Este trabalho é uma tradução da Poética de Aristóteles (com exceção dos capítulos 19 a 22, que não são discutidos aqui) acompanhada de comentários. A intenção dele é estabelecer um texto que leve em conta as várias contribuições dadas pelas principais traduções francesas, inglesas, italianas e portuguesas, e situar, por meio dos comentários, a Poética dentro do corpus da filosofia aristotélica, especialmente a ética de Aristóteles e sua teoria da ação. / This paper is a translation into Portuguese of Aristotle\'s Poetics (with the exception of chapters 19 trough 22, which are not discussed here), with accompanying commentaries. Its intention views the establishment of a text that takes into account several contributions given by the main French, English, Italian and Portuguese translations. The commentaries consider Poetics as a part of the Aristotelian philosophy teachings, especially Aristotle\'s ethics and his action theory.

A presente pesquisa aproxima a personagem Ciacco, glutão punido na terceira vala do Inferno da Comédia, como a figura da personagem Ulisses, herói grego que atravessou a literatura ocidental antiga até chegar à Idade Média e ser condenado, também no Inferno, pelos seus crimes de fraude. Essa aproximação se realiza pela análise da transgressão de incontinência alimentar, descrita pelo filósofo grego Aristóteles na Ética a Nicômaco, pelo fato dessa transgressão manter uma explícita relação com o pecado do guloso Ciacco, além de ser aplicável à sede de conhecimento que a personagem Ulisses reflete no relato da sua última viagem. Mediante o estudo de obras de Dante Alighieri, como o Convivio e a Comédia, procura-se estabelecer uma conexão entre o desenfreado ato de se nutrir e a falta de moderação na busca pelo conhecimento, sendo essa última aquela que gera a eterna oposição entre ciência e fé, tão importante no contexto religioso no qual a Comédia foi escrita. / This research compares Ciacco, the glutton character punished in the third ditch in Inferno in Dantes Comedy, with Ulysses, the Greek hero who was brought from Ancient Western Literature to the Middle Ages and condemned also in Inferno for his fraud crimes. This comparison is drawn through the analysis of the eating intemperance transgression, described by the Greek philosopher Aristotle in Nicomachean Ethics, since this transgression maintains an explicit relation with Ciaccos greediness and is also applicable to the greed for knowledge which Ulysses reflects in the account of his last trip. Through the study of Dantes works, such as the Convivio and the Comedy, an attempt is made to establish a connection between the unstoppable act of eating and the lack of moderation in the search for knowledge; the latter being what causes the eternal opposition between science and faith, so important in the religious context in which the Comedy was written.

After a brief overview of the standard attempts to give the persistence conditions of artifacts through time and material changes, I develop and present an account which capitalizes on Koons’s theory that artifacts are in some robust and important way social practices in order to explain their persistence through time. After one unsuccessful attempt to formulate a view that is not susceptible to Ship of Theseus like problems concerning the persistence conditions of artifacts, I present the full view: artifacts become artifacts when they are arranged in a particular formal manner by someone who is engaging in a creative social practice. The artifact then remains the same artifact so long as its form is sufficiently preserved and maintained according to maintaining social practices. In this way, the social practice that unifies the artifact is like the life that unifies an organism—so long as the social practice and the form persist, the artifact is the same artifact. To conclude, I look at several problems my view cannot yet account for, such as the persistence conditions of objects that are not manmade artifacts, and the commitment to ontic vagueness that my view seems to entail. / text

Este trabalho é uma tradução da Poética de Aristóteles (com exceção dos capítulos 19 a 22, que não são discutidos aqui) acompanhada de comentários. A intenção dele é estabelecer um texto que leve em conta as várias contribuições dadas pelas principais traduções francesas, inglesas, italianas e portuguesas, e situar, por meio dos comentários, a Poética dentro do corpus da filosofia aristotélica, especialmente a ética de Aristóteles e sua teoria da ação. / This paper is a translation into Portuguese of Aristotle\'s Poetics (with the exception of chapters 19 trough 22, which are not discussed here), with accompanying commentaries. Its intention views the establishment of a text that takes into account several contributions given by the main French, English, Italian and Portuguese translations. The commentaries consider Poetics as a part of the Aristotelian philosophy teachings, especially Aristotle\'s ethics and his action theory.

A presente pesquisa aproxima a personagem Ciacco, glutão punido na terceira vala do Inferno da Comédia, como a figura da personagem Ulisses, herói grego que atravessou a literatura ocidental antiga até chegar à Idade Média e ser condenado, também no Inferno, pelos seus crimes de fraude. Essa aproximação se realiza pela análise da transgressão de incontinência alimentar, descrita pelo filósofo grego Aristóteles na Ética a Nicômaco, pelo fato dessa transgressão manter uma explícita relação com o pecado do guloso Ciacco, além de ser aplicável à sede de conhecimento que a personagem Ulisses reflete no relato da sua última viagem. Mediante o estudo de obras de Dante Alighieri, como o Convivio e a Comédia, procura-se estabelecer uma conexão entre o desenfreado ato de se nutrir e a falta de moderação na busca pelo conhecimento, sendo essa última aquela que gera a eterna oposição entre ciência e fé, tão importante no contexto religioso no qual a Comédia foi escrita. / This research compares Ciacco, the glutton character punished in the third ditch in Inferno in Dantes Comedy, with Ulysses, the Greek hero who was brought from Ancient Western Literature to the Middle Ages and condemned also in Inferno for his fraud crimes. This comparison is drawn through the analysis of the eating intemperance transgression, described by the Greek philosopher Aristotle in Nicomachean Ethics, since this transgression maintains an explicit relation with Ciaccos greediness and is also applicable to the greed for knowledge which Ulysses reflects in the account of his last trip. Through the study of Dantes works, such as the Convivio and the Comedy, an attempt is made to establish a connection between the unstoppable act of eating and the lack of moderation in the search for knowledge; the latter being what causes the eternal opposition between science and faith, so important in the religious context in which the Comedy was written.

The aim of analyzing Fyodor Dostoevsky’s Crime and Punishment and Joseph Conrad’s Heart of Darkness is to study the symbolic undertones of each work from a Jungian psychoanalytical perspective. My thesis revolves around the archetypical story of man versus himself, that is to say, man versus psyche: his own demons personified as a reflection of nature and therefore the environment. The bulk of the analysis is described using narratological tools. By doing a close reading report I compare how the inner processes of the two novels’ protagonists are presented, in both imagery and style, using Aristoteles’ terminology in accordance with Gerald Prince’s definitions. The Jungian model and the concept of the shadow archetype is put into play in correspondence with Aristotelian terms such as anagnorisis and catharsis, where the chosen point of view (or focalization) is also discussed in its relationship to the psyche, characters and setting. The analysis leads me to conclude that the discussed archetypical themes found in the novels are used to portray an essential part of human existence. A recognizable pattern arises once we delve into and reflect upon the encounter with the unknown darkness (or shadow) that eventually leads to a newfound wisdom (catharsis).

The essay deals with the relationship between mercy and equity as a form of indulgent justice. Starting from the Aristotelian concept of equity, the essay studies the relationship between indulgency and normative overinclusion and underinclusion, considers the reach of equity in criminal law and concludes analysing the relation between judicial equity and legislation. / El estudio analiza la relación entre el derecho de gracia y la equidad como una forma de justicia indulgente. A partir del concepto aristotélico de equidad, se estudia la relación entre la indulgencia y la supra e infrainclusión normativas, se plantea el alcance de la equidad en materias penales y se concluye analizando la relación entre equidad judicial y legislación.

Philosophiae Doctor - PhD / This thesis is concerned with the definition of an inclusive democratic educational theory and practice which mediates the assumed tension between individualism and collectivism, difference and equality, and liberty and equality. In Part 1, I set out the elements of an inclusive theory of democracy and then proceed in Part 2 to examine various aspects of educational practice in the light of this. My main claim is that these assumed tensions can be mediated through the conceptualising of our composite identity in terms of the notion of dual social ontology. This refers to our two-fold identities as universal, common human beings and our multiple subjective positions as particular, different individuating beings. Together, these two aspects of our identity constitute the basis for conceptualising our simultaneous commonality and difference and for an inclusive notion of democracy. I argue further that the key to understanding the intersection of commonality and difference in social relations and institutional practices is the concept of the spheres of social relations and their constitutive meanings. The latter provide the criterion by which we can judge the appropriateness of difference or equality in that sphere or in practices which relate to it. In the light of these concepts, I trace the ideological contestation at the heart of democratic theory between liberalism and socialism. My claim is that the mutual limitations of these theories preclude constructing an inclusive theory of democracy which incorporates collective equality and individual liberty in a non-polarised way. I argue that the tension between individualism and collectivism can be mediated by analysing these cluster concepts into non-polarised simpler elements. My main contention is that only self-interested individualism, which assumes individuals as atomistic self-seekers, is necessarily in conceptual conflict with collectivism. The other two elements of individualism which I identify, namely, individuality, our universal common identity as bearers of rights, and individuation, the process of self-development through the expression of the unique difference, are shown to be compatible with collective concerns and the social view of human identity. Together, I suggest, individuality and individuation constitute our dual social ontology and the foundation for moral regard and an inclusive theory of democracy which accommodates difference and commonality. During the discussion, I draw from several theorists who provide inclusive frameworks in terms of the social, dialogical view of human nature and identity formation and who combine contemporary concerns for pluralism and critical social transformation. I examine the conceptual link between education and democracy through the educative notion of democracy and education for democracy. Critical educational theory is explored as an exemplar of an inclusive democratic educational practice incorporating individual and collective dimensions. The dynamics of commonality and difference are traced in key aspects of the educational process, namely, moral development, learning and the relationship between authority and freedom, and with regard to the democratisation of schooling, the appropriate boundary between the spheres of education and of politics, distributive justice in education and the curriculum. I argue throughout that the discursive tool of dual social ontology, along with the concept of the spheres of social relations and their constitutive meanings, provides the conceptual framework by which these tensions can be mediated and incorporated in an inclusive democratic educational theory and practice.

L’éthique néo-aristotélicienne développée à la suite du programme proposé par G.E.M. Anscombe en 1958 exclut-elle la notion de moralité ? Anscombe contestait la pertinence de la notion de « devoir moral ». Cela implique-t-il que l’on doive, pour la suivre, renoncer à toute distinction entre le « moral » et le « non moral » ? La défense d’un absolutisme moral motivait les analyses d’Anscombe concernant « l’intention ». Les critiques du légalisme, du conséquentialisme ou du subjectivisme qui sont menées dans le sillage de « La philosophie morale moderne » par les principaux représentants de l’éthique néo-aristotélicienne – Philippa Foot, Alasdair MacIntyre, Rosalind Hursthouse ou Martha C. Nussbaum – répondent au même type de préoccupation. Les néo-aristotéliciens cherchent à opposer aux conceptions modernes de la rationalité morale l’idée d’une rationalité pratique homogène. Mais c’est pour montrer qu’elle est intrinsèquement liée à la vertu. Dans le même esprit, ils opposent à l’anti-naturalisme de la morale britannique du XXème siècle un naturalisme non réductionniste. Sous ces différents aspects, leur réflexion bénéficie des liens qu’elle renoue avec l’inspiration originelle de la méthode de la « psychologie » anscombienne. C’est ce qui permet à certains d’entre eux de poser les jalons d’une éthique fondée sur les notions de vertu et de bonheur, que celle-ci revendique ou non son appartenance à « l’éthique de la vertu ». A travers sa définition de « l’action humaine », cette éthique qui possède certains traits caractéristiques de l’éthique des Anciens, implique bien néanmoins une définition exigeante et originale de la moralité. / Does neo-Aristotelian ethics, which was developed according to the programme by G.E.M. Anscombe in 1958, exclude the notion of morality? Anscombe challenged the relevance of the concept of ‘moral duty’. Does this imply that, to follow her programme, one must give up any distinction between ‘moral’ and ‘non-moral’? The defence of moral absolutism motivated Anscombe's ‘intention’ analyses. Critics of legalism, consequentialism or the subjectivism that was conducted in the wake of ‘Modern Moral Philosophy’ by the main representatives of neo-Aristotelian ethics—Philippa Foot, Alasdair MacIntyre, Rosalind Hursthouse and Martha C. Nussbaum—have responded to the same type of concern. The neo-Aristotelians, despite their disagreement on many points, seek to set the idea of a homogeneous practical rationality against modern conceptions of moral rationality; however, it is to show that rationality is intrinsically linked to virtue. In the same spirit, they set a non-reductionist naturalism against the anti-naturalist British ethics of the 20th century. Under these different aspects, their reflection benefits from a return to the original inspiration of Anscombe’s ‘psychology’ method. This return is also what allows some of them to lay the foundations for an ethical theory based on notions of virtue and happiness regardless of whether it claims to belong to ‘virtue ethics’ or not. Through its definition of ‘human action’, this ethical theory—which proposes to reconnect with certain characteristics of ancient ethics—implies, however, a demanding and original definition of morality.

Indiana University-Purdue University Indianapolis (IUPUI) / The Smokey Bear Campaign is one of the most popular and recognized public communication campaigns in the United States. The Advertising Council began the Smokey Bear campaign in 1944 and it is the longest running public communication campaign in the United States. Through a rhetorical narrative methodology, this study analyzed Smokey Bear advertising pieces from its inception through the present. The analysis of the advertising pieces was organized by narrative elements of the campaign, such as narration, themes, characters, and major and minor events with a focus on philanthropic composition relating to awareness and behavior change messaging. The following question is answered: what kind of messaging focus does the Smokey Bear campaign deploy and what aspect of philanthropy does the Smokey Bear campaign seem to be achieving? Conclusions on the philanthropic aspects of public communication campaigns are drawn based on the analysis of the Smokey Bear campaign.