Self-concept clarity and grit are important constructs in the self-concept and selfregulation domains. Though distinct in their focus on identity and goal processes, self-concept clarity and grit similarly emphasize the extent to which self-views and goal-perseverance are strong, clear, consistent, and unshakeable. We hypothesized self-knowledge and goalperseverance may be mutually reinforcing given the role of self-knowledge in directing goal pursuit, and of goal pursuit in structuring the self-concept. The present study tested this hypothesis in the form of whether self-concept clarity and grit reciprocally influence one other across time, and was conducted using a daily diary design with 97 college-aged participants across several weeks. Data were analyzed using multilevel cross-lagged panel modeling. Results indicated daily self-concept clarity and grit both had positive influences on each other across time, while controlling for their previous values. The reciprocal influences were also symmetric: self-concept clarity and grit had equally strong influences on each other. The results of the present study are the first to indicate the existence of reinforcing feedback loops between self-concept clarity and grit, and to demonstrate that fluctuations in self-knowledge trigger fluctuations in goal resolve, and vice versa. The results suggest the two are, in part, both causes and consequences of one another. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Pressuposto que a justiça é o problema maior da filosofia do direito trata o presente de investigar até que ponto o pensamento do filósofo alemão Hans-Georg Gadamer pode contribuir nesse sentido, considerando-se especialmente o momento da interpretação e aplicação da lei. Ao nosso ver, as ideias de O Grande Velho Homem da Filosofia, levam-nos, primeiramente, à inarredável conclusão de que não existe a possibilidade de uma única interpretação objetivamente sustentável, na medida em que o fenômeno jurídico não consegue ser abarcado pela lei. Mas isso Kelsen há muito havia mostrado-nos. Pretende-se por às claras, ainda, que, quem venha a se ocupar com a filosofia do direito, mais especificamente com interpretação e aplicação do direito, não pode ignorar temas como linguagem, pré-compreensão e tradição. Mais que isso: para nós, Gadamer, especialmente por intermédio da análise da phronesis aristotélica, descortina-nos a ideia de que legislar, agir e aplicar a norma ao caso concreto, de acordo com a funções política, ética e de interpretação e aplicação do direito, passam necessariamente pela noção de bem decidir, sendo coisas indissociáveis e oriundas do mesmo ethos e que ao invés de contentar-nos com soluções epistemológicas, deveríamos tentar desenvolver uma solução de cunho ontológico, como forma de possibilitar um maior controle da justiça no caso concreto, para nós revelada pela aproximação de \"ser\" e \"dever ser\". / Assuming that Justice is the most important problem of laws philosophy, this study comes to investigate whither Hans-Georg Gadamer tought, a german philosopher, can contribute in this regard, especially considering the moment of Laws interpretation and application. To Our view, the ideas of \"The Grand Old Man of Philosophy\", lead us, first, to the unwavering conclusion that there is no possibility of a single interpretation objectively tenable, on the grounds that legal phenomenon cannot be encompassed by law. However, Kelsen had already shown us that a long time ago. Furthermore, it is intended to bring to light, that, who comes to mind with laws philosophy, more specifically with interpretation and law application, cannot ignore some topics as language, pre-understanding and tradition. More than that: for us, Gadamer, especially through the analysis of Aristotelian phronesis, reveal us the idea that legislate, act and apply the standard to an individual case, according to politics, ethics and laws interpretation and application function, pass necessarily through the notion of \"good decision\" being inseparable things and from the same ethos and, rather than being satisfied with epistemological solutions, we should try to establish an ontological solution, in order to enable a higher control of justice failure in concrete cases, revealed for us by the approach of \"is and ought.

Made available in DSpace on 2016-04-04T18:32:41Z (GMT). No. of bitstreams: 1 Sergio Eduardo Fazanaro Vieira.pdf: 22108800 bytes, checksum: b920f3ff83f5858b657345c4c449e378 (MD5) Previous issue date: 2007-12-06 / This research aims to verify the contribution of Philosophy as a school subject to Administration college courses. The focus given to the study has as an object of analysis a College institution from the interior of the state of S?o Paulo, which propagates differed teaching quality, putting top professionals in the job market, according to the means of publishing of the institution itself. The project analyses the function that the subject Philosophy is given when inserted in the school curriculum of a course out of the plain universe of the epistemologic reflection, facing the challenges of practical and dynamic activity of the administrative quotidian. The methodology used consists of a qualitative investigation that gathers a bibliographical study on the theme, application of semistructured questionnaires pertinent to the teacher s performance and to the student s view before the pedagogic proposal of the institution. The present study is concentrated on the analysis of the collected data from the proposal of an excellence teaching, contextualizing the philosophical thinking in the conflicting and disparate realities of the market and policies ruling the administrative relationships. / Esta pesquisa tem por finalidade verificar a contribui??o da Disciplina de Filosofia nos cursos superiores de Administra??o. O recorte dado ao estudo tem como objeto de an?lise uma Institui??o de Ensino Superior no interior do Estado de S?o Paulo, que propaga qualidade de ensino diferenciada, formando, segundo os ve?culos de divulga??o da pr?pria Institui??o, a elite profissional para o mercado de trabalho. O projeto analisa a fun??o que a disciplina de Filosofia recebe ao ser inserida na grade curricular de um curso fora do universo puro da reflex?o epistemol?gica, enfrentando os desafios da atividade pr?tica e din?mica da administra??o. A metodologia utilizada constitui-se de uma pesquisa qualitativa reunindo um estudo bibliogr?fico sobre o tema, aplica??o de question?rios semi-estruturados pertinentes ? atua??o docente e ? vis?o discente frente ? proposta pedag?gica da institui??o. Tamb?m se estuda que contribui??o a disciplina em pauta d? ? forma??o do profissional esperado. O estudo est? focado na an?lise dos dados levantados a partir da proposta de um ensino de excel?ncia, contextualizando o pensar filos?fico, nas realidades contradit?rias e desiguais do mercado e das pol?ticas que regem as rela??es administrativas.

Na presente dissertação, efetuamos um estudo de cunho teórico metodológico sobre parte da trajetória do pensamento de Michel Foucault. O objetivo do trabalho é dar a ver de que formas o filósofo francês aborda o problema da ética, entendida não como fundamento universalmente válido e legítimo para a ação moral, mas como processos históricos de modificação do éthos do sujeito em relação à verdade. Foucault trata diretamente da ética na Antiguidade greco-romana em seus últimos trabalhos na década de 1980. Contudo, acreditamos que a ética não se limita a uma tematização imediatamente localizável em sua obra, mas envolve também os próprios procedimentos metodológicos empregados pelo pensador ao longo de suas investigações. Selecionamos como corpus documental seus treze cursos ministrados no Collège de France, entre os anos de 1970 e 1984, por se tratarem de ocasiões privilegiadas que nos permitem visualizar os deslocamentos que caracterizam seus questionamentos filosóficos. Para adentrar domínios tão amplos, elegemos o curso Subjetividade e verdade, de 1981, como um núcleo irradiador de problematização na leitura de tal material. No intuito de compor a ambiência desses estudos, acionamos ainda as entrevistas compiladas nos Dits et écrits. A noção de vida também nos vale como um campo de atravessamento dos cursos do pensador. Assim, ao percorrermos eixos centrais de problematização, tais como as tecnologias de subjetivação, as artes de existência, a espiritualidade, a parresía e a vida filosófica, é possível evidenciar um modo de fazer filosófico, um gesto de pensamento, que prescinde de toda autoria e de toda marcação identitária, esforçando-se constantemente em ultrapassar-se a si mesmo. Acreditamos ser essa a força ética que marca o pensamento de Michel Foucault, capaz de impactar estudos tanto no campo educacional quanto em outros campos do conhecimento. / In this dissertation, a theoretical and methodological study is executed over part of the trajectory of Michel Foucaults thought. The objective of this work is to show in which ways the French philosopher approaches the problem of ethics, understood not as universally valid and legitimate foundation to moral action, but as historical processes of change in the subjects ethos in relation to the truth. Foucault deals directly with the ethics of Greco-roman antiquity in his late works in the 1980s. However, we believe that the ethics is not limited to an easily pinpointed thematic in his works, but that it does involve the methodological procedures themselves employed by the philosopher throughout his investigations. We selected as documental body his thirteen courses taught in the Collège de France, between the years of 1970 and 1984, as they are privileged moments that allow us to view the dislodgements that are characteristic of his philosophical thoughts. To get inside such vast domain, the course Subjectivity and truth, of 1981, was appointed as a problematization radiating nucleus to read such material. In order to create an environment for such studies, we access the interviews collected in Dits et écrits. The concept of life is also valid to us as crossing field through the philosophers courses. Therefore, as we go through the main problematization axis, such as technologies of the self, arts of existence, spirituality, parrhesia and philosophical life, it can be made evident a whole philosophical make, a gesture of thought that develops regardless of any authorship or identity markings, constantly attempting to stretch beyond itself. We believe that this is the ethical strength that characterizes Michel Foucaults thought, able of impact studies in the educational field as well in other knowledge areas.

Desde fins do século XIX foram escritas obras em que se repertoriou a produção filosó-fica brasileira. Traço comum em muitas delas é o caráter de precariedade atribuído ao objeto sobre o qual se dedicam. Procuraremos examinar o modo de constituição desse juízo, levando em consideração a maneira pela qual categorias filosóficas foram produ-zidas por autores que, autodenominando-se filósofos, eram assim reconhecidos no sécu-lo XIX no Brasil. Selecionaremos, no conjunto desses autores, textos e questões que possam lhes conferir inteligibilidade e legibilidade nesse espaço particular de criação e circulação do conhecimento. Concentrando-nos de modo geral na segunda metade do século XIX, procuraremos investigar como se deu a formação de uma ideia de século que opera como medida de pertencimento coletivo a produções filosóficas muito diver-sas, mas cujos sentidos temporais divergem a ponto de poder-se falar em uma história de temporalidades. / Since the end of the nineteenth century Brazilian philosophical production was recorded in many different works. A common trait in many of them is the character of precari-ousness attributed to the object to which they devote themselves. We shall try to exam-ine the manner in which this judgment is constituted, taking into account the way in which philosophical categories were produced by authors who, calling themselves phi-losophers, were thus recognized in the nineteenth century in Brazil. We will select, from the set of these authors, texts and questions that can confer intelligibility and readability to this particular space of creation and circulation of knowledge. Generally focusing on the second half of the nineteenth century, we will try to investigate how the idea of a century arose an idea which operates as a measure of collective belonging to very di-verse philosophical productions, but whose temporal senses diverge up to the point that allows us to speak of a history of temporality.

Previous assessments of the early academies of Protestant dissenters in England and Wales (1660-1720) have celebrated their tutors' achievements in defying the Act of Uniformity and the Test Acts, and have argued that they pioneered a modern curriculum. Despite these views, there has been little scholarly investigation into the academies. This thesis evaluates the available sources for the first time, examining the political, philosophical, and theological controversies in which the academies were involved, as well as examining the lives and careers of their tutors and students in greater detail than has hitherto been possible. The introduction explores the reception of the academies from the late seventeenth century until the present day, exposing the paucity of evidence and the abundance of polemic which have characterised previous accounts. Chapter 1 provides a detailed examination of academies operated by nonconformists prior to the Toleration Act, reassessing the contribution of ejected university tutors, surveying attempted prosecutions, and highlighting political controversies. The second chapter extends the narrative to academies run by Protestant dissenters from the Toleration Act (1689) to the repeal of the Schism Act (1719); it contains the first-ever detailed analysis of the minutes of the London-based denominational Fund Boards, and a survey of the careers of former academy students. Chapter 3 re-evaluates the teaching of philosophy in the dissenters' earliest academies, using newly-identified manuscript works by tutors and students to explore the study of logic, natural philosophy, and ethics. Chapter 4 uses a combination of printed and manuscript sources to examine the teaching of religious subjects at the academies, including preaching, religious history, Jewish antiquities, pneumatology, and theology; it concludes with a survey of the contribution of dissenting tutors and students to debates in the 1710s concerning subscription to an agreed form of words on the Trinity.

Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / As most of the attentions as well as criticisms to Radical Orthodoxy are focused on the theology of John Milbank, the possible existence of alternative voice(s) within the school of Radical Orthodoxy has been ignored. This thesis attempts to suggest that the theology of Graham Ward, though sharing similar theological sensibility with Milbank and other theologians identified as advocates of Radical Orthodoxy, is different from Milbank's theology in various ways. In order to have a better understanding of the varieties within Radical Orthodoxy as a theological program or school, and for its future development in postmodern context, Ward's theology deserves to be further explored. / Through contrasting the theologies of Ward and Milbank, this thesis argues that Ward's theology can avoid most of the criticisms of Milbank's theology and offers a better alternative within the framework of Radical Orthodoxy. Furthermore, in terms of future development of Radical Orthodoxy, as Ward's theology is more open and compatible with other disciplines, including particularly Cultural Studies, and other religious worldviews, it may be able to provide as a more persuasive and competitive Christian narrative than that of Milbank when engaging in public discourses in a pluralistic society and non-western context. In comparison with the theology of John Milbank, the theology of Graham Ward is arguably a more promising alternative way for the better development of Radical Orthodoxy. / 本論文主要指出，對於激進正统的關注與評論，大部分皆集中於米爾班的激進正统神學，這明顯是無視於在激進正统的神學運動內，成員間在有著共同的感識下、也是有著多元的聲音。在這理解下，本文提倡以沃德的神學作為理解這神學運動內的多元聲音的起點，更重要是以此作為這神學運動在後現代處境中可進一步發展的方向。沃德的神學作為激進正统的殊途，不單提出一種非米爾班式的激進正统神學，更能避免種種對於米爾班式的激進正统神學的批判。 / 再者，就激進正统神學的未來發展而言，沃德的神學對於其他理論及宗教都較為開放並予以對話的空間，這尤令其作為一套走向公共領域，尤其在多元社會及非西方的文化處境中的故事，比米爾班式神學更有說服及競爭力。總結而言，本文討論並主張，作為激進正统神學內的殊途，沃德的神學是比米爾班式的激進正统神學會有更理想的發展。 / 李天鈞. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 164-181). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Li Tianjun. / 導論 --- p.1-11 / 論文的結構 / Chapter 第一章 --- 走出第三條路的後現代神學：「激進正統」的概論 --- p.12-49 / Chapter 1. --- 「激進正統」的發展背景及對其研究的進路 / Chapter 2. --- 「激進正統」神學所建構的宏大敘事 / Chapter 3. --- 學界對「激進正統」的評論 / 小結 / Chapter 第二章 --- 激進正統的殊途：沃德的神學 --- p.50-90 / Chapter 1. --- 沃德神學的發展 / Chapter 2. --- 沃德神學中的兩個主要關心的問題及當中相關的神學討論 / Chapter 3. --- 沃德的「激進正统」神學：以城市作起點 / Chapter 3.1 --- 從《上帝的諸城》作開始 / Chapter 3.2 --- 城市對神學研究的重要性 / Chapter 3.3 --- 沃德對城市的閱讀 / Chapter 3.4 --- 沃德對城市作出的回應 / Chapter 3.5 --- 沃德的城市神學對「激進正统」神學議程的論述 / Chapter 3.6 --- 沃德在《上帝的諸城》之後的神學發展 / 小結 / Chapter 第三章 --- 對沃德「激進正統」神學的延伸與發展的研究 --- p.91-135 / Chapter 1. --- 結合文化研究之路 / Chapter 1.1 --- 文化研究對文化理解的新觀點 / Chapter 1.2 --- 神學與文化研究結合發展的概況 / Chapter 1.3 --- 文化研究對神學研究的意義 / Chapter 1.4 --- 神學研究對文化研究的意義 / Chapter 2. --- 對處境神學的啟廸 / Chapter 2.1 --- 史卓德的本土神學 / Chapter 2.2 --- 史卓德本土神學中的處境分析 / Chapter 2.3 --- 沃德理論中可作補足的研究成果 / Chapter 3. --- 沃德神學發展中應考慮的方向：聖靈論 / Chapter 3.1 --- 文化視界中的聖靈 / Chapter 3.2 --- 聖靈的課題對神學與文化的互動上有何啟迪 / 小結 / Chapter 第四章 --- 沃德與米爾班作為「激進正统」神學上的殊途 --- p.136-160 / 小結 / 總結 --- p.161-163 / 參考書目 --- p.164-181

Made available in DSpace on 2015-03-05T17:38:50Z (GMT). No. of bitstreams: 0 Previous issue date: 20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A “bioética”, neologismo criado na década de 70 por Van Rensselaer Potter, como um ramo da ética prática, quer se firmar como uma nova disciplina que traça parâmetros às questões relacionadas à vida, sempre ampliando os espaços sociais de discussão, quando há o abuso decorrente do progresso das técnicas ou da ciência em detrimento dos seres humanos. Em que pese os princípios inerentes à própria “bioética”, há na Constituição do Brasil princípios que devem ser utilizados para fundamentar as decisões que envolvem a vida, no entanto, sem que se possa afirmar que há uma apropriação por parte do mundo jurídico da “bioética”, mas sim, que através do ordenamento jurídico existente, busca e se encontra uma maneira de torná-la efetiva, tutelando um direito do qual nenhum ser humano tem o direito de dispor, que é a vida. No entanto, tais fundamentos que subsistem através dos princípios ali inseridos não podem ser vistos como coisas/objetos a serem utilizados a partir do pensamento dogmático que se torna explícito atrav / Bioethics, a neologism created in the 1970´s by Van Rensselaer Potter, as a branch of practical ethics, wants to assert itself as a new subject which establishes parameters to questions related to life, always expanding the social grounds for discussion whenever there is abuse, arising out of technical or scientific progress, to the detriment of human beings. Notwithstanding the principles inherent to bioethics itself, there are principles in the Brazilian Constitution that must be used in order to lay a foundation for decision making that envolves life, nontheless avoiding the possibility of one´s stating that there is an appropriation on the part of the judicial world of bioethics, but looking for and finding a way of making it effective through judicial arranging instead, and by so doing tutoring a legal right which no human being has the right to dispose of, which is life. But, such fundamentals that subsist through the principles inserted therein cannot be envisioned as things/objects to be used in view

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-25T11:59:51Z No. of bitstreams: 1 Tex Jones Correia Lopes.pdf: 687179 bytes, checksum: d80bc1a2c153b7c7a761c9513e5268b1 (MD5) / Made available in DSpace on 2015-04-25T11:59:51Z (GMT). No. of bitstreams: 1 Tex Jones Correia Lopes.pdf: 687179 bytes, checksum: d80bc1a2c153b7c7a761c9513e5268b1 (MD5) Previous issue date: 2013-06-27 / The master dissertation has proposed a reflection on the school routine, its organizational climate and culture, from the phenomenal representations of their practices and inter actions that occur day by day in the school producing some resistances that may obstruct changes. For such investigation the guiding question of the research was: how organizational climate and school culture can be elements of resistance to changes in daily school life? Conducted in a unit of a municipal school in the city of Santos, which offer the regular basic education (1st to 5th grade) and EJA (Education for Youth and Adults)the investigation was based on the observation, analysis and reflection, reported in experience of the manager and the social practices of everyday school life, including the period from 2010 to 2012. This is a qualitative research, which the methodological foundation is the historical-materialist dialectics, that sought to bring a sociological and philosophical conception about the school, as well as on its daily practices. Starting from the literature to reflect the theme, the theoretical framework was based on Julia (2001), and Forquin (1993) who focus their studies in the school culture as a historical object and the practices and school experiences; Nóvoa (1992), Glatter (1999), Libâneo (2004), Luck (2010) suggest a investigative analysis on the school as an organizational space; Heller (1992) and Kosik (199) by the reflective and philosophical analysis about man and everyday life by exposing the dialectic of cultural phenomena as objects of practical activity of man in history. The reflections pointed to the fact that without building awareness of the historical subject, who is able to overcome the world of appearance, the phenomenal reality isn´t manifested in all its dimensions. The ancient practices, not reflective, immersed in everyday life, manifested in resistance, often did not allow a dialogue and construction of a more complex and critical consciousness about the reality between subjects. / A dissertação de mestrado propôs uma reflexão sobre o cotidiano escolar, sua cultura e clima organizacional, partindo das representações fenomênicas de suas práticas e ações intersubjetivas que ocorrem no dia a dia da escola, produzindo campos de resistências que podem inviabilizar mudanças. Para tal investigação, a questão norteadora da pesquisa foi: como o clima organizacional e a cultura escolar podem ser elementos de resistências para as mudanças no cotidiano escolar? Realizada em uma unidade de ensino municipal na cidade de Santos, onde são oferecidos o ensino fundamental regular (1º ao 5º anos) e a modalidade EJA (Educação de Jovens e Adultos), a investigação ocorreu a partir da observação, análise e reflexão, relatada na vivência e na experiência do gestor com as práticas sociais do cotidiano escolar, compreendendo o período de 2010 a 2012. Trata-se de uma pesquisa qualitativa, de fundamentação metodológica materialista-histórico-dialética, que buscou trazer uma leitura filosófica e sociológica sobre a escola, assim como sobre suas práticas cotidianas produzidas em seu interior. Partindo da pesquisa bibliográfica para a reflexão do tema, o aporte teórico fundamentouse em Julia (2001) e Forquin (1993) que centram seus estudos na cultura escolar como objeto histórico e as práticas e as vivências escolares; Nóvoa (1992), Glatter (1999), Libâneo (2004), Lück (2010) que propõem uma análise investigativa sobre a escola como espaço organizacional; Heller (1992) e Kosik (1989) pela análise reflexiva e filosófica sobre o homem e a cotidianidade, expondo a dialética dos fenômenos culturais como objetos da atividade prática do homem histórico. As reflexões apontaram para o fato de que sem a construção da consciência do sujeito histórico, capaz de superar o mundo da aparência, a realidade fenomênica não se manifesta em toda sua dimensão. As antigas práticas não reflexivas, imersas no cotidiano, manifestada na resistência, inviabilizava muitas vezes um diálogo e construção de consciência mais crítica e complexa da realidade entre os sujeitos.

This dissertation brings a new philosophical perspective to an important topic in the contemporary theology and science dialogue, specifically the theological reception of multiverse thought in modern cosmology. In light of recent cosmological speculation about the plausibility of a 'multiverse,' a cosmic ensemble in which our own universe is just one of many, theological responses have largely focused on the question of whether such a multiverse might be an alternative to divine design (or might itself be compatible with divine design). However, this approach neglects the fundamental metaphysical issues entailed in the multiverse proposal, including its entanglement of the one and the many (a paradox which has itself been a central concern of theological reflection), as well as its intimations of cosmic multiplicity, diversity, and infinity. In this dissertation I provide the first systematic theological engagement with these metaphysical implications. My approach is to draw on ancient and medieval resources (neglected not only in multiverse discussions but also in the theology and science field more generally) to show that the concept of metaphysical participation provides a particularly fertile ground on which theology can engage constructively with multiverse thought. To that end, I focus specifically on the participatory thought of Plato, Aquinas, and Nicholas of Cusa, each of whom seek to understand how a physical cosmos of complexity and immensity might share in divine existence of unity and simplicity. I bring their insights into interaction with a diverse range of contemporary theological, philosophical, and scientific figures to demonstrate that a participatory account of the relationship between God and creation argues for greater continuity between theology and the multiverse proposal in modern cosmology.