No description available.

The notion of service has enjoyed historical longevity—rooted deeply within our institutions (i.e., churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely questioned as a colonizing practice that upholds oppression. Given the relentless insertion of service learning programs into working class communities, the sacrosanctity awarded and commonsensically given to service is challenged and understood within its colonial, historical, philosophical, economic, and ideological machinations. This political confrontation of service learning practices serves to: (a) critique the dominant epistemologies that reproduce social inequalities within the context of service learning theory and practice; and (b) move toward the formulation of a critical bicultural service learning theory and critical principles, in line with the humanizing and emancipatory intent of a critical decolonizing pedagogical practice. This dissertation is deeply influenced by the writings of Brazilian educational philosopher Paulo Freire and critical activist scholar Antonia Darder, among others, and incisively examines and critiques service learning through critical bicultural pedagogy and critical decolonizing interpretive methodology. As a radical political project, Darder’s decolonizing interpretive theoretical framework provides an opportunity to rupture the abyssal divide that epistemologically privileges the Eurocentric service learning discourse in an effort to place bicultural voices, scholarship, and communities at the forefront of this educational movement. In seeking to move toward equality and liberatory practices, both politically and pedagogically, it is imperative that critical consciousness be the guide to ensure that society does not stand by and accept the displacement and dehumanization of the oppressed by culturally invasive practices of service.

Orientador: Pedro Ângelo Pagni / Banca: Rodrigo Pelloso Gelamo / Banca: Divino José da Silva / Banca: Fernando Bárcena Orbe / Banca: Alexandre Filordi de Carvalho / Resumo: 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... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: 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) / Doutor

This dissertation exposes the status of eros in the works of Levinas, Irigaray, and, Nancy. I begin by evaluating Levinas’s phenomenological analyses of eros in Time and the Other and Totality and Infinity. In order to fully appreciate this, however, I must necessarily also provide a summary overview of the central theme which guides Levinas’s work: ‘the Other.’ This leads Levinas to develop ethics as first philosophy, which in turn implies that the reduction of the Other to the same is the unethical gesture par excellence. Levinas formulates eros as the ‘equivocal par excellence’; a profane relation with the radical alterity of the feminine. Eros, for Levinas, inevitably lapses back to the economy of the same, and hence he looks to paternal fecundity to understand a relation with alterity untainted by erotic sensuality. Moreover, I identify the themes in Levinas’s work which guide this dissertation: the plurality of being, the tactility of erotic caressing, transcendence in eros, sexual difference, the affair between love and death, revisiting Plato’s Symposium, and, the erotic relationship with alterity. Having exposed these themes, and pre-empting a feminist critique of Levinas, I move on to the work of Luce Irigaray. After contextualising Irigaray’s feminist project, I expose and evaluate her critical reading of Levinas, particularly in her essay “The Fecundity of the Caress.” For Irigaray, Levinas mistakenly assumes a universal masculine subject, which in turn denies the feminine (and thus empirical women) a chance to be subjects. The fact that Levinas considers eros profane suggests, for Irigaray, that Levinas’s phenomenology of eros is haunted by a patriarchal bias evinced in the way he turns to paternity to salvage eros from a damnable carnality. Irigaray, in contrast, asserts eros as a relationship between the two real poles of sexual alterity. Eros thus holds potential as a just relation between the sexes. However, I find that Irigaray’s insistence on the biological markers of sexual difference becomes somewhat too idealistic. When compared with one another, Irigaray and Levinas arrive at an impasse which is solved by turning to the work of Jean-Luc Nancy. Nancy insists that love (including eros) cannot be thought as anything but an indefinite multiplicity. Nancy’s thought on love reflects his formulation of ‘being-singular-plural,’ an ontology which asserts ‘being-with’ is axiomatic in all philosophical investigations. In Shattered Love, Nancy deconstructs dialectics in order to show that love does not operate in a dialectical fashion. Both Levinas’s and Irigaray’s accounts of eros are exposed as dialectical. Nancy, in contrast, formulates love and sex/gender as the exposure of a subject to the relation with the other. Moreover, by examining Nancy’s thought on the body, eros can be derived as subtending all relations between sexed bodies. Thus Nancy figures eros as neither ideal nor profane, nor does he restrict eros to an ideal relation between the masculine and the feminine. However, Nancy’s opaque philosophy is not without fault. Although Nancy offers an interesting way in which to think eros, certain avenues of thought remain unexplored. / Dissertation (MA)--University of Pretoria, 2012. / Philosophy / unrestricted

The company developed through an evolutionary process. Our conceptualization of the company and its position in law is determined by our philosophical approach to justice (our underlying system of belief), the resultant theory of law that we adopt and the underlying economic, political and social environment in which the company operates. Three broad philosophical approaches to justice are identified in this study. The first revolves around the idea of maximizing welfare, the second around the idea of respecting freedom and the third approach sees justice as bound up with virtue and the good life. It is argued in this thesis that we cannot detach arguments about justice and rights from arguments about virtue and the good life. It is not possible to devise a grand theory of the nature of the company. But from a normative perspective the communitarian theory and arguably the concession theory (more particularly the dual concession theory of Dine) is the most acceptable theory of the nature of the company. The real entity theory, as articulated by Dodd, is the preferred theory of the corporate personhood of the company. A company, especially a large company, is a public or quasi-public entity and a corporate citizen that should have the same legal, social and moral rights and responsibilities as a natural person. From a normative perspective the entity maximization and sustainability model (EMS model) and the stakeholder model are the most attractive models of corporate governance. It is generally accepted that the ultimate purpose of the company must be to serve society. Subject to this ultimate and supreme objective, the corporate objective on a narrower level must be to maximize and sustain the company as a separate legal entity. The aforesaid conceptualization of the company corresponds with the normative value system that underpins the Constitution of the Republic of South Africa, 1996 (the Constitution), and therefore also the Companies Act 71 of 2008 (the Companies Act of 2008). The Constitution encompasses a social democratic vision for South Africa in which commercial autonomy must be tempered by virtue, dignity and social and economic equality. The Companies Act of 2008 gives express recognition to bring company law within our constitutional framework. There has been a fundamental paradigm shift in the normative value system that underpins our company law since liberalism and laissez-faire reigned supreme in the eighteenth and nineteenth century Great Britain, from which country our company law originates. The underlying philosophy and approach of our company law is now more aligned with that of Canada. This also has an important effect on the rights, protections and remedies of creditors and employees of the company. / Thesis (LLD)--University of Pretoria, 2017. / Centre for Human Rights / LLD / Unrestricted

Orientador: Pedro Angelo Pagni / Resumo: Esta tese é uma investigação transversal entre os campos da Educação, da Filosofia e da Magia. O percurso singular de minha existência, aliado à percepção da emergência de saberes e práticas da magia enquanto possibilidade de resistência à biopolítica e ao neoliberalismo na atualidade, possibilitou enunciar a problemática de pesquisa nos seguintes termos: Como a relação entre filosofia e magia permite experimentarmos outra educação filosófica no tempo presente? O meu objetivo geral é desenvolver usos aproximados entre magia e filosofia que problematizem práticas vigentes em nossa formação acadêmica em filosofia. Experimento a hipótese de que tornar visível a ética do cuidado de si em sua dimensão arcaica – cronologia emergente da filosofia ocidental - permite uma integração ao campo da magia como possibilidade de ensaiar um tipo de educação filosófica que amplia o conjunto de técnicas de si para além do pensamento crítico e do humanismo como paradigma epistemológico e disciplinar que nos subjetiva atualmente. Penso o cuidado de si enredado a dois conceitos-chave que a ele se relacionam no período arcaico: o daimon e os sonhos. A especificidade de meu objeto convida Michel Foucault como o principal referencial teórico de tese, mas exige que eu pense com e para além dele. Tal movimento incorre por quatro objetivos específicos, sintetizados como capítulos de tese: (1) Ensaio uma anarqueologia como procedimento e atitude de pesquisa, mostrando certa interface (in)desejável entre ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This thesis is a transversal investigation across the fields of Education, Philosophy and Magic. The singular path of my existence, combined with the perception of the emergence of knowledge and practices of magic as a possibility of resistance to biopolitics and neoliberalism today, supported the research problem in the following terms: How does the relationship between philosophy and magic allow us to experience another philosophical education at the present time? My general objective is to develop bordering uses between magic and philosophy that problematize prevailing practices in our academic formation in philosophy. I experiment with the hypothesis that making the ethics of care of the self visible in its archaic dimension - an emerging chronology of Western philosophy - allows integration into the field of magic as a possibility to rehearse a type of philosophical education that expands the set of self-techniques beyond critical thinking and humanism as an epistemological and disciplinary paradigm that currently subjective us. I think of care of the self tied to two key concepts that relate to it in the archaic period: the daimon and dreams. The specificity of my object invites Michel Foucault as the main theoretical framework of the thesis, but it requires me to think with and beyond him. This movement arises from four specific objectives, synthesized as thesis chapters: (1) I rehearse an anarcheology as a research procedure and attitude, showing certain (un)desirable... (Complete abstract click electronic access below) / Doutor

This dissertation addresses the perspectives of experts and school-level stakeholders on MTSS implementation in high schools. Despite evidence of MTSS implementation effectiveness in elementary and middle school settings, MTSS implementation still lags in high schools. In reviewing the literature on high school MTSS implementation, those who have worked to implement MTSS do not all do so with the same priorities and/or emphases. I collected and examined qualitative data that reflects the perspectives of experts and school-level stakeholders. Specifically, I also reviewed articles or book chapters written by some high school MTSS experts and interviewed them. I interviewed stakeholders working in high school in order to gain perspectives from individuals who are directly involved in the implementation process. I used the Generic Qualitative design in my research, and analyzed the interview data and documents by using the Inductive Analysis method. Experts and stakeholders identified essential elements that they perceived would influence high schools’ abilities to implement MTSS and impact student outcomes. They specified components that relate to the high school system and the ecology of a high school that impact MTSS implementation: components like parent involvement, the community, and the high school culture. All participants shared perspectives on high school students’ roles in the MTSS process, such as student support team involvement, providing ideas regarding interventions, and assistance with peer tutoring. Overall, experts and stakeholders agreed on many of the basic principles and components of high school MTSS (leadership, collaboration, professional development, alignment, data, decision rules); however, they emphasized different approaches for application to a high school setting, and displayed varying opinions on best practices. Some of the foci included reading interventions, behavioral supports, Tier-1 foundational instruction, and graduation goals. Implications for practice may be pulled from the perspectives shared, particularly those regarding context-specific professional development, student involvement, and the urgency of providing supports in time for high school graduation.

The work brings critical and philosophical perspective on the issue of art and mass culture in contemporary society. Relying on H.-G. Gadamer's, T. W. Adorno's and Walter Benjamin's ideas. The work performs a summary of their thoughts, focusing on art as an example of humanities- scientific investigation in the case of H.-G. Gadamer, the criticism of the cultural industry and its vital role in the thinking of T. W Adorno and the issue of technical reproducibility of works of art in a Walter Benjamin's essay. The work focuses on the present social functions of mass culture, its internal structure, on the issue of its quality, taking into account the extent to which this appears to be useful. The main topic was ultimately shown to be a phenomenon of education. Keywords. Philosophical Anthropology, Philosophy of Art, Culture and Society, Mass Culture.

Thesis (Ph.D. (TshiVenda)) -- University of Limpopo, 2020 / This research study investigated the Vhuthu African philosophy in four selected Tshivenḓa novels, namely; A si Ene (Madima, 1954), Bulayo ḽo Ṱalifhaho (Magau, 1980), Thonga i Pfi Ndo Vhaḓa (Demana, 2015) and Ḽi a Kovhela (Mugwena, 2014) respectively. The Vhuthu philosophical principles formed the main part of the literature review in this study, which afforded the researcher the opportunity to read through, gain an understanding and develop a detailed analysis of the concept of Vhuthu as depicted in the aforementioned novels. Undergirded by the Afrocentricity Theory, this study foregrounds the depiction of African Vhuthu philosophy in the mentioned Tshivenḓa novels. The Afrocentric theoretical perspective centralises the agency of Africans and is geared towards drawing Africans from the margins to the centre in various spheres of society. This study illustrates how Vhuthu, as an essential tenet of African life and philosophy, is embraced by the Vhavenḓa. The study employed the qualitative approach, and used Textual Analysis in the analysis of data obtained from the four selected Tshivenḓa novels. In its investigation of the depiction of Vhuthu in the four selected Tshivenḓa novels, this study was framed within four main objectives of the study, namely: (i) to identify aspects that depict Vhuthu from the selected Tshivenḓa novels, (ii) to investigate the benefits of Vhuthu from the selected novels, (ii) to investigate the shortcomings of Vhuthu from the selected novels and, (iii) to establish the relevance of Vhuthu in present-day society. In the analysis of the selected novels, it was found that there were instances where the characters acted in accordance to the Vhuthu philosophical principles while in other instances, the characters somewhat contravened the Vhuthu philosophy. Overall, the study suggests that the Vhuthu philosophy must be included in the school curricula because, as the study argues, most people who act against the philosophy’s principles are largely the youth.

PhDr. Tomáš Kunca The Humanist Virtuoso: Beginnings, Idea and Illustration of Hume's experimental philosophical anthropology in Treatise of Human Nature UK FHS, Praha 2013 Thesis introduces a concept of "The Humanist Virtuoso" as distinctive feature reflecting Hume's effort to introduce an idea of experimental philosophical anthropology based on study of human nature and manifested in his A Treatise of Human Nature. Concept is justified by three steps, through analysis of the beginnings of Hume's philosophy, explication of his "science of man" idea in Treatise and illustration of this idea in action, as appears in analysis of passions (Book 2). The beginnings of Hume's way to experimental philosophical anthropology are explained thorough interpretation of historical facts connected with his early study at College of Edinburgh. First meetings with culture of science ( both British Christian tradition of experimental philosophy and Newtonian mathematical philosophy) are considered as particularly important. Detailed analysis of pre-Treatise letters (the Letter to Physician and to Michael Ramsey) is provided to make explicit the beginnings of his "science of man" idea, turn to study of human nature. Castration of Treatise is observed and discussed via analysis of his letter to Home (1737). The second...