selbsterkenntnis. Das ist kein Weg mit einem letzten, sicheren Ziel, sondern ein Wanderweg, auf dem der freie Geist "seine Freude an dem Wechsel und der Vergänglichkeit" hat. Der Wanderer ist ein Schaffender, der keine leblose Wahrheit, sondern Selbststeigerung und Selbstüberwindung sucht und versucht. Eine fehlende Sinngebung als Folge von Nihilismus betrachtet Nietzsche nicht nur als Gefahr, sondern auch als Chance, statt einer äußeren Autorität eine innere Authentizität zu gewinnen. / Nietzsche regards human life as a migration into unknown territory. Philosophical thinking is according to him a never-ending process towards self-knowledge and a soilless, abyss-deep argumentation with oneself. In the process of doubting the possiblity of self-knowledge and establishing a new foundation for it develops Nietzsches "body-philosophy". Ethics is for Nietzsche a way towards self-knowledge. This is not a way with a single, finite, and safe aim. Rather the free spirit enjoys its flexibility. The wanderer is an autonomous man who looks not for lifeless truth but only for "self-increase" and "self-overcoming". Nihilismus is for Nietzsche not a danger but a challenge. It is overcome not by a reliance on an external authority but on an internal authenticity.

This qualitative thesis deals self-knowledge in art expression. The work examines how the creator understands to his or her art product, what happens in the dialogue over the product and this understanding impacts to self-knowledge and self-transformation. The work represents the principle of expression and expressiveness as a phenomenon and mandala as a specific instrument of art expression, which is set in professional framework through its origin and tradition of use in therapeutic practice. The work is dedicated to process in which the meaning is explored and constitutes three stages, the first one is expression, second one is reflection and the third is analysis. Theory of expression, dynamic art therapy and hermeneutic approach are presented as three basic theoretical approaches in this work. The work describes three case reports in a dynamic process and interprets them through formal and thematic analysis, respectively which strategies are used to find meaning in picture and what is the character of the main topics. Keywords: Art expression, mandalas, self-knowledge, early adulthood, theory of expression, dynamic art therapy, hermeneutics.

The work focuses on qualitative research of possibilities and limits of the use of picture cards symbols (including Tarot) that would serve the clients in coaching and therapy as a projective technique leading to their deeper self-knowledge and personal development. Respondents told their life story based on picture cards. We show here under what conditions this projective technique brought them new information and inspiration for their self- development, in what forms the method can be applied and what methodical procedures are most effective. The simple clients' description of the selected images did not bring them much substantially new. It began to be more inspirational for them when a consultant added targeted questions, his reflections and hypothetical interpretations, or even explained standard meanings of symbols. Then this technique started to speak to clients more and brought them new impulses. Even more inspiring for them it became, once an element of chance was incorporated - when they pulled out some cards at random. The thesis finally formulates detailed recommended general methodology for projective technique application for personal growth and discusses possibilities and limits of the use of projective methods in coaching, therapy and personal development seminars.

Resumé: Tématem diplomové práce byla otázka vlivu dramatické a osobnostně sociální výchovy na sebevědomí žáka. V teoretické části byly vysvětleny psychologické pojmy týkající se osobnosti člověka. Rozložení jednotlivých kapitol umožnilo strukturovaně podávat informace, nezbytné k vytvoření uceleného obrazu dané problematiky.Největší prostor byl věnováno metodám a technikám používaným v hodinách dramatické a osobnostně sociální výchovy. V praktické části byl kladen důraz na aplikaci výše zmíněných metod a technik ve vyučovacích lekcích.

Plato’s Socrates is famous for claiming that “I know one thing: That I know nothing” (see e.g. Ap. 21d and Meno 81d). There is one subject that Socrates repeatedly claims to have expertise in, however: ta erôtika (see e.g. Symp. 198d1). Socrates also refers to this expertise as his erôtikê technê (Phdr. 257a7–8), which may be translated as “erotic expertise”. In this dissertation, I investigate Socrates’ erotic expertise: what kind of expertise is it, what is it constituted by, where is it put into practice, and how is it practiced? I argue that the purposes this expertise serve are, to a significant extent, educational in nature. After first having clarified the dissertation’s topic and aim, as well as my methodological approach, I present an initial account of erôs and Socrates’ erotic expertise. While discussing what constitutes Socrates’ erotic expertise, I account for two erotic educational methods: midwifery and matchmaking. I further argue that these methods tend to be accompanied by two psychological techniques, namely charming and shaming. I argue that these methods and techniques are systematically applied by Socrates when he puts his erotic expertise into practice. In the dissertation, three dialogues where Socrates practices his erotic expertise are scrutinized: Lysis, Charmides, and Alcibiades I. I focus on Socrates’ encounters with the eponymous youths of the dialogues, and each dialogue is devoted a chapter of its own. I show how these dialogues are erotically charged, and also how Socrates in these dialogues demonstrates his erotic expertise. I argue that Socrates’ expertise on erôs plays an essential role in his attempts to engage the three youths in the processes of self-cultivation, learning, and the very practice of philosophy. In the final chapter of the dissertation I turn to some questions that arise in light of my readings, and summarize the results of my investigation.

Cette thèse se concentre sur un phénomène introspectif que j’appelle introspection primitive. L’introspection primitive est un type d’introspection d’états phénoménaux qui est non classificatoire : quand on introspecte primitivement, on ne reconnaît pas l’état phénoménal introspecté comme un exemple de type d’expérience précédemment rencontrée. Je défends principalement trois thèses sur l’introspection primitive. Premièrement, elle existe : il y a un phénomène mental qui a les caractéristiques que j’attribue à l’introspection primitive et un tel phénomène est un processus introspectif réel. Deuxièmement, sa nature est plus adéquatement expliquée par une version de la théorie de l’accointance – ce que j’appelle la théorie de l’intégration. Troisièmement, elle a une valeur épistémique : elle permet au sujet d’acquérir une connaissance de ses états phénoménaux. Cette connaissance est un type de connaissance sui generis : la connaissance par accointance. La connaissance par accointance a une propriété épistémique spéciale qui est, pourrait-on dire, analogue à l’infaillibilité : elle donne au sujet un saisi complet et parfait de la phénoménologie de son expérience. / This dissertation focuses on an introspective phenomenon that I call primitive introspection. Primitive introspection is a non-classificatory kind of phenomenal-state introspection: it is a kind of phenomenal-state introspection that does not involve recognizing the introspected phenomenal state as an instance of any experience type. I defend three main claims about primitive introspection. First, it exists: there is a mental phenomenon that has the features I attribute to primitive introspection and such a phenomenon is a fullfledged introspective process. Second, its nature is best accounted for by a version of the acquaintance theory—what I call the integration account. Third, it has a distinct epistemic value: it provides the subject with knowledge of their phenomenal states. Such knowledge is a sui generis kind of knowledge: knowledge by acquaintance. Knowledge by acquaintance displays a distinctive epistemic property which is somewhat analogous to infallibility: it provides the subject with a complete and perfect grasp of the phenomenology of their experience.

[pt] O cenário atual das organizações tem demandado gestores capazes de atuar em um ambiente marcado por rápidas mudanças, relações de interdependência e diversidade da força de trabalho. Porém, o desenvolvimento das chamadas competências gerenciais não é um processo simples, pois envolve não apenas a compreensão das melhores práticas de gestão, mas também a capacidade para agir de modo diferente. Nesta pesquisa, buscamos uma maior compreensão do sujeito, em sua atuação organizacional, por meio de um olhar interdisciplinar, utilizando o referencial da teoria familiar sistêmica. Pretendemos avaliar como se expressam as experiências vividas na família de origem, na prática profissional dos gerentes. Para tal, realizamos 30 entrevistas, com gerentes de diferentes empresas. Os dados foram tratados utilizando-se análise de conteúdo. Verificamos que a família representa relevante força no desenvolvimento e na manutenção de características que compõem as competências de liderança, de motivação, de comunicação, de negociação e solução de conflitos, de tomada de decisão, de criatividade e de trabalho em equipe. Constatamos, também, que tais características podem se dar tendo em vista a origem étnica ou socioeconômica da família, a transmissão de posturas vindas de outros membros da família, os padrões familiares, os eventos críticos, as expectativas sobre o sujeito e os papéis por ele desempenhados, e as falas significativas de membros da família. Não ocorre, porém, uma simples relação de causa e efeito, tendo em vista que a família traz referências que podem ou não serem seguidas em seus múltiplos aspectos. Por fim, sugerimos que o conceito de autoconhecimento na literatura gerencial deva ser ampliado, para incorporar o conhecimento da dinâmica vivida na família de origem, pois esse parece ser um passo importante no processo de diferenciação do sujeito, refletindo-se na sua capacidade de escolher e adotar novos comportamentos. / [en] The current setting of organizations has demanded managers capable of working in environments marked by rapid changes, interdependency relationships and diversity of work force. However, the development of so called managerial competence is not an easy process, as it involves not only the understanding of the best managerial practices but also the capability to act in a different way. In this research, we pursue a better understanding of the individual in his organizational performance, through an interdisciplinary view, using the reference of systemic family theory. We seek to evaluate how the experiences lived by the family of origin are expressed in the professional practice of the managers. With that objective, we interviewed 30 managers from different companies, and the data were treated using content analysis. We found out that the family represents significant strength in the development and maintenance of characteristics which make up the competence of leadership, motivation, communication, negotiation and solution of conflicts, decision making, creativity and team work. We have concluded that those characteristics may also happen due to the ethnic as well as social and economical origins of the family, the transmission of postures deriving from the family members, family standards, critical events, the expectations regarding the individual as well as the roles played by him, and the significant talks by the family members. It does not, however, result in a simple cause and effect relationship, since families can set references which may or may not be followed in their multiple aspects. Finally, we suggest that the concept of self-knowledge in managerial literature should be widened, in order to incorporate the knowledge of dynamics lived in the family of origin, since this seems to be an important step in the process of differentiating the individual, reflecting upon his capability to choose and adopt new patterns of behavior.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:23:38Z No. of bitstreams: 1 Simone Moura Andrioli de Castro Andrade.pdf: 4634854 bytes, checksum: 79eb8b130b5ee2088a290688b8369791 (MD5) / Made available in DSpace on 2018-11-09T10:23:38Z (GMT). No. of bitstreams: 1 Simone Moura Andrioli de Castro Andrade.pdf: 4634854 bytes, checksum: 79eb8b130b5ee2088a290688b8369791 (MD5) Previous issue date: 2018-09-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research presents as a theme the development of self-knowledge and self-care symbolically experienced in the training of health professionals. Using the LILACS, MEDLINE / PUBMED and GOOGLE ACADEMIC platforms, the need for research that pointed to methodologies related to the development of self-knowledge and self-care in health professionals was evidenced. From these data and the training of the researcher as an interdisciplinary educator and psychologist based in Jung, the guiding questions of the research originated: how could the educator contribute to the development of self-knowledge and self-care in the interdisciplinary formation of health professionals? What are the perceptions of undergraduate students in the field of health sciences regarding the development of self-knowledge and self-care during their training? What is the relevance of the researcher to understand the development of their self-knowledge and self-care symbolically experienced during the course of research? Therefore, the main objective was to understand the development of self-knowledge and self-care symbolically experienced in undergraduate courses of the health professional, including as subjects, the researcher and undergraduate students in the area of health sciences. From the metaphor of the lotus flower, made possible by the interdisciplinary perspective with the contribution of the Jungian Symbolic Psychology, the theoretical and methodological path of the research, called symbolic journey, was revealed. Thus, the research presented an interdisciplinary methodological approach, therefore, qualitative and participatory. The methodological instruments were: the narratives of significant symbolic experiences for the researcher during the development of the thesis; the narratives and questionnaires coming from an educational program experienced symbolically with the undergraduate students of the Health Sciences area of the Anhembi-Morumbi University (Unit Mooca / SP), mainly the course of Naturology in the year 2017 and a mapping of perceptions of learning through an online questionnaire, via the Internet, proposed for all students of the Anhembi-Morumbi Naturology Course. As a main result, a symbolic journey was revealed, permeated by self-knowledge and self-care, as a possible path in the interdisciplinary formation of Health Sciences professionals / Esta pesquisa apresenta como tema o desenvolvimento do autoconhecimento e autocuidado vivenciado simbolicamente na formação dos profissionais da saúde. A partir de pesquisa na internet sobre o tema, utilizando as plataformas do LILACS, MEDLINE/ PUBMED e GOOGLE ACADÊMICO, evidenciou-se a necessidade de pesquisas que apontassem para metodologias relacionadas ao desenvolvimento do autoconhecimento e autocuidado em profissionais da saúde. A partir desses dados e da formação da pesquisadora como educadora interdisciplinar e psicóloga com base Junguiana, originaram-se as perguntas norteadoras da pesquisa: como o educador poderia contribuir para desenvolvimento do autoconhecimento e autocuidado na formação interdisciplinar dos profissionais da saúde? Quais as percepções dos alunos dos cursos de graduação da área das Ciências da saúde com relação ao desenvolvimento do autoconhecimento e autocuidado durante a sua formação? Qual é a relevância do pesquisador compreender o desenvolvimento do seu autoconhecimento e autocuidado vivenciado simbolicamente durante o percurso de pesquisa? Portanto, o objetivo principal foi compreender o desenvolvimento do autoconhecimento e autocuidado vivenciado simbolicamente nos cursos de graduação do profissional de saúde, incluindo como sujeitos, o pesquisador e os alunos de graduação da área das Ciências da saúde. A partir da metáfora da flor de lótus, possibilitada pela perspectiva interdisciplinar com aporte da Psicologia Simbólica Junguiana, desvelou-se o caminho teórico e metodológico da pesquisa, denominado jornada simbólica. Assim, a investigação apresentou um enfoque metodológico interdisciplinar, portanto, qualitativo e de cunho participativo. Os instrumentos metodológicos foram: as narrativas das vivências simbólicas significativas para o pesquisador durante o desenvolvimento da tese; as narrativas e questionários advindos de um programa educacional vivenciado simbolicamente com os alunos dos cursos de graduação da área das Ciências da saúde da Universidade Anhembi-Morumbi (Unidade Mooca/SP), principalmente do curso de Naturologia no ano de 2017 e um mapeamento de percepções de aprendizagem realizado mediante um questionário on-line, via internet, proposto para todos os alunos do Curso de Naturologia da Anhembi-Morumbi. Como principal resultado obtido, foi revelada uma jornada simbólica, permeada pelo autoconhecimento e autocuidado, como um caminho possível na formação interdisciplinar dos profissionais das Ciências da Saúde

A presente dissertação, concebida a partir do modelo teórico desenvolvido por Luigi Ferrajoli, questiona a previsão da conduta social e da personalidade, do artigo 59 do Código Penal Brasileiro, como critérios orientadores aos magistrados, para fixação da pena-base entre o mínimo e o máximo. A pesquisa abordou o conceito dessas circunstâncias judiciais tanto na Doutrina quanto na Jurisprudência, sendo que o resultado do estudo revelou a excessiva carga moral que ainda orienta sua análise. Aborda-se a falácia do mito da neutralidade judicial, uma vez que não é possível apartar os juízes de sua natural condição de seres humanos, e de seus contextos de vida. Trata da necessária tomada de consciência de que toda decisão está contaminada de subjetividade, por parte daqueles que pretendem exercer a judicatura. E apresenta o Autoconhecimento como única via capaz de controlar a subjetividade nas decisões judiciais, na medida em que a investigação interna acarretará humanização, o confronto com o lado sombrio, e reconhecimento da dualidade convivendo em todos os seres humanos, de modo a demonstrar que ninguém está acima do bem e do mal. A pesquisa ainda demonstrou a incoerência da necessidade de analisar circunstâncias significativamente pessoais e subjetivas dos réus, quando o ser humano cresceu, aprendendo desconsiderar e atropelar qualquer particularidade própria e de outros indivíduos. Para tanto, faz uma análise de digressão aos primeiros anos de vida e aos bancos escolares, em que plantadas as primeiras sementes de desconsideração, e de valorização do externo em detrimento do interno, almejando-se profissões de prestígio, em prejuízo da realização pessoal. Faz uma crítica ao Sistema Judicial Brasileiro, a fim de que assuma seu lado humano, colocando um desafio à Magistratura para buscar aqueles que realmente são vocacionados para a função, fornecendo sugestões de modificações na Formação Jurídica. / The instant research took into consideration the theoretical model developed by Luigi Ferrajoli, which questions the prediction of social conduct and personality, in Article 59 of the Brazilian Criminal Code, as guiding criteria for judges to determine standards of minimum and maximum sanctions. The research addressed the concept of such legal circumstances both in doctrine and in case law, and the result of the study revealed excessive moral burden that still guides the judges analysis. This research addresses the fallacy of the myth of judicial neutrality, since it is not possible to separate the judges from their natural condition of human beings and their life contexts. This separation requires awareness that every decision has a subjective component. And introduced the self-knowledge as the only way able to control subjectivity in judgments, as the internal investigation will result in humanization, the confrontation with the dark side, and recognition of duality in all living humans, in order to demonstrate that no one is above good and evil. The survey also showed the inconsistency of the need to analyze so personal and subjective circumstances of the defendant, when human beings were raised, learning to ignore its own and other individuals personal traits. To this end, an analysis of the early years as well as schooling system, where the first ideas of disregard, and enhancement of external rather than internal values arose, targeting prestigious positions, at the expense of personal fulfillment. This research criticizes the Brazilian Judicial System, so that it enhances its human side, posing a challenge to judges to seek those who are really devoted to the function, providing suggestions for changes in the Legal Training System.

Made available in DSpace on 2016-04-27T14:31:26Z (GMT). No. of bitstreams: 1 Odila Amelia Veiga Franca.pdf: 2994384 bytes, checksum: acf3465c90987c958bde50d992c43211 (MD5) Previous issue date: 2014-10-30 / background of the researcher, rescued by memory. It has to do with a thesis originated from the pedagogic fact experienced by the pupil Jairo, in the teaching of reading and writing in his early stages of the literacy process, in an Emergency Multi-series School, situated in the countryside of the municipality of Sete Barras, São Paulo State, southern region of the Vale do Ribeira, in 1968. The problem of the research, or even the restlessness of the researcher in her first search, is then formulated. In which sense, can the inter-disciplinary theory, taken as theoretical illumination of the study of the pedagogic fact, justify the discussion over the researcher s disciplinary educational background, a researcher nowadays? Can also explain the relationship of both the teacher and pupil with knowledge? Can fertilize the ways of the best teaching qualification to the educators generations? This research has as its main purpose to take experience as an object of study as a means of carrying out a critical analysis of the effects of a literacy action related to the disciplinary educational background of the researcher. It aims at fecundating the originating elements of the pedagogic fact, analyze its most enhanced traces in epistemological, method as well as political - pedagogical dimensions confronted with the educational reality of the context analyzed, in order to find senses and meanings of the experiences here put to the light of the inter-disciplinary and phenomenological science. Due to the contributions of the study for the initial and continued educational background of teachers from the basic education, it is possible to recognize the social, theoretical and political-pedagogic relevance of the research. The researcher defends the idea that satisfying results in the teaching and learning process, as well as pupil s performance evaluation is closely related to the quality of teacher s educational background.it is understood that looking at the educational reality as a problem, is, before being a salutary exercise, it is a duty and ethical attitude of any educator. A teaching desired to be rethought and qualified, has primarily to probe its senses and meanings in favor of the historical and socio-cultural quality of the community it serves. Considering the nature and singularity of the inter-disciplinary research, it is forcedly necessary to respect its amplitude and broadness of its theoretical field, interweaving it to other aspects of knowledge such as life history, teacher s education background, and dialogical education with the possibility of freeing the human being, and at last, education based on the fundamentals of Phenomenology and self-knowledge / A interdisciplinaridade é a base desta pesquisa, de abordagem qualitativa, que se vale de uma narrativa entretecida na história de vida e na formação pedagógica da pesquisadora, resgatada pela memória. Trata-se da tese que tem origem no fato pedagógico vivido com o aluno Jairo, no ensino da leitura e da escrita no processo inicial de alfabetização, numa Escola de Emergência Multisseriada, localizada na zona rural do município de Sete Barras, Estado de São Paulo, região sul do Vale do Ribeira, no ano de 1968. O problema de pesquisa, ou a inquietação da pesquisadora e sua busca primeira, está assim formulado: em que sentido a teoria interdisciplinar, tomada como iluminação teórica do estudo do fato pedagógico, pode fundamentar a discussão da formação disciplinar da professora, hoje, pesquisadora? Pode explicar a relação da professora e do aluno Jairo com o saber? Pode fertilizar os caminhos da melhor qualificação docente às novas gerações de educadores? O objetivo precípuo é tomar a experiência como objeto de estudo com fins de realizar a análise crítica dos efeitos da ação alfabetizadora relacionada com a formação disciplinar da pesquisadora. Busca-se fecundar os elementos originários do fato pedagógico, analisar os seus traços mais salientes nas dimensões epistemológica, metodológica e político-pedagógica, confrontadas com a realidade educacional do contexto analisado, para encontrar os sentidos e os significados da experiência aqui colocada à luz da ciência interdisciplinar e fenomenológica. As contribuições do estudo para a formação inicial e continuada de professores da educação básica justificam a relevância social, teórica e político-pedagógica da pesquisa. Defende a pesquisadora que o alcance de resultados satisfatórios no ensino, na aprendizagem e na avaliação do desempenho escolar dos alunos está intrinsecamente ligado à qualidade da formação do professor. Entende que problematizar a realidade educacional é, antes de um exercício salutar, um dever e uma atitude ética de todo educador. Uma docência que se quer repensada e requalificada tem que, fundamentalmente, sondar os seus sentidos e seus significados em favor da qualidade histórica e sociocultural da comunidade à qual serve. Dada a natureza e a singularidade da pesquisa interdisciplinar, é forçoso respeitar a amplitude e a abrangência do seu campo teórico, entrelaçando-o com outras searas do conhecimento, como a história de vida, a formação docente, a educação dialógica enquanto possibilidade de libertação do ser, por fim, a educação pautada nos fundamentos da fenomenologia e no autoconhecimento