Ce travail étudie les discours sur les songes dans la philosophie spéculative du siècle des Lumières jusqu’à Diderot, en revenant préalablement aux sources du cartésianisme. Puis il s’intéresse aux songes brefs comme récits-cadres des années 1730 à 1790.Dans un premier temps, il montre que le rêve est de plus en plus étudié comme un épisode de la vie de l’esprit ; il gagne la veille et en vient à éclairer le fonctionnement de l’esprit, dans les opérations de la mémoire ou de l’imagination. C’est un fonctionnement pétri par la matière et par le monde, qui devient comme chez Denis Diderot un modèle pour aborder l’esprit et un modèle de découverte scientifique. Dans un second temps, nous nous tournons vers les songes littéraires comme récits-cadre, petits textes désinvoltes, rassemblés en série comme chez d’Argens ou Mercier. Cette forme favorise l’exploration des confins obscurs du sujet, dans le pèlerinage amoureux, la satire ou le songe philosophique : hédonisme triomphant, sentiment océanique, pulsion scopique, pulsion de mort dirigé contre les autres ou contre soi. / The Dream in the Eighteenth Century or the Testing of the Self This thesis investigates the discourse about dreams in philosophy of mind of the Enlightenment to Diderot, after an initial examination of the sources of Cartesianism. Next it proceeds to study the dream frame narratives produced in the 1730-1790 period.First, it shows that the dream is increasingly studied as an episode in the life of the mind; dreams pervade the wake, soon unfolding the operations of our mind, memory and imagination. They involve world and matter, and become a model reflecting all aspects of the mind, finally turning into a model of scientific discovery in Denis Diderot’s writings. Secondly, we turn to literary dreams as frame narratives, short flippant texts, significantly grouped together in series by Argens or by Mercier. This form favours the exploration of the dark confines of the self, in the love pilgrimage, in satirical or philosophical dreams : triumph of hedonism, Oceanic Feeling, scopic drive, drive towards death and self destruction.

The thesis explores the plausibility of grounding citizenship education in a plural moral philosophical perspective without the danger of relativism. This is meant to enrich and allow citizenship education to reach its full potential of developing responsible and participatory citizens. Most societies require education to develop responsible citizens who have a questioning attitude as well as willing to contribute to the general welfare of society and the environment. However, citizenship education often fails to reach its full potential because it is theorised on a single moral philosophical perspective such as deontic rights. To date there has been little intellectual engagement in the research literature on citizenship education with the question of whether it might be possible, let alone valuable to have a citizenship education underpinned by a plural moral philosophical perspective. Drawing from literature in moral philosophy and education, the study follows a philosophical approach to analyse a conceptual framework which includes deontological ethics, virtue ethics, care ethics, utilitarian ethics and the capabilities approach. It is argued that teachers may draw from a plural moral philosophical perspective on citizenship education so that we do not only develop citizens with rights, who participate in making and obeying laws, but citizens who are motivated to participate for the right reasons, at the right time and for the right motive, and, at the same time are sympathetic to the plight of others and willing to facilitate the capabilities of others. In particular, virtue ethics and care ethics are essential for personal (moral) and social dimension of citizenship education while deontological ethics and the capabilities approach contribute towards the political dimension. It is also proposed that teacher education should include moral philosophy as well as the reading of literature in order to promote a broad conception of education which enables teachers to draw from a plural moral philosophical perspective in teaching citizenship education as a theme across the curriculum.

This thesis argues that a unique design ideology manifested in Soviet Estonia during the Late Socialist period. It was a combination of broader Soviet design ideologies concerned with material practices and the control of production, and Western design influences that were more apparent in Estonia than elsewhere in the Soviet Union and provided aesthetic guidance in a vacuum of Soviet style. This research allows for the first time a determination of the characterising qualities of Estonia’s Late Socialist industrial design, as well as provision of a new contextual framework for considering Soviet design ideas more broadly. To date, studies of Soviet design have focused on object aesthetics, leaving authors who are then faced with the absence of a consistent Soviet style to assume an equally absent Soviet design ideology. However, while it is not necessarily visible in the appearance of products, a tangible Soviet design ideology existed in bureaucratic apparatuses, material practices and accompanying textual materials. This thesis uses oral history and archival research to provide a detailed analysis of the Soviet ideology operating within one cultural monad of the wider USSR. In doing so it breaks away from the emphasis on Russia as the totality of 20th century Soviet socialism to make a first important step toward a more substantial history of Soviet production. Estonia can be understood as a meeting point between two major world design cultures, and from its example we can better understand the characteristics, functioning, and impact of different design ideologies.

A dissertação é uma pesquisa dos fundamentos filosóficos para o Direito Ambiental. Propondo-se, no primeiro capítulo, a nomear o bem comum ambiental como o fundamento e seus pressupostos antropológicos, políticos e jurídicos, a saber, o antropocentrismo harmônico, o cosmopolitismo e a teoria da justiça realista como instâncias complementares. Por contraste, dialogaremos com os pressupostos rivais: o antropocentrismo individualista, a soberania e o normativismo. O segundo capítulo tratará da aplicabilidade dos conceitos trabalhados anteriormente segundo três casos globais: o Protocolo de Quioto, a distribuição de água e os créditos de carbono. A metodologia aplicada é a análise conceitual dialética. / The dissertation is a research of the philosophical foundations for the Environmental Law. Intending, in this first chapter, to nominate the environmental well being as a fundament and its anthropological presuppositions, political and juridical to know, the harmonic anthropocentrism, the cosmopolitism and the theory of the realistic justice as complemented instances. In contrast, we will dialogue with the presupposed rival: the individualistic anthropocentrism, the sovereignty and the normativism. The second chapter will treat of the applicability of the concepts worked previously according with the three global cases: the Protocol of Kyoto, the distribution of water and Coal credits. The applied methodology is the conceptual dialectics analysis.

In his article 'The Death of the Author', Roland Barthes posits that the intentions and identity of an author are irrelevant to the understanding of an artwork. Yet in his analysis of a text by Balzac, Barthes inadvertently demonstrates that there are basic thematic categories associated with an artist's identity, which are intrinsic to a work's interpretation. This thesis proposes that the author of an artwork functions as a semiotic curator, collating signifiers from within these external categories in order to reflect their understanding of the world. Taking as a case study Nicholas Maw's 1976 score Life Studies - a piece described by the composer as being based on his own life - this experiential understanding of identity and self is explored through the lens of David Hume's bundle theory, where the unified experience of self is created through the collection of a series of perceptions. This thesis hypothesises that there are five key categories of perception that constitute Maw's artistic self in Life Studies: simulacra, narrative, design, agency, and nostalgia. Methodologically, these five areas - or rhizomes - are presented through a tripartite study, in an attempt to combine the three distinct disciplines which the philosopher Gilles Deleuze believed approached a holistic understanding of reality: philosophy, analysis, and - in the accompanying portfolio - composition (creativity).

Orientadora: Fabiana Lopes da Cunha / Banca: Célia Reis Camargo / Banca: Sandra de Cássis Araújo Pelegrini / Resumo: A pesquisa objetiva analisar e registrar os sentidos do ritual e do patrimônio da Folia de Reis da cidade de Florínea/São Paulo, dando ênfase ao período de 1993 a 2013, momento em o grupo de foliões (praticantes do ritual religioso e membros da Associação Folclórica de Reis Flor do Vale de Florínea) identificam as principais ressignificações do bem cultural no contexto da cidade. A história oral foi o método utilizado no processo de levantamento e avaliação das entrevistas, sendo complementada com um acervo documental de fontes textuais de diferentes tipologias (25 relatos orais transcritos, atas manuscritas, leis e processos jurídicos), audiovisuais (DVDs), sonoras (CD) e visuais (fotografias). Neste sentido, a reunião da documentação e as discussões do presente trabalho contribuem com a salvaguarda da memória e história do grupo e do patrimônio em questão e, também, com... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aims to analyze and record the meanings of the ritual and heritage of Folia de Reis of the city of Florínea/São Paulo, emphasizing the period from 1993 to 2013, when the group of revelers (practitioners of this religious ritual and members of the Flor do Vale Folkloric Association from Florínea) identify the major reinterpretation of the cultural object in the city's context. Oral history was the method used in the assessment process and evaluation of interviews, complemented with a documentary archive of textual sources from different types (25 transcribed oral histories, handwritten minutes, laws and lawsuits), audiovisual (DVDs), sounds (CD) and visual (photograph). Regarding this, the gathered documentation and discussions in this study contribute to the preservation of the group's memory, history and heritage, and also with ... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-30Bitstream added on 2014-06-13T19:23:32Z : No. of bitstreams: 1 lopes_rb_dr_mar.pdf: 1104891 bytes, checksum: b5a7082901053c1b826282fceba9cfa6 (MD5) / O que está proposto na forma deste trabalho de tese se integra ao projeto de pesquisa de doutorado com o qual procuramos investigar o paradigma antropológico na filosofia da educação, isto é, a crítica ao entendimento da educação como um projeto antropológico fundamental. A configuração antropológica do pensamento, que converte a filosofia em uma analítica do homem, e a concepção de uma estrutura antropológico-humanista na educação impedem o exercício de um pensamento crítico e criativo, porque paralisam, ao incidirem sobre uma filosofia da representação e do sujeito transcendental, o exercício de pensamento em face do desafio de investigar o tema do acontecimento na práxis educativa. Desse modo, se por um lado é importante fazer uma análise da configuração antropológica do pensamento e uma crítica à concepção antropológico-humanista predominante nas reflexões sobre a educação, por outro, temos a intenção de sugerir que outra possibilidade é pensar o exercício do pensamento filosófico no campo da educação como uma experiência e um acontecimento. Ou seja, propomos realizar, a partir de Gilles Deleuze e Michel Foucault, um exercício de pensamento em que a filosofia da educação seja pensada no deslocamento entre dois domínios distintos e conflitantes acerca da natureza e do modo de pensar ou exercer a filosofia (e, por conseguinte, de pensar filosoficamente a educação): por um lado, a imagem antropológica do pensamento, isto é, a configuração da filosofia moderna como analítica da finitude, que ainda nos é atual, e que enquanto uma filosofia do Mesmo permanece sendo essencialmente uma filosofia da representação; e, por outro lado, a abertura da filosofia para uma nova imagem do pensamento ou um pensamento sem imagem, quer dizer, sem postulados... / The proposal for this thesis integrates to the doctor degree‟s search work in which it is investigated the anthropological paradigm in philosophy of education, it means, the critics to educational understanding as a fundamental anthropological project. The anthropological configuration of the thought, which converts philosophy into a man analysis, and the conception of an anthropological-humanistic structure in education impede the critic and creative thought exercise, as they paralyze, by focusing on a philosophy of representation and of the transcendental subject, the exercise of the thought facing the challenge of investigating the event theme into educational praxis. Thereby, if by one hand it is important to analyze the anthropological configuration of the thought and a critic to the predominant anthropological-humanist conception on the reflections about education, on the other hand, we intend to suggest that the other possibility is to think the exercise of the philosophical thought into education field as an experience and an event. In other words, we propose to perform, from Gilles Deleuze and Michel Foucault, a thinking exercise in which philosophy of education is thought regarding the displacement between two distinct and conflicting domains involving nature and the way of thinking or to exercise the philosophy (and, therefore, to think philosophically about education): on one hand, the anthropological image of the thought, or else, the configuration of the modern philosophy as finitude analysis, that is still updated for us, and as a Self philosophy is kept being essentially a philosophy of representation; and, on the other hand, the philosophy opening to a new image of the thought or a non-image thought, it means without postulates or presuppositions: a thought of the event. We propose... (Complete abstract click electronic access below)

A dissertação é uma pesquisa dos fundamentos filosóficos para o Direito Ambiental. Propondo-se, no primeiro capítulo, a nomear o bem comum ambiental como o fundamento e seus pressupostos antropológicos, políticos e jurídicos, a saber, o antropocentrismo harmônico, o cosmopolitismo e a teoria da justiça realista como instâncias complementares. Por contraste, dialogaremos com os pressupostos rivais: o antropocentrismo individualista, a soberania e o normativismo. O segundo capítulo tratará da aplicabilidade dos conceitos trabalhados anteriormente segundo três casos globais: o Protocolo de Quioto, a distribuição de água e os créditos de carbono. A metodologia aplicada é a análise conceitual dialética. / The dissertation is a research of the philosophical foundations for the Environmental Law. Intending, in this first chapter, to nominate the environmental well being as a fundament and its anthropological presuppositions, political and juridical to know, the harmonic anthropocentrism, the cosmopolitism and the theory of the realistic justice as complemented instances. In contrast, we will dialogue with the presupposed rival: the individualistic anthropocentrism, the sovereignty and the normativism. The second chapter will treat of the applicability of the concepts worked previously according with the three global cases: the Protocol of Kyoto, the distribution of water and Coal credits. The applied methodology is the conceptual dialectics analysis.

A obra de Edith Stein denominada A Constituição da Pessoa Humana (Der Aufbau der menschlichen Person), de 1932-1933, é resultante do curso sobre antropologia filosófica oferecido às alunas do Instituto Alemão de Pedagogia Científica, em Münster, e foi escrita no contexto de estabelecimento da Antropologia Filosófica, alguns anos após a obra de Max Scheler, denominada A Posição do Homem no Cosmos (1928), e respondendo às questões formuladas nela. Na obra, Stein realiza um diálogo entre a filosofia de Tomás de Aquino e a fenomenologia de Edmund Husserl. Utilizando o método do segundo e a orientação nas questões do primeiro, visa oferecer uma resposta à questão “o que é o homem?”, como fundamento para a pedagogia, e distinguir a Antropologia Filosófica de outras formas de antropologia. No texto, Stein expõe a sua tese sobre a pessoa: “ele pode e deve 'formar' a si mesmo” (STEIN, 2014, p. 123). É na análise e discussão desta ideia de pessoa que se centra a presente dissertação. Para tanto, investigou-se também como a questão antropológica, no contexto em que Stein elaborou a sua obra, erigiu-se como tema tão importante na Alemanha e algumas questões que estão envolvidas com essa problemática, bem como analisou-se minimamente a peculiaridade do método fenomenológico quando aplicado à questão do ser humano. A pessoa é compreendida como um ser espiritual e livre, centro de atos e com consciência de si, mostrando proximidades com a compreensão de Scheler. No entanto, Stein descreve a estrutura essencial do espírito, que manifesta como peculiaridade – frente aos níveis inferiores de ser – o poder de formar a si mesmo e, como sendo essencial ao espírito, esse desdobrar-se entre eu e si, designando-se, por este último, o conjunto de capacidades de sua natureza humana, dadas ao eu para a sua autoconfiguração livre e singular. Essa pessoa espiritual e livre é compreendida como pertencendo essencialmente a uma estrutura anímica em cuja espacialidade pode se mover e cujos atos, em relação ao mundo, são mais ou menos profundos. / Submitted by cmquadros@ucs.br (cmquadros@ucs.br) on 2018-03-28T18:12:53Z No. of bitstreams: 1 Dissertacao Gilson Bavaresco.pdf: 882118 bytes, checksum: 76bd99aca7f3005b3d1751a72b2d618b (MD5) / Made available in DSpace on 2018-03-28T18:12:53Z (GMT). No. of bitstreams: 1 Dissertacao Gilson Bavaresco.pdf: 882118 bytes, checksum: 76bd99aca7f3005b3d1751a72b2d618b (MD5) Previous issue date: 2018-03-28 / La obra de Edith Stein denominada La Constitución de la Persona Humana (Der Aufbau der menschlichen Person), de 1932-1933, es el resultado del curso sobre antropología filosófica ofrecido a las alumnas del Instituto Alemán de Pedagogía Científica en Münster, y fue escrita en el contexto de la consolidación de la Antropología Filosófico-Fenomenológica en los años 30, algunos años después de la obra de Max Scheler, denominada La posición del Hombre en el Cosmos (1928), y respondiendo a las preguntas formuladas en ella. En la obra, Stein realiza un diálogo entre la filosofía de Tomás de Aquino y la fenomenología de Edmund Husserl. Utilizando el método del segundo y la orientación en las cuestiones del primero, pretende ofrecer una respuesta a la pregunta "¿qué es el hombre?", como fundamento para la pedagogía, y distinguir la antropología filosófica de otras formas de antropología. En el texto, Stein expone su tesis sobre la persona: "él puede y debe 'formarse' a sí mismo" (STEIN, 2014, p. 123). Es en el análisis y discusión de esta idea de persona que se centra la presente disertación. Para ello, se investigó también cómo la cuestión antropológica, en el contexto en que Stein elaboró su obra, se erigió como tema tan importante en Alemania y algunas cuestiones que están involucradas con esa problemática, así como se analizó mínimamente la peculiaridad del método fenomenológico cuando se aplica a la cuestión del ser humano. La persona es comprendida como un ser espiritual y libre, centro de actos y con conciencia de sí, mostrando cercanía con la comprensión de Scheler. Sin embargo, Stein describe la estructura esencial del espíritu, que manifiesta como peculiaridad –frente a los niveles inferiores de ser– el poder de formarse a sí mismo y, como siendo esencial al espíritu, ese desdoblamiento entre yo y sí, designándose por este último, el conjunto de capacidades de su naturaleza humana dadas al yo para su auto-configuración libre y singular. Esta persona espiritual y libre es comprendida como perteneciente esencialmente a una estructura anímica en cuya espacialidad puede moverse y cuyos actos, en relación al mundo, son más o menos profundos.

This thesis explores educational pluralism in the context of the American public school system and analyzes the charter school movement as a mechanism for education reform. Because charter schools have only existed for 26 years, scholars have yet to understand the effect that they have on our public school system, as well as how they compare with traditional public schools. Rather than trying to determine whether charter schools are better than traditional public schools, I introduce the philosophy behind educational pluralism, examine the evolution of the charter school movement, and analyze states as laboratories for testing new educational practices through charter schools.