Made available in DSpace on 2016-04-27T17:27:10Z (GMT). No. of bitstreams: 1 Renata Karla Magalhaes Silva.pdf: 689367 bytes, checksum: 8a7ac90c3b8692908cba19fe9a67ecca (MD5) Previous issue date: 2015-03-24 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / After all, how to understand the concept of presentation (Darstellung) in Walter Benjamin? Why does he use this concept in place of the old acquaintance of philosophy, Vorstellung (representation)? This research aims to investigate the constellation that emerges around these issues. Benjamin argues that the concern about presentation (Darstellung) is inherent in the philosophical text and also is the fragile element of philosophy. This weakness stems from two factors, namely the failure of language, which despite being internally connected to all that exists, is incapable of saying things in its fullness, and the historical and moving character of truth, which moves away every time we try to grasp it. These two factors block philosophy s possibility as a system, but more than that, ask for it to be a constant exercise (Übung) of its form. Instead of denying this weakness, Benjamin proposes to discover the fruitfulness that comes of it: the search for a productive, mimetic, relationship with language. Philosophy thus assumes the form of a continued commitment to the presentation of the truth, while acknowledging the impossibility of fully achieving of this goal. This work aims to show how Benjamin performs this presentation s procedure by his review from the Goethe s novel Elective Affinities, his "pseudotreatise" on the German Baroque and his essay about Surrealism, and how that presentation s exercise can be understood as an experience (Erfahrung) of the object through the practice of philosophical writing / Afinal, como compreender o conceito de exposição (Darstellung) em Walter Benjamin? Por que ele emprega esse conceito no lugar do velho conhecido da filosofia, Vorstellung (representação)? Esta pesquisa se propõe a investigar a constelação que se delineia em torno destas questões. Benjamin defende que a preocupação com a exposição (Darstellung) é inerente ao texto filosófico e é o elemento frágil da filosofia. Esta fragilidade advém de dois elementos, a saber, a insuficiência da linguagem, que apesar de estar internamente ligada a tudo o que existe, é incapaz de dizer as coisas em sua plenitude, e o caráter histórico e movente da verdade, que se move para longe a cada vez que se tenta agarrá-la. Esses dois elementos impedem que a filosofia seja possível enquanto sistema, mas mais do que isso, pedem que ela seja um constante exercício (Übung) de sua forma. Em vez de negar esta fragilidade, Benjamin propõe que se descubra a fecundidade que advém dela: a busca de uma relação produtiva, mimética, com a linguagem. A filosofia assume, assim, a forma de um constante empenho na exposição da verdade, apesar de reconhecer a impossibilidade de realizar plenamente esse objetivo. Este trabalho pretende mostrar como Benjamin realiza este procedimento expositivo através da crítica do romance As afinidades eletivas, de Goethe, do pseudotratado sobre o drama barroco alemão e do ensaio sobre o Surrealismo, e como esse exercício de exposição pode ser entendido como uma experiência (Erfahrung) do objeto a partir da prática da escrita filosófica

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-01T14:35:27Z No. of bitstreams: 1 Francisco Valdério Pereira da Silva Júnior.pdf: 1912890 bytes, checksum: 4665cb8564dd1128925fc821bc306a26 (MD5) / Made available in DSpace on 2016-09-01T14:35:27Z (GMT). No. of bitstreams: 1 Francisco Valdério Pereira da Silva Júnior.pdf: 1912890 bytes, checksum: 4665cb8564dd1128925fc821bc306a26 (MD5) Previous issue date: 2016-02-24 / Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico e Tecnológico do Maranhão / This thesis addresses the relationship between Eric Weil and Paul Ricoeur. Despite being their styles fully different, at the treatment of philosophical questions, their perspectives converge in what we advocate here under the statute's project of philosophy - whether for a Logic of Philosophy (Weil), whether in a philosophical hermeneutics (Ricoeur). Weil and Ricoeur opt for this sense in any discourse, even in attempts to eliminate the sense, by attestation of indecision in view of the conflict of interpretations and / or of the impossibility of reducing violence to the speech. Neither the philosophy's logician, nor the hermeneut, it makes any concession to the easy reading of the multiplicity of discourses, trying to suppress them at a totalizing mediation. Nor they give in in to the powerful devastating criticism of the possibility of universalization that by supporting the radical polarization between every speech, consolidates fragmentation and permanent insuperability the deadlock environment. The resource that both throw hand is the resumption: concept able to operate a guidance through the discursive disparities in confrontation, respecting them the difference, while that rises beyond all fragmentation and incommunicability. Accepting the challenge of thinking about continuity, in spite of the ruptures in the history and discourse, they seek lead to reflection at the level of universal understanding by the possibility of coherent directioning, that is, judicious. In this sense, the thesis argues that the taking of Ricoeur's position is not only in favor of the weiliano philosophical project – synthesized in the Kantian formula post-Hegelian –, It is also the effective reappropriation of this active project, now, no longer by the chain of discursive typologies, but through the philosophical singularities / Essa tese aborda a relação entre Éric Weil e Paul Ricoeur. Malgrado estilos inteiramente distintos no tratamento das questões filosóficas, suas perspectivas convergem para o que aqui advogamos sob o estatuto do projeto da filosofia – seja por uma Lógica da Filosofia (Weil), seja numa hermenêutica filosófica (Ricoeur). Weil e Ricoeur optam pelo sentido presente em todo discurso, mesmo no que procura eliminar o sentido pela atestação da indecisão diante do conflito das interpretações e/ou da impossibilidade da redução da violência ao discurso. Nem o lógico da filosofia nem o hermeneuta fazem qualquer concessão à fácil leitura da multiplicidade dos discursos tentando suprimi-los numa mediação totalizadora. Tampouco cedem para a poderosa crítica demolidora da possibilidade de universalização que, ao sustentar a polarização radical entre todos os discursos, consolida a fragmentação e o permanente ambiente de insuperabilidade do impasse. O recurso que ambos lançam mão é a retomada: conceito capaz de operar uma orientação através das disparidades discursivas em confronto, respeitando-lhes a diferença, ao mesmo tempo em que as eleva além de toda fragmentação e incomunicabilidade. Aceitando o desafio de pensar a continuidade a despeito das rupturas, na história e no discurso, buscam conduzir a reflexão ao nível da compreensão universal pela possibilidade do direcionamento coerente, isto é, sensato. Nesse sentido, a tese defende que a tomada de posição de Ricoeur não é apenas em favor do projeto filosófico weiliano – sintetizado na fórmula kantiano pós-hegeliano –, é também a reapropriação efetiva desse projeto atuante, agora, não mais pelo encadeamento das tipologias discursivas, mas através das singularidades filosóficas

Cette thèse poursuit comme objectif l’analyse approfondie de la pensée de ‘Ayn al-Quḍāt al-Hamadānī (exécuté en 525/1132), un ṣūfī assumé qui, s’inspirant de la tradition intellectuelle d’al-Ġazālī, tenta d’offrir un système théorique compatible avec les enseignements mystiques. Elle est constituée d’une partie préliminaire, comprenant l’introduction et un aperçu du contexte intellectuel dans lequel l’auteur a évolué, ainsi que de trois parties analytiques qui portent sur l’étude de sa pensée au sujet de Dieu, du monde et de l’homme. En plus de quelques éléments biographiques, la partie préliminaire examine le statut que ce penseur attribue à la philosophie, la théologie islamique et le taṣawwuf. Dans la partie consacrée à sa conception de Dieu est examinée la modalité de l’articulation du concept avicennien du divin avec certains présupposés de l’ontologie aš‘arite. La partie portant sur le monde montre de quelle façon ce penseur tente d’éviter d’adhérer à la thèse de l’éternité du monde, en suggérant une conception hybride mobilisant à la fois la doctrine de la création, acceptée par des théologiens, et la doctrine de l’émanation. La partie dédiée à la question de l’homme explore l’élaboration de la doctrine anthropologique de cet auteur qui, abandonnant l’approche physicaliste des théologiens, donne une vision de l’être humain compatible tant avec l’anthropologie avicennienne qu’avec sa croyance mystique. De l’ensemble de cette analyse ressort la tendance avicennisante de l’auteur dans les domaines théologique et anthropologique, et son rapprochement de la pensée aš‘arite en matière de physique. En annexe est offerte une traduction française intégrale de son Zubdat al-ḥaqā’iq (Quintessence des vérités). / This PhD thesis aims to analyze the doctrinal system of ‘Ayn al-Quḍāt al-Hamadānī, a thinker who was executed in 525/1132 in Hamadan, Iran. A proclaimed ṣūfī, he was highly inspired by the intellectual tradition established by Abū Ḥāmid al-Ġazālī, and tried to offer a theoretical system, compatible with mystical teachings. The thesis is constituted of a preliminary part, including the introduction and a survey of the intellectual context in which he evolved, as well as three analytical parts offering the study of his understanding of God, the world and human being. Besides some biographical elements, the preliminary part examines the status of philosophy, Islamic theology and taṣawwuf a present in his thought. In the first part, the modality of the articulation between an Avicennian concept of God and certain teachings of Aš‘arite ontology is subject to a thorough examination. The part on the world shows how, in an attempt to avoid the eternity of the world, this thinker offers a combination of the doctrine of the creation, supported by theologians, and the doctrine of emanation. The last part, on human being, explores the anthropological doctrine of this thinker, who, while abandoning the theologians’ physicalist approach, gives a vision about human being which is both compatible with Avicennian anthropology as well as with his mystical believes. From this integral analysis it appears that ‘Ayn al-Quḍāt, while following an Avicennian tendency in theology and anthropology, shows more similarities with Aš‘arite system on physics. A French integral translation of his Zubdat al-ḥaqā’iq (the Quintessence of truths), is also offered in the appendix of this thesis.

Le rapport à la souffrance est un symptôme majeur du rapport à l’existence. Nietzsche met en perspective ces rapports entre la civilisation chrétienne européenne et celui de la culture grecque antique. L’invention de l’art tragique apparaît comme un moyen de sublimer les souffrances dans une extase dionysiaque, elle est à la fois la manifestation de leur volonté de puissance face aux épreuves et une thérapie.Tandis que la logique de souffrance issue du socratisme et du christianisme entraîne un profond nihilisme. Le passage d’un type de logique de souffrance à l’autre s’est opéré par le pivot socratique. La tâche du philosophe médecin est alors d’inverser ce pivot afin de préparer la transvaluation des valeurs issues de la morale chrétienne. Cela pose alors le problème de l’esthétisation de l’existence. / The relationship with suffering is a major symptom of the relationship with existence. Nietzsche puts these relationships between modern European civilization and early Greek culture into perspective. The invention of Greek tragedy can be seen as a way of sublimating suffering in Dionysiac ecstasy. It is both a demonstration of their will to power faced with tragic events and therapy. On the other hand the logic of suffering stemming from Socratism and Christianity leads to profound nihilism. The transition from one type of logic of suffering to another is brought about by a Socratic reversal. The task of the philosophical doctor is to therefore bring about this inversion in order to prepare the transvaluation of values stemming from Christian morality. This raises de novo the problem of the aestheticisation of existence.

Neste trabalho procuramos examinar a maneira pela qual o discurso filosófico de Mau-rice Merleau-Ponty é contruído. Num primeiro momento, os temas da linguagem e tem-poralidade são analisados tendo em vista sua participação na interrogação filosófica em geral. O principal interlocutor que escolhemos para este passo é Henri Bergson. Em segundo lugar, tentamos trazer para a discussão avaliações distintas acerca do fazer lite-rário, as quais foram empreendidas por autores com quem Merleau-Ponty dialogou em sua obra. Essa interlocução, aliás, esclarece também a importância da presença da não-filosofia no discurso filosófico merleau-pontyano. Por fim, buscamos traçar alguns pa-ralelos com a obra romanesca de Proust, escritor muito presente nos textos de Merleau-Ponty, a fim de levantar questões acerca da proximidade entre narrativa literária e filo-sofia, tanto no que diz respeito à construção discursiva, quanto à função da temporali-dade. / In this academic work we examine the way by which Maurice Merleau-Ponty\'s philoso-phical discourse is constructed. Firstly, the themes of language and temporality are analised in regards to its part in philosophical questioning in general. The main interlocutor chosen for this section is Henri Bergson. Secondly, we try to bring into discussion distinct avaliations of literary practice, made by authors Merleau-Ponty stablished dialogue with in his work. Such dialogue, by the way, sheds light on the importance of non-philosophy in Merleau-Ponty\'s philosophical discourse. Finally, we attempt to trace some parallels with Proust\'s romanesque work a writer very frequent in Merleau-Ponty\'s work in order to rise questions on the proximity between literary narrative and philosophy, in what concerns discoursive construction as well as the function of temporality.

In its many manifestations, psychosis leads to a number of clinical and philosophical debates. Despite their practical and conceptual importance, a number of these debates remain unresolved. Appealing to the connection between phenomenological descriptions, empirical evidence, and philosophical analysis, this dissertation is devoted to the careful examination of five of the main debates surrounding the occurrence of delusions of thought insertion, one of the most complex and severe symptoms of psychotic disorders. Roughly speaking, patients suffering from thought insertion report that external agents of different nature have placed certain thoughts into the patients' minds. The introduction to this compilation clarifies the main distinctions underlying the general discussions about delusions and the specific debates surrounding thought insertion. The introduction is followed by a collection of five papers. The first paper tries to explain the way in which subjects self-attribute their own conscious thoughts in terms of agency. The second paper, assuming that delusions are a type of belief, engages with the discussion about the role that experiential abnormalities have in the process of formation of the delusional belief of thought insertion. The third paper examines the role that affective impairments might have in the process of production of thought insertion, an issue that is often overlooked by current dominant approaches to thought insertion. Taken altogether, the first three papers of this collection offer a novel understanding of the aetiology and architecture of thought insertion. The fourth paper examines a much larger discussion that overlaps with the debate about the subjective features of thought insertion. It is argued that cases of thought insertion - in conjunction with other psychotic phenomena - undermine the current self-presenting theory of consciousness, a theory meant to explain the most fundamental subjective character of conscious experiences. Finally, the fifth paper of the compilation engages with a more general discussion about the nature and role that delusions might play in a subject's life. It is argued against the dominant view that there are good reasons to characterize a certain type of monothematic delusions (including some cases of thought insertion) as biologically adaptive.

This thesis concerns the nature of knowledge-how, in particular the question of how we ought to combine philosophical and linguistic considerations to understand what it is to know how to do something. Part 1 concerns the significance of linguistic evidence. In chapter 1, I consider the range of linguistic arguments that have been used in favour of the Intellectualist claim that knowledge-how is a species of propositional knowledge. Chapter 2 considers the idea that sentences of the form ‘S knows how to V' involve a free relative complement, and the relation between this claim and the Objectualist claim that knowledge-how is a kind of objectual knowledge. Chapter 3 argues that Intellectualism about knowledge-how faces a problem of generality in accounting for the kinds of propositions that are known in knowledge-how, which is analogous to the generality problem for Reliabilism. Part 2 turns to philosophical considerations, offering an extended inquiry into the point of thinking and talking about knowledge-how. Chapter 4 considers why we should want to work with a concept of knowledge, isolating two hypotheses: i) that thinking and talking about knowledge-how helps us to pool skills, and ii) that thinking and talking about knowledge-how helps us to engage in responsible practices of co-operation. Chapter 5 criticises the former hypothesis by arguing against the suggestion that there is a knowledge-how norm on teaching. Chapter 6 offers an indirect argument for the latter hypothesis, arguing for a knowledge-how norm on intending. Part 3, which consists of chapter 7, offers a positive account of knowledge-how which takes into account both philosophical and linguistic considerations. According to what I will call the Interrogative Capacity view, knowing how to do something consists in a certain kind of ability to answer the question of how to do it.

This thesis explores the recent phenomenon of music concert goers filming these concerts and uploading the footage to YouTube. This contemporary practice poses several questions of the nature of contemporary music culture. The status of the concert as live event is problematised by this mediation of the experience. The videos create producers of fans and allow these fans to make a substantive contribution to music culture as authors of music texts consumed through a major distribution network. The fact that these fans are not paid for their efforts begs the question as to what they gain from this enterprise; particularly as it serves as a distraction for filmers from the immersive concert experience. This thesis will use the work of Walter Benjamin on the ‘aura' as a yardstick against which to judge current attitudes amongst music fans as to the status of live music alongside other ways of experiencing music. The thesis will also offer a contemporary reappraisal of Pierre Bourdieu's concept of ‘cultural capital' that accounts for the recognition that filmers receive from other music fans for their efforts in filming concerts. Concerts are restricted spaces in which music is simultaneously produced and consumed. Broadcasting videos of these events on YouTube provides recognition for filmers both for having attended and managed to capture footage to be shared with those unable to attend for various reasons. Filmers are not paid for their efforts and so this recognition serves as a form of cultural capital in lieu of financial reward. The thesis is based upon interviews with a global sample of music fans who either film concerts or watch these films on YouTube.

O presente trabalho, pautado na análise de textos de autores que se ocuparam ou não da educação como tema, retoma a antiga e sempre atual questão do ensino das atitudes morais. Nesta discussão, indicam-se dois elementos que podem enriquecer e até contribuir decisivamente para esse ensino a virtude e a reflexão filosófica. De saída, questionam-se os discursos que objetivam construir atitudes morais, sobretudo com base no exame de seus possíveis significados para aqueles a quem se dirigem. Embora apoiado exclusivamente na bibliografia consultada, este trabalho encontrou indicações de que a assimilação de algo que é externo pode ser mais proveitosa e dotada de significado quando existe um tempo para entendê-lo, analisá-lo e enfim absorvê-lo. Analogamente, a repetição reiterada de uma atitude pode ser ressignificada se essas repetições forem entremeadas por momentos de reflexão. Neste contexto, complementa-se a idéia de virtude fazendo-a sempre acompanhar de reflexão atenta e argumentação rigorosa, como convém às disposições e ações que demandam atualização permanente. O trabalho envolve também questões relativas ao conceito de ensino, procura delimitar os limites tênues entre moral e ética e tece algumas reflexões sobre a virtude. Finalmente, sustenta a idéia de uma crença alicerçada em fundamentos filosóficos e encerra-se com algumas observações sobre como a escola pode atuar a partir destas formulações. / This paper , based on the analysis of texts by authors who are not occupied or education as its theme , incorporates ancient and ever present issue of the teaching of moral attitudes . In this discussion , indicate are two elements that can enhance and even contribute decisively to this teaching virtue and philosophical reflection . Output , is the question discourses that aim at building moral attitudes , particularly based on the examination of its possible meanings for those to whom they are addressed . Although supported exclusively found in the literature , this study found indications that the assimilation of something that is external can be more profitable and endowed with meaning when there is a time to understand it , analyze it and finally absorb it . Similarly , the repeated repetition of an attitude can be re-signified whether these repeats are interspersed with moments of reflection . In this context, it complements the idea of making a virtue always follow careful and rigorous reasoning reflection, as befits the provisions and actions that require constant updating . The work also involves issues relating to the concept of education , aims at defining the tenuous boundaries between morals and ethics and offers some reflections on virtue . Finally, it supports the idea of a grounded in philosophical foundations and ends with some observations on how the school can act from these formulations belief.

Orientador: João Antonio Telles / Banca: Dilma Maria de Mello / Banca: Simone Reis / Banca: Maria Rosa R. M. de Camargo / Banca: José Carlos Miguel / Resumo: Esta tese é uma investigação qualitativa que está fundamentada na concepção teórico-metodológica da Pesquisa Narrativa de Clandinin e Connelly, na Formação do Professor Reflexivo de Donald Schön e na Hermenêutica Filosófica de Gadamer. Em seu acabamento estético (tomando este adjetivo como substantivo foulcaultiano, estética da existência), fundamenta-se na concepção de "saber de experiência" de Larrosa. Nesta pesquisa o que está em suspensão é a vivência da pesquisadora como profissional da educação, cuja história é narrada, reconstruída e revivida, assim como, as histórias da participante, com quem a pesquisadora, de uma forma peculiar, compartilha suas "conversas reflexivas", seus objetos de estudo (relatos e histórias). A tese aqui defendida é a de que a construção do conhecimento pessoal e prático do professor também se dá ao se narrar as histórias de sua experiência profissional e interpretar palavras faladas e escritas - ações estas que são maneiras privilegiadas de acesso à consciência, entendida como abertura (ato intencional) em direção à compreensão do mundo como rede de relações. Assim, este trabalho teve como objetivos gerais (a) resgatar e reviver as histórias da vida pessoal, acadêmica e profissional da pesquisadora envolvida com o exercício da docência num curso de Letras; e (b) resgatar e reconstruir as histórias de vida acadêmica e profissional de uma outra professora, também formadora de professores de Letras, ex-aluna do referido curso. A tese ilustra a relevância teórico-metodológica da pesquisa narrativa para a reflexão e para a transformação da prática profissional dos professores. Os dois estudos aqui contidos, trazem as "conversas reflexivas" e a interpretação hermenêutica como instrumentos de ação social e profissional para o compartilhamento dos sentidos produzidos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis reports on a qualitative study that is theoretically and methodologically grounded on Narrative Inquiry of D.J. Clandinin and M.F. Connelly, on the Education of the Reflective Teacher of D. Schön, and on Gadamer's Philosophical Hermeneutics. From its aesthetical point of view (by taking this adjective as a foucaultian noun - the aesthetics of existence), the thesis is grounded on Larossa's concept of "knowledge derived from experience". The study focuses on the researcher's lived experiences as a professional in the field of Education. Her stories, as well as those of her participant become the foci of her study and they are narrated, reconstructed and relived in a peculiar way - they are shared by means of "reflective conversations". The thesis here sustained is that the construction of teachers' personal practical knowledge occurs when they tell the stories of their professional experiences and when they interpret the words that are spoken and written. Such actions are privileged ways to access consciousness, here understood as an opening (an intentional act) towards the understanding of the world as a network of relationships. The general objectives of this study, therefore, were (a) to recover and to relive the stories of the personal, academic and professional life of the researcher during her teaching practice in an undergraduate course of Letters; and (b) to recover and to reconstruct the academic and professional stories of another teacher, who is a teacher educator as well, and one of the researcher's former students in that course. The thesis illustrates the theoretical-methodological relevance of Narrative Inquiry to the reflection and transformation of teachers' professional practices. The two studies that are reported here bring "reflective conversations" and the hermeneutic interpretation as instruments of professional and social... (Complete abstract click electronic access below) / Doutor