Univ., Diss.--Heidelberg, 2000. / Literaturverz S. 371 - 383.

Na pesquisa pedagógica, é comum que a articulação conferida entre filosofia e educação ocorra a partir de pressupostos conceituais amplos, aquilo que convencionou-se chamar de ideal de formação. Nesse sentido, caberia a outras áreas a responsabilidade de investigar temas afeitos à educação escolarizada, tais como o currículo ou avaliação. O objetivo da Tese é problematizar esse pressuposto trabalhando na ideia de uma filosofia que emerja da escola, de uma filosofia conectada. Para tanto, utiliza-se como sustentação teórica a filosofia comunitarista de Michael Walzer. O comunitarismo, enquanto filosofia política, opõe-se ao liberalismo filosófico, pois crê, em oposição a este, que a vida boa deve ser perspectivada em cada contexto específico e a partir da prática cotidiana dos indivíduos. No entanto, a filosofia comunitária não possui um corpo de doutrina unificado e para as pretensões do texto de articular escola e filosofia, utiliza-se a obra de Walzer e seus diversos conceitos no sentido de sustentar a ideia de uma boa escola alicerçada na cidadania democrática, participação e protagonismo das crianças e adolescentes. Defende-se que o comunitarismo de Walzer possui como paradigma o conceito de filosofia prática e nesse sentido todos os demais temas investigados pelo autor, tais como pluralismo, sociedade civil, tolerância, justiça distributiva, comunidade, crítica social e moralidade, estão todos ancorados no ideal de uma filosofia focada no real. Segue-se essa intuição básica, portanto, para a elaboração de vinte proposições que consolidem uma ideia de comunitarismo voltado à educação, ou mais apropriadamente, um comunitarismo voltado à escola, com o propósito de oferecer alternativas a um quadro de desarraigamento comunitário – especialmente urbano – cada vez mais proeminente. / In pedagogic research, it is common for the articulation between philosophy and education to happen from broad conceptual assumptions, which is usually called ideal of education. In this sense, other areas should be given the responsibility of investigating subjects related to school education, such as curriculum or evaluation. This Thesis aims at putting into question that assumption, dealing with the idea of a philosophy arising from school, a connected philosophy. For this, the communitarian philosophy of Michael Walzer is used as a theoretical support. Communitarianism, as a political philosophy, opposes to philosophical liberalism, as it sets that good life should be put into perspective in every specific context, and from one’s everyday practice. However, communitarian philosophy does not have a unified doctrinal body, for attaining the aims of this text (an articulation between the school and philosophy) Walzer’s work was used along with his several concepts to support the idea of a good school based on democratic citizenship, participation and protagonism of children and teenagers. Walzer’s communitarianism is advocated as having as its paradigm the concept of practical philosophy, and in this sense all other subjects explored by the author, such as pluralism, civil society, tolerance, distributive justice, community, social criticism and morality, are all based on the ideal of a realityfocused philosophy. That basic perception is therefore adopted for the formulation of twenty propositions that consolidate an idea of communitarianism as focused on education or – more appropriately – as focused on the school, aiming at offering alternatives to an ever-growing scenario of community detachment (specially urban).

Na pesquisa pedagógica, é comum que a articulação conferida entre filosofia e educação ocorra a partir de pressupostos conceituais amplos, aquilo que convencionou-se chamar de ideal de formação. Nesse sentido, caberia a outras áreas a responsabilidade de investigar temas afeitos à educação escolarizada, tais como o currículo ou avaliação. O objetivo da Tese é problematizar esse pressuposto trabalhando na ideia de uma filosofia que emerja da escola, de uma filosofia conectada. Para tanto, utiliza-se como sustentação teórica a filosofia comunitarista de Michael Walzer. O comunitarismo, enquanto filosofia política, opõe-se ao liberalismo filosófico, pois crê, em oposição a este, que a vida boa deve ser perspectivada em cada contexto específico e a partir da prática cotidiana dos indivíduos. No entanto, a filosofia comunitária não possui um corpo de doutrina unificado e para as pretensões do texto de articular escola e filosofia, utiliza-se a obra de Walzer e seus diversos conceitos no sentido de sustentar a ideia de uma boa escola alicerçada na cidadania democrática, participação e protagonismo das crianças e adolescentes. Defende-se que o comunitarismo de Walzer possui como paradigma o conceito de filosofia prática e nesse sentido todos os demais temas investigados pelo autor, tais como pluralismo, sociedade civil, tolerância, justiça distributiva, comunidade, crítica social e moralidade, estão todos ancorados no ideal de uma filosofia focada no real. Segue-se essa intuição básica, portanto, para a elaboração de vinte proposições que consolidem uma ideia de comunitarismo voltado à educação, ou mais apropriadamente, um comunitarismo voltado à escola, com o propósito de oferecer alternativas a um quadro de desarraigamento comunitário – especialmente urbano – cada vez mais proeminente. / In pedagogic research, it is common for the articulation between philosophy and education to happen from broad conceptual assumptions, which is usually called ideal of education. In this sense, other areas should be given the responsibility of investigating subjects related to school education, such as curriculum or evaluation. This Thesis aims at putting into question that assumption, dealing with the idea of a philosophy arising from school, a connected philosophy. For this, the communitarian philosophy of Michael Walzer is used as a theoretical support. Communitarianism, as a political philosophy, opposes to philosophical liberalism, as it sets that good life should be put into perspective in every specific context, and from one’s everyday practice. However, communitarian philosophy does not have a unified doctrinal body, for attaining the aims of this text (an articulation between the school and philosophy) Walzer’s work was used along with his several concepts to support the idea of a good school based on democratic citizenship, participation and protagonism of children and teenagers. Walzer’s communitarianism is advocated as having as its paradigm the concept of practical philosophy, and in this sense all other subjects explored by the author, such as pluralism, civil society, tolerance, distributive justice, community, social criticism and morality, are all based on the ideal of a realityfocused philosophy. That basic perception is therefore adopted for the formulation of twenty propositions that consolidate an idea of communitarianism as focused on education or – more appropriately – as focused on the school, aiming at offering alternatives to an ever-growing scenario of community detachment (specially urban).

Na pesquisa pedagógica, é comum que a articulação conferida entre filosofia e educação ocorra a partir de pressupostos conceituais amplos, aquilo que convencionou-se chamar de ideal de formação. Nesse sentido, caberia a outras áreas a responsabilidade de investigar temas afeitos à educação escolarizada, tais como o currículo ou avaliação. O objetivo da Tese é problematizar esse pressuposto trabalhando na ideia de uma filosofia que emerja da escola, de uma filosofia conectada. Para tanto, utiliza-se como sustentação teórica a filosofia comunitarista de Michael Walzer. O comunitarismo, enquanto filosofia política, opõe-se ao liberalismo filosófico, pois crê, em oposição a este, que a vida boa deve ser perspectivada em cada contexto específico e a partir da prática cotidiana dos indivíduos. No entanto, a filosofia comunitária não possui um corpo de doutrina unificado e para as pretensões do texto de articular escola e filosofia, utiliza-se a obra de Walzer e seus diversos conceitos no sentido de sustentar a ideia de uma boa escola alicerçada na cidadania democrática, participação e protagonismo das crianças e adolescentes. Defende-se que o comunitarismo de Walzer possui como paradigma o conceito de filosofia prática e nesse sentido todos os demais temas investigados pelo autor, tais como pluralismo, sociedade civil, tolerância, justiça distributiva, comunidade, crítica social e moralidade, estão todos ancorados no ideal de uma filosofia focada no real. Segue-se essa intuição básica, portanto, para a elaboração de vinte proposições que consolidem uma ideia de comunitarismo voltado à educação, ou mais apropriadamente, um comunitarismo voltado à escola, com o propósito de oferecer alternativas a um quadro de desarraigamento comunitário – especialmente urbano – cada vez mais proeminente. / In pedagogic research, it is common for the articulation between philosophy and education to happen from broad conceptual assumptions, which is usually called ideal of education. In this sense, other areas should be given the responsibility of investigating subjects related to school education, such as curriculum or evaluation. This Thesis aims at putting into question that assumption, dealing with the idea of a philosophy arising from school, a connected philosophy. For this, the communitarian philosophy of Michael Walzer is used as a theoretical support. Communitarianism, as a political philosophy, opposes to philosophical liberalism, as it sets that good life should be put into perspective in every specific context, and from one’s everyday practice. However, communitarian philosophy does not have a unified doctrinal body, for attaining the aims of this text (an articulation between the school and philosophy) Walzer’s work was used along with his several concepts to support the idea of a good school based on democratic citizenship, participation and protagonism of children and teenagers. Walzer’s communitarianism is advocated as having as its paradigm the concept of practical philosophy, and in this sense all other subjects explored by the author, such as pluralism, civil society, tolerance, distributive justice, community, social criticism and morality, are all based on the ideal of a realityfocused philosophy. That basic perception is therefore adopted for the formulation of twenty propositions that consolidate an idea of communitarianism as focused on education or – more appropriately – as focused on the school, aiming at offering alternatives to an ever-growing scenario of community detachment (specially urban).

Wong Fan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves 102-106). / Abstracts in English and Chinese. / Abstracts --- p.i / Preface --- p.iii / Acknowledgements --- p.viii / Chapter 1. --- Walzer's Theory of Distributive Justice --- p.1 / Walzer's philosophical Approach --- p.1 / Distribution and Social Meanings of Goods --- p.2 / "Monopoly, Domination, and Complex Equality" --- p.9 / Relativist Theory of Justice and Democratic Socialism --- p.19 / Chapter 2. --- On Equality --- p.23 / Arneson on Walzer's Criticism of Simple Equality --- p.23 / "Cohen's ""Voluntary Equality"" 一 A Defense Of Literal Equality" --- p.26 / Arneson's Criticism on Walzer's Complex Equality --- p.33 / Further Problems on Walzer's Complex Equality --- p.41 / Chapter 3. --- Social Meanings of Goods --- p.45 / Is Walzer's Theory Unnecessarily Restrictive? --- p.45 / Social Meanings of Goods and Moral Considerations --- p.51 / The Conflicting Social Meanings of A Good --- p.54 / Other Problems --- p.61 / Chapter 4. --- Shared Understandings And Moral Relativism --- p.65 / Is Walzer A Conventionalist? --- p.65 / Equal Citizenship And Democracy --- p.72 / Walzer's Benign Relativism --- p.76 / Chapter 5. --- Interpretation --- p.86 / Walzer's Thesis of Interpretation --- p.86 / Walzer and Marx --- p.93 / Conclusion --- p.98 / BIBLIOGRAPHY --- p.102

Univ., Diss.--Tübingen, 2003.

In Socialism’s Twilight is a study of the thought and politics of Michael Walzer and the travails of democratic socialism in the second half of the twentieth century. Using the methods of intellectual and political history, it situates Walzer’s political theory and criticism in the context of what might be called the “long New Left,” the overlapping generations of radicals that stretched from the beginning of the Cold War to its end and that supplemented the left’s traditional commitments to socialism with a politics of national liberation, radical democracy, and liberalism. By doing so, the dissertation hopes to trace the development not only of Walzer’s own commitments but also those of the socialist left. Caught in a period of frequent defeat and bitter controversy, socialists found themselves forced into a state of constant revision, as they moved from the libertarian socialism of the 1950s and 60s to the social democratic coalitions of the 1970s and 80s to the liberalism and humanitarianism of the 1990s and 2000s. Opening with the collapse of the Popular Front after World War II, the dissertation follows Walzer’s search for a new radicalism with intellectuals around Dissent and through his involvement in civil rights and antiwar activism. Examining his arguments with an older left over the Vietnam War and with a younger left over Israel, it then tracks Walzer’s movement toward the left-liberal politics of the 1970s and it concludes with chapters on his major works of normative theory and his later humanitarian interventionism. By revisiting his career, In Socialism’s Twilight seeks to identify some of the competing impulses of socialists in the second half of the twentieth century and explore the sometimes creative, sometimes unsatisfying ways they engaged with them. It also hopes to ask some questions facing the left today: How did these socialists reconcile their early commitment to radical democracy with their later one to the welfare state? How did they pair their socialism with a politics of national liberation? How did a figure like Walzer, in part radicalized by the Vietnam War, end up with a more positive view of American force? And how do the often conflicting ideals of the long New Left sit with the socialism of a new generation?

Zugl.: Luzern, Universiẗat, Diss., 2006.

Thesis (M.A.)--Ohio University, August, 2003. / Title from PDF t.p. Includes bibliographical references (leaves 179-186)

L'objectif de ce mémoire est de poser un jugement moral sur le terrorisme et la lutte antiterroriste. Pour ce faire, la théorie de la guerre juste du philosophe américain Michael Walzer est analysée à la lumière des défis moraux que posent le recours au terrorisme dans les conflits contemporains et le recours à la guerre dans la lutte contre les organisations terroristes. Bien que le phénomène terroriste ne soit pas nouveau, les théoriciens de la guerre juste se sont peu intéressés à lui, faisant plutôt porter leurs analyses sur la guerre conventionnelle, la dissuasion nucléaire ou les interventions humanitaires. L'absence d'un discours moral cohérent sur le terrorisme est une lacune que ce mémoire espère contribuer à combler. La pensée de Michael Walzer soulève trois questions importantes qui correspondent à chacun des chapitres de ce travail: la guerre peut-elle vraiment être juste? Si elle l'est, le terrorisme peut-il parfois l'être aussi? Et si le terrorisme ne peut jamais être légitime, est-il plus juste de vouloir le combattre par la guerre? Après avoir soumis la théorie de Michael Walzer à la critique de ses principaux détracteurs, il est possible d'affirmer que, effectivement, la guerre est une activité qui peut se justifier et qu'il est parfois moralement nécessaire d'entreprendre. Les deux théories rivales de la guerre juste, le réalisme et le pacifisme, sont incapables de prouver le contraire. À l'inverse, le recours au terrorisme ne peut jamais être justifié. Cette conclusion du deuxième chapitre est partagée par Michael Walzer, mais il peut être démontré que l'opinion de l'auteur sur le terrorisme est remplie de contradictions et que, par conséquent, celle-ci ne peut être acceptée sans modifications importantes. Enfin, la réponse à la troisième question de recherche sur la lutte antiterroriste est plutôt ambivalente. Contrairement à une idée reçue, faire la guerre à des terroristes ou à des États complices de terrorisme n'est pas toujours quelque chose d'impossible ou d'injuste. L'intervention militaire américaine en Afghanistan à l'automne 2001, qui sert d'étude de cas dans ce dernier chapitre, entre dans la catégorie des guerres de légitime défense justifiées par Michael Walzer, mais pour des raisons qui risquent peu d'être réunies à nouveau dans un avenir rapproché. Au terme de cet exercice, il n'apparaît pas nécessaire de rejeter ou de reviser complètement les catégories de la guerre juste de Michael Walzer pour pouvoir faire un jugement moral acceptable du terrorisme et de la lutte antiterroriste. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Guerre juste, Guerre, Terrorisme, Éthique, Morale, Afghanistan.