Made available in DSpace on 2017-06-01T18:12:47Z (GMT). No. of bitstreams: 1 alexandre_jesus_prazeres.pdf: 992223 bytes, checksum: e8a843f6733992c80af985281b95beb4 (MD5) Previous issue date: 2013-04-26 / This work is a study of the body-soul relationship in the Hebrew Bible and its implications for today's culture body, guided by the following general objective: to understand the biblical concept of man-Semitic, through the study of Hebrew terms semantic vp,n< /n#P#v/ and rf'B' /B*c*r/, and its implications for the somatic culture today. That in turn breaks down into three specific objectives. The first, noted how issues of body-soul relationship were answered throughout history by theologians and philosophers, and their influence in relation to the formation of Western culture. This objective will guide the first chapter that will present an overview of the body-soul relationship. The second, extracting, examining meaning of the terms vp,n< /n#P#v/ and rf'B' /B*c*r/ in passages where the same were employed, implications related to a perception of ideational and conceptual Semitic assumptions regarding human being. This objective will be pursued throughout the second chapter which is an anthropological approach to the Hebrew Bible. And the third, confront the notion of biblical-Semitic man with symptoms of somatic culture today. This objective will guide the third chapter presents the implications of the terms vp,n< /n#P#v/ and rf'B' /B*c*r/ for somatic culture today. In terms of structure and methodology, this work will follow a logical order, it will start exposing the debate on the body-soul relationship through the panorama presented in the first chapter, which is the philosophical axis; followed by analysis of exegetical texts Hebrew Bible, this is the axis anthropological; and eventually end up confronting the extracted contents of the Hebrew Bible exegetically with the symptoms of somatic culture today, this will be the axis theological and sociological. / Este trabalho consiste numa pesquisa sobre a relação corpo-alma na Bíblia Hebraica e suas implicações para cultura corporal hodierna, orientando-se pelo seguinte objetivo geral: compreender a noção semítico-bíblica de homem, por meio do estudo semântico dos termos hebraicos vp,n< /n#P#v/ e rf'B' /B*c*r/, e suas implicações para a cultura somática hodierna. Que por sua vez desdobra-se em três objetivos específicos. O primeiro, assinalar a forma como questões referentes à relação corpo-alma foram respondidas ao longo da história por teólogos e filósofos, e sua influência em relação à formação da cultura ocidental . Este objetivo orientará o primeiro capítulo que apresentará um panorama sobre a relação corpo-alma; o segundo, extrair, do exame de sentido dos termos vp,n< /n#P#v/ e rf'B' /B*c*r/ nas passagens bíblicas onde os mesmo foram empregados, implicações relacionadas a uma percepção dos pressupostos ideativos e conceptuais semíticos referentes ao ser humano . Este objetivo será perseguido ao longo do segundo capítulo que consiste numa abordagem antropológica à Bíblia Hebraica; e o terceiro, confrontar a noção semítico-bíblica de ser humano com os sintomas da cultura somática hodierna . Este objetivo norteará o terceiro capítulo que apresenta as implicações dos termos vp,n< /n#P#v/ e rf'B' /B*c*r/ para a cultura somática hodierna. Em termos de estrutura e metodologia, este trabalho seguirá uma ordem de raciocínio lógico, pois iniciará expondo o debate sobre a relação corpo-alma através do panorama apresentado no primeiro capítulo, sendo este o seu eixo filosófico; seguirá através da análise exegética de textos da Bíblia Hebraica, este é o eixo antropológico; e por fim, terminará por confrontar o conteúdo extraído exegeticamente da Bíblia Hebraica com os sintomas da cultura somática atual, este será o eixo teológico e sociológico.

This thesis aims at formulating a human rights justification based on the assumption that disbelief in human rights is found in communicative grounds, rather than some sort of unreasonable evil. I first identify what I believe to be a flaw in the communicative strength of existing human rights justifications in explaining why rights should be. I suggest that there is a gap between the justifications of human rights that contain metaphysical narrative, and the justifications that rely on subjective experience of rights as good. I further explain how this is a gap that political consensus and the idea of Kantian moral reason cannot seem to fill. I subsequently boil this gap down to the concept of value, since the foundation for each justification is based on a type of value. These are categorized as either given value – which applies to all attributes of value that is “given” to us independently of our actions or opinions, or created value – which applies to all attributes of value that stem from social interaction (thus action) and experience. As justifications are funneled into either of these two categories of value, it begins to look like no other type of value exist, and as a result no one looks for it. To respond to this problem, I formulate a philosophical explanation, in Robert Nozicks terms. This explanation shows that there may be other routes to apply to value than sticking to simply given or created value. My explanation utilizes the three theories of philosophical anthropology, internal metaphysical realism and Wittgensteins philosophy of language, and it is based on the result of an analysis of material consisting of human rights justification arguments by Nicholas Wolterstorff, Alasdaire MacIntyre, Martha Nussbaum and Richard Rorty. The actual philosophical explanation I formulate utilizes the metaphysics of Helen Steward to provide a given-value foundation for the primitive reactions of Stefan Eriksson, which creates value through social organization. Overall, I find that there are untried possibilities which may allow for a different type of value to act as the foundation for a human rights justification. My contribution to the field rests in the novelty of the theories used in my explanation, and the angle of the problem formulation.

This diploma thesis describes the life and professional destiny of Professor Jan Bouzek on the background of historical situations. This Czech intellectual, thanks to his deep education and his philosophy of life, was able to prosper in the field of science while confronting the peripetials of fate in the complicated period of the second half of the 20th century in Czechoslovakia. It is a socially-historically conceived commentary biography. The second chapter consists of philosophical considerations of human action and sociological perspective. In the third chapter I describe the chosen method, the oral history and sources of the biography. The content of the most extensive, fourth chapter is a detailed biography of Jan Bouzek with historical and factual inputs. It covers all his personal and professional life, from childhood, through studies, to the beginnings of scientific work, to the achievement of scientific degrees. Historical entries refer to the breakthroughs in Czechoslovakia that Jan Bouzek experienced, Fifty Years, "Prague Spring", 1968 and subsequent normalization, conditions for traveling abroad at the time of communist totality and a break in 1989, "The Velvet Revolution. At the end of the chapter there is a more detailed insight into his extensive work. The fifth, final chapter is a...

The Thesis deals with possibility of teaching ethics. It explores philosophy of education and ethics. Basic question is whether it is even reasonable to teach ethics. Thesis also reflects the essence and nature of upbringing and education. In final chapter the thesis comes to synthesis of philosophy of education and ethics. Points of focus from previous chapters are merged together and author tries to show a path with elementary starting points. Author concludes that ethics can be taught by philosophical discussion, thinking and by combined discovery of theoretical philosophy. Ethics that grows from philosophical thinking and thinking process itself may develop the ability of students to pose important questions and deeply reflect ethical issues. They establish ethical outlook and inner understanding. They aim for uplifting the listeners, to shake their human psyche, to stir unrest in their souls. Goal of teachers of this subject is to challenge current certanties. Teachers have the possiblity to teach their students to think philosophically by introducing them to philosophical thinking, where thinking is defined as "Thinking in bigger picture". Keywords Ethics, Ethical Education, Philosophy of Education, Philosophy, Education, Philosophical Reflection, Ethical Dimension of Teaching

Farmer suicide is at crisis levels in the United States and India. This crisis is both a problem of experiential knowledge within infrastructure as well as a problem of discourse power. I argue that the logical abstraction required to conceptualize and evaluate farmer suicide cannot be separated from the overall experience of farmer suicide. Rather than existing as distinctly separate phenomena, these elements are co-constitutive. Despite the Centers' for Disease Control identification and designation of farmer suicide as complex, statistically relevant, and elevated, nearly all the policy efforts addressing farmer suicide focus on narrow economic impact and narrow economic relief. While these economic vectors are important, the problem is multifaceted and requires a broadening of policy discourse to include additional factors (e.g. philosophical, existential, psychological, etc.). Using Hannah Arendt's work on politics and the human condition, I connect the conditionality of homo faber (human fabricator/maker), animal laborans (laboring animal), and vita activa (active life) with farmer struggle and suicide. Through the work of Georges Canguilhem and Achille Mbembe, I critique and analyze the predominant discourse and framing of suicide as a disease. Last, but not least, I propose decolonial theory and degrowth theory as viable critical pathways to shift the scale of farming infrastructure towards a more equitable and just future.

Le présent mémoire de maîtrise contient un roman dans lequel on trouve des adresses courriel fictives. Elles correspondent à des personnages imaginaires, et non à des personnes réelles. Comme dans toute oeuvre de fiction, toute ressemblance avec des personnes réelles est fortuite ou l'effet du hasard. Je vous confirme donc que ce mémoire ne contient aucun véritable renseignement personnel ou confidentiel. Il s'agit de la version du mémoire telle qu'elle a été acceptée par les membres du jury d'évaluation. / Cultiver le doute est l’idée centrale autour de laquelle s’articulent tous les éléments de ce projet de recherche création, où j’ai voulu approfondir et mettre en œuvre différents procédés susceptibles de produire une narration empreinte d’incertitude qui laisse libre cours à une variété d’interprétations. Le volet essai, Les contradictions polyphoniques de narrateurs non fiables dans « Asiles de fous » de Régis Jauffret, se concentre sur ce roman représentatif d’une certaine littérature française contemporaine dite « déconcertante ». Asiles de fous constitue un objet d’étude particulièrement intéressant pour aborder la problématique d’un espace interprétatif en tension. La dissonance des voix inhérente à sa forme polyphonique ainsi que la « non-fiabilité » de chacun de ses quatre narrateurs complexifient la lecture, au point où il est littéralement impossible de trouver ancrage dans ce récit hypothétique où tout semble orchestré pour dérouter le lecteur. Fractures multiples, second volet de ce mémoire, est un roman porté par sept voix qui explore l’insoutenable complexité de l’être. Il retrace différentes périodes de l’existence de Jean-Philippe Dumoulin en disséquant ses liens affectifs troubles et ambigus avec sa famille, ses amours et ses amis. Jadis enfant modèle aspirant à une carrière de violoniste de concert, Jean-Philippe adulte s’est plutôt fait connaître comme une sorte de vagabond libertin, tristement célèbre pour ses variations de tempérament et ses épisodes dépressifs fulgurants. Maintenant quadragénaire, il s’est retranché dans une existence quasi ascétique, tout absorbé par ses études doctorales en philosophie psychopathologique. Une rencontre fortuite sera le catalyseur d’une réaction en chaîne qui va l’inciter à renouer des liens jadis significatifs qu’il avait choisi de rompre dans l’espoir de s’extraire de l’enclos de ses conflits psychiques. À l’image d’une courtepointe composée d’étoffes soigneusement choisies pour témoigner de toutes les époques d’une vie, la trame narrative de Fractures multiples se présente comme un amalgame de 37 récits courts qui confèrent à chaque personnage son ton, son motif et sa couleur. Une grande part de l’action est véhiculée sous forme de dialogues nourris par les notions de la polyphonie linguistique, où des voix divergentes s’expriment, s’affrontent, se font écho et s’emboîtent. Il en résulte un jeu de perceptions animé par une quête de vérité toujours fugace, chacun ajustant sa focale pour refléter une réalité confortant sa vision du monde. / To cast doubt is the main idea around which revolve all the elements of this research-creation project. My intent was to deepen and experiment with literary principles likely to produce a narrative filled with uncertainty that gives free rein to a variety of interpretations. The theorical part of this project, Les contradictions polyphoniques de narrateurs non fiables dans “Asiles de fous” de Régis Jauffret, is an essay focusing on the novel Asiles de fous by Régis Jauffret, which can be seen as emblematic of a type of modern French literature dubbed “disconcerting”. Asiles de fous constitutes a particularly interesting object of study to approach the problem of an interpretative space in tension. The dissonance of the voices inherent in its polyphonic form, as well as the “unreliability” of each of its four narrators, complicate the reading process to the point where it is impossible to find an anchor in this hypothetical story where everything seems orchestrated to confuse the reader. Fractures multiples, the creative part of this project, is a novel steered by seven voices that explore the unbearable complexity of being. It recollects various phases in the life of Jean-Philippe Dumoulin by dissecting his troubled and ambiguous emotional ties with his family, his lovers, and his friends. Formerly a model child aspiring to a career as a concert violinist, Jean-Philippe grew up to become a promiscuous freeloader of sorts, infamous for his mood swings and dramatic bouts of depression. Now in his forties, he lives almost secluded, entirely devoted to his doctoral studies in philosophical psychopathology. A chance encounter will be the catalyst for a chain reaction that will spur him to rebuild once significant bonds he had chosen to sever in the hope of extricating himself from the enclosure of his psychic conflicts. In the same way that a quilt is made of fabrics carefully chosen to represent different periods of one’s life, the storyline of Fractures multiples is a collection of 37 short stories which give each character its own poetic imagery and undertone. Much of the action is conveyed through dialogues informed by notions of linguistic polyphony, where divergent voices express themselves, confront or echo each other, and interlock. The result is a game of perceptions driven by an ever-fleeting quest for truth, showing how everybody tends to adjust one’s focus to reflect a reality that comforts one’s views.

Autour d'une question fondamentale comme celle de la présence, nous mobilisons une littérature interdisciplinaire grâce à laquelle les contributions de l'anthropologie et de la géographie sociale, de la théorie du théâtre et du cinéma, des performance studies, de la psychanalyse et de la sociologie, sont articulées dans la perspective de la phénoménologie et des sciences de l'information et de la communication. Notre façon d'habiter le monde a changé : l'être-en-ligne se révèle alors comme étant la nouvelle condition existentielle. La connexion au réseau, le web, les applications, dans leur ensemble, disposent les choses et les personnes selon des relations opérationnelles de proximité spatio-temporelle. Notre espace est un espace performatif, car il se produit à partir de nos actions, nos postures et nos gestes, gestes photo-graphiques, éminemment réflexifs, qui créent la mise en scène numérique. En allant au-delà du modèle de « l'interface », cette mise en scène est devenue la spatialité de raccordement de tous nos espaces d'action. Nous identifions alors la performativité du direct et de l’enregistrement, la performativité de l’être en train de…, de l’attention présentielle et du « suspens gestuel », la performativité des algorithmes et des notifications, la performativité des emoji et de tout ce qui «fait visage»; et encore, la performativité des questions et des messages automatiques derrière lesquels parfois il y quelqu’un et d’autres fois il n’y a personne (comme lorsqu’on sonne à la porte dans une scène de La cantatrice chauve). A la lumière d'une analyse socio-sémiotique de la gestuelle numérique, des écrans, du graphisme propre aux réseaux sociaux et aux applications de messagerie instantanée tout comme des « protocoles de la vie quotidienne », nous décrivons la présence comme étant toujours l'effet d'une médiation. Cette médiation est, à la fois, disjonction et fiction, car elle se manifeste dans l'écart et dans la différence aussi bien que dans la fiction de l'hypermédiatété. Il y a de la présence, en somme, s'il y a du jeu, au sens spatiale de l'expression « il y a du jeu » mais aussi au sens fictionnel et ludique du jouer à.…. Comme le garçon du café décrit par Sartre, nous jouons, fictionnons et de-fictionnons le réel, en faisant « comme si » était vrai ce qui, par ailleurs, l'est vraiment. / Around the fundamental question of presence, I draw on interdisciplinary literature whose contributions from the fields of anthropology and social geography, theatre and cinema theory, performance studies, psychoanalysis and sociology are articulated from the perspective of phenomenology and information and communication sciences. Our way of inhabiting the world has changed: online-being is the new fundamental existential condition. Our space is a performative space, because it is produced through our actions, our gestures, eminently reflexive photographic gestures, which create our digital mise en scène. This space has become the space which links together all of our active and social spaces. Here, I single out live and recorded performativity, the performativity of do-ing, the performativity of algorithms and of questions, of emojis and of all that which “fait visage”. After a socio-semiotic analysis of digital gestures, screens, the graphics of social networks and presence protocols, I describe presence as always being a mediation effect. This mediation is at once disjunction and fiction, beacause it works as a difference and as the fiction of hypermediality. Presence exists where there is play (jeu) as in the french expression “il y a du jeu”, refering to space, and in its fictional sense of play-acting. As with Sartre's café waiter, we play act in order to create reality and consciousness through fiction.

The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover student and teacher perceptions about their relationship as it relates to care, respect, and communication. Archived data from Gallop Poll surveys given to 9th grade students at 3 schools (n = 163) demonstrated student perceptions of their relationships with teachers. Additionally, 15 teachers were randomly selected for a focus group interview about rapport with students. The interview transcripts were coded for emergent themes related to the guiding questions. The analysis of the Gallup Poll data included calculation of the mean, standard deviation, median, item score range, mode, and raw-data frequencies/percent for responses to answer the respective research questions. Responses on the survey showed that students perceived a moderate level of bonding with teachers, while the interview data showed that there were issues related to communication with students, administrative support of teachers, and sincerity of teacher care for students. The project outcome is a professional development about communication amongst teacher and students, teachers and teachers, and teachers and administration to improve rapport and reduce the prevalence and impact of adverse events such as dropout and other forms of disengagement.

Students' classroom engagement is a strong predictor of positive educational outcomes including academic achievement, GPA, and standardized test scores. Most existing research has focused on the role of quality parenting and teaching in the development of student engagement. However, some research has shown small, yet significant effects of influences from students' peer groups on the development of their engagement. The goal of this study was to explore whether some children are more susceptible to the effects of their peer groups, and to examine a series of possible factors that might amplify the influence of a target students peer group on the development of that students' own engagement over the course of an academic year. In a re-analysis of an existing data set (Kindermann, 2007), peer group profiles of student engagement were examined as predictors of changes in individual engagement from fall to spring. It was expected that peer groups' levels of engagement would vary in their predictive power for changes in students' own engagement over the school year, depending upon individual levels of peer relatedness, the number of peers with whom the student affiliates with, student perceptions of parental involvement, as well as person-to-group differences in engagement. Gender differences were expected to be non-significant. As expected, results from two sets of analysis indicate no significant gender differences in susceptibility to peer influence. Furthermore, results suggest that susceptibility to peer influence on school engagement may depend upon the number of peers with whom a student affiliates with, parental involvement, as well as person-to-group differences in engagement. However, contrary to expectations, results suggest that a student's susceptibility to peer influence may not depend upon self-reported peer relatedness. Details of the analyses, results, strengths, limitations, and implications for future research are discussed.

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